Beyond Free SHS: Why Ghana Must Invest in Free Apprenticeship Training

It is time to recognise apprenticeship as a pathway to economic empowerment, skilled employment and national development, rather than an option reserved for those who struggle in the traditional academic system.

Introduction
Across Ghana and many parts of Africa, apprenticeship has long been an important means of developing practical skills and preparing young people for the world of work. From carpentry, masonry, tailoring and hairdressing to auto mechanics, welding, electrical installation and other technical trades, apprenticeships have equipped generations with the skills needed to earn a living and contribute to society.

Yet, despite its enormous contribution to livelihoods and economic activity, apprenticeship has often been viewed as an inferior alternative to formal education. In some communities, it is associated with young people from financially disadvantaged backgrounds or those perceived to have performed poorly in school. This perception has contributed to a social hierarchy in which university education is celebrated, while practical skills development is frequently undervalued.

This mindset must change.
The contemporary labour market demands more than academic certificates. It requires people who can solve practical problems, produce goods, provide essential services, maintain infrastructure and respond to the changing needs of businesses and industries. Ghana must therefore reconsider its approach to education and skills development by extending the philosophy of Free Senior High School (Free SHS) to apprenticeship training.

The Changing Demands of the Labour Market

For decades, educational success in Ghana has largely been measured by the ability to progress from basic school to senior high school and eventually to a university or other tertiary institution. Although this pathway remains important, it is not the only route to a productive and fulfilling career.

A country cannot develop on theoretical knowledge alone. Every economy needs competent artisans, technicians, mechanics, electricians, plumbers, masons, welders, garment makers and other skilled professionals. These workers build and maintain homes, support industries, repair equipment, provide essential services and keep businesses operating.

The growing importance of technical competence, entrepreneurship and practical problem-solving makes apprenticeship particularly relevant. In many cases, a skilled artisan who understands the needs of customers and manages a business effectively may create employment for others while contributing directly to local economic development.

This does not mean that university education is no longer necessary or that theoretical knowledge has lost its value. Rather, Ghana needs a balanced education system in which academic, technical and vocational pathways receive the recognition, investment and support they deserve.

The real challenge is not that one pathway is superior to another. It is that society has placed unequal value on different forms of learning.

Extending Free SHS to Apprenticeship Training

The introduction of Free SHS was a significant intervention intended to reduce financial barriers to secondary education and expand access to learning opportunities. A similar commitment should be considered for apprenticeship training.

For many young people, the cost of acquiring a trade remains a major obstacle. Although some master craft workers accept apprentices at little or no formal training cost, apprentices may still have to pay registration or training fees, purchase tools and materials, and cover transportation and other expenses. These costs can prevent talented young people from acquiring practical skills, particularly those from low-income households.

Government should therefore develop a Free Apprenticeship Training Programme that provides eligible young people with access to structured, quality-assured apprenticeship opportunities.

Such a programme should not be restricted to conventional Technical and Vocational Education and Training (TVET) institutions. While TVET institutions are essential to skills development, Ghana also has an extensive informal apprenticeship system in which experienced artisans transfer knowledge and practical competence directly to learners.

Government should build on this existing system rather than overlook it. Qualified master craft workers, trade associations, workshops and small businesses could be supported to train apprentices under recognised standards and appropriate supervision.

The programme could provide training subsidies, essential tools, safety equipment, learning materials and assessment opportunities. Participating master craft workers could receive financial incentives linked to agreed training standards and the successful development of apprentices.

This approach would help expand access to skills training while strengthening the capacity of existing artisans and small enterprises to contribute to national workforce development.

Beyond Technical Skills: Equipping Artisans to Succeed

Providing free apprenticeship training would be an important first step, but it would not be sufficient on its own. A person may be highly competent in a trade and still struggle to establish a sustainable business because of limited knowledge of financial management, customer relations, marketing or record-keeping.

An electrician may be excellent at electrical installation but lack the skills to prepare quotations, maintain financial records or market services. A tailor may produce quality garments but struggle to price products appropriately, manage orders or reach new customers. Similarly, a mechanic may understand vehicle repairs but find it difficult to manage workshop expenses, negotiate with suppliers or expand a business.

These examples illustrate why apprenticeship training should go beyond the technical aspects of a trade.

Government should introduce a practical, foundational learning package for apprentices, covering the following areas:

1. Basic literacy and business writing
Apprentices should learn how to read instructions, prepare simple quotations, write invoices and receipts, maintain records and communicate professionally with customers. The objective should be functional literacy that supports everyday work rather than an unnecessary duplication of the conventional academic curriculum.

2. Financial and business management
Training should cover basic bookkeeping, budgeting, costing, pricing, profit calculation, savings and the responsible management of business finances. These skills would help artisans understand whether their businesses are making profits and how to use their resources effectively.

