This year, a total of 61,506 students enrolled in TVET related institutions, representing an increase of 8.6 per cent over last year’s enrollment of 55,295 students.
“We are excited because we are seeing an increase in the number of students who are opting for TVET as their line of academic and professional pursuit,” he said.
“The data indicates that from last year’s numbers we are seeing an upsurge of slightly above eight percent,” Dr. Apaak added.
Dr. Apaak disclosed this last Wednesday after touring selected Technical and Vocational Education and Training (TVET) institutions in Accra during ongoing final examinations for students in the sector.
The Deputy Minister visited the Accra Technical Training Centre and the Opportunities Industrialization Technical Institute (OITI), where he interacted with candidates, instructors and officials supervising the examinations.
Dr Apaak stated that about 61,500 students nationwide were currently sitting for the examinations, describing the figure as a positive sign for Ghana’s future workforce development.
“So let me use this opportunity to wish the candidates well and to thank their instructors, tutors and parents for helping to prepare them for this moment,” he said.
Essential to national devt
Dr. Apaak encouraged parents and students to consider TVET programmes, stressing that technical and vocational skills were essential to national development and industrial growth.
“We believe that to develop as a nation, we need to emphasize, promote and encourage more of our young people to take up TVET,” he noted.
He said the Education Minister Haruna Iddrisu had already taken steps to advance TVET development, including securing a five-million-euro grant from Italy dedicated to the sector and advocating parliamentary approval for the proposed TVET Fund.
Industrialisation
The Deputy Minister said Ghana was positioning its TVET sector along the lines of industrialised nations.
Dr. Apaak said the government was determined to strengthen technical and vocational education because of its importance to national development and industrial growth.
“And we look up to countries like Japan, like Singapore, like South Korea, like China, like Malaysia, even America and Germany,” he stated.
“One of the reasons why they have progressed the way they have is because they gave a lot of attention to and invested in and encouraged their students to take up TVET,” he added.
He said Ghana was moving in a similar direction by promoting technical and vocational education among young people.
“So that is where we are moving towards,” Dr. Apaak stressed.
Government interest
He noted that increasing enrolment figures in the sector showed growing interest among students in technical and vocational education.
Education
“We are excited because we are seeing an increase in the number of students who are opting for TVET as their line of academic and professional pursuit,” he said.
He also highlighted measures being pursued by the government to support the sector, including the proposed TVET Fund currently before Parliament.
The Deputy Minister said President John Dramani Mahama had outlined clear commitments on TVET in the National Democratic Congress’ 2024 manifesto, while Education Minister Haruna Iddrisu was already implementing policies aimed at improving technical and vocational education nationwide.
Ferdinand | EducationGhana | May 24 | GES Clarifies Responsibility Allowance for Teaching and Non-Teaching Staff
President John Dramani Mahama has given his firmest commitment yet to ending the controversial double track system in senior high schools,setting 2027 as the definitive deadline for its complete elimination.
Speaking in Accra last Wednesday, May 13, the President anchoredhis pledge to a $300 million World Bank facility under the Transformative Secondary Education for Access, Results and Relevance for Jobs (STARR-J) project, which will fund the upgrade of 50 senior high schools across the country.
“By 2027, there should be no secondary school implementing a double track system in Ghana,” President Mahama declared. “The STARR-J project is going to assist the Ghana government achieve its target of bringing an end to double track in our secondary school system by next year.”
Under the initiative, 30 category C schools will be upgraded to category B, while 20 category B schools will be elevated to category A. The President described the investment as going beyond mere infrastructure expansion. “This strategic investment is not simply about expanding infrastructure; it is fundamentally about promoting equity, improving quality and widening opportunities for every Ghanaian child,” he stressed.
The STARR-J project will also revive the community day school concept through the construction of new E-blocks in urban and peri-urban communities, a measure the President said would ease pressure on existing boarding facilities. “If we get some of the children to go to school within their communities, it will ease the pressure on the boarding schools that are elsewhere,” he explained.
The double track system was introduced in September 2018 as a stop-gap measure following a surge of over 30 percent in public SHS enrolment triggered by the Free Senior High School policy launched in 2017. Under the arrangement, students were divided into two cohorts — the Green Track and Gold Track — alternating between campus attendance and scheduled breaks at roughly three-month intervals. Though it expanded access, it drew sustained criticism from parents, teacher unions and education stakeholders who raised concerns about extended periods at home, an accelerated curriculum and strain on both students and teachers.
