A few weeks ago, I published an article on whether Ghana can adopt a German-style vocational training system. Making an argument on the benefits of decentralizing the management of the subsector. You can find it here. A recurring theme from conversations with some readers and stakeholders mainly bordered on how district assemblies will know whether their TVET programs are working or valued by the people. That question made it clear to me that successful decentralization of the subsector will depend not only on delivery but also on feedback.
I’ve been reflecting on the practical tools that could support district assemblies if they were to manage the TVET system in each district. One idea that stands out is the development of a regular TVET Perception and Sentiment Index (TPSI). For any reform or enhancement to take root, public perception and sentiment must be taken seriously. While infrastructure, curriculum alignment, and industry collaboration are crucial, another missing piece in TVET management is how Ghanaians actually perceive technical and vocational education.
What Is a TVET Perception and Sentiment Index (TPSI)?
The TPSI can be described as a real-time tool or barometer that measures how various stakeholders such as students, parents, employers, instructors, and the public perceive the relevance, quality, accessibility, and value of vocational education in their district. It may be likened to the Corruption Perceptions Index (CPI) by Transparency International which similarly gauges perceptions around a specific theme, in this case, corruption.
Why District Assemblies Need It
- Understanding Local Perception – Districts vary in their economic structures, cultural norms, and labor demands. A sentiment index can help each assembly understand how their community views TVET. Whether they see it as a respected career path, a last resort, or a valuable opportunity. This feedback is critical to shaping effective local policies.
- Improving Program Design and Delivery – Sentiment data can reveal dissatisfaction with course offerings, teaching quality, or infrastructure. Districts can respond with targeted investments or reforms. For instance, if young people in the Northern Region express frustration about the lack of training in shea butter processing, a major local industry, that’s a clear signal to invest in vocational programs focused on agro-processing and entrepreneurship.
- Tracking Progress Over Time – It is important for the index to be conducted regularly (e.g. quarterly or annually). This will allow district assemblies to track improvements or regressions in perception and will also help assess the impact of new policies or reforms.
- Boosting Participation and Reducing Stigma – In districts where TVET is undervalued, understanding the reasons behind negative sentiment allows for targeted communication campaigns and community outreach. This can help shift mindsets and increase enrollment.
- Strengthening Employer Engagement – Employers’ feedback is key to aligning training with job market needs. A sentiment index can capture their views on graduate preparedness, helping districts adjust curricula and improve industry partnerships.
- Data for Advocacy and Funding – Well-documented perception data can serve as a powerful tool for district assemblies to advocate for funding or support from the central government or the Commission for TVET for example, development partners, and even private sector stakeholders.
Listening as a Strategy
For Ghana’s TVET sector to thrive, the decentralization of its management must be matched by the decentralization of insight gathering. A TVET Perception and Sentiment Index can empower district assemblies to listen, learn, and lead with data. If Ghana is to localize TVET successfully, then each district must not only teach skills but also understand how those skills are perceived and valued by its people.
In the next days, I will be exploring practical ways this can be implemented using two districts in the Greater Accra Region. What are your thoughts?
#TVET #Ghana #SkillsDevelopment #WorkforceDevelopment #EducationInsights
