FEASIBILITY STUDY ON THE RELEVANCE OF A TUNING …



Country Report: GHANA

Hanneke van Bruggen and Anton Vrieling

December 2010

Overview of Higher Education in Ghana

In 1948 during British colonial rule the first university college was established in Ghana. In 1961 this college became the first university of the country, i.e. the University of Ghana (UG). In 1962 two more institutes received a university status: the Kwame Nkrumah University of Science and Technology (KNUST), and the University of Cape Coast (UCC). Ghana’s university system is modelled on the British system, but since independence it has experienced various reforms. At present the tertiary institutes in Ghana are:

• 6 public universities with a total of more than 90,000 regular students

• 10 polytechnics with about 35,000 students (one in each region)

• 57 private university colleges, of which presently 3 can offer their own degrees, while for others degrees are offered by one of the public universities (around 25,000 students)

• 3 professional institutes: Institute for Professional Studies, Ghana Institute for Journalism, and Ghana Institute for Languages (about 4,500 students)

• 38 teacher training colleges which became tertiary institutes recently (Education Act of 2007) although they are still in transition (no student numbers found/obtained).

Two new public universities are planned, in the Volta region (focus on Health and Allied Sciences) and in Brong Ahafo (focus on Energy and Natural Resources). The rapid growth in the private sector is of the last 10 years and responds to a large gap between demand and supply in higher education. The emphasis of private institutes is on religious studies, business administration, and information and communication technology. New private university colleges come under a mentorship of one of the public universities for a minimum of 10 years, during which certificates/diplomas are issued by the mentor institute. Distance learning is also growing fast with currently about 44,000 students enrolled (main players are UCC and University of Education Winneba). At present the polytechnics operate separate from universities, and there is not yet an effective framework in place for easy transfer of students from a polytechnic to a university.

Before the 1980s tertiary institutes were fully funded by the government through institution grants and student subventions. However, increasing student numbers and decreasing government subvention created the necessity for finding other funding sources. Important current revenue sources of public universities are full-fee-paying international and Ghanaian students: for both categories government approved to reserve 5% of the annual admission slots (hence 10% total). Within the region, Ghana’s public universities are seen as high quality, thus attract international students. Most of these come from Nigeria, while Ghana is also popular among US students in African studies.

Tertiary Education Policy

A government White Paper issued in 2004 provided the basis for reforms to the educational systems. The White Paper outlined several programmes to expand and strengthen tertiary education. Largely these programmes were implemented or are still relevant, and are:

• Upgrading of post Secondary institutions such as nursing, teaching and agricultural colleges into tertiary institutions

• Strengthening the practical components of polytechnic education and enable them to offer degree programmes

• Establishment of an open university to provide avenue for work-study programmes and live long learning

• Expand post graduate training and make this more relevant to national development

• Reinforcing the links between tertiary education and industry, commerce and the agricultural and the informal sector

• Supporting distance education in tertiary institutions

• Establishment of open colleges with the support of the private sector

• Promotion of science and technology education including ICT education

The enactment of the Polytechnic Law (2007) has brought the Polytechnics under supervision of the National Council for Tertiary Education.

The vision for Tertiary Education

“The NCTE is devoted to promote quality, relevance and excellence in tertiary education to facilitate the development of world class human resources to support national development. “ (Tertiary Education Policy, NCTE)

The focus of the tertiary education sector will be on:

• Facilitating equitable access

• Strengthening vocational and technical education and promoting science and technology education

• Supporting collaboration between tertiary education institutions and business/commerce and international educational institutions

• Facilitating research and postgraduate education

• Facilitating quality and excellence

• Supporting national development priority areas and the development of colleges of Education

Access to Higher Education

The NCTE supports gradual expansion of enrolments in public institutions and the development of new institutions by the private sector in particular in areas without tertiary education institutions. The national policy specifies an enrolment ratio of 50:50% for males and females and the ratio in science and humanities 60:40%. In spite the significant increases in enrolment in tertiary institutions, only 10% of the age cohorts from Secondary School leavers have gained access to tertiary education and among them about 35% females. Additionally in 2007/2008 science students enrolled in public universities and polytechnics were 38% and 30% respectively. The inability to enrol more science students is due to the fact that fewer science students are enrolled in science programmes in secondary schools.

The massive increment in enrolments without the appropriate increase in material and human resources has led to high student teacher ratios and tremendous pressure on the existing facilities and has impacted negatively on teaching and learning.

The institutions are encouraged to organize distance education programmes to enhance access to tertiary education. Quantitative expansion of tertiary education requires the recruitment and/or training of more teachers. The University of Cape Coast and the University of Education Winneba are the main distance education providers in Ghana.

Relevance of Tertiary Education

Tertiary education should support the growth of other sub-sectors of education and contribute to solving numerous problems faced by society such as illiteracy, poverty and diseases. However, it has been observed that graduates of tertiary education institutes lack the critical skills and aptitudes to meet the rapid evolution of technology. Science and technology is not adequately responding to national development efforts due to inadequate facilities and obsolete processes. There is also a weak collaboration between tertiary education institutions and allied institutions of research. (Draft Tertiary Education Policy, NCTE)

Research in tertiary education in Ghana is constrained by inadequate research capacity: lack of articulation between research and national development needs; insufficient research skills and inadequate dissemination of research results. Another challenge is inadequate incentives to facilitate research in critical; national research areas.

Curriculum development in the light of TUNING

Competences

In universities most programmes are described in terms of subjects with objectives or goals, while in the Polytechnics some programmes are formulated student centred and competence based (in particularly Fashion Design and some of the engineering programmes) with clear learning outcomes.

Degree profiles

Polytechnics traditionally offer a Higher National Diploma, but since very recently a Bachelor degree is offered. At universities most of the degrees obtained are Bachelor degrees leading to middle management functions. Only a small percentage (around 5%) of Bachelor graduates continues with a Master’s and if so often after having worked for some time. The profiles of Master’s degrees are not very clearly described while PhD-profiles are not very well developed in the country.

Teaching, Learning and Assessment

The majority of courses offered at polytechnics and universities is still traditional staff-centred teaching with assessment through written exams. In the more competence based programmes a wide variety of teaching and learning methods is applied like lectures, group work, practicals, work placements, field visits. Assessments are performed in different formats like written and oral presentations, essays, quizzes, workplace assessments, tests and examinations.

NABPTEX National Board for Professional Technical Exams

NABPTEX is organizing national professional exams and is also a member in new developments like COTVET and is undertaking studies on HND graduates to find out how relevant the programmes they undertook in school have been beneficial to the needs of the country.

Systems of credits

One single national credit system does not exist. In general a four year BA degree programme is defined as 120-136 credits. Credits are assigned to a course on the basis of contact hours (theory and laboratory) as follows: one credit is assigned to either one contact hour theory class per week for one semester, or three contact hours laboratory work per week for one semester. The minimum workload for a full-time student is 15 credits for a semester. The maximum allowable is 18 credits.

