View - Ministry of Education
Ministry of Education
Republic of Ghana
Report on Basic Statistics and Planning Parameters for TECHNICAL AND VOCATIONAL EDUCATION in Ghana 2010/2011 EMIS April, 2011
SECTION ONE
INTRODUCTION
REPORT ON BASIC STATISTICS AND PLANNING PARAMETERS FOR TECHNICAL AND VOCATIONAL INSTITUTIONS IN GHANA 2010/2011 1. INTRODUCTION In an effort to make adequate and reliable data and information available for scientific policy formulation, planning and implementation of various programmes and projects in education in Ghana, the Ministry of Education launched the Education Management Information System (EMIS) Project in January, 1997 with technical support during the first and second Phases, from the Harvard University and funds from the World Bank and the Government of Ghana. As an integral part of the Free, Compulsory and Universal Basic Education (FCUBE) Programme, the EMIS Project was launched to build on the already existing EMIS established in 1988 in the Ministry as part of the Education Reforms. Technical support was also provided by UNESCO Institute for Statistics (UIS) from 2005 to 2007. This report covers the twenty third census of the pre-tertiary level institutions involved in Technical and Vocational Education and Training (TVET). Its purpose is to provide basic data and planning parameters on enrolment, teaching staff, facilities and programmes offered. The previous year's census in this area focused on the limited number of TVET Institutions under the management of the Ghana Education Service. With the collaboration of the Council for Technical and Vocational
MOE
Education and Training (COTVET), this year's census is the third attempt to improve coverage to all formal TVET institutions in other Ministries and the private sector. The key government ministries participating in the TVET sector other than the Ministry of Education /Ghana Education Service (MOE/GES) includes the Ministries of Employment and Social Welfare, Youth and Sports, Local Government and Rural Development, Food and Agriculture, Transport, Roads and Highways, Trade and Industry. These are presented in the report as public institutions and some other private TVET institutions that have been identified and have been captured by the former National Coordinating Committee for Technical and Vocational Education and Training (NACVET1). Out of the 700 copies of TVET census questionnaires that were distributed country-wide, only 306 were returned. The reasons accounting for the low response rate are being investigated by the EMIS Team in collaboration with COTVET to be addressed in subsequent census. It is expected that when those concerns are addressed we will have better coverage in subsequent censuses on TVET institutions. Section one gives an introduction to the report highlighting briefly on the EMIS Project. Section Two gives a brief summary of the analysis of the data. Where possible the analysis covers the dimensions of gender, 1 Information on - Technical & Vocational Institutes in Ghana, NACVET, June 2005, Bestas Press, Accra.
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status (public or private), regional and national. Section Three gives a summary of tables, charts and maps for TVET institutions. The arrangement of tables, followed immediately by maps and charts, is to facilitate visualisation of the concepts presented. Section Four gives detail information on enrolment, teachers and facilities at national and regional levels. The percentage changes in most instances reflect increases in the census coverage rather than a growth in the TVET sector.
MOE
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SECTION TWO
SUMMARY OF FINDINGS
SUMMARY OF FINDINGS 2.1
Table 2.1b Detailed information on Type of TVET Institutions covered, 2009/2010 - 2010/2011
Number of TVET Institutions TYPE OF TVET INSTITUTION
The number of public TVET Institutions covered is 137 representing an increase of 5.1% over the 2009/2010 figure of 130 as indicated in Table 2.1a below. The number of private TVET Institutions covered is 169 constituting an increase of 8.9% over 2009/2010 figure of 154. Thus, the total number of both public and private TVET Institutions covered is 306 showing an increase of 7.2% over the previous year’s figure of 284. Table 2.1a Number of TVET Institutions by type of education, 2009/2010 2010/2011 TYPE OF EDUCATION Public Private Total
NUMBER OF TVET INSTITUTIONS 2009/2010 130 154 284
2010/2011 137 169 306
% Change 5.1 8.9 7.2
The split of public TVET institutions covered across the different government ministries is presented in Table 2.1b below. The highest coverage was the GES Technical Institutes (34) followed by ICCES (31).
MOE
2009/2010 Coverage
2010/2011 Coverage
% Change
GES Technical Institutes
26
34
30.8
NVTI Centres
24
26
8.3
Integrated Community Centres for Employable Skills (ICCES)
34
31
-8.8
Social Welfare Centres
13
9
-30.8
Leadership Training Institutes
7
8
14.3
Opportunities Industrialisation Centre (OIC)
1
1
0.0
20
23
15.0
Agriculture Training Institutes
1
1
0.0
Roads & Transport Training Centre
1
1
0.0
Gratis Foundation
3
3
0.0
TOTAL PUBLIC TVET Institutions
130
137
5.4
TOTAL PRIVATE TVET Institutions
154
169
9.7
TOTAL
284
306
7.7
Community Development Centres
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Regional distribution of TVET Institutions in Table 3.1a (page 12), Map 3.1a and Chart 3.1a (page 13) shows that the Central Region exhibits the highest number of TVET Institutions (42), while the Upper East Region has the lowest number (16). The poor representation of the Greater Accra Region is likely to be a result of poor census coverage. The following regions, Brong Ahafo (16), Central (25), Eastern (25) and Northern (25), have recorded higher numbers of private institutions than public this year. Ashanti recorded the highest in public institutions (21). Central, Eastern and Northern Regions recorded the highest institutions in the private sector (25). As illustrated in Table 3.1b, the majority of TVET institutions are co-educational with a surprisingly high number of them with only female students, particularly in the private sector. Table 3.1c indicates that the majority of TVET institutions offer either boarding or hostel facilities for their students, particularly among the private institutions.
