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Technical Vocational Education and Training (TVET) as Catalyst for Entrepreneurial Development of Students in Polytechnics: A Case Study of Accra Polytechnic, Ghana

Received: 25 January 2017     Accepted: 10 February 2017     Published: 3 March 2017
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Abstract

This study looks at the current curriculum of two programmes run in Accra Polytechnic: namely Secretaryship and Management Studies on one hand and Fashion Design and Textiles on the other and students’ readiness towards venturing into entrepreneurial ventures. The former programme is geared towards the acquisition of skills to serve industries and businesses whilst the latter is basically the acquisition of skills geared towards entrepreneurial ventures. Since its inception, the Polytechnics have sought to train large number of graduates who have been able to be absorbed in industries and businesses whilst some have founded their businesses. Is the large number of students graduating from our Polytechnics able to set-up their own businesses? What are we doing right and what need to be improved to be able to curb the large number of unemployed youth in Ghana? This study used descriptive study design and a survey method was used to collect data using stratified sampling technique based on the population of each programme. The findings suggest that lack of entrepreneurial skill and start-up capital are the two major challenges facing students in Technical, Vocational, Education and Training (TVET) institutions. These have implications for policy makers who need to come up with relevant strategies to make TVET institutions relevant in order to achieve the Sustainable Development Goals (SDGs) 1, 4, 8, 9, 10 and 12.

Published in Higher Education Research (Volume 2, Issue 2)
DOI 10.11648/j.her.20170202.15
Page(s) 55-59
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Technical, Vocational, Education and Training (TVET), Entrepreneurial, Acquisition of Skills, Strategies, Catalyst, Sustainable Development Goals (SDGs)

References
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[2] European Commission. (2002). Final Report from the Expert Group on the Project, ‘Best Procedure – Education in and Teaching of Entrepreneurship’, November. Brussels, European Commission.
[3] Moss, J., Jnr., & Liang, T. (1990). Leadership, Leadership Development, and the National Centre for Research in Vocational Education. Berkeley: National Centre for Research in Vocational Education, University of California, 1990. (ED 325 645).
[4] UNESCO & ILO (2002). Technical and vocational education and training for the twenty first century. Geneva: UNESCO.
[5] Mills, H., R. (1980). Teaching and training. A handbook for instructions. Lagos: Macmillan Press Limited.
[6] Okorie, J., U. (2001). Vocational industrial education. Bauchi: League of Researchers in Nigeria
[7] Haruna, A., A. (2008). A study of the factors responsible for the poor performance of students in accounting in secondary schools in Gombe State. (Unpublished B. Ed. Project). Ahmadu Bello University, Zaria, Nigeria.
[8] Colin, N., P. (1999). Technical and Vocational Education for the twenty first century. Prospect 29 (1), 29–36.
[9] Alam, C., M. (2007). Private HE in Bangladesh: The impact on HE governance and Legislation. Unpublished PhD thesis, University of Nottingham, United Kingdom.
[10] Gazi, M., A. (2008). The role of technical and vocational education in the national development of Bangladesh. Asia-Pacific J. Cooperative. Educ., 9 (1): 25-44.
[11] Omoifo, C., N. (2000). The role of international cooperation in science education in Nigeria – Past, present and the forward. ICE Hiroshima University, Journal of International Cooperation Educ., 4 (1): 137-151.
[12] Yamada, S. (2001). Perspectives on vocational education in Africa. CICE Hiroshima University, Journal of International Cooperation. Educ., 2: 87-98.
[13] Dzeto, G., K. (2014). Projecting Ghana into the real middle income economy: The role of Technical, Vocational Training. Parliamentary Briefing Paper, Friedrich Ebert Stiftung.
[14] Anamuah-Mensah, J. (2004). Vocational/Technological Education for Accelerated Wealth Creation: Critical Issues Facing the Nation. Paper presented at the 56th New Year School Conference organised by the Institute of Adult Education at the University of Ghana, 30 December 2004.
[15] Dzeto, G., K. (2014). Projecting Ghana into the real middle income economy: The role of Technical, Vocational Training. Parliamentary Briefing Paper, Friedrich Ebert Stiftung.
[16] Ghana Statistical Services (2012) Population and Housing Census. Retrieved from www.statsghana.gov.gh › Feb 14, 2013 - Producer (s), Ghana Statistical Service - Ministry of Finance and Economic Planning.
[17] Burns, N., B., & Grove, S. K., (2005). The practice of nursing research: Conduct, critique, and utilization. 5th Edition. St Louis: Elsevier/Saunders.
[18] Johnson, B., & Turner, L., A. (2003). Data collection strategies in mixed methods research. In Tashakkori, and C. Teddlie (Eds.), Handbook of mixed methods in social and behavioural research (p. 297–319). Thousand Oaks, CA: Sage.
[19] Greene, J., C. (2007). Mixed methods in social inquiry. Jossey-Bass, San Francisco, CA.
[20] Greene, J., C. (2007). Mixed methods in social inquiry. Jossey-Bass, San Francisco, CA.
[21] Anamuah-Mensah, J. (2004). Vocational/Technological Education for Accelerated Wealth Creation: Critical Issues Facing the Nation. Paper presented at the 56th New Year School Conference organised by the Institute of Adult Education at the University of Ghana, 30 December 2004.
[22] Baiden, F., A. (1996). Technical and Vocational Education in Ghana. In The development of technical and vocational education in Africa: Case study from selected countries (pp. 81-122). Dakar, Senegal: UNESCO Regional Office.
[23] Colin, N., P. (1999). Technical and Vocational Education for the twenty first century. Prospect 29 (1), 29–36.
[24] Yamada, S. (2001). Perspectives on vocational education in Africa. CICE Hiroshima University, Journal of International Cooperation. Educ., 2: 87-98.
[25] Alam, C., M. (2007). Private HE in Bangladesh: The impact on HE governance and Legislation. Unpublished PhD thesis, University of Nottingham, United Kingdom.
Cite This Article
  • APA Style