Under COTVET a credit value is defined differently:

Credit values provide a method of describing and comparing the amount of learning achieved at the same or at different levels. They are used to quantify the outcomes of learning that are subject to reliable methods of assessment. The credit assigned to a unit is based on the amount of time that an “average” learner might take to achieve the outcomes. This can be based on the notional time to complete the units covering the facilitating, learning and assessments time. (1 credit is 30 hours workload)

Quality Assurance

All universities are required to have an Academic Quality Assurance Unit whose responsibility is to ensure the maintenance as well as continuous improvement of academic standards (including organizing seminars and training programmes for staff).

In universities and polytechnics each course is evaluated by the students. Students are involved in the self assessment procedures of programmes as well as in the external evaluation process by the NAB.

The quality assurance procedure gives little attention to the relation between competences and content, the teaching and learning process and the connection with the labour market, is the outcome suitable for the labour market.

The Visit Schedule, 12-17 December 2010

Several of the visits had been arranged beforehand by the University of Deusto (Ministry of Education, Association of African Universities, University of Cape Coast, EU Delegation, and Accra Polytechnic). In the country, additional meetings were arranged with the National Council for Tertiary Education, the National Accreditation Board, the Ghana Employers Association, the Council for Technical and Vocational Training, and the All African Student Union. Visits with additional universities, including private ones, would have been a useful addition, but could unfortunately not be arranged (also due to proximity to holiday period). All visits started with a general introduction from our side on the Tuning project and the feasibility study on the relevance of a TUNING approach in the Harmonization process in Higher Education in Africa. The institutes were asked to clarify their role in the educational landscape of Ghana and had open-ended discussions with them. When appropriate we also probed their opinions and whether and how a possible Tuning study could be envisaged.

13 December

Ministry of Education (MoE)

The MoE is responsible for education in Ghana. An overview was given of the Tertiary education sector. Many private university colleges initiated during the past 10 years: these offer mostly business and computer studies. Although this increases access, quality of the education is a concern. Nonetheless these are considered important to be included in a possible Tuning study. Another important mechanism for increasing access is through distance learning. The Deputy Minister clearly identifies the need for a stronger focus on engineering studies, which are currently underrepresented. He is in favour of public-private partnership, but on a sustainable basis, meaning that education should offer what is requested by societal needs. Polytechnics in Ghana are currently under a strong transition and would like to offer their own BSc degrees. Some are in favour of becoming technical universities. Accreditation of tertiary institutes is done by the National Accreditation Board, while the National Council for Tertiary Education is active in setting out policies for tertiary education. COTVET (Council for Technical and Vocational Training, established in 2007) is working on a national qualification framework focused on competence based technical and vocational training (TVET). Technical training is not very popular among Ghanaian students (lower status). Regional collaboration exists mostly through university to university collaboration. The African Union is designing education policies, but it was stated that Ghanaian policies would have an overriding effect: Ghana wants to determine where to go. Ghana has approved the ECOWAS convention of equivalence of certificates in tertiary education. Ghana attracts many students from Nigeria and Gambia (and from US for African studies), while for Ghanaian students popular destinations are Kenya, Uganda (Makerere), South Africa, and US or EU. The deputy minister is positive to the notion of Tuning at a larger level, although he placed most emphasis on the specific needs of Ghana. Sectors that would be important include the technical and engineering sectors and education.

National Council for Tertiary Education (NCTE)

The NCTE is the link between universities and government and is responsible for policies in the tertiary education sector. Currently in Ghana there is nothing such as harmonization, although people think about setting national standards. Key for harmonization is that people can move around: within West Africa some initiatives exist within the medical domain (WAHO-West African Health Organization () and pharmacy sector are developing cooperation and communication among healthcare professionals (doctors, pharmacists and nurses) and institutions, with the primary goal of improving healthcare practices in medical standards and patient care in West African. It was stated that there is a clear need for more harmonization, because this leads to quality. NCTE finds that competences should be relevant at different levels (i.e. national, regional, and international). Most of current exchange between anglophone and francophone countries is in the domain of language studies. Otherwise the language barrier is still big. It was stated that Ghana is disadvantaged in finding positions within ECOWAS.

Personal opinions against the large number of private universities were expressed, because quality assurance is a concern. The private sector is increasing access to tertiary education, but care should be taken in accrediting these (good quality monitoring and qualified staff are required). Also they operate more in the Humanities sector (business etc). NCTE would like to see 60% enrolment in Science and Technology and 40% in Humanities to fulfil national requirements, but this is not the case now. Amongst others this creates a shortage of science teachers in secondary schools. In this domain also a stronger link with industry should be established. They expressed interest in the harmonization/TUNING strategy because it would set minimal competences for any programme (so also for private universities). Polytechnics were said to have piloted several programs on competence based learning (in Engineering domain and Fashion design). NABPTEX (National Board for Professional & Technical Examinations) is now the body coordinating national examinations for technical studies (including Polytechnics). They were positive to the notion that the meaning of credits would be clearer described within a national or international qualification framework. Currently different credit systems exist in the country, but they mostly reflect hours of lecturing and practicals.

National Accreditation Board (NAB)

NAB is responsible for the accreditation of public and private tertiary institutes. Quality standards are set both by NAB and the institutes themselves. For new institutes a number of minimum standards exist, i.e.: 1) have at least three full-time lecturers (of which one should be senior), 2) a certain student/staff ratio depending on the subject field, 3) have necessary physical facilities, such as classrooms, computer labs, and a library, 4) have the financial resources. At the start the student number should be limited depending on the available resources. New tertiary institutes (i.e. private University colleges) are required to affiliate with another (public) university, which is their mentor institute. The minimum period of mentoring is 10 years, during which certificates/diplomas are issued by the mentor institute. The mentoring was said to be a unique construction in Africa. Of the 57 private university colleges in Ghana, only three have grown out of mentorship, being 1) Valley View University, 2) Trinity Theological Seminary, and 3) Akrofi-Christaller Institute of Theology, Mission and Culture. A clear procedure exists for becoming an accredited institute, which is described in the “roadmap to accreditation” (available on .gh). Institutional accreditation of new institutes is done after first performing an accreditation of the programs offered. Regular auditing of programmes and institutes is done. For new institutes this is at least once every three years, while for established institutes at least once every 5 years. For curricula evaluation these are performed by experts in the field (including from abroad, e.g. Nigeria, South Africa, UK). Since some years universities are required to establish Quality Control Units for internal quality control. Institutions hence perform self-assessment while student assessment also takes place. Within Western Africa (ECOWAS) a Quality Assurance Network exists as regional part of the African Association for Quality Assurance which has signed the ECOWAS convention that ratified the mutual recognition as an integrated part of the Arusha convention (). Within ECOWAS degrees of other member countries are recognized if recognized (accredited) in the issuing country. Harmonization is for now just happening at the larger political level and not much incorporated in national policies. At present tertiary institutes mostly follow what happens in Europe (francophone countries follow France, English-speaking follow UK). So to some extent new developments in Europe are already triggering into the African higher education systems. Because secondary schools in Anglophone countries have a common British examination system, it is relatively easy to start studies elsewhere. Now many Nigerians come to study in Ghana, because it is more certain to get their degree in time (political instability in Nigeria). NAB said to be unhappy with current ‘massification’ of higher education. Politicians mostly want to increase access, but quality is a problem. NAB is interested in Tuning to share ideas and is interested to see how the European experience can be adapted to the Ghanaian/African system and contribute to capacity building.