2.2
Enrolment by Type of Education
As shown in Table 2.2 below, the total enrolment in TVET institutions for 2010/2011 is 71,848 showing an increase of 10.7% when compared with the 2009/2010 enrolment of 64,155. Enrolment in public institutions is 42,541 representing an increase of 6.9% when related to the previous year figure of 39,608. Enrolment of private students for 2010/2011 is 29,307 representing an increase of 16.2% when compared with the 2009/2010 figure of 24,547. Table 2.2 Enrolment in TVET Institutions by type of education, 2009/2010 2010/2011 ENROLMENT
TYPE OF EDUCATION Public Private Total
2009/2010 39,608 24,547 64,155
2010/2011
42,541 29,307 71,848
% Change 6.9 16.2 10.7
Regional distribution of enrolment in TVET Institutions in Table 3.2 (page 18), Map 3.2 and Chart 3.2 (page 19) shows that the Greater Accra Region exhibits the highest enrolment in TVET Institutions (9,675) while the Upper West Region has the lowest enrolment (3,685).
MOE
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2.3
Type of Enrolment in TVET Institutions
2.4
As shown in Table 2.3 below, enrolment of full-time students is 64,478 representing an increase of 11.7% when compared with the 2009/2010 figure of 56,965. Enrolment of part-time students is 7,370 representing an increase of 2.4% when compared with the 2009/2010 figure of 7,190. Thus, the enrolment of both full-time and part-time students is 71,848 representing an increase of 10.7% when related to the 2009/2010 figure of 64,155. Table 2.3 Type of Enrolment in TVET Institutions , 2009/2010 - 2010/2011
TYPE OF EDUCATION
2010/2011
Full-time
56,965
64,478
11.7
Part-time
7,190
7,370
2.4
64,155
71,848
10.7
% Change
Regional distribution of TVET enrolment by type in Table 3.3 (page 20), Map 3.3 and Chart 3.3 (page 21), illustrates that the majority of part-time TVET students are enrolled in the Ashanti Region (2,086).
MOE
As shown in Table 2.4 below, a total of 61,105 students were enrolled in Intermediate programmes, which represent an increase of 9.6% over the previous figure of 55,235. A total of 6,186 students were enrolled in advanced courses, and this constitutes an increase of 25.3% in relation to the previous year’s figure of 4,296. A number of 4,557 students were enrolled at the technician level, and this represents a decrease of 5.7% when compared with the previous year figure of 4,296. Table 2.4 Enrolment in TVET Institutions by level of education, 2009/2010 2010/2011
ENROLMENT IN TVET 2009/2010
Total
Enrolment by Level of Programme in TVET Institutions
TYPE OF EDUCATION Intermediate Advanced Technicians Total
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ENROLMENT IN TVET 2009/2010 55,235 4,624 4,296 64,155
2010/2011 61,105 6,186 4,557 71,848
% Change 9.6 25.3 5.7 10.7
EMIS
2.5
Number of Teachers in TVET Institutions
2.6
As shown in Table 2.5 below, the total number of teachers in TVET Institutions is 4,166 showing an increase of 7.2% over the 2009/2010 figure of 3,886. A total number of 2,723 teachers were recorded in the public institutions, representing an increase of 4.6% over the 2009/2010 figure of 2,604. The number of teachers in private institutions increased from 1,282 in 2009/2010 to 1,443 in 2010/2011 representing an increase of 12.6%. Table 2.5 Number of teachers in TVET Institutions by type, 2009/2010 2010/2011 TYPE OF EDUCATION
2,604 1,282 3,886
2010/2011
Table 2.6a Percentage of trained teachers in TVET Institutions by type of education, 2009/2010 - 2010/2011
2723 1,443 4,166
TYPE OF EDUCATION
% Change
4.6 12.6 7.2
Regional distribution of number of teachers in TVET Institutions in Table 3.5 (page 24), Map 3.5 and Chart 3.5 (page 25) shows that the Eastern Region exhibits the largest number of teachers (517) while the Upper East Region has the smallest figure (173).
MOE
As presented in Table 2.6a below, the percentage of trained teachers in public TVET institutions is 84.1% representing a slight increase of 0.01% over the 2009/2010 figure of 83.2% The percentage of trained teachers in private TVET institutions is 84.6% constituting a decrease of 0.03% over the previous year’s figure of 87.2%. Thus, the percentage of trained teachers in both public and private TVET institutions is 60.8% representing a decrease of 0.26% over the 2009/2010 figure of 82.5%.
