The world is rapidly evolving and it is dragging along with it several things. Things that used to be done manually are now digitally done, due to the advancement of technology. This has also led to an increase in the demand for a skilled workforce that can adapt to emerging technological advancements, globally. Industry shifts are now more pressing than ever.
Whereas the advanced countries, through systematic education, have been able to churn out students who get into the labour market and are well-prepared to adapt to emerging technologies, developing and under-developed countries are still struggling to keep up with the pace of technological advancement.
The advanced countries have used educational systems and programs such as applied research programs, industry-led capstone projects, professional development courses, executive education programs in engineering, business, healthcare, agriculture, and more. However, developing countries like Ghana are still stuck with antique educational systems and programs that have created a huge gap between academia and the Ghanaian industry.
This is a deep-rooted problem, gapping Ghana’s educational system and the industry needs. One of Ghana’s most popular female scientists, Professor Elsie Effah Kaufmann, in an interview on The KSM Show reiterated this issue, stating that it is a huge problem for Ghana.
She indicated that she has taught several brilliant Ghanaian students, but she is yet to see any of them transform the theoretical knowledge they acquire into useful outcomes. She particularly emphasized that Ghana’s education is mainly theoretical and lacks an industry approach to adequately train Ghanaian students into useful industry assets.
In light of the above, this article aims to answer the question: What role can Industry-Academia partnerships play in addressing Ghana’s skills gap and promoting sustainable skills development?
Bridging the Gap
Ghana’s education system has long been appraised for its potential to empower students and facilitate socio-economic progress by several educationists and industry experts. Regardless, a persistent challenge has also been observed: the gap between academic training and the practical skills sought after by modern industries. Most graduates in Ghana mostly find themselves underprepared for the labour market, facing high levels of unemployment or underemployment. One significant factor causing this academia-industry gap is that most academic programs and subject contents are not tailored to the specific needs of modern industries in Ghana. By tailoring educational curricula to reflect the current and future demands of industries, educational institutions in Ghana can produce graduates who are not only theoretically proficient but also practically prepared for the opportunities and challenges of the modern job market.
The Concept of Industry-Academia Tailoring
The concept of industry-academia tailoring consists of a collaborative approach where industry and academic players or leaders come together to design and update curricula to ensure that learning outcomes are effectively aligned with real-world applications. This partnership can take various forms such as:
Curriculum Co-Design: This involves a consultation between industry representatives in the process of curriculum development, ensuring that course contents are relevant for both current and future industry needs. Thus, the National Council for Curriculum and Assessment (NaCCA) and universities in Ghana, responsible for curriculum development, must consult industry stakeholders such as representatives of the Ghana Labour Unions and Trade Union Corporation (TUC) to get and include practical industry relevant contents and skills in Ghana’s educational curriculum. Such stakeholder collaboration in the development of curriculum could lead to the incorporation of emerging industry trends such as digital technology, data analytics, and renewable energy.
Internship and Apprenticeship Programs: Such programs offer students hands-on experience, enabling them to effectively and efficiently apply theoretical knowledge in professional settings. This is called experiential learning and it bridges the gap between theory and practice.
Research and Innovation Collaborations: The institutions, such as the Ministry of Education and the Ghana Education Service, that are in charge of the country’s education must ensure they incorporate joint research projects and innovation hubs to foster a culture of creativity as well as problem-solving in Ghanaian students, contributing to both academic excellence and industry advancements.
The Ghanaian Context
In recent times, Ghana has been observed experiencing a transformative phase in the education and industry connection with initiatives such as the “Agenda for Jobs” and the ongoing digitalization program by the Government of Ghana as well as the surge in the establishment of Technical and Vocational Education and Training (TVET) schools in Ghana. Also, the current government aims to train one million youth under the “One Million Coders Projects”. The government plans to carry out this project in collaboration with private sectors like the telecommunication companies like MTN Ghana and Telecel Ghana. Thus, the government, in collaboration with private partners, has realized that a dynamic, skills-driven workforce is crucial to achieving sustainable development.