Association of African Universities (AAU)

The Association of African Universities is an international nongovernmental organization set up by universities in Africa to promote cooperation among themselves and between them and the international Academic community. The AAU has as its members 247 universities (no polytechnics) spread over 44 countries. It is financed through membership fees and the Africa Capacity Building Foundation (ACBF) is a main supporter. The African Union (AU) is a purely political body and has no personnel to run educational programs. AU and AAU have signed a memorandum of understanding, and AAU acts as an agency for AU. However, for the Nyerere mobility scheme AAU was not involved by AU. AAU has run a mobility programme of the Ford Foundation for about 30 years. In addition AAU is running several others programs, e.g. MADEV (Offering Management Development for University Deans), DATAD (Data Base of African Theses and Dissertation), and LEDEV (Leadership Development).

COMEDAF (Conference of Ministers of Education of Africa) is a strong organ of the AU, and the Ministers of Education meet twice per year meetings (one time general, one time per region). AU (through COMEDAF) has 5 main programs: 1) the Pan African University (PAU), 2) Harmonization of the AU, 3) Centres of Excellence, 4) curriculum reform, 5) ICT. AAU is very critical on the PAU, and does not expect the idea to survive (AU has not managed to convince the African Development Bank or the World Bank to invest).

Regarding the scale of a possible Tuning project there was some discussion. On the one hand the regional scale could be good because some homogeneity exists (for example with East African University Council - EAUC). However if AU would endorse the harmonization/tuning strategy, probably a continent-wide approach could be used with the regional university bodies playing a facilitating role (e.g. SARUA, EAUC). Accreditation boards should be involved and also the increasing number of private universities. Because francophone countries have adapted the LMD (Licence, Master, Doctorat) system, the systems can now communicate more easily. AAU would like to participate in a potential Tuning study in Africa. It was stated that currently most public universities operate far from the market and that the private/ business/ industry sector should be involved more in the curriculum reform. Nonetheless, the real reform will need to take place at the individual institutions, and not Africa-wide.

14 December

University of Cape Coast (UCC)

The UCC consists of 8 academic faculties, some of which are referred to as “schools”. These include Arts, Education, Social Sciences, Agriculture, Biological Sciences, Business, Medical Sciences, and Physical Sciences. In 2010/2011 UCC has 15,789 regular students, 2,305 sandwich students, and about 19,000 distant learners. UCC is the biggest distance learning institute of Ghana. The number of regular students has grown strongly from about 1,500 in 1988 to 17,000 in 2005, but since stabilized at around 16,000. Less than 30 percent of the applying students gets admitted to UCC. The Faculty of Education is by far the largest in terms of regular students (>5,000). This is in line with the original mandate of UCC to produce graduate teachers. The total number of academic teaching staff is 467. A large number of the staff has obtained their MSc or PhD from universities in Europe or USA.

The University has several international linkages, not in the least through personal links of staff with their former institutes abroad. Among those are the contact of the Department of French with francophone African Universities (through AAU) and the French Embassy in Accra. In this framework, a joint degree with the University of Strasbourg is being conceptualized. Another programme initiated in 1993 at UCC with Japanese support/funding and support from Winrock International is SAFE (Sasakawa Africa Fund for Extension Education). The aims of the programme are to open doors to leadership positions for mid-career extension workers through advanced training, to link extension curricula more closely to the real world of African farmers, and to help university faculty to broaden their perspectives by frequent contact with the rapid change taking place in rural areas. The revised extension curricula include supervised projects in which students spend 6 to 8 months in the field working with farmers to introduce a new technology. This allows students to apply their newly acquired knowledge with their experience and improve their interaction with farmers. Staff visits each student's project to monitor progress and to offer counsel. A report on the project's outcome is part of the student's B.Sc. requirements. Mid-career students are selected by the employers, who also ensure salary while studying, and guarantees a job upon graduation. SAFE has currently spread over 13 African countries and frequent workshops are held between the participating institutes.

UCC serves as a mentor for 21 of the 57 private university colleges in Ghana. This is a requirement imposed by NAB, but poses a heavy load on public universities. They wish that NAB would put more restrictions to opening new private university colleges. It was stated that some perform well, but others are more problematic. The mentoring role consists of assessing the curricula, vetting of scripts, moderate questions of the university colleges, and assess whether their admission booklets are clear.

Distance education has grown substantially since the first programme was offered at UCC in 2001. Very recently a brand new centre for distance education was built on campus. UCC offers distance learning through the use of hard-copy books, while exams are held in regional centres across the country. It is acknowledged that communication with distant learners is sometimes difficult, and regular students probably profit more from staff availability.

UCC is positive towards a possible Tuning project. The major benefit mentioned was employability, although a fear for more brain drain was expressed. The AAU would be an imported coordinating partner for Tuning. The Anglophone countries of West Africa have a similar pre-tertiary education, which is an advantage for mobility between those countries. It was stressed that Tuning and especially competence-based learning requires staff capacity building in new modes of teaching. This process should also be accompanied with material resources, like equipment, laboratories, and sufficient and adequate class rooms. In addition infrastructure should be enhanced, like software for student centred learning and management of student progress. Although various programmes state to do competence-based training, it was said that competences are often not or poorly documented. A Tuning exercise would surely be beneficial and getting a clear picture of the competences to develop in the study programmes. In addition there was a clear understanding that levels need to be described. This could also clarify the level of training that polytechnics offer and improve their integration into one educational system.

15 December

The Council for Technical and Vocational Education and Training (COTVET)

COTVET was inaugurated May 2009 and initiated in the frame of the JICA (Japan International Cooperation Agency) Technical and Vocational Education and Training Support (TVETS) Project from April 2007 to March 2011. The aim of the project is to support the Government of Ghana to create new industry demand driven TVET system applying a competence-based training (CBT) approach. The project has developed the policy making and implementing capacities at the Council for TVET (COTVET). A new model was created by piloting three trades of engineering, i.e. electronics, welding and plant engineering at the National Vocational Training Institute (NVTI), the Accra Technical Training centre (ATTC) and the Accra Polytechnic (A-Poly).