NUMBER OF TEACHERS 2009/2010
Public Private Total
Percentage of Trained Teachers in TVET Institutions
Public Private Total
% OF TRAINED TEACHERS 2009/2010 83.2 87.2 82.5
2010/2011 84.1 84.6 60.8
% Change. 0.01 -0.03 -0.26
Regional distribution of percentage of trained teachers in TVET Institutions in Table 3.6a (page 26), Map 3.6a&b and Chart 3.6a (page 27) shows that Upper East Region exhibits the highest percentage of trained teachers in public TVET Institutions (76.0%) while the Western Region has the lowest figure (53.6%).
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As shown in Table 2.6b below, the percentage of TVET specialist teachers in public TVET Institutions is 84.1%, and in private TVET Institutions the figure is 84.6%. In both public and private TVET institutions, the percentage of TVET specialist teachers is 84.3%. A trained TVET specialist teacher is considered to have obtained the minimum technical qualification of a Technician II Certificate or above.
Table 2.6b Percentage of teachers with technical qualifications in TVET institutions by type of education, 2009/2010 - 2010/2011 TYPE OF EDUCATION Public Private Total
% OF TEACHERS WITH TECHNICAL QUALIFICATIONS 2009/2010 2010/2011 % Change 88.7 84.1 -0.05 82.8 84.6 0.02 86.6 84.3 -0.03
Regionally, Brong Ahafo region (Public) TVET teachers are the most specialised in TVET qualifications (99.4%) and the Upper East region (Public) TVET teachers are the least qualified (58.2%) as shown in Table 3.6b (page 28), Map 3.6c&d and Chart 3.6a (page29).
MOE
2.7
Gender Profile of Teachers in TVET Institutions
As shown in Table 2.7 below, the percentage of trained teachers among male TVET teachers is 84.1%, showing a decrease of 0.06% over the previous year’s figure of 89.2%. The percentage of trained teachers among female TVET teachers is 84.6%, constituting an increase of 0.04% over the previous year’s figure of 81.1%. For both sexes, the percentage of trained TVET teachers is 84.3%, representing a decrease of 0.01% over the previous year’s figure of 85.1%. Table 2.7 Gender Profile of teachers in TVET institutions 2009/2010 2010/2011 GENDER Male Female Total
% OF TRAINED TEACHERS 2009/2010 89.2 81.1 85.1
2010/2011 84.1 84.6 84.3
% Change -0.06 0.04 -0.01
Regional distribution of teachers in TVET institutions in Table 3.7 (page 30), Map 3.7a&b and Chart 3.7 (page 31) indicates that the highest percentage of trained teachers with Technical qualification (92.9%) are found in the Brong Ahafo Region. The Upper East Region has the lowest percentage (63.8%) of trained teachers with Technical qualification. For all regions, percentage of male trained teachers exceeds that of female teachers except, Greater Accra, Upper East and Western Regions.
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2.8
INSET Profile of Teachers in TVET Institutions
As shown in Table 2.8a below, 43.8% of the public TVET institutions indicated that their teachers hardly ever had inservice training, and this represented a decrease of 0.16% over the previous years’ figure of 52.2%. It is also noted that 21.9% of public TVET institutions indicated that their teachers received in-service training once a year in the past academic year. 2.9% of the public TVET institutions indicated that they received inservice training twice a term for their teachers.
As shown in Table 2.8b below, 36.7% of the private TVET institutions indicated that their teachers hardly ever had inservice training, and this constituted a decrease of 0.3% over the previous years’ figure of 52.7%. It is also noted that 27.2% of private TVET institutions indicated that their teachers received in-service training once a year in the past academic year. Just 0.4% of the private TVET institutions indicated that they had in-service training twice a term for their teachers. Table 2.8b INSET profile of teachers in private TVET institutions, 2009/2010 - 2010/2011
Table 2.8a INSET profile of teachers in public TVET institutions, 2010/2011 - 2010/2011 FREQUENCY % Hardly Ever % Once a Year % Once a Term % Twice a Term
IN-SERVICE TRAINING 2009/2010 52.2 33.6 12.4 5.3
2010/2011 43.8 21.9 10.9 2.9
% Change -0.16 -0.35 -0.12 -0.45
Regional distribution of public TVET institutions in Table 3.8 (page 32), Map 3.8a&b and Chart 3.8 (page 33) indicates that the Eastern Region has the highest percentage (20.0%) of public TVET institutions with teachers who participated in inservice training at least once a term. This is followed by the Ashanti Region (19.0%). It is noted that, teachers in public TVET institutions in the Volta Region hardly ever received inservice training.
MOE
FREQUENCY % Hardly Ever % Once a Year % Once a Term % Twice a Term
IN-SERVICE TRAINING 2009/2010 52.7 31.0 13.2 3.1
2010/2011 36.7 27.2 10.7 0.4
% Change -0.3 -0.1 -0.2 -0.9
Regional distribution of private TVET institutions in Table 3.8 (page 32), and Map 3.8 and Chart 3.8 (page 33) indicates that 20.0% of private TVET institutions in the Ashanti, Eastern and Western Regions had teachers that participated in in-service training at least once a term. This was the highest frequency across the regions among private TVET institutions. It is noted that 56.0% of private TVET institutions in Northern Region hardly received any in-service training for their teachers.