Beyond infrastructure, STARR-J will also fund continuous professional development for teachers, including digital literacy training and artificial intelligence integration. President Mahama also announced reforms to teacher career progression, noting that advancement to senior ranks would no longer depend on the availability of administrative positions. “Teachers can now progress on merit, competence, experience, performance, and years of dedicated service,” he said.
The government has additionally allocated GH¢1 billion from the Ghana Education Trust Fund (GETFund) to complete stalled infrastructure projects in schools currently operating under the double track arrangement, underscoring the administration’s resolve to make the 2027 target a reality.
Ferdinand | EducationGhana | May 24 | WNR: Lack of teachers in Bia East compels one teacher to handle all subjects at Akwabengkrom JHS
The shortage of teachersin the Bia East District is becoming a serious challenge, negatively affecting teaching and learning in many schools across the district.
At Akwabengkrom JHS, the situation has forced one teacher to teach all subjects from JHS 1 to JHS 3.
Speaking to Onua News, the only teacher at the school, Mr. Isaac Kubo, shared his ordeal. He said that for the past four months, he has been the only teacher handling classes for all the JHS students in the school.
Mr. Kubo explained that he is not only teaching his own subject area but also all subjects across the three classes, a situation he described as very difficult and overwhelming. According to him, this has made it hard to complete the syllabus before the JHS 3 students sit for their final examinations.
He added that at times, some teachers from the primary school use their free periods to assist him with teaching.
Mr. Kubo also revealed that the classroom structure the students use is in poor condition. He said the building is weak and shaking, making it unsafe and discouraging some students from attending school regularly.
He noted that the District Assembly started constructing a new classroom block for the school, but the project has not yet been completed. He appealed to the Assembly to complete the project so the students can have a safe place to study.
He further called on the Ghana Education Service to recruit and post more teachers to the district, especially to Akwabengkrom, to improve education in the area.
Residents of the community also expressed concern over the situation, describing it as disheartening that an entire junior high school has only one teacher handling all subjects.
The residents said that both the poor learning environment and the lack of teachers are affecting the quality of education in the community. They are therefore appealing to the Ghana Education Service and the Ministry of Education to post more teachers to the area so that their children can have equal access to quality education.
Ferdinand | EducationGhana | May 24 | OMSU 2006 Year Group to Launch 20th anniversary celebrations and major legacy project for Mawuli School
The 2006 Year Group of the Old Mawuli Students Union(OMSU) has announced the official launch of its 20th-anniversary celebrations, scheduled for June 6, 2026.
Widely regarded as one of the most vibrant cohorts to have passed through the walls of Mawuli School, the group’s upcoming launch will kick off a months-long calendar of activities. The celebrations are set to culminate in a grand homecoming event and the unveiling of a flagship legacy project, which will be presented to the school on October 23, 2026, in Ho.
While organizers have kept the specific details of the project under wraps, they have described it as a significant and lasting contribution designed to substantially benefit the school community. Full details of the infrastructural or educational intervention are expected to be disclosed in the coming weeks.
Old student associations across Ghanacontinue to play a critical role in sustaining the quality of secondary education. By providing essential resources for teaching, learning, and improving student social wellbeing, alumni cohorts have frequently stepped in to augment government efforts. The OMSU 2006 Year Group’s anniversary project aims to firmly extend this long-standing tradition.
This milestone announcement follows closely on the heels of Mawuli School’s massive 75th-anniversary celebrations, which dominated national headlines in October 2025. By gathering the alumni network in Ho on October 23, the 2006 Year Group intends to keep the school in the national spotlight and celebrate two decades of impact, friendship, and giving back.
According to the anniversary planning committee, further details regarding the venue for the June launch, the pre-anniversary event calendar, and packages for the main celebration weekend will be communicated to all members in due course.
Ferdinand | EducationGhana | May 24 | Excessive screen time quietly damaging Ghana’s children – Parents warned
Children across Ghana are spending four, five, six, or more hours a day on smartphones, tablets, and gaming devices, and the consequences are showing up in classrooms, in homes, and in mental health.
That was the stark warning delivered to parents on Saturday by Mr. Mawuko Dzamesi, Administrator of Sonrise Christian International School, Ho, at the institution’s 28th graduation ceremony. Presenting the school’s annual Management Report, Mr. Dzamesi described excessive screen use as “one of the most quietly damaging challenges facing our children today,” and called for a conscious, collective response from parents, schools, and the wider community.