The harmonization of TVET qualifications and standardization of curricula are the keys to deliver and ensure quality TVET delivery. Standing Committees, such as Industrial Training Advisory Committee (ITAC), National Technical Vocational Education and Training Qualification (NTVETQC) and Training Quality Assurance Committee (TQAC) were formally set up in 2010 and they have been working on the finalization of a qualification framework, occupational standards, awarding procedures, (including a credit system) and a quality assurance system (see annex 2 for details). The qualification framework is unique for the technical sector and is covering 9 levels from proficiency up to PhD level. For each level indicators have been formulated and credits have been appointed. This qualification framework is of great importance to:

• create an alternative way for career or professional development up to academic level different from the normal route through high school;

• employer involvement in formulating competences and in workplace experience learning;

• enhancing quality through defining standards.

Competence based education and training needs development of staff, a good student-follow system and up-to-date equipped laboratories.

Ghana Employers Association

GEA is a national employers organisation whose membership comprise enterprises operating in all sectors of the economy both formal and informal as well as business associations. The Association was formed in 1959 to consolidate employers into one joint body in order to promote and protect their interests in their dealings with organised labour and government and to promote harmonious working relations between employers and their employees for enterprise growth. GEA is delivering several services like human resource management including training, project management services, consultancy services, industrial relations services etc….. A GEA study revealed that there is a miss-match between education and the labour market due to a lack of skills diversity and an in-balance in practical applied courses and theoretical courses. A national policy defining the countries needs does not exist currently. University links with employers are poor, although a trend exists to start partnerships.

GEA is involved in educational reforms. It is part of the board of COTVET and also initiated discussion with NCTE and NAB. They from a partnership with Ghana Institute of Management and Public Administration (part of the Ghana University). This resulted amongst others in post-graduate courses (e.g. on occupational safety, health and environmental management). In addition it was mentioned that they discuss with KNUST to develop a curriculum together.

GEA thinks that main industry needs lie within the middle-level technical expertise. However GEA wants to assist the Ministry of Employment in building credible labour market information, which is currently missing. Many people finishing tertiary education are unemployed. A problem identified was that graduates have no idea on specific job activities upon graduating and are not aware of important industry standards. Hence one to two years of training are needed before fitting into companies, thus creating a big cost. Since 2-3 years a student industrial attachment programme is running. This is seen very positive and GEA would want to own this as a national programme. Nonetheless accommodating all students in companies is a problem (also due to timing). In addition, it was identified that clear learning outcomes should exist for the attachment period. In Ghana the informal sector is responsible for 85% of the economy. This calls for more development of entrepreneurial skills. Overall GEA finds that tertiary institutions should much more think about developing programs and student competences that could actually be used in jobs. The talk gave the impression that GEA is already strongly involved in ‘tuning’ work, and has a strong motivation to improve curricula at polytechnics and universities.

16 December

EU Delegation

Education is not one of the focal areas of the EU Delegation in Accra. Hence they do not have specific projects. They focus more on social and economic aspects. For example they put effort in infrastructure (roads) and cross-border peace and security. Their link with education is 1) through following the Millennium Development Goals (mostly in primary education), 2) by following the Erasmus Mundus programme (assisting students that need information). They have a silent partnership with DFID (UK) to follow education matters in the country. Regarding mobility it was stated that many people from surrounding countries come to work in Ghana, often in the informal sector. These come from Burkina Faso, Nigeria, Guinee-Conakry, Benin, and Togo.

Accra Polytechnic

Accra Polytechnic is one of the 10 Polytechnics in Ghana. The Polytechnic consist of three schools, school of engineering, school of business and management studies and the school of applied sciences and art. It offers 18 Tertiary programmes of which 13 offer a higher national diploma (HND) including 2 Bachelor degrees and 5 non HNDs. Furthermore 17 non tertiary programmes are offered.

Two departments are presently involved in competence based education:

• Fashion design (in collaboration with the Hogeschool van Utrecht and Enschede, NL). The curriculum is now a core curriculum for the whole country.

• Plant engineering (pilot within the COTVET project). Until now this is a positive experience for students as well as teachers and the Polytechnic is considering extending it to other subjects.

It was mentioned that competence based training (task oriented) is in principle quite different from competence based learning (student directed). The last form is promoted by COTVET.

The Polytechnic caters for approximately 10,000 students, comprising mostly of local students and a few international students. The majority of students (about 55%) is studying business and management studies while about 25% is studying engineering (mostly male) and about 20% applied sciences & art (3/5 male and 2/5 female). Only 25% of the applicants is admitted. The qualifications of the teachers are in general Bachelors and Masters Degrees and a few PhDs.

As part of the academic programme students are to be attached to industries of their chosen career. The industrial liaison office of the Polytechnic is therefore responsible for establishing a long lasting mutually beneficial linkage with industry and commerce so that the students could have supervised work-placements. The office also facilitates the industrial placement of staff of the Polytechnic. The large industries can however only absorb 10% of the graduates.

International contacts exist between the Accra Polytechnic and the Avans University of Applied Sciences in the Netherlands, the Vaasa University of Applied Sciences in Finland, and Liverpool John Moores University in the UK, furthermore within West Africa with Senegal, Nigeria and Benin). Foreign students at Accra Polytechnic come from Togo, Benin, Gambia, Sierra Leone and Nigeria.

The career path from vocational and technical education towards polytechnics and university is not yet very smooth; often students loose one or two years. Credit accumulation between both systems is mostly not possible.

Recommendations concerning the TUNING process:

• In general TUNING is seen as a positive development in particular for Ghana itself; it should enhance the career-paths from vocational education to universities

• The TUNING process should be accompanied with material resources, like equipment, laboratories, sufficient and adequate class rooms

• Human resources it is requiring training (and upgrading) of the teachers

• Enhancing the infrastructure, like software for student centred learning and management of student progress

All African Student Union (AASU)

At the national level Ghanaian students are organized in the National Union of Ghanaian Students (NUGS). The main aim of NUGS is to contribute to the welfare of students, including accessibility, gender equality, unemployment issues, victimization of students, student loans, etc). NUGS comprises all educational levels including tertiary, although polytechnics are not in (they are organized in the Ghana National Union of Polytechnic Students – GNUPS). Sub-associations exist (e.g. agricultural students, medical students) but are part of NUGS. In September the Annual Congress is held to which 15-25 delegates per campus participate. In the congress 10 NUGS executives are elected for one year. These do not receive payment for this year, but have sponsorship through MoE, while it is also possible to do it as National Service. Every tertiary education institute has one Student Representative Council (SRC) that in principle consists of 10 students, annually elected. The president of the SRC is part of the Academic Board. Through the SRC every students pays a membership fee to NUGS. NUGS also appoints a student to assist and provide input during NAB Accreditation visits. It was stated that they feel they can influence the direction of the University. Main complaints currently are 1) overcrowded classrooms, 2) no good balance between theory (too much) and practicals, 3) too loaded curricula for several subject areas (sciences, agriculture, business). Successes mentioned include reducing irrelevant parts of curricula. In Ghana university alumni are organized per University.