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2.9
HIV/AIDS Support in TVET Institutions
2.10
Infrastructure of TVET Institutions
As shown in Table 2.9 below, 42.5% of TVET Institutions received HIV/AIDs in-service training in the past academic year. This is a decrease of 0.14% over the previous years’ figure of 49.3%. It is also observed that 31.7% of TVET institutions have integrated HIV/AIDs into aspects of their curriculum.
As shown in Table 2.10 below, 93.8% of the TVET institutions covered have drinking water available on site. Of the total coverage, 89.9% of TVET institutions have been wired for electricity and 85.9% of TVET institutions have functional electricity.
Table 2. 9 HIV/AIDS Support in TVET Institutions 2009/2010 - 2010/2011
Table 2.10 Infrastructure in TVET Institutions 2009/2010 - 2010/2011
LEVEL OF INTERVENTION
% OF TVET TRAINED TEACHERS 2009/2010
2010/2011
% Change
% Received HIV/AIDS INSET
49.3
42.5
-0.14
% Integrated HIV/AIDS into aspects of the curriculum
37.1
31.7
-0.15
Regional distribution of TVET institutions in Table 3.9 (page 34), Map 3.9 and Chart 3.9 (page 35) indicates that public TVET institutions in the Eastern Region received the highest in-service training in HIV/AIDS (66.7%) within the year. TVET institutions in the Northern Region however, reported the least support with regards to HIV/AIDS interventions (14.3%).
MOE
TYPE OF INFRASTRUCTURE % Drinking water available % Wired for electricity % With Functional Electricity
INFRASTRUCTURE IN TVET INST. 2009/2010 79.1 79.5 80.0
2010/2011 93.8 89.9 85.9
% Change 0.2 0.1 0.1
Regional distribution of TVET institutions in Table 3.10 (page 36), Map 3.10a&b and Chart 3.10 (page 37) indicates that most of the TVET institutions, both public and private, in the regions have drinking water available on site.
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2.11
Number of Classrooms in TVET Institutions
2.12
As shown in Table 2.11 below, the number of classrooms in public TVET Institutions is 1,154 representing an increase of 1.5% on the previous year’s figure of 1,137. In private TVET Institutions the figure is 1,004, showing an increase of 72.5% over the 2009/2010 figure of 582. The number of classrooms in both public and private TVET Institutions is 2,158, representing an overall increase of 25.5% over the previous year figure of 1,719.
As indicated in Table 2.12 below, of the total classrooms in public TVET institutions, 18.9% needs major repairs compared to 18.8% in the previous year. In the private sector, 19.6% of classrooms available need major repairs. Major repair includes structural damage to the roof, walls or floors of the classroom. Table 2.12 Percentage of Classrooms in TVET Institutions Needing Major Repairs, 2009/2010 - 2010/2011
Table 2.11 Classrooms in TVET Institutions 2009/2010 - 2010/2011
TYPE OF EDUCATION
NUMBER OF CLASSROOMS TYPE OF EDUCATION Public Private Total
2009/2010 1,137 582 1,719
2010/2011 1,154 1,004 2,158
Public Private Total
% Change 1.5 72.5 25.5
Regional distribution of number of classrooms in TVET Institutions in Table 3.11a (page 38), Map 3.11a&b and Chart 3.11 (page 39) shows that the Upper West Region has the least number of temporary classrooms (5) in public TVET Institutions, while the Greater Accra Region exhibits the highest number (41).
MOE
Condition of Classrooms in TVET Institutions
% OF CLASSROOMS NEEDING MAJOR REPAIRS 2009/2010 2010/2011 % Change 18.8 18.9 0.0 68.7 19.6 -0.7 50.5 19.6 -0.6
Regional distribution of condition of classrooms in TVET Institutions in Table 3.12 (page 42), Map 3.12a&b and Chart 3.12 (page 43) shows that Ashanti Region exhibits the highest number of classrooms in public TVET institutions needing major repairs (31.8%), while the Upper West Region has the least percentage (5.6%). The Upper East Region has the highest percentage of classrooms (61.9%) needing minor repairs, while the Northern Region has the least figure (7.4%).
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2.13
Facilities in TVET Institutions
As shown in Table 2.13 below, the ratio of facilities to TVET institutions have been provided. The number of workshops per TVET institution is 3.0% representing a decrease of 0.1% over the 2009/2010 figure of 3.5%. The number of science laboratories per TVET institution is 2.1% constituting an increase of 3.1% when related to the previous year’s figure of 0.5. The number of computer laboratories per TVET institution is 0.6 representing a decrease of 0.4% over the 2009/2010 figure of 1.0% Table 2. 13 Number of Facilities per TVET Institutions, 2009/2010 2010/2011 TYPE OF FACILITY Workshop Science Laboratory Computer Laboratory
RATIO OF FACILITIES TO TVET INSTITUTIONS 2009/2010 2010/2011 % Change 3.5 3.0 -0.1 0.5 2.1 3.1 1.0 0.6 -0.4
Regional distribution of the ratio of facilities to TVET institutions is presented in Table 3.13 (page 44), Map 3.13a&b and Chart 3.13 (page 45) shows that the Upper East Region has the highest ratio of workshops to TVET institutions (10.4), while the Greater Accra Region has the lowest figure (1.0).