Citing World Health Organization (WHO) guidelines, the Administrator noted that children under two should have no screen time at all, and those aged three to four, no more than one hour daily. School-age children, he stressed, should use screens only to supplement, not replace, sleep, physical activity, and face-to-face interaction.
The evidence, Mr. Dzamesi said, is unambiguous. Excessive screen exposure is consistently linked to reduced attention spans, delayed language development in young children, poor sleep quality, and rising anxiety and depression among adolescents.
“In our classrooms, we see it,” he told the gathering, pointing to learners who struggle to focus for extended periods and find it harder to sustain effort on tasks that require patience.
Rejecting the temptation to blame parents, the Administrator described the problem as a systemic one, noting that digital platforms are deliberately engineered to maximise engagement. He offered three practical interventions: designating device-free times in the home, particularly meal times, study hours, and the hour before bed; making screen use purposeful through educational content and shared viewing; and replacing passive scrolling with sport, books, music, art, and conversation.
“We cannot equip our children for excellence if we allow their attention to be colonised by uncurated content,” Mr. Dzamesi concluded, tying the message to this year’s graduation theme, “Equipped for Excellence, Called to Serve.”
The intervention forms part of a tradition Mr. Dzamesi has built of using each graduation to spotlight a major issue affecting children — following his addresses on bullying in 2024 and examination malpractice in 2025.
Delivering the keynote address, Guest Speaker Mr. Simon Kofigah, an old student of the school, urged graduates to take their character as seriously as their grades. “Excellence is not the goal. Service is the goal. Excellence is just the tool,” he told the gathering, drawing on his own journey from Sonrise through Mawuli School and the University of Cape Coast.
The school’s Proprietress, Madam Janet Dzamesi, was commended for sustaining the vision of the late founder, Evangelist Samuel Komla Dzamesi, who established Sonrise 36 years ago. Alumni of the school now include teachers, nurses, doctors, lawyers, engineers, and finance professionals serving across Ghana and beyond.
The ceremony also marked a strong academic year for the school. Sonrise posted a 100 percent pass rate in the 2025 BECE, with several learners recording single-digit aggregates. The school’s quiz team reached the third round of the national Sharks Quiz Competition in Accra — its best-ever showing in the contest.
Beyond academics, the school reaffirmed its commitment to the spiritual and holistic formation of its learners. Weekly devotional sessions, a structured Friday extracurricular programme spanning sports, debates, cultural activities, health education, and career awareness, as well as engagements with the Ghana Police Service on personal safety, all form part of what the school describes as an education that prepares children not merely for examinations, but for life.
Management also formally launched a fundraising initiative to renovate the school’s library, appealing to parents, alumni, and well-wishers for support.
Speaking at the launch ceremony, the Co-founder and Executive Director of Nassco Feeding Minds, Banasco Seidu Nuhu, said the facility forms part of the organisation’s efforts over the past 12 years to contribute to digital education and equip young people with skills needed to compete in the 21st century.
“We are particularly excited about this computer centre because it is the very first training centre we have established in a Girls’ senior high school,” he said.
According to him, the organisation believes girls’ education is essential to national development and was encouraged by the strong support received from the school’s Management, teachers and Parent-Teacher Association.
The Executive Director noted that the organisation had partnered with global institutions including Cisco to provide internet security systems that would block inappropriate online content and protect students while using the internet.
“We are very conscious about the challenges and some of the hazards the internet can pose to young people, and we have put in enough steps to protect them,” he stated.
He said although digital literacy had become compulsory in schools, government alone could not provide all the needed facilities and resources, making it necessary for organisations to support education delivery.
He explained that the organisation was also transforming its training centres into skills development hubs where young people could pursue careers in software engineering and access remote work opportunities through its NASCOTech initiative.
“It is one thing providing the facility and another thing getting the results that you intend to achieve,” he said, adding that the organisation would continue to support the students through coding clubs, ICT competitions and Olympiads to spark their interest in technology.
He further disclosed that the facility would not only serve students of the school but also young people in the Wa Municipality through various digital training programmes, including a six-month coding programme open to the public.
In a speech read on behalf of the Wa Municipal Director of Education, Madam Sophia Dimah Nandzo, described the project as a transformational initiative that had opened new opportunities for girls.
