TVET is not for the academically weak – Advocate calls for change in Ghana’s mindset

A discussion about the fate of 2026 Basic Education Certificate Examination (BECE) candidates who failed Mathematics and English Language and could not secure school placement has reignited the debate over the perception of Technical and Vocational Education and Training (TVET) in Ghana.

The discussion focused on possible alternatives for affected candidates to ensure that they do not drop out of school.

Out of concern for the young people, a contributor suggested that candidates who failed could be channelled into TVET institutions to acquire practical skills while continuing their formal education.

The suggestion, however, generated a brief but revealing exchange over the long-standing public perception that TVET is meant for academically weak students.

A Principal of a TVET institution responded politely to the suggestion, asking:

“Respectfully, why TVET?”

Mr Addo Andrews Sarfo, an IT Facilitator at J. G. Knol Technical Institute, also expressed concern about the mindset surrounding technical and vocational education.

“2026, and some people still have this mindset that TVET is meant for academically weak students. We need proper education on this as a country,” he said.

The reaction appeared to stem from the widespread belief that directing candidates who had failed English Language or Mathematics towards TVET suggests that technical education is a second-choice option or a destination for academically unsuccessful students.

However, the contributor who made the initial suggestion quickly clarified that this was not his intention.

Responding to the Principal, he said:

“Boss good evening, please I did not mean TVET schools are not academically good, my senior colleague was suggesting that those learners can learn a trade by the roadside but, I was of the view that TVET schools can give them the requisite skills and at the same time academic excellence. Thank you boss.”

The clarification has brought renewed attention to the need for public education about TVET and its role in Ghana’s educational system.

According to Seth Afum A. Dankwah of the J. G. Knol Technical Institute, the contributor’s intention was not to portray TVET as inferior but to advocate for a structured educational pathway for young people who may struggle academically or fail to secure placement.

The concern, he explained, was to ensure that such young people do not drop out of school or end up learning trades informally without access to structured training and academic progression.

The contributor believed that TVET institutions could provide learners with practical skills while also offering them opportunities to pursue academic excellence.

Mr Dankwah said the incident should therefore be used as an opportunity to address the misconception surrounding TVET rather than attack the contributor.

For many years, technical education has been wrongly portrayed in some Ghanaian homes as an option for children who do not perform well academically.

Parents have often warned their children with statements such as, “If you don’t learn hard, you will go to technical school.”

This perception has contributed to the belief that Technical and Vocational Education and Training is a dumping ground for students who fail subjects such as English Language, Mathematics and Integrated Science.

However, the official admission requirements for the 49 Public Colleges of Education for the 2026/2027 academic year show that TVET is part of Ghana’s recognised academic and tertiary education system.

Applications for the 2026/2027 academic year were invited from suitably qualified applicants to pursue four-year Bachelor of Education programmes at the 49 public Colleges of Education in Ghana.

Under the TVET admission category, applicants can qualify through a number of recognised routes.

One of the requirements states that an applicant must have TVET Certificate II Examinations with Lower Credit (C-) or better in six subjects, made up of three core subjects, including English, Mathematics and Integrated Science or Social Studies, as well as three relevant elective subjects.

Other recognised pathways include Certificate II qualifications in relevant trade areas awarded by the Technical Examinations Unit (TEU), National Vocational Training Institute (NVTI), City & Guilds and NABPTEX.

Applicants may also qualify through the National Certificate II qualification in Competency-Based Training (CBT) in a relevant trade area under the National TVET Qualification Framework.

The admission requirements also show that WASSCE applicants seeking admission into the Colleges of Education must obtain credit passes in six subjects comprising three core subjects, including English Language, Core Mathematics and Integrated Science or Social Studies, as well as three relevant elective subjects.

The requirements challenge the long-held perception that TVET is simply an educational option for students who cannot cope with academic work.

TVET applicants who gain admission into the public Colleges of Education are also pursuing recognised four-year Bachelor of Education (B.Ed) degree programmes.

Students can specialise in several subject areas, including Building Technology, Electrical Technology, Wood Technology, Visual Arts and Home Economics, among others.

Eight Colleges of Education have also been listed as institutions that offer TVET-related specialisations.

They are:

Mampong Technical College of Education

Ada College of Education

Akatsi College of Education

Bagabaga College of Education

N.J. Ahmadiyya College of Education, Wa

St. John Bosco College of Education

Wiawso College of Education

Komenda College of Education

The institutions are affiliated with public universities, with students pursuing recognised academic programmes and qualifications.

The 2026/2027 admission process also recognised both WASSCE and TVET Certificate II applicants, while candidates who were yet to write their examinations could apply as awaiting-results applicants.

Applicants were required to pay an application fee of GH¢350, while the deadline for applications was August 31, 2026.

The discussion surrounding the BECE candidates has therefore brought renewed attention to the need to change the way Ghanaian society talks about technical and vocational education.

The contributor at the centre of the discussion maintained that his suggestion was not intended to describe TVET schools as academically inferior.

His argument was that young people who do not secure placement should not be abandoned or left to drop out of the education system.

Instead, he believed that TVET institutions could provide them with the requisite practical skills while giving them opportunities for academic development and progression.

The debate has also renewed calls for parents and teachers to stop presenting technical education as a punishment for poor academic performance.

Rather than telling a child, “Your grades are low, so go to technical school,” the conversation should focus on the abilities, interests and talents of the learner.

Young people who enjoy creating, building, repairing, designing and innovating can pursue technical and vocational education as a meaningful educational pathway.

TVET combines theoretical knowledge with practical application and requires technical competence, creativity, discipline and problem-solving skills.

The ability to correctly wire a building, design and construct furniture or develop practical solutions requires knowledge, training and specialised skills.

The growing need for skilled professionals in technology, construction, manufacturing, agriculture and other sectors has also made technical and vocational education increasingly important to national development.

The exchange, according to Mr Dankwah, should therefore serve as an opportunity for public education.

The contributor clarified that his intention was to advocate for both skills development and academic excellence, particularly for young people who may otherwise be left without opportunities after failing to secure placement.

The central message is that TVET should not be viewed as a dumping ground for academic failures.

Instead, Ghana must begin to recognize technical and vocational education as an important pathway for developing skilled, innovative and productive young people for the future.