MOE
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Republic of Ghana
Report on Basic Statistics and Planning Parameters for TECHNICAL AND VOCATIONAL EDUCATION in Ghana 2010/2011 EMIS April, 2011
SECTION ONE
INTRODUCTION
REPORT ON BASIC STATISTICS AND PLANNING PARAMETERS FOR TECHNICAL AND VOCATIONAL INSTITUTIONS IN GHANA 2010/2011 1. INTRODUCTION In an effort to make adequate and reliable data and information available for scientific policy formulation, planning and implementation of various programmes and projects in education in Ghana, the Ministry of Education launched the Education Management Information System (EMIS) Project in January, 1997 with technical support during the first and second Phases, from the Harvard University and funds from the World Bank and the Government of Ghana. As an integral part of the Free, Compulsory and Universal Basic Education (FCUBE) Programme, the EMIS Project was launched to build on the already existing EMIS established in 1988 in the Ministry as part of the Education Reforms. Technical support was also provided by UNESCO Institute for Statistics (UIS) from 2005 to 2007. This report covers the twenty third census of the pre-tertiary level institutions involved in Technical and Vocational Education and Training (TVET). Its purpose is to provide basic data and planning parameters on enrolment, teaching staff, facilities and programmes offered. The previous year's census in this area focused on the limited number of TVET Institutions under the management of the Ghana Education Service. With the collaboration of the Council for Technical and Vocational
MOE
Education and Training (COTVET), this year's census is the third attempt to improve coverage to all formal TVET institutions in other Ministries and the private sector. The key government ministries participating in the TVET sector other than the Ministry of Education /Ghana Education Service (MOE/GES) includes the Ministries of Employment and Social Welfare, Youth and Sports, Local Government and Rural Development, Food and Agriculture, Transport, Roads and Highways, Trade and Industry. These are presented in the report as public institutions and some other private TVET institutions that have been identified and have been captured by the former National Coordinating Committee for Technical and Vocational Education and Training (NACVET1). Out of the 700 copies of TVET census questionnaires that were distributed country-wide, only 306 were returned. The reasons accounting for the low response rate are being investigated by the EMIS Team in collaboration with COTVET to be addressed in subsequent census. It is expected that when those concerns are addressed we will have better coverage in subsequent censuses on TVET institutions. Section one gives an introduction to the report highlighting briefly on the EMIS Project. Section Two gives a brief summary of the analysis of the data. Where possible the analysis covers the dimensions of gender, 1 Information on - Technical & Vocational Institutes in Ghana, NACVET, June 2005, Bestas Press, Accra.
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status (public or private), regional and national. Section Three gives a summary of tables, charts and maps for TVET institutions. The arrangement of tables, followed immediately by maps and charts, is to facilitate visualisation of the concepts presented. Section Four gives detail information on enrolment, teachers and facilities at national and regional levels. The percentage changes in most instances reflect increases in the census coverage rather than a growth in the TVET sector.
MOE
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EMIS
SECTION TWO
SUMMARY OF FINDINGS
SUMMARY OF FINDINGS 2.1
Table 2.1b Detailed information on Type of TVET Institutions covered, 2009/2010 - 2010/2011
Number of TVET Institutions TYPE OF TVET INSTITUTION
The number of public TVET Institutions covered is 137 representing an increase of 5.1% over the 2009/2010 figure of 130 as indicated in Table 2.1a below. The number of private TVET Institutions covered is 169 constituting an increase of 8.9% over 2009/2010 figure of 154. Thus, the total number of both public and private TVET Institutions covered is 306 showing an increase of 7.2% over the previous year’s figure of 284. Table 2.1a Number of TVET Institutions by type of education, 2009/2010 2010/2011 TYPE OF EDUCATION Public Private Total
NUMBER OF TVET INSTITUTIONS 2009/2010 130 154 284
2010/2011 137 169 306
% Change 5.1 8.9 7.2
The split of public TVET institutions covered across the different government ministries is presented in Table 2.1b below. The highest coverage was the GES Technical Institutes (34) followed by ICCES (31).
MOE
2009/2010 Coverage
2010/2011 Coverage
% Change
GES Technical Institutes
26
34
30.8
NVTI Centres
24
26
8.3
Integrated Community Centres for Employable Skills (ICCES)
34
31
-8.8
Social Welfare Centres
13
9
-30.8
Leadership Training Institutes
7
8
14.3
Opportunities Industrialisation Centre (OIC)
1
1
0.0
20
23
15.0
Agriculture Training Institutes
1
1
0.0
Roads & Transport Training Centre
1
1
0.0
Gratis Foundation
3
3
0.0
TOTAL PUBLIC TVET Institutions
130
137
5.4
TOTAL PRIVATE TVET Institutions
154
169
9.7
TOTAL
284
306
7.7
Community Development Centres
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EMIS
Regional distribution of TVET Institutions in Table 3.1a (page 12), Map 3.1a and Chart 3.1a (page 13) shows that the Central Region exhibits the highest number of TVET Institutions (42), while the Upper East Region has the lowest number (16). The poor representation of the Greater Accra Region is likely to be a result of poor census coverage. The following regions, Brong Ahafo (16), Central (25), Eastern (25) and Northern (25), have recorded higher numbers of private institutions than public this year. Ashanti recorded the highest in public institutions (21). Central, Eastern and Northern Regions recorded the highest institutions in the private sector (25). As illustrated in Table 3.1b, the majority of TVET institutions are co-educational with a surprisingly high number of them with only female students, particularly in the private sector. Table 3.1c indicates that the majority of TVET institutions offer either boarding or hostel facilities for their students, particularly among the private institutions.