“What was once a standard space has now become a modern ICT centre, thanks to the generous partnership between Deloitte and Nassco Feeding Minds,” the statement said.
She urged learners to use the centre to learn coding, conduct research and compete globally, while encouraging school authorities to ensure every girl leaves the school digitally literate.
The Municipal Education Directorate also pledged its support towards maintaining the facility to serve future generations.
The Girls Prefect of the school, Afina Patricia Dadzie, expressed gratitude to the donors for the support, saying the computers would greatly improve ICT practical lessons.
“Though you will be taught in class, you will not have the feeling of how it is. But with this, you become computer literate and more advanced,” she said.
She assured the organisation and partners that learners would make good use of the laptops and the ICT centre.
Ferdinand | EducationGhana | May 24| How to Write a Strong Personal Statement for Teacher Recruitment in Ghana
Learn how to write a strong personal statement for teacher recruitment in Ghana. Discover structure, practical examples, writing tips, and mistakes to avoid for GES recruitment success.
Introduction
A personal statement is one of the most important documents in teacher recruitment applications.Whether applying for employment under the Ghana Education Service or private educational institutions, a well-written personal statement can significantly improve a candidate’s chances of being shortlisted.
Many qualified applicants lose opportunities because their personal statements are weak, generic, poorly organised, or filled with grammatical errors. Recruiters often use personal statements to assess:
Communication skills
Professional attitude
Teaching philosophy
Motivation for the profession
Suitability for the role
A strong personal statement should clearly explain who you are, your qualifications, teaching strengths, career goals, and why you are suitable for the teaching position.
This guide provides a detailed explanation of how to write an effective personal statement for teacher recruitment in Ghana, including structure, practical examples, and common mistakes to avoid.
What Is a Personal Statement?
A personal statement is a short professional essay submitted as part of a job or academic application.
It introduces:
Your educational background
Professional experience
Skills and competencies
Career motivation
In teacher recruitment, it helps employers understand your suitability beyond certificates and transcripts.
Why the Personal Statement Matters
1. Creates a First Impression
Recruiters may form opinions about applicants based on the quality of their writing.
2. Demonstrates Communication Skills
Teachers are expected to communicate effectively.
A poorly written statement may create doubts about professionalism.
3. Highlights Your Strengths
The statement allows applicants to explain strengths not fully captured in CVs or certificates.
4. Shows Passion for Teaching
Schools prefer candidates who demonstrate commitment to education and learner development.
Characteristics of a Strong Personal Statement
A good personal statement should be:
Clear
Professional
Organised
Concise
Error-free
It should also sound authentic rather than copied or overly exaggerated.
Recommended Structure for a Teacher Recruitment Personal Statement
1. Introduction
Introduce yourself briefly.
Include:
Full name
Professional qualification
Career interest
Practical Example
I am a dedicated and passionate education professional with a Bachelor of Education degree in Accounting from the University of Cape Coast and strong interest in learner-centred teaching and educational development.
2. Educational Background
Summarise your academic qualifications.
Example
Mention:
Diploma in Basic Education
Bachelor’s degree
Professional certifications
Practical Example
I hold an MPhil in Curriculum and Pedagogic Studies from the University of Education, Winneba, a Bachelor of Education in Accounting from the University of Cape Coast, and a Diploma in Basic Education from the Accra College of Education.
3. Teaching Experience and Skills
Explain relevant teaching experiences and strengths.
Examples of Skills to Mention
Classroom management
Lesson planning
Assessment strategies
ICT integration
Communication skills
Practical Example
During my teaching practice and professional experience, I developed strong classroom management and learner engagement skills. I effectively used activity-based teaching approaches and formative assessment strategies to improve student participation and understanding.
4. Passion and Teaching Philosophy
Explain why you want to teach.
Practical Example
I believe education is a powerful tool for transforming society, and I am passionate about helping learners develop academically, socially, and morally.
5. Contribution to the Institution
Explain how you can support the school or education system.
Practical Example
I am committed to contributing positively to academic excellence, discipline, and co-curricular activities within the school environment.
6. Conclusion
End professionally and confidently.
Practical Example
I am confident that my academic background, teaching skills, and dedication to education make me a suitable candidate for this opportunity.
