Government endorses the definition of tertiary education to embrace all post-secondary education institutions that offer training leading to the award of a diploma or degree. In this regard, the government notes the evolution of the institution such as the National Film and Television Institute (NATI), the Ghana Institute of Journalism (GIJ), the Regional Maritime Academy and the school of Forestry into tertiary diploma and degree awarding institutions.
The programme was designed among other things to prepare the appropriate human resources in the form of a skilled, technologically advanced discipline workforce with the right ethics to service the growing economy since the reformed emphasis on Mathematics Science and Technology.
Apprenticeship programme would be organised jointly by the state and industry for skills acquisition for students who opted for employment after Junior High School of which the cost of the first year would be borne by the state.
The reform also acknowledges the mastery of Information and Communication Technology (ICT) had become crucial for the survival of the global world.
It talks about teacher quality at all levels. The government was committed to improving the conditions of service of teachers to motivate them to give their best with special attention to teachers who will offer their services in the deprived areas. The reform recommended the upgrading and refurbishment of all 46 Teacher training colleges in the country. Currently, 15 of them are specially equipped for science, mathematics and technology which constitute the new focus of the educational delivery programme.
Tertiary education also benefits from the reform as a policy has been made to expand residential accommodation, lecture halls, laboratories and libraries of the 15 universities and 10 polytechnics of the country.
With management and administration of pre-tertiary education, the reform had the innovation of its core with the decentralization of Government supervision and monitoring to enhance effectiveness and create a paradigm shift in the approach to education. The formation of the National Inspectorate Board, the District Assembly, supervisory role, the district oversight committees, the school board of governors, SMC and other stakeholders.
Bridging the gender gap, the setting of the desk for girl child education from the national to the district. The establishment of special schools to cater for disabled children are all good for society and the students.
The establishment of the Nayional Council for technical and vocational education is a way to expand and improve the study of technical and vocational disciplines to produce middle man-power human resources for the nation-building.
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