The AASU was founded in Ghana in 1972 and currently contains 52 members (in 49 countries). It has office in Accra. Some sub-unions exist (e.g. West African Student Union – WASU). AASU would be the logical contact point for involving students in Tuning/Harmonization at the continent scale. Most of AASU’s members also have polytechnics onboard. Among the various objectives of AASU, they want to contribute to educational reform and promote inter-African student exchange. AASU organizes meetings, campaigns to get material and financial support for students and student organizations, and collects information on student problems.

The potential for TUNING

The Ghana visit has provided a clear overview of higher education in Ghana, and on possible entry points for a possible Tuning study in the framework of the African Harmonization strategy. Diagram 1 summarizes the main points identified in Ghana in terms of strengths, weakness, opportunities, and challenges in the light of a potential Tuning study.

In general it seems that Ghana is active in ‘tuning’ its own educational system. Active dialogues are taking place between employers and higher education institutions, both in shaping or restructuring curricula and in creating better linkages (for example through student placement). For the technical education (polytechnics) a council is in place (COTVET) which is defining and implementing a qualification framework. Also universities have knowledge on competence based learning, although implementation of this and competence definition is still very limited. However, in various parts of society (including industry) there is a strong momentum for improving higher education and generated graduates with relevant skills.

The institutes visited in Ghana are in general open to collaboration with other countries. This is:

• at the bilateral level with individual institutes (also with US and Europe)

• at the regional level, for example through regional networks (such as within ECOWAS)

• at pan-African level (e.g. through AAU membership, but also several time contacts were mentioned with for example South Africa and Kenya).

In addition Ghana is receiving a good number of foreign African students, particularly from Nigeria. This is because tertiary education in Ghana is generally valued of high quality by neighbouring countries, while also the political situation is rather stable (hence allowing finishing a degree in time).

Diagram 1: Strengths, weakness, opportunities, and challenges in Ghana in the frame of a potential Tuning study.

|Strenghts |Weaknesses |

|Active thinking and initiatives on educational reform and |No accurate national information on labour market and industry |

|competence based learning. |requirements. |

|Large number of persons is well informed on competence based |Big gap between industry needs and university output. |

|learning (e.g. from South Africa). |Underfunded universities and little research output. |

|Structures in place for accreditation, quality control, and |‘Massification’ of university education generates concern over |

|tertiary education policy development. |quality and low student/staff ratios. |

|Africa follows former colonizers (Europe) hence ‘Bologna process’ |Curricula not consequently formulated following one standard |

|is on its way. |Credits are at present not defined in terms of student workload |

|Common British secondary school system in anglophone countries of |(except following COTVET). |

|W-Africa facilitating student mobility. |Accreditation more focused on facts and figures than on the |

|Ghana attracts students from neighbouring countries due to |learning and teaching process |

|perceived quality of education. |Poor quality and quantity of research |

|Several existing (regional/African) networks and bilateral |Perceived lack of skilled engineers, while too many persons study |

|collaborations in place. |business and social sciences (trend already present in secondary |

|For the technical sector a national qualification framework is in |school). |

|place. | |

|Opportunities |Challenges |

|Employers’ willingness to contribute to curriculum improvement. |Currently most curricula have no well-defined competences. |

|Tertiary institutes are actively seeking more contact with |Quality of private universities is a general concern: Tuning could |

|employers, e.g. by student work placement. |help in setting quality standards. |

|Polytechnics are in transition and seeking better linkage with the |Facilities and staff resources (staff numbers) need to improve in |

|university system. |order to effectively implement competence based learning. |

|Experience of competence based education in polytechnics could |Staff training will be required, while part of staff may resist to |

|benefit universities. |new teaching methods. |

|Effective student and alumni organizations exist that can |Language (French/English/others) is limiting regional mobility to |

|contribute to competence definition. |some extent, and would need to be dealt with in a |

|Stimulating competences such as entrepreneurship and creativity |regional/continental approach. |

|could give important benefits to Ghana. |Difficult to find for all students a good company for student |

|Commencement of distance education programmes to increase access |placement (industry attachment). |

|and reduce pressure on facilities |Fear amongst some persons that a Tuning exercise could induce |

| |larger brain drain. |

| |Lack of employment prospects for graduates. |

| |Polytechnic and university system operate still rather separately. |

The Ghanaian institutes visited were generally receptive to the idea of Tuning. In addition, through links with the former colonizers the Bologna process has more or less seeped through, although polytechnics and universities are not yet integrated into one qualification framework. Sufficient persons both at tertiary education institutes, in the ministry and related bodies, students, and employers, seem committed to bring about a positive change to tertiary education in Ghana. Tuning could be helpful as a tool, although it should certainly not be started as a separate exercise not relating to ongoing developments.

Recommendations

In general a TUNING project can be of use for the Harmonization of higher education and the pre-higher education within Ghana, to enhance the relationship with the labour market and to streamline career paths.

There is no unanimous opinion about the scale of such a project. Language can be a barrier although some institutions in Ghana are used to collaborate with francophone institutions in the region.

Potential priority subject areas for TUNING include:

• Engineering: to make engineering more attractive and because of a perceived need by industry for more skilled engineers.

• Education: to improve also the subsectors (primary, secondary and vocational education) and generate spin-off to other subject areas.

• Agriculture: because most people in African countries are directly dependent on it (over 60% was mentioned in Ghana), because an agricultural extension education network exists (SAFE) between 13 countries, and because impacts on brain drain are limited due to high needs on the African continent.

• Business: due to a current multitude of studies with unclear quality, outcome profiles, and a perceived poor connection to the labour market.

If a TUNING project will take off in Africa, it is important to make use of the existing initiatives (like COTVET) and not to develop something entirely new that ignores those initiatives. Furthermore the connection between the vocational and the academic sector should be combined in one qualification framework with the same kind of credits.

In the project the following players should be involved: academics, students, employers, quality assurance agencies and other stakeholders.

A TUNING process should be accompanied by:

• An education and training programme for staff

• Upgrading of facilities and sufficient equipment for laboratories and computer rooms

• Improving infrastructure (like implementing a student progress system etc).

Finally terminology should be cautiously used and verified because sometimes terms are used for different ideas. For example physical sciences may consist of subjects on physics as well as physical (human body) knowledge.