Full Sample Personal Statement
PERSONAL STATEMENT
I am a committed and passionate education professional with strong interest in teaching, curriculum development, and learner-centred education. I hold an MPhil in Curriculum and Pedagogic Studies from the University of Education, Winneba, a Bachelor of Education in Accounting from the University of Cape Coast, and a Diploma in Basic Education from Accra College of Education.
Throughout my academic and professional journey, I have developed strong classroom management, communication, assessment, and instructional planning skills. My teaching philosophy is centred on creating inclusive, engaging, and supportive learning environments that encourage critical thinking, creativity, and active participation among learners.
I have practical experience in lesson preparation, formative assessment, and the use of learner-centred teaching approaches to improve academic performance. I am also passionate about educational research, curriculum implementation, and educational technology integration.
I believe education plays a vital role in national development, and I am committed to contributing positively to learner achievement, discipline, and institutional growth. I am confident that my academic background, professional skills, and dedication to teaching make me a suitable candidate for this position.
Thank you for considering my application.
Common Mistakes Applicants Make
1. Copying Generic Statements
Recruiters easily identify copied content.
Weak Example
“I am hardworking and respectful.”
This sounds vague without evidence.
Better Example
“I used learner-centred teaching strategies during teaching practice to improve class participation and learner confidence.”
2. Writing Too Much
Personal statements should be concise and focused.
3. Including Irrelevant Information
Avoid unnecessary personal details unrelated to teaching.
4. Grammatical Errors
Mistakes reduce professionalism.
Always proofread carefully.
5. Exaggeration
Be honest about qualifications and experience.
How to Make Your Personal Statement Stand Out
1. Use Specific Examples
Weak Statement
“I am good at teaching.”
Stronger Statement
“I used group discussions and formative assessment techniques to improve learner engagement during teaching practice.”
2. Show Professional Growth
Mention:
Workshops attended
Research interests
Educational leadership
3. Align With Educational Goals
Demonstrate commitment to:
Quality education
Learner development
National educational progress
Keywords That Strengthen Teacher Recruitment Statements
Use professional educational terms such as:
Learner-centred instruction
Classroom management
Formative assessment
Inclusive education
Curriculum implementation
Professional development
Role of ICT Skills in Teacher Recruitment
Modern schools value digital competence.
Mention:
Microsoft Office proficiency
Educational technology usage
Online teaching tools
Importance of Confidence and Authenticity
Your statement should reflect your real personality and professional identity.
Recruiters appreciate sincerity and clarity more than overly complicated language.
A strong personal statement can significantly improve a teacher’s recruitment chances by presenting qualifications, teaching philosophy, and professional strengths clearly and professionally.
Applicants who write focused, authentic, and well-structured statements are more likely to stand out during recruitment processes. A good personal statement should not only explain academic background but also demonstrate passion, competence, and commitment to education.
Careful preparation, proofreading, and use of practical examples can make your statement more persuasive and effective.
Ferdinand | EducationGhana | May 24 | Teacher Motivation and Its Impact on Learning Outcomes in Ghanaian Schools
Discover how teacher motivationaffects student learning outcomes in Ghanaian schools. Learn the causes of low motivation, practical solutions, and strategies for improving educational performance.
Introduction
Teachers play a central role in the success of every educational system. They shape learners’ academic development, attitudes, discipline, confidence, and future aspirations. However, the effectiveness of teachers is influenced significantly by their level of motivation.
In many Ghanaian schools,discussions about educational quality often focus on infrastructure, curriculum reforms, or student performance while overlooking one of the most important factors: teacher motivation. A highly motivated teacher is more likely to prepare lessons effectively, engage learners actively, assess students properly, and create a positive classroom environment.
On the other hand, demotivated teachers may struggle with absenteeism, low enthusiasm, poor lesson delivery, and reduced commitment to learners’ success.
This article explores teacher motivation, the factors affecting it, and how it influences learning outcomes in Ghanaian schools. The discussion aligns with educational priorities within the Ghana Education Service and broader educational development goals promoted by the Ministry of Education Ghana.
What Is Teacher Motivation?
Teacher motivation refers to the internal and external factors that influence teachers’ commitment, enthusiasm, and willingness to perform their duties effectively.
Motivation affects:
Classroom performance
Professional commitment
Creativity in teaching
Relationships with learners
Types of Teacher Motivation
1. Intrinsic Motivation
Intrinsic motivation comes from personal satisfaction and passion for teaching.
Teacher motivation is a critical factor in improving educational quality and learner outcomes. Motivated teachers are more committed, creative, and effective in delivering instruction and supporting learners.
