Mapping study GH NA 2012

Priorities for ProjectsJohn Amankrah - Erica Burggraaff

Contents

1 Introduction2 Data 3 Skills in supply4 Skills in demand5 Criteria and Priorities

Introduction•Mapping study: on internet -

not repeated here•Method: data and secondary

analysis, interviews• Purpose: defining priorities• Now: validation + imagination

Data on Gh na • 84.1% work in informal sector• 64.8 % are self employed (69% F)• 45.8 % in agricultural households• 29% in poverty (16.7% extreme) • 38% < 15 years, 18.8% 15-18 yrs• Formal unemployment 5.6%

Skills in supply• 35% no formal education,

2.4% TVET, 2.6% apprentice • 71.000 in 306 TVET institutions• 100 in farm institutes/600 in

agric.colleges• skills training of youth/farmers

Skills in demand• Growth in Transport-Storage-

Communication, Personal Services• Skills shortage: ICT, Oil, Livestock +

Horticulture, Tourism,Construction• Demand self-employment: food-

processing, transport, catering, farming, breeding, maintenance ,

Setting priorities

“Ghana still has so many needs”

“for which ones could Learn4Work add value”

Criteria for priorities

•Government of Ghana •Dutch Government•Private sector demands• Learn4Work objectives•Added value Dutch partners

5 Priorities proposed1 Expand existing training for

self-employment2 Connect TVET-private sector3 Food Processing & Technical

Skills development4 Agri-business Education5 Connect Employment

Programmes with TVET/Agric.

Expand self-employmenttraining • New demand areas:

maintenance, food processing (palm oil), horticulture• Assist capacity building staff

(business development, outcomes)• Exchange knowledge with TVET

Connect TVET-private sector

• In priority areas + innovation: Construction, Livestock/ Horticulture, Food processing• Connect supply and demand• Further CBT development with

industry +self employed

Food processing+Engineering Skills•Connect to demand industry

of electronic /mechanical engineering & food processing•Connect to existing facilities

like GISDC•Qualification framework 3-5

Agri-business education•Help building attractive formal agri-business education•Connect Dutch & Ghanaian knowledge on agric education and training.

Connect Employment programmes and TVET• connect entrepreneurship

training - TVET programme• connect demand analysis

and vocational training to TVET framework and programme delivery in pilot sector

Questions and Feedback• relevant priorities?• feasible priorities?• ideas within the priorities?• eager partners within

priorities?