When Ghana first introduced the Junior Secondary School (JSS) educational reform in the late 1980s, the vision was bold and transformative. It aimed to bridge the gap between academic learning and practical skills development. The idea was simple but powerful: education should not only produce certificate holders but also hands-on, self-reliant young people capable of creating jobs rather than depending on them.
In the early years, JSS workshops were vibrant across the country. Students learned woodwork, metalwork, home economics, technical drawing, and agricultural science through real practical sessions.
Every school was expected to have basic facilities for vocational and technical education. This approach was meant to nurture creativity, entrepreneurship, and a sense of productivity among the youth.
Unfortunately, over time, the good vision was lost in political experimentation. Each successive government sought to make its mark by introducing new educational policies without sustaining the foundations laid by earlier reforms. Instead of strengthening the JSS concept, the system gradually drifted into a purely theoretical and exam-driven approach.
Today, many Junior High Schools (JHS)—the renamed version of JSS—have no functional workshops.
Students graduate without ever touching a tool or practicing a skill. The result is a generation that knows the theory of technical subjects but lacks the ability to apply them in real life.
This shift from practical education to theory has contributed significantly to Ghana’s rising youth unemployment. While universities and colleges produce thousands of graduates yearly, few possess employable or entrepreneurial skills.
Employers constantly complain about the lack of practical experience among job seekers. Meanwhile, industries and artisans are forced to import skilled labor from neighboring countries.
Another issue is the frequent reform of the reform itself. From the JSS/SSS system to the current JHS/SHS model, every new administration introduces changes in curriculum, duration, or structure—often without completing or evaluating previous policies.
This inconsistency breeds confusion among teachers, students, and parents. It also prevents long-term planning and investment in educational infrastructure.
To move forward, Ghana must return to the original spirit of the JSS reform—a blend of academic and vocational training. Education should be both skill-based and knowledge-driven.
Governments must stop politicizing the sector and instead build on what works. Technical and vocational education should be revived with modern equipment, trained instructors, and strong partnerships with industries.
Practical Steps Government Must Take to Curb Youth Unemployment
The devastating unemployment crisis facing Ghana’s youth today is not a sudden occurrence. It is the direct outcome of weak educational implementation, poor industrial alignment, and inadequate policy continuity.
However, this trend can be reversed through strategic, practical, and sustained action by the government.
In the first place, government must revive and modernize vocational and technical education. This means returning to the original foundation of the JSS reform by revamping vocational and technical training centers across the country.
Every Junior High and Senior High School should be equipped with functional workshops for skills like carpentry, electronics, tailoring, ICT, and mechanics. Furthermore, technical institutions should be modernized with new tools, internet access, and competent instructors.
The curriculum should combine theory with real-life problem-solving so that students graduate with at least one employable skill alongside academic knowledge.
In the second place, the government should partner with industries for skills transfer. It is not enough to train students in theory; there must be a direct bridge between schools and workplaces.
The government can forge partnerships with local industries, artisans, and private businesses to create internship and apprenticeship programs. Moreover, industries can adopt schools or training centers to provide hands-on experience, while companies can receive tax incentives for offering practical attachments and training to young graduates. This linkage will ensure that education meets market and industry demands, not just examination requirements.
In the third place, government should establish a National Youth Enterprise Fund to empower young innovators and artisans with startup capital.
Access to soft loans and technical guidance can encourage entrepreneurship. The fund must be transparent, decentralized, and properly monitored to prevent misuse. Before receiving support, young people should undergo training in financial literacy and business management to ensure sustainability.
Furthermore, attention must be given to agribusiness and modern agriculture. Agriculture remains Ghana’s largest employer but is unattractive to many youth due to outdated methods and poor incentives. The government should invest in mechanized, technology-driven agribusiness and support young graduates to engage in value addition, such as processing, packaging, and marketing—rather than just farming.
Establishing youth-friendly agricultural zones with irrigation and training facilities will help reduce rural unemployment and migration.
In addition, the government should strengthen entrepreneurship education across all levels.
Entrepreneurship must become a core subject, not just a topic for discussion. Schools should establish innovation clubs and incubators where students can develop and test business ideas. National competitions should reward creativity and innovation among students, while mentorship programs link young entrepreneurs with successful business leaders.
More importantly, there must be policy continuity and accountability. One of Ghana’s greatest challenges is the frequent policy changes with each new government. The Ministry of Education and Ministry of Employment must jointly develop a 10–20 year National Skills Development Framework that transcends political terms.
Policies should be reviewed based on performance, not politics, and there must be accountability systems to track progress on youth employment programs.
Lastly, support must be extended to informal sector workers, who form the majority of Ghana’s workforce. The government should formalize and support this sector through training, access to credit, and certification programs.
Informal apprenticeships in carpentry, tailoring, mechanics, and other trades should be integrated into the formal education system to provide recognition and progression paths.
Conclusion
Ghana’s youth are not lazy, they are underutilized and underprepared by a system that has lost its practical direction. The country’s future depends on how seriously the government takes education and youth employment as pillars of national development. If political leaders can resist the temptation to constantly change systems for short-term credit, and instead build on solid, practical foundations, Ghana can turn its unemployment crisis into a new wave of innovation, productivity, and national pride.
By Curtice Dumevor
