RESEARCH PAPER

THE INFLUENCE OF TVET'S SKILLS ACQUISITION

IN NATION BUILDING (GHANA)

Elizabeth Anoah Baafi, Akrong Sylvia Asheley, Frimpong -Manso

Isaac

Department of Design and Technology, College of Technology Education-Kumasi

University of Education,Winneba

Abstract

As Ghana aspires to join the ranks of the developed nations,

there is an increased need for a skilled workforce. As the saying

goes, a nation without skills and measures put in place for the

implementation of the skills cannot develop. We look forward to

living in a society with an efficient public transport system,

affordable but safe housing, reliable energy supply, and all the

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trappings that go with development. To achieve this we will need

the requisite manpower to make this possible. We need a skilled

workforce to maintain our roads, bridges, and railways. Competent

engineers and mechanics to service our industries, and skilled

garment makers, jewelers and shoe makers to compete globally.

Hence the purpose of this study which looked into the great

potential of accelerating the country’s drive towards development

through Technical and Vocational Education and Training. This

study also researched in to the various competencies and skills

TVET has produced for the fashion houses in the nation.

The research is based on qualitative research approach which

employs observation and interview for data collection. The

population studied comprises fashion producers who have gone

through training by TVET and are also offering informal training

to others who are known as apprentice. Data collected was

interpreted and discussed. The study reveals among other things,

that some Ghanaian fashion producers had their fundamental skills

from TVET even though they build on through higher education.

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Introduction

Technical and Vocational Education and Training (TVET) is

presumed to be practical and technical system which prepares

learners to develop creative and manipulative skills needed to

generate technology innovations. Vocational and Technical

Education and Training is associated with subjects such as

fashion, catering, leather works, textiles, basketry, jewelry

(visual arts), woodwork, construction, agricultural science and

electrical. According to Annoh (1989), vocational or technical

education has the advantage of producing self employable person

reducing rural urban-migration, being more practical oriented in

approach, help to produce needed labour force for industrial and

technological development and it leads to productivity and nation

development.

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How Is TVET/Fashion Perceived By People?

There are various perceptions of people on what TVET/Fashion is

in Ghana. TVET known as the acronym for Technical Vocational

Education and Training has been perceived by people in so many

ways and below are categorized groups of persons who were

interviewed to know their thoughts about TVET/Fashion;

Students

10 girls from Ramseyer Girls Vocational Institute Kumasi were

interviewed ; some respondents (4) said it's a great avenue to

enable them enhance their creative abilities and interest.

Other respondents (3) said its a means to acquire just skills

to occupy them since they have nothing doing for now. More so

a hobby to exhaust leisure and not to be practiced publically.

A means of making money was a responds from some respondents

(3) also.

Students pursuing Visual art and Home Science courses also

said fashion is an interest and a talent. Leticia Asare a

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student of tweneamanfo said " TVET is a program for those who

did not have good grades in their academic records.

Evelyn Boakye an HND second year student in Kumasi Polytechnic

responded that TVET is set out to help students who are

brilliant but financial incapable to go to the polytechnic or

university hence something to do for the mean time.

Therefore the researchers arrived at this point that there is

a widely held perception in Ghana that only people who are

academically weak undertake technical and vocational

education, this has also had impact on students entering into

secondary cycle institution to think that all the other

courses expect Technical and vocational courses are for

academically good students with good grades. A significant

proportion of current TVET trainees, particularly in the

informal sector (primarily apprenticeships), are therefore

labelled as school dropouts, which impacts on the self esteem

and external perceptions of trainees’ abilities.

The Public/Parents

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Negative perceptions are not limited to those who have little

understanding of TVET: a 2002 survey of public TVET teachers

found that none of the 87 respondents wanted their own

children to study TVET programmes (Anamuah-Mensah, op. cit.).

From the field study by Group 5, we found out that “out of

the10 parents interviewed 6 wanted their wards to go into the

sciences, 3 wanted their wards to offer Business Courses. Only

one parent wanted his child to enter into the Technical and

Vocation study area, but the parent still stressed that he

will try and let his child do this course in one of the

European countries

Based on the above mentioned findings, it can be established

that majority of parents and guardian do not encourage and

admire their wards pursuing TVET programs because it's not of

interest to them and it does not fit their social status. Only

one parent out of the ten expressed interest of his ward

pursuing TVET program outside the country.