Educational institutions like Ashesi University, University of Ghana, and Kwame Nkrumah University of Science and Technology (KNUST) are increasing partnering with industries to revise their programs and course contents. Such collaborations have led to the introduction of courses that incorporate entrepreneurship, practical problem-solving skills, and digital literacy – areas that are significant for driving innovation in Ghana.
How Will Ghana Benefit from a Tailored Approach?
A tailored approach will benefit Ghanaian students and Ghana as a whole both in the short and long-term. Some of the benefits are discussed below:
Enhanced Employability: Students who go through an education system tailored to suit industry needs tend to acquire a mix of theoretical knowledge and practical skills. This dual focus not only makes such students more attractive to employers but also decreases the time required for on-the-job training.
Sustainable Skills Development: A curriculum that integrates industry trends and skills produces graduates who remain relevant to industries long after they leave the classroom. An academia-industry approach to education allows industry players to offer continuous feedback from industry stakeholders, which helps in updating and adjusting educational content, thus sustaining an adaptable and forward-thinking workforce.
Improved Research and Innovation: An educational system that integrates collaborative programs between academia and industry stimulates innovation. Students and faculty members working side-by-side with industry players and experts enable them to tackle real-life problems, leading to breakthroughs that benefit both the educational system and industries. Partnerships like these can also contribute to Ghana’s broader development objectives by driving research that addresses domestic challenges.
Strengthened Communication and Teamwork: Last not the least, an academic curriculum that engages directly with industry experts prepares students for the collaborative nature of the modern corporate environment. Through internships, joint projects, and mentorship programs, students in an education system that is academia-industry tailored learn the significance of effective communication as well as teamwork – skills that are invaluable in any professional setting.
Challenges and the Way Forward
Whereas the benefits of an industry-academia tailoring education system are clear, the path to fully realizing this model is also not without challenges. The challenges include:
Resource Constraints: The government of Ghana might find it difficult to implement such a curriculum, especially shortly, due to funding challenges. Several educational institutions in Ghana lack the necessary infrastructure suitable for the implementation of this curriculum. For this reason, the government would need to fund massive educational infrastructure across the country, including school buildings, science laboratories, technical workshops, among others, and train teachers to grasp new concepts to enable them to teach.
Curriculum Rigidities: Change can be difficult and traditional academic modules can be slow and difficult to change, especially when important stakeholders, such as parents and teachers, become resistant to change. This will make it difficult for the government to rapidly integrate industry feedback.
Inadequate Tutors: Ghana might not have enough trained tutors suited to effectively execute an industry-academia curriculum. This is because several teachers are already trained to only deliver the current theoretical curriculum and might find it difficult to adapt to an industry-academia curriculum.
Mismatch Expectations: Aligning the differing priorities of academic institutions and industry partners requires flexibility and ongoing dialogue to negotiate clashes of stakeholder interests. This could sometimes lead to a logjam in negotiations, slowing progress in the implementation of industry feedback and academia needs.
To overcome these challenges, policymakers, industry leaders, and educators in Ghana must collaborate to develop a conducive environment for further consultations. Investment in modernizing educational infrastructure, incentivizing industry participation, establishing clear communication channels, and managing change effectively are crucial steps towards achieving this goal.
Conclusion
Industry-academia tailoring stands out as a transformative strategy for sustainable skills development in several advanced countries, and Ghana can adopt this strategy, and for good reason. By closing the gap between industry and education, Ghana can create an agile and innovative workforce that is ever-ready to make good use of opportunities and tackle challenges of an increasingly globalized economy. As Ghanaian educational institutions continue to embrace and regard the significance of this collaborative model, they will not only improve the employability of their graduates but also contribute immensely to the economic growth and sustainable development of the country. Lastly, it is important to reiterate that industry-academia tailoring is not only about making reforms in Ghana’s education – they are about developing a resilient future for Ghana.
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