2.2
Enrolment by Type of Education
As shown in Table 2.2 below, the total enrolment in TVET institutions for 2010/2011 is 71,848 showing an increase of 10.7% when compared with the 2009/2010 enrolment of 64,155. Enrolment in public institutions is 42,541 representing an increase of 6.9% when related to the previous year figure of 39,608. Enrolment of private students for 2010/2011 is 29,307 representing an increase of 16.2% when compared with the 2009/2010 figure of 24,547. Table 2.2 Enrolment in TVET Institutions by type of education, 2009/2010 2010/2011 ENROLMENT
TYPE OF EDUCATION Public Private Total
2009/2010 39,608 24,547 64,155
2010/2011
42,541 29,307 71,848
% Change 6.9 16.2 10.7
Regional distribution of enrolment in TVET Institutions in Table 3.2 (page 18), Map 3.2 and Chart 3.2 (page 19) shows that the Greater Accra Region exhibits the highest enrolment in TVET Institutions (9,675) while the Upper West Region has the lowest enrolment (3,685).
MOE
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EMIS
2.3
Type of Enrolment in TVET Institutions
2.4
As shown in Table 2.3 below, enrolment of full-time students is 64,478 representing an increase of 11.7% when compared with the 2009/2010 figure of 56,965. Enrolment of part-time students is 7,370 representing an increase of 2.4% when compared with the 2009/2010 figure of 7,190. Thus, the enrolment of both full-time and part-time students is 71,848 representing an increase of 10.7% when related to the 2009/2010 figure of 64,155. Table 2.3 Type of Enrolment in TVET Institutions , 2009/2010 - 2010/2011
TYPE OF EDUCATION
2010/2011
Full-time
56,965
64,478
11.7
Part-time
7,190
7,370
2.4
64,155
71,848
10.7
% Change
Regional distribution of TVET enrolment by type in Table 3.3 (page 20), Map 3.3 and Chart 3.3 (page 21), illustrates that the majority of part-time TVET students are enrolled in the Ashanti Region (2,086).
MOE
As shown in Table 2.4 below, a total of 61,105 students were enrolled in Intermediate programmes, which represent an increase of 9.6% over the previous figure of 55,235. A total of 6,186 students were enrolled in advanced courses, and this constitutes an increase of 25.3% in relation to the previous year’s figure of 4,296. A number of 4,557 students were enrolled at the technician level, and this represents a decrease of 5.7% when compared with the previous year figure of 4,296. Table 2.4 Enrolment in TVET Institutions by level of education, 2009/2010 2010/2011
ENROLMENT IN TVET 2009/2010
Total
Enrolment by Level of Programme in TVET Institutions
TYPE OF EDUCATION Intermediate Advanced Technicians Total
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ENROLMENT IN TVET 2009/2010 55,235 4,624 4,296 64,155
2010/2011 61,105 6,186 4,557 71,848
% Change 9.6 25.3 5.7 10.7
EMIS
2.5
Number of Teachers in TVET Institutions
2.6
As shown in Table 2.5 below, the total number of teachers in TVET Institutions is 4,166 showing an increase of 7.2% over the 2009/2010 figure of 3,886. A total number of 2,723 teachers were recorded in the public institutions, representing an increase of 4.6% over the 2009/2010 figure of 2,604. The number of teachers in private institutions increased from 1,282 in 2009/2010 to 1,443 in 2010/2011 representing an increase of 12.6%. Table 2.5 Number of teachers in TVET Institutions by type, 2009/2010 2010/2011 TYPE OF EDUCATION
2,604 1,282 3,886
2010/2011
Table 2.6a Percentage of trained teachers in TVET Institutions by type of education, 2009/2010 - 2010/2011
2723 1,443 4,166
TYPE OF EDUCATION
% Change
4.6 12.6 7.2
Regional distribution of number of teachers in TVET Institutions in Table 3.5 (page 24), Map 3.5 and Chart 3.5 (page 25) shows that the Eastern Region exhibits the largest number of teachers (517) while the Upper East Region has the smallest figure (173).
MOE
As presented in Table 2.6a below, the percentage of trained teachers in public TVET institutions is 84.1% representing a slight increase of 0.01% over the 2009/2010 figure of 83.2% The percentage of trained teachers in private TVET institutions is 84.6% constituting a decrease of 0.03% over the previous year’s figure of 87.2%. Thus, the percentage of trained teachers in both public and private TVET institutions is 60.8% representing a decrease of 0.26% over the 2009/2010 figure of 82.5%.