A parent by name Nana Poku went ahead to say 'Iwill not

sponsor or pay for my ward to pursue technical or vocational

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program in school because it will not provide awhite collar

job'.

Some people from the banking sector were interviewed. Julius

Ansah in Sunyani "said he sees fashion as a lucrative venture

though it was looked down on some years back now those who are in

it are making money out of it".

Stakeholders

Stakeholders in TVET provision comprises of Government of Ghana,

Government appointee’s in charge of TVET example COTVET,

Headmasters, Principals, and Parents.

Some of the stakeholders interviewed, said they perceived TVET

as an opportunity for the youth to be self- employed and self-

reliant in developing themselves and contributing their quota to

the development of the country. They said “ Technical and

vocational education is cheap and widespread, and further

mentioned that it can greatly reduce unemployment rate by giving

people useful moneymaking skills”.

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The HOD of the department of visual art and industrial art, Dr.

Michael Nyarko had this to say about TVET 'is a technical and

vocational education and training systems which has been

functioning in the country for some years now overseeing the

training of technical education in terms of developing curricula,

skilled manpower needed for industrial purposes.

Recommendation for promotional campaign to improve perceptions

about TVET

Negative attitudes and perceptions greatly obscure the gains from

TVET for young people. It is important that an image-enhancing

project is initiated as part of COTVET’s strategy. The campaign

should promote vocational pathways as viable education options

for young people, alongside higher education. COTVET could

consider collaborating with the Department of Information to

implement the campaign.

It is also important to give young people access to vocational

training at an early age to improve their understanding of

training pathways and possible careers. With this in mind,

options for school children to go to training institutes and

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workshops could be adopted as part of a promotional strategy. Any

campaign aiming to improve the image of TVET must be targeted

directly at the stakeholders it wishes to influence, particularly

parents, who are the key providers of careers

advice, and young people. The campaign should focus on sectors

where the financial and career benefits of pursuing a TVET-

related career are clear. In addition, it is essential to target

those trades that are socially stigmatized, such as hairdressing,

beauty therapy and auto-mechanics, because they have the

potential to absorb high numbers of young people.

To What Extent Does Technical Vocational Education And Training

Contribute To The Economic Development Of Ghana?

The economic development of a nation is very keen because of the

peace and comfortable livelihood the citizens and even her

neighboring countries enjoy. Poverty is therefore a threat to

national stability and good governance. All over the world

governments have embraced the United Nations Millennium

Development Goals(MDGs) that aim to significantly reduce the

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number of people living below the poverty line, improve access to

education, promote gender equality, improve maternal and child

health, ensure environmental sustainability and promote global

partnership between developed and developing countries.

Eradication of poverty and hunger is of most consideration as far

as the goals of the MDGs is concern. And the key for lessening

this issue is economic growth and the creation of employment for

all. Nevertheless, poor people without employable skills cannot

benefit from the growth process. The challenge then is to raise

the productive capacity of the poor, the youth and the vulnerable

of society through the acquisition of specific job competencies

(World Bank, 2011). Hence the need for a good Technical

Vocational Education and Training system,

Based on the responses from the stakeholders in question one

that “ TVET provides an opportunity for the youth to be self-

employed and an avenue to be self-reliant in developing

themselves and contributing their quota to the development of

the country” , therefore Researchers concluded that TVET provides

suitable employment to it students, and in effect increase their 10

subsistence and financial income. This increases the tax base in

Ghana. Moreover it's predicted to be a strong force that can

reduce poverty in Ghana through it employable abilities. From

some of the responses about the perceptions of TVET, Researchers

saw that there are negative perception and assumptions about TVET

and these perceptions has mentally and physically affected

students and also teachers of TVET, in terms of the quality and

quantity of their product outcome, since people outside their

course, who they in turn to provide goods and services for

downgrade their work and as a result their ‘spirit enthusiasm’ to

produce more and quality products is lower. For instance larger

percentage of TVET graduates who are within the informal

apprenticeship like Dressmaking and tailoring, are not producing

much like the European countries, also the quality and aesthetic

appeal does highly match the international labour market.

Consumers in Ghana in a high demand, still prefer imported

clothes to locally made ones. This proves that although TVET is

providing employment, increasing human capital income, increasing

tax base, reducing poverty, the extent to which TVET contributes

to economic development of Ghana is still LOW

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To What Extent Are Fashion Houses Changing And Restructuring?

