This is at the backdrop that the average TVET share of total education expenditure from 2017 to 2022 was less than three per cent.

The suggestion forms part of a policy recommendation to the Government on a research topic: "TVET for Economic Transformation in Ghana."

The Africa Education Watch (Eduwatch) conducted the research in partnership with the African Centre for Economic Transformation (ACET).

Mr Kofi Asare, the Executive Director, Eduwatch, speaking at a stakeholder validation workshop on the research, said of the Ghc25 billion expended on education in 2022, only Ghc482 million, representing 1.9 per cent, went to TVET.

Mr Asare said the research recommended the strengthening of implementation of the TVET policy with focus on the fourth industrial revolution (4IR) and green skills.
It also recommended the mainstreaming of digital skills and infrastructure development in TVET programming and promote gender equity and inclusion through incentives.
It called for the review of TVET policies to explicitly promote gender equality in access and outcomes.

The research recommended the harmonisation of formal and informal TVET sectors to ensure standardised training and certification.

The 2021 population and Housing Census revealed that 35 per cent of Ghana's population are between 15 and 35 years, while 70 per cent are 35 years and below.

Mr Asare noted that TVET was a critical and useful solution to addressing the unemployment situation in the country.

Madam Mona Iddrisu, Head of Youth Employment and Skills, ACET, reiterated the need to strengthen TVET system for quicker development.
She called for solution-oriented approach in addressing challenges in the sector for sustained outcomes.

Some of the participants described the research as informative, calling for concerted efforts to address the gaps through scientific studies.

They called for a transparency and accountability measures on government allocations to TVET to ensure efficiency.

The workshop objective was to validate results through stakeholder feedback and gather insights to enhance the final report and inform policy advocacy.

The research used qualitative and quantitative methods, using a sample size of 168 respondents from 12 stakeholders.

They include civil society organisations, students, teachers, the private sector, policy and regulatory actors.