Annex 1: Visited Institutes and Persons

|Affiliation |Persons |Function |E-mail |

|Ministry of Education (MoE) |Hon. Dr. Joseph S. Annan |Deputy Minister for Tertiary Education |annan.joseph@ |

| |Mr. Solomon A. Assoala |Director of Administration |sassoallat@ |

|National Centre for Tertiary |Prof. Mahama Duweijua |Executive Secretary |m_duwiejua@ |

|Education (NCTE) | | | |

| |Mr. Paul Dzandu |Deputy Executive Secretary |pdzandu1956@yahoo.co.uk |

|National Accreditation Board |Mr. Kwame Dattey |Executive Secretary |dattey2000@ |

|(NAB) | | | |

|Association of African |Dr. Pascal Andoh Hoba |Head of Communications and Services |phoba@ |

|Universities | | | |

|University of Cape Coast (UCC) |Prof. D. D. Kuupole |Pro Vice Chancellor |gbengnbile@ |

| |Dr. Isaac Ohene |Registrar |isohene@ |

| |Mr. Nana Danso Mensah |Deputy Registrar (DLCGS) | |

| |Dr. Barima Antwi |Faculty of Social Sciences, Head of |k_bantwi@yahoo.co.uk |

| | |Department of Geography & Regional | |

| | |Planning | |

| |Dr. J. K. Ogah |Faculty of Education |torbee@ |

| |Prof. F. N. A. Odoi |Vice Dean of School of Agriculture |fredodoi@ |

| |Prof. B. K. Gordor |Dean of School of Physical Sciences |benkgordor@yahoo.co.uk |

| |Rev. Prof. Benjamin A. Ntreh |Dean of Students |bantreh@yahoo.co.uk |

| |Ms. Gloria J. Yawson |Vice President SRC = Student Council |glojoy87gh@ |

| |Dr. Ernest Laryea Okorley |School of Agriculture |leokorley@ |

| |Prof. Albert M. Abane |Dean of Faculty of Social Sciences |am_abane@ |

| |Mr. Benjamin Kofi Nyanko |Faculty of Social Sciences | |

|Council for Technical and |Mr. Damtey Sampson Tetey |CBT Coordinator |stdamptey@ |

|Vocational Training (COTVET) | | | |

|Ghana Employers Association (GEA)|Mr. Joseph Kingsley Amuah |Senior Manager-Administrator |gea@ |

|EU Delegation |Ms. Maria Castaldi |Programme Officer Trade and Private |maria.castaldi@ec.europa.eu |

| | |Sector Development and Regional | |

| | |Integration | |

|Accra Polytechnic |Dr. Festus O. Addo-Yobo |Rector |waddoyob@ |

| |Mr. Edwin Mends-Brew |Vice Rector |edibrew@ |

| |Mrs. Rita Kaine |Polytechnic Registrar |rkaine20@ |

| |Mr. Stephen Kukdadze |Dean of Students |kddzstephen@yahoo.co.uk |

| |Dr. Mrs. Elizabeth R. Turkson|Dean of School of Applied Sciences and |ekuamansa@ |

| | |Arts | |

| |Mr. Olufemi O. Fatonade |Dean of School of Engineering |femodfat@ |

| |Mr. Emmanuel Oman |Head of Department of Mechanical |emmanueloman@ |

| | |Engineering | |

| |Ms. Eunice Antiame |Head of Department of Fashion |dedeaddu@yahoo.co.uk |

| |Mr. Samuel Santong |Rector's office |samstalwart@ |

| |Fausta K. Ganaa |PRO |queenkilian@ |

|All African Student Union (AASU) |Ms. Ivy de-Souza |Director of Higher Education |lution2@ |

Annex 2: COTVET definitions and qualifications (DRAFT)

The terms and tables in this Annex are derived from the “Report of the Technical Committee on the Harmonisation of Competency-Based Training (CBT) in Ghana”. This report is not yet officially approved by COTVET.

THE TERM COMPETENCE

Competence can be defined as the ability to carry out activities to the standards specified. This definition includes the requirements to process underpinning knowledge, attitude and values (affective) in order to carry out practical activities (practical competences). These are expressed in outcomes.

The definition of competence also includes:

• The ability to transfer skills and knowledge to new situations.

• The organising and planning of activities, coping with non-routine situations.

• The ability to interact effectively with others.

THE OUTCOMES-BASED PARADIGM

The outcomes-based paradigm highlights the viewpoint that what and whether learners learn effectively is more important than when and how they learn something. This viewpoint, together with the action taken consistent with the viewpoint, does influence an educational system.

In Outcomes-Based Education and Training (OBET), it is important to ensure that all learners will gain the necessary knowledge, skills, and attitudes or values to be successful; that lifelong learners will fulfil meaningful roles in real life, in and out of the learning environment and the workplace.

This necessitates the construction of powerful learning environments to support learners to achieve and maximise such outcomes. These statements regarding OBET are based on three assumptions, namely:

• All learners can learn and succeed, but not on the same day and in the same way.

• Successful learning promotes even more successful learning.

• Learning environments control the conditions that directly affect successful learning.

PRINCIPLES OF OUTCOMES-BASED EDUCATION AND TRAINING

The three assumptions mentioned above serve as the rationale for the actual implementation of OBET, guided by its four principles (The Four Pillars of OBET). There is no one model for OBET, but the OBET purpose will be achieved if TVET practitioners apply the principles consistently, systematically, creatively and simultaneously.

The four principles are:

• Clarity of focus.

• Designing back.

• High expectations.

• Expanded opportunity.

FEATURES OF A COMPETENCE-BASED QUALIFICATION

Competence-Based Qualification has the following features:

• It is based on units that can be used as building blocks.

• It incorporates a flexible structure which can be adapted to meet the needs of different users.

• It consists of levels which facilitate progression.

• It includes core/key skills, knowledge and vocational/technical skills.

• Its assessments relate to standards and are normally done on a continuous basis.

• Its delivery can include institutions and workplace inputs.

• It is based on the involvement of a wide range of stakeholders, namely education and training practitioners, business leaders and industry, in determining the required standards.

Table 1: The recommended National TVET Qualifications Framework (NTVETQF)

|Levels |Recommended Qualification Band |Equivalent Academic |

| | |Qualifications |

|9 |Doctorate Degree |Doctorate degree |

| |(Professional/Technology) | |

|8 |Master’s Degree (Professional/Technology) |Master’s Degree |

|7 |Bachelor’s Degree (Professional/Technology) |Bachelor’s Degree |

|6 |Higher Diploma |No Equivalence |

|5 |Diploma |Diploma |

|4 |Certificate II |WASSCE |

|3 |Certificate I |No equivalence |

|2 |Proficiency II |BECE |

|1 |Proficiency I |No Equivalence |

Table 2: Generic Operational Definitions of Qualification Levels in the NTVETQF (as recommended by CPTC)

|Qualification Level |Definition of Level |

| |Proficiency I qualifications confirm the possession of basic skills of a trade or craft and |

|Level 1: Proficiency I |the ability to perform routine and predictable tasks. The qualification holder works under |

|(Equivalent to NVTI Proficiency |close supervision. Practical and oral tests are given for the qualification. No written test |

|qualification) |is conducted. |

| |Proficiency II qualifications confirm competence in the handling of hand tools, portable |

| |power tools and basic machinery, components and parts in the performance of a range of varied|

|Level 2: Proficiency II |work activities, most of which may be routine, predictable, and non-complex in nature. The |

|(Equivalent to NVTI Grade II) |individual works under limited supervision. Practical and oral tests are given for the |

| |qualification. Basic literacy and numeracy skills related to the trade will be tested. |

| |Certificate I qualifications confirm skilled competence in a broad range of varied work |

