Former Director General of the National Council for Curriculum and Assessment, Prof. Edward Appiah, has emphasized the need to avoid the integration of Technical and Vocational Education and Training (TVET) programs into the general grammar school system.

He argues the lack of trained teachers and the developmental stage of students at that level make such integration ineffective and counterproductive.

Speaking on the ‘Luv in the Morning’ show on Luv FM, Prof. Appiah observed the current secondary school structures leave students graduating at a younger age, typically 16 or 17 years old.

He believes the younger generation of students are not prepared to commit to specialized vocational training but are still developing their creativity.

“There are no trained teachers for this, and we expected that students completing JHS and SHS would advance with a specific specialty. However, with the years in secondary school truncated, students are now graduating younger around 16 or 17, an age when they are still developing their creative abilities” he said.

He believes students should explore their creative potential and interests before being streamlined into specialized fields.

“Forcing vocational and technical skills prematurely in grammar schools may limit their ability to discover new skills or career paths later,” he said.

He also observed the lack of skilled instructors in grammar schools and stressed that the teachers often lack the practical expertise required to deliver effective hands-on training in vocational subjects.

“The Home Economics program was once known as Home Science, but during that period, it was reclassified as a vocational subject. This shifts limited learners to areas strictly within Home Economics, whereas Home Science offers a broader and more diverse range of opportunities,” said Prof. Appiah.

He further recommended that technical universities and institutions should focus on equipping students with practical skills, delivered by instructors with relevant industry experience.

“The technical schools are the middle-level manpower development centers, and they thrive on hands-on skills taught by skilled professionals,” he stated.

Prof. Appiah advocates for the separation of vocational training from grammar school systems, emphasizing that vocational education should be implemented in specialized institutions that prioritize practical skill development.

This, he believes, will ensure students receive quality training tailored to their career aspirations and industry needs.