Ghana’s technical and vocational education and training have gone through many policies changes since the country’s independence indicating how important successive governments recognize the crucial role of TVET in Ghana’s social-economic development. The main purpose of this study was to examine the changes in Ghana’s TVET since its independence from the perspective of educational policy. The main source of information for this study is secondary data collected from existing literature that is related to the objective of the study. Documents such as the Government of Ghana’s education policy documents, ministry of education documents, journals, books were consulted. The rigorous analysis of literature found that efforts have been made to increase and improve TVET institutions to provide more opportunities for young people through skills development for all levels of TVET institutions. Despite all the efforts, to be able to have effective and efficient human resources to compete in the global world, there is a need to develop career guidance systems to assist learners in choosing appropriate pathways including the provision of up-to-date labor market information to stakeholders, self-assessment tools to identify aptitudes and interests and promote the acquisition of career management skills.
Keywords: Educational Policy, Ghana, technical and vocational education and training