NUMBER OF TEACHERS 2009/2010
Public Private Total
Percentage of Trained Teachers in TVET Institutions
Public Private Total
% OF TRAINED TEACHERS 2009/2010 83.2 87.2 82.5
2010/2011 84.1 84.6 60.8
% Change. 0.01 -0.03 -0.26
Regional distribution of percentage of trained teachers in TVET Institutions in Table 3.6a (page 26), Map 3.6a&b and Chart 3.6a (page 27) shows that Upper East Region exhibits the highest percentage of trained teachers in public TVET Institutions (76.0%) while the Western Region has the lowest figure (53.6%).
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As shown in Table 2.6b below, the percentage of TVET specialist teachers in public TVET Institutions is 84.1%, and in private TVET Institutions the figure is 84.6%. In both public and private TVET institutions, the percentage of TVET specialist teachers is 84.3%. A trained TVET specialist teacher is considered to have obtained the minimum technical qualification of a Technician II Certificate or above.
Table 2.6b Percentage of teachers with technical qualifications in TVET institutions by type of education, 2009/2010 - 2010/2011 TYPE OF EDUCATION Public Private Total
% OF TEACHERS WITH TECHNICAL QUALIFICATIONS 2009/2010 2010/2011 % Change 88.7 84.1 -0.05 82.8 84.6 0.02 86.6 84.3 -0.03
Regionally, Brong Ahafo region (Public) TVET teachers are the most specialised in TVET qualifications (99.4%) and the Upper East region (Public) TVET teachers are the least qualified (58.2%) as shown in Table 3.6b (page 28), Map 3.6c&d and Chart 3.6a (page29).
MOE
2.7
Gender Profile of Teachers in TVET Institutions
As shown in Table 2.7 below, the percentage of trained teachers among male TVET teachers is 84.1%, showing a decrease of 0.06% over the previous year’s figure of 89.2%. The percentage of trained teachers among female TVET teachers is 84.6%, constituting an increase of 0.04% over the previous year’s figure of 81.1%. For both sexes, the percentage of trained TVET teachers is 84.3%, representing a decrease of 0.01% over the previous year’s figure of 85.1%. Table 2.7 Gender Profile of teachers in TVET institutions 2009/2010 2010/2011 GENDER Male Female Total
% OF TRAINED TEACHERS 2009/2010 89.2 81.1 85.1
2010/2011 84.1 84.6 84.3
% Change -0.06 0.04 -0.01
Regional distribution of teachers in TVET institutions in Table 3.7 (page 30), Map 3.7a&b and Chart 3.7 (page 31) indicates that the highest percentage of trained teachers with Technical qualification (92.9%) are found in the Brong Ahafo Region. The Upper East Region has the lowest percentage (63.8%) of trained teachers with Technical qualification. For all regions, percentage of male trained teachers exceeds that of female teachers except, Greater Accra, Upper East and Western Regions.
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2.8
INSET Profile of Teachers in TVET Institutions
As shown in Table 2.8a below, 43.8% of the public TVET institutions indicated that their teachers hardly ever had inservice training, and this represented a decrease of 0.16% over the previous years’ figure of 52.2%. It is also noted that 21.9% of public TVET institutions indicated that their teachers received in-service training once a year in the past academic year. 2.9% of the public TVET institutions indicated that they received inservice training twice a term for their teachers.
As shown in Table 2.8b below, 36.7% of the private TVET institutions indicated that their teachers hardly ever had inservice training, and this constituted a decrease of 0.3% over the previous years’ figure of 52.7%. It is also noted that 27.2% of private TVET institutions indicated that their teachers received in-service training once a year in the past academic year. Just 0.4% of the private TVET institutions indicated that they had in-service training twice a term for their teachers. Table 2.8b INSET profile of teachers in private TVET institutions, 2009/2010 - 2010/2011
Table 2.8a INSET profile of teachers in public TVET institutions, 2010/2011 - 2010/2011 FREQUENCY % Hardly Ever % Once a Year % Once a Term % Twice a Term
IN-SERVICE TRAINING 2009/2010 52.2 33.6 12.4 5.3
2010/2011 43.8 21.9 10.9 2.9
% Change -0.16 -0.35 -0.12 -0.45
Regional distribution of public TVET institutions in Table 3.8 (page 32), Map 3.8a&b and Chart 3.8 (page 33) indicates that the Eastern Region has the highest percentage (20.0%) of public TVET institutions with teachers who participated in inservice training at least once a term. This is followed by the Ashanti Region (19.0%). It is noted that, teachers in public TVET institutions in the Volta Region hardly ever received inservice training.
MOE
FREQUENCY % Hardly Ever % Once a Year % Once a Term % Twice a Term
IN-SERVICE TRAINING 2009/2010 52.7 31.0 13.2 3.1
2010/2011 36.7 27.2 10.7 0.4
% Change -0.3 -0.1 -0.2 -0.9
Regional distribution of private TVET institutions in Table 3.8 (page 32), and Map 3.8 and Chart 3.8 (page 33) indicates that 20.0% of private TVET institutions in the Ashanti, Eastern and Western Regions had teachers that participated in in-service training at least once a term. This was the highest frequency across the regions among private TVET institutions. It is noted that 56.0% of private TVET institutions in Northern Region hardly received any in-service training for their teachers.