3. Marketing and customer relations
Artisans should be equipped to attract and retain customers, promote their services, handle complaints and build a reputation for quality. Basic digital marketing, the responsible use of social media and the use of mobile technology to communicate with customers could also be included.

4. Entrepreneurship and business development

Apprentices should learn how to identify business opportunities, prepare simple business plans, manage stock, negotiate with suppliers and understand the requirements for operating a business. This would help them transition from completing an apprenticeship to establishing or expanding an enterprise.

5. Workplace safety and professional standards

Every apprentice should understand occupational safety, appropriate equipment use, professional conduct and the importance of delivering work that meets recognised technical and quality standards.

The content should be practical, affordable to deliver and tailored to the specific trade. It should also be introduced in a way that does not unnecessarily prolong apprenticeship or impose additional barriers on learners.

A Partnership Between Government and Master Craft Workers

For a free apprenticeship policy to succeed, government must recognise that it cannot deliver the programme effectively through public institutions alone.

Master craft workers are central to the existing apprenticeship system. They possess practical experience, understand the realities of their trades and provide apprentices with opportunities to learn in real working environments. Any national programme should therefore place them at the centre of implementation.

Government could work with trade associations, local authorities, relevant training institutions and industry stakeholders to register participating master craft workers and assess their capacity to train apprentices.

Participating workshops could be required to meet minimum standards relating to training quality, workplace safety, learner protection and the skills apprentices are expected to acquire. Master craft workers could also receive periodic training in instructional methods, assessment and basic business management.

At the same time, apprentices should undergo practical assessments to demonstrate competence before receiving recognised certificates. Certification would help employers and customers identify skilled workers and provide apprentices with evidence of their capabilities.

A partnership model of this nature would help bridge the gap between formal TVET institutions and traditional apprenticeship arrangements without unnecessarily displacing the informal system that already supports many livelihoods.

Changing Society's Perception of Apprenticeship

Public financing alone will not transform apprenticeship if society continues to regard it as a pathway for those who have failed academically.

Parents, teachers, educational institutions and policymakers must actively challenge the perception that success can only be achieved through university education. Young people should be encouraged to make informed decisions based on their abilities, interests and career aspirations rather than social pressure.

A student who chooses to become a welder, electrician, mechanic or fashion designer should not be considered less capable than one who pursues a university degree. Both pathways require commitment, discipline and competence, although they develop different combinations of knowledge and skills.

Indeed, some young people may be better suited to practical learning, while others may thrive in academic environments. An inclusive education system should provide credible opportunities for both groups and allow learners to progress between pathways where appropriate.

Apprenticeship should be presented as a respected route to professional competence, entrepreneurship and employment, not as a last resort.

A Practical Model for Implementation

Government could begin with a phased programme targeting selected trades and districts. The initial phase should identify high-demand occupations, assess existing apprenticeship arrangements and establish partnerships with qualified master craft workers and trade associations.

The programme could then provide financial support for training, introduce standardised technical and business-learning modules, and establish a recognised system for assessing apprentices.

The second phase could expand to additional trades and districts based on lessons from the pilot programme. Partnerships with financial institutions and enterprise-support agencies could also help qualified graduates access appropriate business advisory services and, where feasible, financing to establish their own enterprises.

Monitoring and evaluation should be built into the programme from the beginning. Government should track enrolment, completion rates, demonstrated skills, certification, employment, business start-ups and the sustainability of participating enterprises. It should also assess whether the programme is reaching young people who would otherwise be excluded by the cost of training.

These measures would help establish whether public investment is producing meaningful results and identify areas requiring improvement.

Conclusion: Investing in Skills Is Investing in Ghana's Future

Ghana's development ambitions require a workforce that combines academic knowledge with practical competence, creativity and entrepreneurial ability. While universities and senior high schools remain important pillars of national education, they cannot meet every workforce need on their own.

Extending the principles of free education to apprenticeship training would provide another opportunity for young people to acquire employable skills, establish businesses and contribute to national development. However, the programme must go beyond paying training fees. It must support master craft workers, improve training standards, provide essential tools and equip apprentices with basic literacy, business management, marketing and financial skills.

The objective should not be to replace Free SHS or discourage university education. It should be to broaden the country's investment in human capital so that young people have access to multiple, respected pathways to success.

Ghana must move from a system that celebrates certificates alone to one that values competence, productivity and the ability to create opportunities. Extending free skills training to apprenticeships would be a practical step towards that goal.

A nation that invests in its artisans invests in the homes it builds, the infrastructure it maintains, the businesses it grows and the livelihoods it sustains. Apprenticeship deserves to be treated not as a consolation for those left behind by the academic system, but as a strategic investment in Ghana's economic future.

By Kwame Yirenkyi