| |activities performed in a variety of contexts. Some of the activities are complex or |

| |non-routine and there is some individual responsibility or autonomy. The individual has basic|

|Level 3: Certificate I |knowledge of the theoretical underpinnings of practical skills. Collaboration with others |

|(Equivalent to NVTIs Grade I) |often through membership of a work group or team is normally required. The individual works |

| |under minimum supervision. Theory, practical, and oral tests are conducted for this |

| |qualification. |

| |Certificate II qualifications confirm skilled competence in broad range of varied work |

| |activities performed in a wide variety of contexts, most of which are complex and |

|Level 4: Certificate II |non-routine. Sound knowledge of relevant underpinning theoretical knowledge is assumed. There|

|(Equivalent to NVTI NCC) |is considerable responsibility and autonomy in the performance of work, and ability to |

| |control or give guidance to others is often required. |

| |Diploma qualifications confirm the ability to adapt and apply knowledge and skills to |

| |specific contexts in a broad range of high-level technical and professional work activities. |

|Level 5: Diploma |A sound understanding of specific and relevant theoretical concepts is required. Work |

| |activities and practicals involve high degree of autonomy for self and others. Activities are|

| |carried out under minimal supervision requiring a significant degree of judgement and/or |

| |decision making. |

| |HND qualifications confirm considerable theoretical knowledge and solid practical skills. |

| |Sophisticated application of technical knowledge is expected. The work demands the ability to|

| |integrate, contextualise, and apply skills and knowledge to a range of complex technical or |

|Level 6: Higher National Diploma (HND) |professional activities some of which are unpredictable. The knowledge acquired involves a |

| |tactical and critical understanding of emerging trends and developments related to the field |

| |of study. Work activities comprise tasks involving some level of organisational ability, |

| |resource management, and accountability for performing own processes and outputs as well as |

| |accountability for the processes and outputs of others. The individual performs planning, |

| |analytical, and supervisory functions under minimal direction and requires a high level of |

| |independent thinking and judgment. |

| |B. Tech. qualifications confirm a high level of technical competence, conceptual knowledge |

| |and professional skills in a broad range of strategic and tactical work activities in complex|

|Level 7: Bachelor of Technology |and changing contexts. Considerable practical work experience, strategic thinking as well as |

|(B.Tech) |supervisory capabilities are assumed. Activities are mainly self-directed, requiring a |

| |significant degree of strategic thinking and judgment. A high level of organisational and |

| |resource management skills are required, and the individual assumes full accountability for |

| |own processes and outputs as well as the processes and outputs of others within broadly |

| |defined boundaries. |

Review of Qualifications Level Descriptors

The descriptors have been broken down into the knowledge, skills and attitude requirements. In doing so, the Committee looked at how other countries formulated their level descriptors. The level descriptors for Australia, New Zealand, Scotland, Mauritius, South Africa and Botswana were analysed. Two patterns emerged from this analysis. Some countries have the descriptors summarised in a paragraph without any breakdown of knowledge, skills and attitudes. Botswana, South Africa and Scotland are in this category. The other group of countries New Zealand and Mauritius are in this category. The Committee recommends the Level Descriptors for NTVETQF listed in table 3.

Table 3: Level descriptors for NTVETQF

|Level Descriptors |

|Level |Qualifications |Enables learners to: |Enables learners to carry out processes that: |

| | |(Knowledge) |(Skills & Attitude) |

|1 |Proficiency 1 | |Require basic skills of trade and craft and the ability |

| | | |to perform routine and predictable tasks. |

| | | |Are repetitive and familiar. |

| | | |Require close supervision. |

| | | |Require practical and oral tests for qualification. |

|2 |Proficiency 2 |Demonstrate basic numeracy, literary and IT |Confirm competence in the handling of hand tools and |

| | |skills: For example, carry out limited range |machinery components. |

| | |of simple tasks of data processing. |Require performance of varied activities that are |

| | | |routine, predictable and non-complex in nature. |

| | | |Require limited supervision. |

| | | |Require practical and oral tests for qualification. |

|3 |Certificate 1 |Demonstrate a broad knowledge base |Require a wide range of technical skills. |

| | |incorporating some technical concepts. |Are applied in a variety of familiar and complex |

| | |Demonstrate knowledge of the theoretical |contexts with minimum supervision. |

| | |basis of practical skills. |Require collaboration with others in a team. |

| | |Demonstrate basic numeracy, literacy and IT | |

| | |skills. | |

|4 |Certificate 2 |Demonstrate broad knowledge base with |Require broad knowledge of skill competency in different|

| | |substantial depth in area(s) of study. |tasks in varied contexts. |

| | |Demonstrate a command of analytical |Require a wide range of technical and supervisory |

| | |interpretation of a range of data. |skills. |

| | |Demonstrate numeracy, literacy and IT skills |Are employed in different contexts. |

| | |commensurate with this level. | |

| | |Present results of their study accurately and| |

| | |reliably. | |

|5 |Diploma |Demonstrate specialised in-depth knowledge in|Require the ability to adapt and apply knowledge and |

| | |their area(s) of study. |skills to specific contexts in a broad range of work |

| | |Analyse and interpret a range of data and be |activities. |

| | |able to determine appropriate methods and |Demand specialised technical and/or supervisory skills. |

| | |procedures to deal with a wide range of |Require minimum supervision. |

| | |problems. | |

| | |Communicate methods, procedures and outcomes | |

| | |accurately and reliably | |

|6 |Higher National |Demonstrate considerable theoretical |Require a wide range of highly specialized technical and|

| |Diploma |knowledge and solid practical skills in their|/ or management and / or conceptual or creative skills. |

| |(HND) |area(s) of study. |Require qualities and transferable skills necessary for |

| | |Integrate, contextualize and apply knowledge |formal and self-employment, |

| | |to a range of complex technical or |Involve some level of organizational ability, resource |

| | |professional activities. |management and personal responsibility. |

| | |Have a command of planning, analytical, | |

| | |supervisory and management functions under | |

| | |minimum direction. | |

| | |Display qualities and transferable skills for| |

| | |employment. | |

|7 |Bachelor’s |Demonstrate high level conceptual knowledge |Apply methods, techniques and modes of practices that |

| |(Professional/ |in a broad range of complex and changing |they learned and reviewed, to consolidate, extend and |

| |Technology) |contexts. |apply their knowledge and understanding to initiate and |

| | |Demonstrate basic research skills. |carry out projects. |

| | |Undertake tasks involving high level |Promote further training, development of existing skills|

| | |organisational ability, resource management |and acquisition of new competencies that will enable |

| | |and personal responsibility. |them to assume responsibility within organisations in |

| | |Demonstrate a significant degree of strategic|self-employment. |

| | |thinking and judgment. |Require qualities and transfer of skills necessary for |

