In May 2021, I interviewed a young man named Yaw Sakyi for an entry-level role. He walked in wearing confidence like a new suit — fresh out of university, with a polished CV full of promise: leadership positions, internships, and a degree with honours.

Ten minutes into a simple research task, it became painfully clear — Yaw couldn’t structure a memo, think critically, or meet a basic deadline. It wasn’t intelligence he lacked; it was preparation.

Every year, thousands of young men and women in caps and gowns march proudly into a world that has no space ready for them. Many are still searching for jobs, while others turn down offers because “the pay is too small.”

Ironically, the Free SHS policy, while a bold and inclusive step, has created enormous pressure on our tertiary institutions. The surge in student numbers has stretched resources, diluted academic quality, and reduced the level of personal engagement and mentorship that once defined higher education.

Many lecturers now teach overcrowded classes, leaving little room for critical thinking, creativity, or practical application. And now, because the job market is tight, more graduates are rushing to pursue master’s degrees or even law school — hoping more certificates will make them more employable.

Ghana’s National Service Scheme was a brilliant idea — a bridge between the classroom and the workplace. But today, it has become more of a gap than a gateway. Too many graduates spend their service year filing papers, making photocopies, or serving tea — leaving with little more than frustration.

It’s time to reimagine it. National Service must evolve into a National Skills and Entrepreneurship Development Year, one that integrates mentorship, digital training, practical business incubation, and civic responsibility. Graduates should leave with something tangible — a skill, a tested business idea, or a professional certification.

Singapore made practical learning central to its tertiary reforms, linking every degree to real-world industry demand. Rwanda built its National Employment Program to connect graduates to internships and startup capital. India’s Skill India Mission trained millions in practical trades — transforming local economies and creating employment from the ground up.

Ghana’s Labour Act, 2003 (Act 651) was visionary for its time, but the world of work has changed.
We need frameworks that recognise apprenticeships and internships as legitimate paths to employment, provide incentives to companies that mentor or train young people, and protect those working in remote, freelance, or startup environments.

Entrepreneurship must become a compulsory subject in all tertiary institutions — not theory, but practice. Let students build, pitch, fail, and learn. Let them graduate with ideas that work, not just degrees that decorate.