The fashion houses in Ghana have been revolutionized in various

disciplines. Fashion houses in the Gold Coast/ Old Ghana are not

the same now due to certain changes and restructuring that has

taken place. Fashion houses now;

Have modernized built houses with administrative sections

detached from production units.

Fashion houses such as Lydia Fashions (Kumasi), Jenesus

(Kumasi), Mckenzie clothing (Kumasi), Lizatex Home (Sunyani)

etc, have different departmental sections as mentioned above

where transactions are carried without interfering with the

busy state of the production units.

Production methods have also changed, now commercialized

drafted patterns are use for mass production of various

figure sizes, draping technique etc

Work with modernized machineries and equipment for quality

production.

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Knowledgeable of Current Fashion Trends (trendy use of

African prints for trendy men's clothing's)

They follow trends and have a good eye for anticipating what

their audience will respond to next.

Work with themes to create various collections of apparel.

Designs activities are directed by chosen theme to create

innovative collections of garments. Some examples of themes

are up cycling, illusion, exuberance, swag, fusion, foliage

etc

Usage of our own African prints in making various dress

accessories

Work with modeling agencies to market their collections by

advertisement through fashion shows and exhibitions

Branding

Fashion houses now are branding themselves with names and

specific details attached to their works to make them unique

among their competitors.

Work with accurate records keeping (computerization)

Most fashion houses now keep detail records of daily

activities such as who came in, the arrival and departure

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time, purpose of client, other profile details of client,

expenditures and incomes for the day, items worked on and

those yet to be worked on etc.

Business dealings made online

Advertisement through social media

Building competitive portfolio

What Characteristics Are Most Critical In Making Hiring Decisions

Now?

Hiring of labour for fashion houses is subjective because

all fashion houses are not the same and do not do the same

things. Most fashion houses interviewed believed that

fashion begins with a creative eye and artistic talent. From

start to finish it is the artistic talent and expression

that brings raw materials into becoming a beautiful finished

product.

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Jenesus fashion house in Kumasi considers the following;

Level of education at least should have completed JHS

should master sewing and be precise in everything they are

instructed to do

should be able to work with no or less supervision

should understand illustrations and the use of patterns.

Evelyn Clothing in Tanoso - Kumasi also considers said;

Strong Sewing Skills

You can construct the garments you design. You

understand what materials work best in the designs you

are developing.

Good Eye for Materials

You have an eye for the materials of a garment, as well

as the elements that make it unique, such as color and

fabric.

Ability to Work Well with a Team since you will be in

the midst of other workers.

Excellent Communication & Interpersonal Skills: A lot

of people come to the fashion house for different 15

reasons so as a worker hired you should be able to

communicate to the clients satisfaction.

Ruack Fashion Institute owned by Mrs. YaaBoatemaa also shared some of

the characteristics she looks out for;

She expressed that somehow she is bias because she

prefer to work with students she trained in her school.

But for those who come from outside are put on one

month probation.

One who can read and write

Highly Creative. You should have a great sense of style

and constantly be in the position of coming up with new

ideas since her fashion house normally work on contract

bases for some textile fabric companies.

should be able to work under pressure and over time

too.

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Strong Visualization Abilities. Your ability to

visualize a garment before ever putting an idea on

paper. You can see the finished product well before

production and can put your ideas into words and onto

paper so others can grasp the idea as well

One with the ability to understand texture, color, and

quality fabric need for the right dress style.

How Effective Is Creative And Vocational Education And Training Systems In

Responding To The Changing Demands Of Fashion House Competencies?

Globally, technical and vocational related institutions have the

responsibility of training and development of artistic workforce

with imaginative scope, intellectual firmness and inventive

skills to produce the needs of the country and the fashion

houses.

The effectiveness of the creative and vocational education and

training systems are these days limited, since old syllabus have

not be renewed or updated for trainees to follow the dynamic

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ways, and current fashionable demands as listed below. Students

receive much theoretical training than practical.

Some changing demands of fashion house competencies;

The use of computerized machines for cutting in mass when

working on mass productions.

Modernized use of computerized embroidery machines

Models are used to show how new fashions look when worn.

Using adjustable working manikins.

Using computer for design, dress, figure illustration.

Using drapery technique for garment construction such as

bridals.

Human resource produced from the above mentioned system though

posses some extent of skills to work in the fashion house, are

timid and shy to come out due to the perception of people about

them, that they pursue such courses because they are mentally

dull.