| | |Have a high level of supervisory and |formal and self employment. |

| | |management capabilities. |Communicate information in a variety of formats |

| | | |appropriate to both specialists and non-specialist |

| | | |audiences. |

|8 |Master’s |Have a systematic understanding of knowledge |Involve the resolution of complex issues and making |

| |(Professional/ |and a critical awareness of current problems |sound judgment in the absence of complex data, and |

| |Technology) - |and/or new insights in their academic |communicating these conclusions to both specialists and |

| |Technically-oriented |discipline, field of study, or area of |non- specialist audiences. |

| |researched Masters |professional practice. |Require self-direction and originality in tackling and |

| | |Possess comprehensive understanding of |solving problems, and acting independently in planning |

| | |relevant techniques in research or advanced |and implementing tasks at a professional or equivalent |

| | |scholarship. |level. |

| | |Demonstrate originality in the application of|Continue to advance their knowledge and understanding, |

| | |knowledge, together with a practical |and to develop new skills to a high level. |

| | |understanding of established techniques of |Promote qualities and transferable skills necessary for |

| | |research. |employment, initiative and personal responsibility and |

| | |Critically evaluate current research, |decision making in complex and unpredictable situations,|

| | |methodologies and advanced scholarships in |and the exhibition of independent learning ability |

| | |the discipline, and where appropriate, to |required for continuing professional development. |

| | |propose new hypothesis. | |

|9 |Doctorate Degree |Creation of new knowledge through research of|Make informed judgment on complex issues in the area of |

| |(Professional/ |the quality that extends the frontier of |technology or professional practice often in the absence|

| |Technology) |knowledge in the discipline |of complete data and be able to communicate ideas and |

| | |A substantial acquisition of knowledge which |conclusions clearly to specialist and non-specialists in|

| | |is at the forefront of technology or area of |the discipline |

| | |professional practice |Exhibit qualities and transferable skills necessary for |

| | |Ability to conceptualise, design and |employment requiring the exercise of personal |

| | |implement a project to generate new |responsibility and initiative in complex and |

| | |knowledge, or applications at the frontier of|unpredictable situations. |

| | |technology or professional practice. | |

| | |Comprehensive and detailed knowledge and | |

| | |application of research methodology | |

| | |applicable to complex enquiry. | |

CREDIT VALUES FOR THE NATIONAL TVET QUALIFICATIONS FRAMEWORK

What is a Credit?

Credit is a way of quantifying the volume of learning outcomes. A credit value provides a method of describing and comparing the amount of learning achieved at the same or at different levels of the Framework.

Credit values are allocated on the basis that the volume of learning outcomes, including assessment and other learning related activities in a qualification or learning programme, will be related to the amount of time that an ‘average’ learner might expect to take to complete them. This is called ‘Notional Learning Time’ (NLT) because it does not measure the time actually taken by any individual learner.

Determination of Credits for NTVETQF

A notional learning time (NLT) of 30 hours is being recommended for 1 (one) Credit. This is different from the credit values for a number of countries implementing CBT or outcomes-based learning. Scotland, New Zealand, South Africa and Mauritius have all adopted 1 (one) Credit to be the equivalent of 10 notional hours of learning. However, it was not possible to ascertain the basis for the adoption of 10 hours of NLT as 1 (one) Credit.

On the hand, the European Union/Community have attempted to explain the basis for the NLT they have adopted, which the Committee found to be useful in arriving at its own credit value. The European Union/Community has adopted a range of 24-30 hours of NLT as one (1) Credit.

Table 4: STRUCTURE OF CREDIT ALLOCATION AT VARIOUS LEVELS

|Remarks |To | | | |- Plus one |- 80 credits must | - 80 |- |- |

| |concentrate | | | |year top up |come from Diploma |credits must|Qualification|Qualificatio|

| |on the trade| | | |leads to HND |level (5). |come from |at B. Tech |n at M. |

| |skills in | | | |or year 3 in |- Plus |Diploma |level is |Tech. level |

| |the interim.| | | |B. Tech. |one-and-half years|level (5) |assumed. |is assumed. |

| |In future it| | | |- Generics |lead to B.Tech. |plus 40 | |Auditing of |

| |will be | | | |should be |- HND should be |credits from|- The |courses may |

| |ideal to | | | |tailored to |available for 3 |HND level |research/proj|be at the |

| |introduce | | | |the level. |years direct for |(6). (B.Tech|ect may not |discretion |

| |core generic| | | | |SHS graduates. |should be |be at the |of the |

| |skills at | | | | | |available |workplace. |institution |

| |this level. | | | | | |for | | |

| | | | | | | |four-and-hal| | |

| | | | | | | |f years | | |

| | | | | | | |direct for | | |

| | | | | | | |Certificate | | |

| | | | | | | |2 and SHS) | | |

|Total |20 |25 |60 |80 |80 |120 |180 |60 |60 |

|Credits | | | | | | | | | |

|Workplace |0 |0 |20 |20 |20 |30 (10 of which |50 (20 |30 |Research |

|Experience | | | | | |should be for |of which |(Research and|and/or |

| | | | | | |practical |should be |or Project |Project Work|

| | | | | | |assignment) |for Project |Work) | |

| | | | | | | |Work) | | |

|Electives |5 |4 |4 |10 |10 |25 |35 |5 |  |

|Core Trade |15 |13 |23 |37 |30 |45 |60 |20 |  |

|Skills | | | | | | | | | |

|Core Generic|0 |8 |13 |13 |20 |20 |35 |5 |  |

|Skills | | | | | | | | | |

|Level |Proficiency |Proficie|Certific|Certific|Diploma |Higher National |Bachelor of |Master of |Doctor of |

| |I |ncy II |ate I |ate II | |Diploma (HND) |Technology |Technology |Technology |

| | | | | | | |(B. Tech.) |(M. Tech.) |(D. Tech.) |

|No |1 |2 |3 |4 |5 |6 |7 |8 |9 |

Annex 3: Abbreviations

AGI Association of Ghana Industries

ATTC Accra Technical Training Centre

COTVET Council for Technical and Vocational Education and Training

CBT Competency-Based Training

CPTC COTVET Preparatory Technical Committee

ECOWAS Economic Community of West African States

GEA Ghana Employers’ Association

HND Higher National Diploma

ICT Information and Communication Technology

ITAC Industrial Training Advisory Committee

JICA Japan International Cooperation Agency

NAB National Accreditation Board

NABPTEX National Board for Professional Technical Exams

NCTE National Council for Tertiary Education

NLT Notional Learning Time

NQF National Qualifications Framework

NTVETQF National Technical and Vocational Education and Training Qualifications Framework

NVTI National Vocational Training Institute

NVTI PTC National Vocational Training Institute Pilot Training Centre

OBET Outcome Based Education and Training

RPL Recognition of Prior Learning

SAFE Sasakawa Africa Fund for Extension Education

SME Small and Medium Enterprise

SRC Student Representative Council

TVET Technical and Vocational Education and Training

UCC University of Cape Coast

WAEC West African Examinations Council

WPU Work Placement Unit

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