Enhancing Academic Progression of Technical and Vocational Students into Tertiary Institutions in Ghana.

Abstract

Vocational and technical (VOTEC) education plays a significant role in knowledge acquisition for national development. However, since the inception of education in Ghana, VOTEC education until recently has not seen any improvement in the areas of curriculum or academic progression of its graduates. This study sought to assess factors limiting academic progression of VOTEC students into tertiary institutions. Information was obtained from 20 out of 30 VOTEC teachers, registrars of the 5 existing public universities and the 10 polytechnics, 50 present and past students, 20 parents, directors of West Africa Examination Council (WAEC) and Technical Examination Unit (TEU) by means of questionnaires and interview. Comprehensive literature review was carried out based on the said objectives. Also, lack of recognition and appreciation of importance of the VOTEC certificate hindered them from entering into tertiary institutions. There was a gap in academic progression of VOTEC graduates, which must be addressed through curriculum improvement by introducing the Core courses that are entry requirements for tertiary institutions. Also, Universities should offer a year pre-university course for VOTEC graduates for admission to enhance their progression.        

Keywords: Academic Progression, VOTEC, Curriculum, Examination, Tertiary