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2.9
HIV/AIDS Support in TVET Institutions
2.10
Infrastructure of TVET Institutions
As shown in Table 2.9 below, 42.5% of TVET Institutions received HIV/AIDs in-service training in the past academic year. This is a decrease of 0.14% over the previous years’ figure of 49.3%. It is also observed that 31.7% of TVET institutions have integrated HIV/AIDs into aspects of their curriculum.
As shown in Table 2.10 below, 93.8% of the TVET institutions covered have drinking water available on site. Of the total coverage, 89.9% of TVET institutions have been wired for electricity and 85.9% of TVET institutions have functional electricity.
Table 2. 9 HIV/AIDS Support in TVET Institutions 2009/2010 - 2010/2011
Table 2.10 Infrastructure in TVET Institutions 2009/2010 - 2010/2011
LEVEL OF INTERVENTION
% OF TVET TRAINED TEACHERS 2009/2010
2010/2011
% Change
% Received HIV/AIDS INSET
49.3
42.5
-0.14
% Integrated HIV/AIDS into aspects of the curriculum
37.1
31.7
-0.15
Regional distribution of TVET institutions in Table 3.9 (page 34), Map 3.9 and Chart 3.9 (page 35) indicates that public TVET institutions in the Eastern Region received the highest in-service training in HIV/AIDS (66.7%) within the year. TVET institutions in the Northern Region however, reported the least support with regards to HIV/AIDS interventions (14.3%).
MOE
TYPE OF INFRASTRUCTURE % Drinking water available % Wired for electricity % With Functional Electricity
INFRASTRUCTURE IN TVET INST. 2009/2010 79.1 79.5 80.0
2010/2011 93.8 89.9 85.9
% Change 0.2 0.1 0.1
Regional distribution of TVET institutions in Table 3.10 (page 36), Map 3.10a&b and Chart 3.10 (page 37) indicates that most of the TVET institutions, both public and private, in the regions have drinking water available on site.
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2.11
Number of Classrooms in TVET Institutions
2.12
As shown in Table 2.11 below, the number of classrooms in public TVET Institutions is 1,154 representing an increase of 1.5% on the previous year’s figure of 1,137. In private TVET Institutions the figure is 1,004, showing an increase of 72.5% over the 2009/2010 figure of 582. The number of classrooms in both public and private TVET Institutions is 2,158, representing an overall increase of 25.5% over the previous year figure of 1,719.
As indicated in Table 2.12 below, of the total classrooms in public TVET institutions, 18.9% needs major repairs compared to 18.8% in the previous year. In the private sector, 19.6% of classrooms available need major repairs. Major repair includes structural damage to the roof, walls or floors of the classroom. Table 2.12 Percentage of Classrooms in TVET Institutions Needing Major Repairs, 2009/2010 - 2010/2011
Table 2.11 Classrooms in TVET Institutions 2009/2010 - 2010/2011
TYPE OF EDUCATION
NUMBER OF CLASSROOMS TYPE OF EDUCATION Public Private Total
2009/2010 1,137 582 1,719
2010/2011 1,154 1,004 2,158
Public Private Total
% Change 1.5 72.5 25.5
Regional distribution of number of classrooms in TVET Institutions in Table 3.11a (page 38), Map 3.11a&b and Chart 3.11 (page 39) shows that the Upper West Region has the least number of temporary classrooms (5) in public TVET Institutions, while the Greater Accra Region exhibits the highest number (41).
MOE
Condition of Classrooms in TVET Institutions
% OF CLASSROOMS NEEDING MAJOR REPAIRS 2009/2010 2010/2011 % Change 18.8 18.9 0.0 68.7 19.6 -0.7 50.5 19.6 -0.6
Regional distribution of condition of classrooms in TVET Institutions in Table 3.12 (page 42), Map 3.12a&b and Chart 3.12 (page 43) shows that Ashanti Region exhibits the highest number of classrooms in public TVET institutions needing major repairs (31.8%), while the Upper West Region has the least percentage (5.6%). The Upper East Region has the highest percentage of classrooms (61.9%) needing minor repairs, while the Northern Region has the least figure (7.4%).
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2.13
Facilities in TVET Institutions
As shown in Table 2.13 below, the ratio of facilities to TVET institutions have been provided. The number of workshops per TVET institution is 3.0% representing a decrease of 0.1% over the 2009/2010 figure of 3.5%. The number of science laboratories per TVET institution is 2.1% constituting an increase of 3.1% when related to the previous year’s figure of 0.5. The number of computer laboratories per TVET institution is 0.6 representing a decrease of 0.4% over the 2009/2010 figure of 1.0% Table 2. 13 Number of Facilities per TVET Institutions, 2009/2010 2010/2011 TYPE OF FACILITY Workshop Science Laboratory Computer Laboratory
RATIO OF FACILITIES TO TVET INSTITUTIONS 2009/2010 2010/2011 % Change 3.5 3.0 -0.1 0.5 2.1 3.1 1.0 0.6 -0.4
Regional distribution of the ratio of facilities to TVET institutions is presented in Table 3.13 (page 44), Map 3.13a&b and Chart 3.13 (page 45) shows that the Upper East Region has the highest ratio of workshops to TVET institutions (10.4), while the Greater Accra Region has the lowest figure (1.0).
MOE
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