The relevancy of education policies determines the development of a country

Citizens are development agents
Every country's progress depends on its citizens. The country will not develop until its citizens acquire specialized education and training pertaining to its development agenda. Relevance is the term for this type of training and education. What makes education and training relevant is the capacity to educate and teach individuals to align with the country's development agenda.

The purpose of higher education and training in Ghana

Most of Ghana's formal education training facilities that support the country's development strategy are located at post-secondary and tertiary educational institutions. Ghana's post-secondary and tertiary education is crucial for economic growth, skill development, and social advancement. The Ghana Tertiary Education Commission (GTEC) claims that their importance results from their ability to produce skilled workers, close labor market gaps, and support Ghana's transition to a modern, competitive economy. Nonetheless, certain higher education establishments in Ghana have introduced and provided courses that are unrelated to the country's development strategy. Individuals who have completed these courses or programs either become redundant in the system or are unable to obtain employment at all. The formal minister of education of Ghana, Dr. Yaw Osei Adutwum, asserts that if our post-secondary, tertiary, and training institutions do not offer courses that are relevant to the needs of the country, we would not be progress as a country.

Ghana's GTEC's objectives
On May 9, 2019, Hon. Dr. Matthew Opoku, the education minister at the time, assigned the Ghana Tertiary Education Commission (GTEC) to ensure equitable access to relevant, high-quality tertiary and postsecondary education that meets both national development needs and international standards. The 2019 Tertiary Education Policy aims to make the system more competitive both domestically and internationally by strengthening institutional responsibility, improving quality, and expanding access. As mentioned earlier, most training, post-secondary, and university institutions still provide courses unrelated to the country's development goal. Therefore, to control or stop the current scenario, GTEC must enhance its supervision responsibilities.

Ghana's expectations for post-secondary and training education

If Ghana is to prepare graduates for vital positions in fields like healthcare, engineering, education, public service, robotics, and agriculture that are focused on the needs and goals of her citizens, post-secondary education and higher education must support the development of human capital. Post-secondary and tertiary education, training, and institutions that promote civic involvement, innovation, and entrepreneurship must be given top priority if the country is to develop a robust, knowledge-driven economy.