Assessing the factors for rebranding Technical and Vocational Education for National Development in Ghana

Simple item page
dc.contributor.authorAboagye, Reginald
dc.date.accessioned2021-05-31T13:31:54Z
dc.date.accessioned2023-04-19T03:10:22Z
dc.date.available2021-05-31T13:31:54Z
dc.date.available2023-04-19T03:10:22Z
dc.date.issued2021-05-31
dc.descriptionA thesis submitted to the Department of Construction Technology and Management, Kwame Nkrumah University of Science and Technology, Kumasi in Partial Fulfilment of the requirements for the award degree of Master of Science in Project Managementen_US
dc.description.abstractDespite the persistent request from the International Community and stakeholders of TVET to embrace TVET for sustainable livelihood and development, enrollment in TVET institutions in Ghana is still very low. TVET in Africa is far from achieving the desired goals as there is still declining trend in labour force participation for the youth. Besides, many studies on TVET in Ghana have largely focused on the prospects and challenges of TVET in reaching targets, with limited emphasis on the possibility of stakeholders doing something different in an attempt to rebrand the programme. This study therefore seeks to examine factors for Rebranding of TVET for National Development in Ghana. The quantitative study involved the survey of 156 tutors and 54 administrators of TVET institutions selected through multistage sampling method. Data collected using structured questionnaires were analyzed through descriptive methods, relative importance index and Kendall’s rank test. The study revealed enormous lapses in the design of the TVET programme as it exhibits low level of local partnership and poorly funded. The content and curriculum of TVET was also bereft of entrepreneurial skill development and provide low level of linkage between industry and institution in the delivery of TVET education. The main challenges of the TVET programme to national development include inadequate funding, poor condition of service for TVET teachers, derogatory remarks about TVET students and graduates, poor image and status of TVET, unavailability of consumable materials for practicals, poor maintenance culture and others. The governmental strategies perceived to be critical in the rebranding of TVET in Ghana include offering legislative backing to national TVET policy, mainstream vocational education into the general education system, and set up venture capital to support TVET graduates. Parents and guardians could also lobby politicians in favour of TVET.en_US
dc.description.sponsorshipKNUSTen_US
dc.identifier.urihttps://ir.knust.edu.gh/handle/123456789/13843
dc.language.isoen_USen_US
dc.subjectEvaluationen_US
dc.subjectFactorsen_US
dc.subjectrebranding Technicalen_US
dc.subjectVocational Educationen_US
dc.subjectNational Development in Ghanaen_US
dc.titleAssessing the factors for rebranding Technical and Vocational Education for National Development in Ghanaen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Reginald Aboagye.pdf
Size:
1.32 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
license.txt
Size:
1.73 KB
Format:
Item-specific license agreed to upon submission
Description:
Download
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed to upon submission
Description:
Download
Collections
College of Humanities & Social Sciences