According to Solomon Ayensu a teaching assistant in the

Department of Fashion, Kumasi polytechnic “The effectiveness

level of Creative TVET is scanty, because is capital intensive,

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to run the high and radical pace the fashion world is moving to

now. "Researchers observation was in agreement with Solomon

Ayensu that Advanced tools, equipment and machineries needed to

cope with the dynamic way of fashion now is expensive and has not

be made available for trainees and students to use.

Therefore it is recommended by researchers that Government

Educational Stakeholders should invest much funds into creative

vocational education training systems.

What Are The Different Types Of Competencies/Skills Required By

The Fashion Houses To Meet The Demands Of Current Practice?

According to King Amponsah a product of Sunyani Polytechnic

"Fashion at first was not in the lime light people were not so

much particular about what to wear in a particular season or for

a particular occasion but civilization and education has brought

awareness to people. So now most of the fashion shops do not want

to work with people who can merely sew but those with artistic

hand as he puts it".

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The following are some skills required by Fashion houses to meet

demand of current practice;

Strong Sewing Skills and effectiveness in using sewing

machines; You can construct garments designed with free hand

cutting, pattern drafting, drapery etc. You understand

precisions in seams required, stitch regulation etc.

Creative & Artistic skills : Skillful ability of balancing

or combining colours to create interesting/aesthetic appeal

in garments.

Knowledge & Interest in Current Fashion Trends; You are

curious about trends and have a good eye for anticipating

what your audience will respond to next.

Good Eye for Detail:  You have an eye for the materials of a

garment, as well as the elements that make it unique, such

as colour, fabric, trimming etc. Skillful and creative

ability to sort and select fabrics for apparel

manufacturing, to suit the occasion, season and work of the

wearer.

Drawing Skills: Ability to sketch garment designs clearly

on paper to construct.20

A Good Sense for Business: Marketing Skills is a crucial

aspect, without good marketing skills the products will not

sell much.

It's a great competency to be able to produce the exact

number of order (garments) at the required time. (Meeting

deadlines)

What Is The Level Of Awareness Of Creative And Vocational

Educators And Learners In The Changing Landscape Of Fashion

Industry Practice?

The fashion industry is a globalized sector that works to meet

the demand for apparel and dictates the trends for what should be

worn from seasons to seasons. Some vocational educators and

learners, 10 in number were interviewed. Their qualifications

included HND Fashion and Textiles Studies, Advanced Fashion,

Intermediate Fashion and Apprenticeship (certificate in

Dressmaking)

To come out with the findings for this interview item,

respondents of different academic background was asked to

demonstrate if they were aware that the fashion industries work

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with themes to create various collections of apparel (illusion,

fusion). All of them said they were aware. They were further

asked to list some examples of themes these fashion industries

work with and amazingly, it was established that even though they

were aware these fashion industries work with themes, they do not

know the various themes that exist in the fashion industry. The

same happened when they were asked about the awareness of the use

of modernized equipment for mass production in these fashion

industry. None could however list the examples of these modern

equipment such as cutting equipment, embroidery machine. digital

industrial sewing machine. Again, 6 of the respondents were aware

of the manufacturing sequences being used at the fashion industry

in Ghana. They listed as such, idea generation, design/sketch,

pattern design, sample making. However, when respondents were

asked about their awareness of the current fashion trends, 7

posited that they exactly knew about the trends that exist in

the fashion industry. Some of the 7 respondents who were aware of

the trends in the fashion industry, even came out with trends

like street fashion and classical. This is reflected in the table

below:

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Work with

themes

Use of modernized

equipment

Manufacturing

sequence

Current fashion

trends

Aware Not

Aware

Aware Not Aware Aware Not Aware Aware Not

Aware

10 0 10 0 6 4 7 3

This indicates that they are aware of the basics in the fashion

industry practices because of the limited exposure to the above

Does The Mere Acquisition Of Sewing Skills Automatically Lead To

Employment In Ghana?

There is the possibility that it could be Yes and could be No.

No because, Merely acquired sewing skills needs some enhancement

to gain one either self- employed or employment in to the fashion

houses. There is also a need for experience in receiving and

handling clients. Mere sewing skills without high creative

abilities is limitation to the individual. There also a need for

a person who has acquire mere skills in sewing and would like to

be self employed to have entrepreneurial skills,

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Yes because the sewing skills is a significant skill for a

fashion house to offer an individual fashion designer employment,

What Is The Changing State Of The Fashion Industry Practice

Relative To The Radical Changes In The Competitive Business

Landscape And The Training Being Provided By Higher Intuitions In

Ghana? Eg. UEW-K Fashion Department.

