Ashanti Region TVET Facilitators Demand Practical Shift in Entrepreneurship Training for Ghanaian Students

Introduction

In the heart of Ghana’s Ashanti Region, Technical and Vocational Education and Training (TVET) facilitators are leading a call for transformative change in entrepreneurship training. Current programs, they argue, are overly theoretical and fail to provide students with essential real-world business skills. This push for practical entrepreneurship education in Ghana TVET emerged during a pivotal three-day capacity-building workshop organized by the Ashanti Regional TVET Directorate in partnership with RANT Academy, a UK-based entrepreneurship training institute.

This initiative highlights a growing recognition that TVET entrepreneurship reform is crucial for equipping Ghanaian youth with the tools to launch successful ventures. By integrating project-based learning and entrepreneurship clubs, facilitators aim to bridge the gap between classroom theory and practical application, fostering self-sustaining vocational training ecosystems. Published on November 10, 2025, this development signals a promising step toward more effective vocational business coaching in Ghana.

Why This Matters for Ghana’s Economy

Ghana’s TVET system plays a vital role in national development, training over 100,000 students annually in technical skills. However, entrepreneurship components have historically emphasized concepts like business plans over execution, limiting graduate employability and startup rates. This workshop addresses that by prioritizing actionable skills.

Analysis

The demand for a sensible shift in entrepreneurship coaching stems from longstanding critiques of Ghana’s TVET curriculum. Facilitators noted that instruction has been predominantly classroom-bound, with few opportunities for students to apply concepts in real markets. This theoretical focus leaves graduates unprepared to start businesses, perpetuating high youth unemployment rates, which hover around 13% nationally according to Ghana Statistical Service data.

Workshop Insights and Facilitator Perspectives

During the event, facilitators shared eye-opening experiences. One emphasized, “Entrepreneurship is not just about theory. Our learners should be able to set up their own businesses even while in school.” Another highlighted plans for project-based learning in TVET, where students pitch their ideas, gaining confidence through hands-on practice. These testimonials underscore a mindset shift from rote learning to experiential education.

Key Contributors and Their Roles

Ashanti Regional TVET Director Richard Addo-Gyamfi commended participants, stating their implementation success would influence national rollout under the Director General’s oversight. RANT Academy’s Lizzy Lambie observed evolving openness among facilitators, from initial resistance to creative engagement by day’s end. Paul Lambie, Director of Operations, focused on building both hard (e.g., business planning) and soft skills (e.g., pitching), empowering facilitators to become entrepreneurs themselves. Local administrator Linda Agyei linked the program to self-sustaining vocational goals.

This analysis reveals how international collaboration can catalyze practical business training reform in Ghana TVET, aligning with global best practices like those from the World Bank’s TVET strategies.

Summary

Ashanti Region TVET educators, trained via a RANT Academy workshop, advocate replacing theoretical entrepreneurship education with practical methods. Highlights include project-based learning, student business pitches, and new entrepreneurship clubs in TVET institutions. The first batch targets final-year students graduating mid-2026, with a grand launch on January 12, 2026, to showcase pilot results. This positions Ashanti as a leader in TVET entrepreneurship overhaul Ghana.

Key Points

Practical Advice

For TVET educators and institutions seeking to implement practical entrepreneurship training Ghana, consider these verifiable steps drawn from the workshop outcomes.

Implementing Project-Based Learning

Start small: Assign students to develop and pitch business ideas using real market data. Tools like free canvases from Lean Startup methodology can guide this. Facilitators should mentor iteratively, providing feedback on prototypes rather than just plans.

Launching Entrepreneurship Clubs

Form clubs with final-year students: Hold weekly sessions for guest speakers, market visits, and mini-competitions. Partner with local SMEs for internships, as demonstrated in the workshop’s sensitization visits to TVET sites.

Skill-Building for Facilitators

Adopt RANT Academy-style training: Focus on 70% practical exercises (e.g., role-playing pitches) and 30% theory. Track progress with student startup metrics, such as ventures launched post-graduation.

These advice points promote measurable outcomes, like increased student confidence and venture creation rates.

Points of Caution

While promising, the shift to hands-on TVET business coaching requires careful navigation.

Resource Constraints

Ghanaian TVET institutions often face funding shortages; prioritize low-cost activities like peer pitching over expensive equipment.

Implementation Challenges

Resistance to change, as noted by RANT Academy, may persist. Director Addo-Gyamfi’s warning ties success to monitoring—conduct regular evaluations to refine approaches.

Sustainability Risks

Without ongoing support post-workshop, initiatives could falter. Secure commitments from principals during sensitization, as done here.

Comparison

Comparing Ghana’s current TVET entrepreneurship model to the proposed practical shift reveals stark contrasts, benchmarked against international standards.

Current vs. Proposed Approach in Ghana TVET

Ghana TVET vs. UK Models (RANT Academy Influence)

UK programs emphasize experiential learning, with 80% practical components per OECD TVET reports. Ghana’s pilot mirrors this, potentially boosting startup rates akin to the UK’s 20% youth entrepreneurship participation.

Legal Implications

No direct legal violations arise from this initiative, as it aligns with Ghana’s Education Act (2008) and National TVET Policy, which mandate skill-based vocational training. The Commission for Technical and Vocational Education and Training (CTVET) oversees such reforms, ensuring compliance. Workshops like this support government goals under the Ghana Beyond Aid agenda for self-employment. Always consult CTVET guidelines for curriculum changes to maintain accreditation.

Conclusion

The Ashanti Region TVET facilitators’ call for a practical shift in entrepreneurship training marks a watershed moment for Ghana’s vocational education. By embracing project-based methods and clubs, TVET can evolve into a launchpad for young entrepreneurs, driving economic growth. With the January 2026 launch looming, success here could inspire nationwide adoption, proving that hands-on business coaching in Ghana TVET unlocks real potential. Stakeholders must sustain momentum for lasting impact.

FAQ

Sources

• Life Pulse Daily: “Ashanti Region TVET facilitators name for sensible shift in profit coaching” (Published November 10, 2025).
• Ghana Statistical Service: Youth Unemployment Data (2023).
• OECD: Skills Beyond School Report on TVET (2019).
• Ghana Education Act (2008) and National TVET Policy.
• CTVET Official Guidelines on Curriculum Reform.