    Lipsey Samuel Appiah Kwapong, Hannah Benedicta Taylor-Abdulai, Cynthia Oduro Nyarko, Christine Ampofo-Ansa, Emma Donkor, et al. (2017). Technical Vocational Education and Training (TVET) as Catalyst for Entrepreneurial Development of Students in Polytechnics: A Case Study of Accra Polytechnic, Ghana. Higher Education Research, 2(2), 55-59. https://doi.org/10.11648/j.her.20170202.15

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    ACS Style

    Lipsey Samuel Appiah Kwapong; Hannah Benedicta Taylor-Abdulai; Cynthia Oduro Nyarko; Christine Ampofo-Ansa; Emma Donkor, et al. Technical Vocational Education and Training (TVET) as Catalyst for Entrepreneurial Development of Students in Polytechnics: A Case Study of Accra Polytechnic, Ghana. High. Educ. Res. 2017, 2(2), 55-59. doi: 10.11648/j.her.20170202.15

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    AMA Style

    Lipsey Samuel Appiah Kwapong, Hannah Benedicta Taylor-Abdulai, Cynthia Oduro Nyarko, Christine Ampofo-Ansa, Emma Donkor, et al. Technical Vocational Education and Training (TVET) as Catalyst for Entrepreneurial Development of Students in Polytechnics: A Case Study of Accra Polytechnic, Ghana. High Educ Res. 2017;2(2):55-59. doi: 10.11648/j.her.20170202.15

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  • @article{10.11648/j.her.20170202.15,
      author = {Lipsey Samuel Appiah Kwapong and Hannah Benedicta Taylor-Abdulai and Cynthia Oduro Nyarko and Christine Ampofo-Ansa and Emma Donkor and Emelia Ohene Afriyie},
      title = {Technical Vocational Education and Training (TVET) as Catalyst for Entrepreneurial Development of Students in Polytechnics: A Case Study of Accra Polytechnic, Ghana},
      journal = {Higher Education Research},
      volume = {2},
      number = {2},
      pages = {55-59},
      doi = {10.11648/j.her.20170202.15},
      url = {https://doi.org/10.11648/j.her.20170202.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20170202.15},
      abstract = {This study looks at the current curriculum of two programmes run in Accra Polytechnic: namely Secretaryship and Management Studies on one hand and Fashion Design and Textiles on the other and students’ readiness towards venturing into entrepreneurial ventures. The former programme is geared towards the acquisition of skills to serve industries and businesses whilst the latter is basically the acquisition of skills geared towards entrepreneurial ventures. Since its inception, the Polytechnics have sought to train large number of graduates who have been able to be absorbed in industries and businesses whilst some have founded their businesses. Is the large number of students graduating from our Polytechnics able to set-up their own businesses? What are we doing right and what need to be improved to be able to curb the large number of unemployed youth in Ghana? This study used descriptive study design and a survey method was used to collect data using stratified sampling technique based on the population of each programme. The findings suggest that lack of entrepreneurial skill and start-up capital are the two major challenges facing students in Technical, Vocational, Education and Training (TVET) institutions. These have implications for policy makers who need to come up with relevant strategies to make TVET institutions relevant in order to achieve the Sustainable Development Goals (SDGs) 1, 4, 8, 9, 10 and 12.},
     year = {2017}
    }
    

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  • TY  - JOUR
    T1  - Technical Vocational Education and Training (TVET) as Catalyst for Entrepreneurial Development of Students in Polytechnics: A Case Study of Accra Polytechnic, Ghana
    AU  - Lipsey Samuel Appiah Kwapong
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    AB  - This study looks at the current curriculum of two programmes run in Accra Polytechnic: namely Secretaryship and Management Studies on one hand and Fashion Design and Textiles on the other and students’ readiness towards venturing into entrepreneurial ventures. The former programme is geared towards the acquisition of skills to serve industries and businesses whilst the latter is basically the acquisition of skills geared towards entrepreneurial ventures. Since its inception, the Polytechnics have sought to train large number of graduates who have been able to be absorbed in industries and businesses whilst some have founded their businesses. Is the large number of students graduating from our Polytechnics able to set-up their own businesses? What are we doing right and what need to be improved to be able to curb the large number of unemployed youth in Ghana? This study used descriptive study design and a survey method was used to collect data using stratified sampling technique based on the population of each programme. The findings suggest that lack of entrepreneurial skill and start-up capital are the two major challenges facing students in Technical, Vocational, Education and Training (TVET) institutions. These have implications for policy makers who need to come up with relevant strategies to make TVET institutions relevant in order to achieve the Sustainable Development Goals (SDGs) 1, 4, 8, 9, 10 and 12.
    VL  - 2
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Author Information
  • Department of Secretaryship and Management Studies, Accra Polytechnic, Accra, Ghana

  • Department of Secretaryship and Management Studies, Accra Polytechnic, Accra, Ghana

  • Department of Secretaryship and Management Studies, Accra Polytechnic, Accra, Ghana

  • Department of Secretaryship and Management Studies, Accra Polytechnic, Accra, Ghana

  • Department of Secretaryship and Management Studies, Accra Polytechnic, Accra, Ghana

  • Department of Secretaryship and Management Studies, Accra Polytechnic, Accra, Ghana

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