Improving teacher motivation requires collective effort from government, school leaders, parents, and communities. Investment in teacher welfare, professional development, and supportive working conditions ultimately contributes to better learning experiences and stronger educational outcomes.
The success of any educational reform depends greatly on the motivation and commitment of teachers who implement it daily in classrooms.
Ferdinand | EducationGhana | May 20 | 24H+ Economy portal opens to applicants – Manufacturers, farmers, investors, traders can register interest
The government has launched a dedicated portal for the Expression of Interest (EOI) in any of the pillars under the 24-Hour Economy and Accelerated Export Development Programme (24H+).
People across all sectors, from farmers to industrialists, have been invited to formally register their interest to participate in what President John Dramani Mahama describes as the country’s most ambitious economic transformation agenda.
The portal, accessible at www.24hplus.gov.gh, directs prospective participants to a structured online form through which they may indicate interest in a broad range of government-backed economic opportunities, spanning agro-ecological parks, pharmaceutical innovation, textile manufacturing, air cargo logistics, and creative industry academies.
Every Ghanaian
The 24H+ Secretariat has outlined nine key pathways through which citizens and enterprises can engage with the programme.
Prospective participants are encouraged to visit the website and click on the Expression of Interest form to complete their registration and follow the recommended steps.
The opportunities currently open for registration include becoming a ‘24/7 Ready Business’ — earning certification for continuous operations, unlocking access to financing, tax benefits, and expert training.
Others are becoming an Anchor Farmer in the Agbledu Agro-Ecological Park, with access to irrigation, guaranteed markets under the GROW24 initiative, equipment sharing, cold storage, and direct export channels; setting up an Agro-Processing Facility, with matching to industrial zones and available financing; becoming a Transporter on the Volta Lake, serving the Volta , serving the Volta Economic Corridor logistics network.
It also includes registering interest in a Wumbei Industrial Park for manufacturing, processing or assembly operations; participating in the Tamale Air Cargo Hub, positioned as Ghana’s northern export and cold chain gateway; joining the Akosombo Textiles and Garments Park within the government’s reindustrialised textile ecosystem.
Also available is taking part in the Legon Pharmaceutical Innovation Park, contributing to Ghana’s emerging wellness and medicine value chain; and enrolling in the National Creators’ Academy to develop skills in music, content, animation or digital storytelling.
Incentives
The 24H+ programme introduces a performance-based incentive structure that ties benefits directly to a firm’s contribution to the national economy.
The regime rewards local linkages, job creation and value addition with tangible fiscal and operational advantages.
Businesses operating two shifts will benefit from a significant reduction in corporate income tax (CIT), while those running a full three-shift, round-the-clock operation will enjoy a substantial CIT reduction alongside priority access to electricity, water and expedited regulatory services.
Additional incentives are import tax exemptions on machinery, renewable energy inputs, logistics equipment, and raw materials not available locally; Value Added Tax (VAT) relief for firms in key sectors; export performance rebates scaled to the proportion of local inputs used in production; and geographic tax relief for young entrepreneurs in manufacturing, information and communications technology (ICT), agro-processing, and tourism, with tax-free periods in the early years of operation.
Concessionary financing is also available, with loans below market rates through Development Bank Ghana (DBG) and equity funding via the Venture Capital Trust Fund, with priority accorded to cooperatives and trade associations.
Vision, programme design
President Mahama, at the launch of the programme in July last year, described 24H+ as “a holistic, integrated multisectoral programme that allows our producers to attack the key bottlenecks holding production back in agriculture, fisheries, manufacturing, and the creative industries.”
The programme is anchored on three transformation pillars — Production, Market and Supply Chains, and Human Capital — and is designed to re-engineer the country’s productive economy from the ground up, shifting the country away from dependence on raw material exports towards the production and export of value-added goods, including processed foods, pharmaceuticals, garments, industrial inputs, and digital services.
Key flagship projects under the programme include the Volta Economic Corridor, the Legon Pharmaceutical Innovation Park, the Kumasi Machinery and Technology Park, and Ghana Mall, among others.
For young people aged between 18 and 35, the programme offers free digital skills training at Technical and Vocational Education and Training (TVET) centres in all 16 regions, guaranteed internships with 24H+ partner companies, and start-up business loans ranging from GH¢5,000 to GH¢500,000.
