Science Technology & TVET

1. Science Technology & TVET Education Sector Annual Review 2005

2. Enrolment & Access Trends • There are 23 TVET institutions under the auspice of the MOES • Overall enrolment has exceeded 2004/05 target • An enrolment drive was conducted in 2004, involving all institutions

3. Female participation • The % of girls enrolment has fallen from 14.9% in 2003/04 to 13.9% in 2004/05 • 11% of teaching staff in TVET institutions are female • Sensitisation workshops are ongoing to promote female enrolment in TVET institutions

4. Key issues TVET • National Framework policy • Progress in TVET sector has been hampered by the delay in ratifying the policy. • Formation of national TVET Council (COTVET) dependent on ratification of policy • Cabinet has approved framework and it has been submitted to Parliament for endorsement. • Industrial Attachment • Currently it is not mandatory for TVET students to undertake industrial attachments • A pilot programme has been initiated for polytechnic and TVET students by the Association of Ghana Industries/Ghana Employers Association • 60 Technical teachers will undertake industrial attachment in 2005

5. Key Issues TVET • Academic Progression • TVET trainees are now being taught (optional) SSS level English, Maths & Science in order that they can sit WAEC exams and thus secure entry to polytechnics • Entrepreneurship Skills Development • Workshops were held in 2005 for teachers (TOT) from each TVET institution • Establishment & Rehabilitation of TVET Institutions • No new construction of TVET Institutions has taken place. Rehabilitation is ongoing in 4 institutions.

6. Science & Technology EducationICT Policy Framework for Education • Activities planned for the implementation of the completed policy framework include • Provide access to internet in JSS and SSS • Train staff in delivery of ICT programmes in JSS & SSS • Provide training using Science Resource Centre • Procure computers for ICT programmes • Implementation is being hampered by lack of funds to organise workshops and to procure equipment

7. Science & Technology EducationStaff Training in ICT delivery • 120 STME Coordinators and 76 Teacher Training tutors were trained in ICTE • Provision of computers and training of JSS teachers will commence in late 2005/early 2006 • 100 GES Staff (Directors, Assistant Directors, Secretaries) have received ICT training • Study guides for ICT education have been developed

8. Key Issues – Science & Technology Education • Science Laboratories • All new model schools being constructed are to be equipped with science laboratories JSS Workshops • Establishment and operation of JSS workshops in all schools is an ESP target • Construction of new workshops has stopped • Existing workshops are not being utilised for their intended purpose STM Training • Pilot INSET for P4-P6 and JSS teachers in science & technology has been undertaken. This will be developed into a structured INSET model for all primary school teachers

9. Recommendations-TVET Enrolment and Access • It is recommended that facilities to encourage female participation– e.g. hostel, toilet, changing rooms – should be provided at all TVET institutions • Advocacy to change perceptions about courses and professions which are traditionally viewed as gender-specific should be increased – and s targeted at students, parents and employers • To promote participation by females, the employment of qualified female teachers should also be increased • In addition, the number of students enrolled or graduating is being affected by the progression and salary opportunities available to them. This issue is addressed later in the presentation.

10. Recommendations-TVET National TVET Policy Framework • It is recommended that the Ministry of Education should provide all necessary assistance and information to enable the speedy passage of the National TVET Policy Framework through Parliament. • Civil society organisations should also continue to play an advocacy role in this area.

11. Recommendations-TVET National TVET Policy Framework An interim TVET body should be established to oversee development in the sector until such time as the Policy Framework is passed into law, to allow for a more efficient and effective running of the sector. Terms of reference for this body should be established, specifically addressing a number of areas of research • Identifying capacity of existing TVET institutions • Coordination of activities of existing institutions, to increase economies of scale and efficiency in operation

12. Recommendations - TVET National TVET Policy Framework Areas of research for interim body • Proposals for the establishment of new TVET institutions • Research into formal apprenticeship systems and identification of TVET occupational areas • Research into Competency Based Training – e.g. coordination of curriculum at tertiary and pre-tertiary training The Ministry of Education will take responsibility for establishing this interim body and including all relevant stakeholders.

13. Recommendations-TVET • Industrial Attachment • To improve quality of training, all students should be exposed to mandatory industrial attachments during their 3 years of training – as outlined in the TVET National Policy Framework • In advance of the Policy becoming law, advocacy must be increased towards employers/industry to ensure that they will participate fully in the process • Research into incentive methods should be undertaken to identify how employers can be encouraged to take on trainees – in a productive manner

14. Recommendations-TVET Academic Progression • Science, Maths & English programmes should be made mandatory for all TVET students, as envisaged in the Government White Paper. • Polytechnics should be encouraged to recognise the prior learning and skills of TVET graduates through a credit-transfer system. This should, in some instances, result in a shortening of the length of time required for study to HND level Curriculum Review • It is recommended that the curriculum currently being reviewed should be adapted as a working document for the proposed Industrial Training Advisory Board (ITAB)

15. Recommendations - TVET Entrepreneurship training • It is recommended that, following the completion of the TOT, entrepreneurship will be fully integrated into TVET curriculum Construction of new TVET Institutions • This is an ESP priority and funding should be identified and sourced from external sources - e.g. GETfund and HIPC

16. Recommendations - Science & Technology Provision of STM training • Following the pilot training in 3 districts, the establishment of a structured and replicable INSET model with a focus on science and maths, for all primary schools teachers, should be pursued ICT Policy • Activities to implement the ICT policy are ready, but are being hampered by a lack of funds to provide training and infrastructure • It is recommended that priority is given to the development of ICT, through the provision of targeted funding. • It must be recognised that training and provision of equipment should happen at the same time.

17. Recommendations - Science & Technology Provision of science laboratories • Completion of model schools with laboratories should be prioritised and existing Science Resource centres should be rehabilitated JSS Workshops • Realistic targets should be set for the annual construction of JSS workshops • These targets should include the possibility of constructing workshops to serve a cluster of schools • This last recommendation should be based on population figures (Basic Education Division and TVET)

18. General Recommendations Apprenticeship training • We support the proposal to establish a National Apprenticeship Training Board • This board should be put in place as soon as possible to carry out its mandate to oversee and regulate apprenticeship training and handle issues concerning registration, content, duration and certification

19. General Recommendations Budget Process • It is recommended that the ESAR process should be moved forward next year to June in order for activities to be identified which can then feed meaningfully into the budget preparation process • Those responsible for the achievement of targets within the ESP should be fully involved in the budget process linked to those targets – e.g. TVET construction

20. General Recommendations Tertiary institutions • For the ESAR 2006, more information should be provided regarding tertiary enrolments and student transition rates from SSS and TVET institutions.