Tertiary education is at the heart of a nation power today.
In his speech, Yidana Peter, an Assembly member, first goes back over the history of tertiary education in Ghana.
It began with the Asquith Commission, appointed by the Government of the United Kingdom in August 1943 which wanted to promote education, learning and research via the development of universities in the colonies. The Asquith Commission identified centers engaged in university programs, like Achimota College. The aim was to train people
so they could work in the public service or could be leaders, this would bring about a better social and economic development of the colonies. Besides, the Commission wanted to set up university colleges in Nigeria and Gold Coast.
However, this project wasn't sustainable because of the lack of teaching support in both countries. The proposed solution was to set up only one university which would serve the whole British West Africa and which would be sited in Nigeria. However, the people of Gold Coast claimed they wanted their own university and that they'll provide funds for its development. And so, on 11 August 1948 the University College of Gold Coast was established, in order to foster education, learning and research.
This new university college taught according to the University of London programs, so the degrees and diplomas awarded to the Gold Coast's students were also degrees and diplomas of the University of London.
On 6 March 1957, Gold Coast became "Ghana" and took a real new importance in the international trade. In the context of international community, many others universities were created, like in Kumasi and Cape Coast. Nevertheless, the rate of attendance in countries in development was significantly lower than in developed countries.
This new university college taught according to the University of London programs, so the degrees and diplomas awarded to the Gold Coast's students were also degrees and diplomas of the University of London.
On 6 March 1957, Gold Coast became "Ghana" and took a real new importance in the international trade. In the context of international community, many others universities were created, like in Kumasi and Cape Coast. Nevertheless, the rate of attendance in countries in development was significantly lower than in developed countries.
Thus, to promote educational programs, tertiary education and to diversify the specialities in science and technology, a reform set up distance learning programs via mail, radio and TV.
On May 1992 the 15th, the University for Development Studies was established to increase access, mixing agriculture, health, environment etc. The University for Development Studies has played a unique role in Ghana's education history.
Quickly, following the industrial development, technical education became essential to the country. Technical institutes were established in Accra, Kumasi and others cities. The Polytechnics were upgraded to tertiary status : they had an important role in middle-level manpower development.
Nowadays, knowledge is at the center of economic and social development issues in the world, this makes tertiary education essential for the Ghanaian nation.
However, a tertiary education needs opportunities and means, such as the transmission of democratic values, the promotion of social behaviors and social cohesion. Tertiary education improves the cooperation between different sectors, which can improve the government performances, the civic engagement and lower social exclusion. Tertiary education also fosters social mobility.
On May 1992 the 15th, the University for Development Studies was established to increase access, mixing agriculture, health, environment etc. The University for Development Studies has played a unique role in Ghana's education history.
Quickly, following the industrial development, technical education became essential to the country. Technical institutes were established in Accra, Kumasi and others cities. The Polytechnics were upgraded to tertiary status : they had an important role in middle-level manpower development.
Nowadays, knowledge is at the center of economic and social development issues in the world, this makes tertiary education essential for the Ghanaian nation.
However, a tertiary education needs opportunities and means, such as the transmission of democratic values, the promotion of social behaviors and social cohesion. Tertiary education improves the cooperation between different sectors, which can improve the government performances, the civic engagement and lower social exclusion. Tertiary education also fosters social mobility.
So here are the challenges for Ghana today :
The government must rise the participation rate to tertiary education, which amounts to 2,5% of the population compared to 30% on average in developed countries. The main causes are the rapid growth of the population, the inadequate teaching, the limited infrastructures and the inequalities between men and women and the students coming from urban areas and those coming from rural ones. The government has a role to play to solve the problem of access : establishing tertiary institutions in the deprived districts for instance.
Another challenge is to fill in the mismatch between demand and supply of skilled labour. The government has to promote an efficient training system, because today too many students are unemployable because they have inadequate skills. Here, the main cause is a lack of linkages between training institutions and the industry and commerce, and also the use of obsolete equipment.
A solution can be for the government to establish a functional unit to forecast the demands and the size of the labour market, and establish the skill requirements of the labor market.
Besides, training institutions have to establish linkages with employers and trade unions, this could facilitate the recruitment of part-time staff from industry. Because, as Yidana Peter put it "these part-time staff should be given attractive incentive packages."
The government must rise the participation rate to tertiary education, which amounts to 2,5% of the population compared to 30% on average in developed countries. The main causes are the rapid growth of the population, the inadequate teaching, the limited infrastructures and the inequalities between men and women and the students coming from urban areas and those coming from rural ones. The government has a role to play to solve the problem of access : establishing tertiary institutions in the deprived districts for instance.
Another challenge is to fill in the mismatch between demand and supply of skilled labour. The government has to promote an efficient training system, because today too many students are unemployable because they have inadequate skills. Here, the main cause is a lack of linkages between training institutions and the industry and commerce, and also the use of obsolete equipment.
A solution can be for the government to establish a functional unit to forecast the demands and the size of the labour market, and establish the skill requirements of the labor market.
Besides, training institutions have to establish linkages with employers and trade unions, this could facilitate the recruitment of part-time staff from industry. Because, as Yidana Peter put it "these part-time staff should be given attractive incentive packages."
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