Change is something needed for every nation, society, community

institutions and even the individual depending on its positive

influence. Fashion in its broadest sense is a particular style

that is popular for a period of time. It can be clothing,

furniture, housing, automobile, food, toys, and many others, but

most commonly, it refers to a style of clothes, cosmetic, dress

accessories, that is trendy, or most admirable and worn by many

people at a particular

time (Rouse, 1999; Drew 1992).

Fashion business in Ghana has come a long way since the Gold

Coast period and has progressively gone through several phase of

change. Fashion houses coming together makes up the Fashion

industry but for years now there has not been any avenue to bring

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all these fashion house together though there are some fashion

houses in some parts of the regions of the nation who have

associations for their affairs.

Fashion industry plays very prominent role in the socio economic

development of every nation by helping generate income for living

and it is a means through which people acquire their clothing

needs. Even though fashion change is essential, today’s fashion

is being shaped by globalization. Hence the fashion business has

become very competitive;

with technological advancement which facilitates the

movement of people and goods worldwide ( internet business)

usage of modernized machines and equipment to facilitate

easy and quick operations

mass production of garments for exportation to other

countries.

Fashion veering from the home to the street (street fashion

as a trend)

Fashion education has also been improved; it is now being studied

at the tertiary level of Ghana’s educational institutions, where

graduates are expected to acquire quality demand- driven

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employable and marketable skills that will make them take their

roles in the industrial sector, work and be economically

productive (Amankwah, 2007). That is why the curricula's of these

institutions are designed;

to mould the students to be bold and confident in what they

do through academic presentations

to build the practical abilities of the students through

practical assignments

the usage and blends of colours in the study of colour

theory

availability of industrial machines to enable students

familiarize themselves with their functions

introduction of textile based courses to broaden the

students knowledge on the fabrics and other materials used

in the production of apparels

Researches and projects to expose students to some

information's that are not provided in the lecture hall.

Yet there is still more work for improvement to equip

graduates from higher institutions such as UEW-K with all

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the necessary endowment to fit into the fashion industry

with a competitive spirit to match up to their competitors.

Can You Provide A Model For Restructuring Training In Schools To

Meet The Demands Of Modern Fashion Practice?

Education, be it formal, informal, non formal, academic,

technical or vocational has been used in the world from ancient

cultures to the present as a means of acquiring knowledge(ILO,

2012), skills, attitudes, values and competencies which are

applied to reveal hidden knowledge and apply them effectively to

achieve socio-cultural, economic, political and technological

developments. Basically, it prepares the youth for the job market

either to be employed or become self-employed (Netherlands

Organization for International Cooperation in Higher Education,

2010).

Though TVET programmes are on course achieving the above

mentioned there are some deficiency in TVET programmes;

logistical challenge due to inadequate funding; poor linkage of

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TVET to industry; unfair trend of inappropriate categorization of

graduates on the field and a continuous chain of leadership

crisis. This study recommends dynamic, innovative and modern

curriculum review to include product and industrial design

courses interior decoration, Fabric Science, Basic Pattern

Drafting and Sewing Techniques, General Drawing.

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REFFERENCES

Amankwah, A. A. (2007). Public Agenda. Retrieved 26 / 09 / 2007

from www.ghanaweb.com.

Annoh, C.(1989). Education. Kumasi:Cita Printing Press

Drew, L. (1992). The Business of Fashion, Cambridge University

Press, UK.

International Labour Organization (2012). TVET reform: design an

inclusive skills development

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Netherlands Organization for International Cooperation in Higher

Education (2010). NICHE strategy on Technical and Vocational

Education and Training (TVET).program.Dhaka: ILO, 2012.

Rouse, E. (1999). Understanding Fashion, MPG Books Ltd, UK.

Retrieve from: http://www.myjoyonline.com/news/2013/november-

1st/-feature-challenges-of-vocational-training-in-

ghana.php#sthash.oOByx4Pg.dpuf on 21st June, 2015.

Retrieved on 30/06/2014 14:06 from

https://www.nuffic.nl/en/library/niche-strategy-on-

technical-and vocational-education-and-training-tvet.pdf on

21st June, 2015.

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