The empirical question has been where have all the development plans/frameworks and education in Ghana gone? The question has also been: what difference will the new education strategic plan (ESP) 2018-2030 developed as education policy in Ghana and the new curriculum developed in the Ministry of Education and strategic  plans and syllabi developed in the other established institutions make in the transformation of education and Ghanaian economy? With graduate unemployment a national security issue, and only one (1) out of 12 graduates produced at the higher education level in Ghana are really put to productive use for the diffusion and utilisation of their skills, competency and values to develop the country, the question again has been what next after the Free Senior High School Policy in Ghana with its increasing enrolment?

1.1 Growth and Development Path in Ghana.

In the lens of the best and valued practices of the Western development model and the South and East Asians development model including China and India and further in the lens of 219 Years Economic Evolution of Ghana (1800-2019), Ghana's development has suffered from the lack of Indigenous, Contextual and Relevant Development Model. Ghana in a linear, deterministic and mechanistic way has strictly pursued a dependent model of development. This has marginalised the country in technology and productivity to destroy the industrial base of the country with industrial hurdles, growing joblessness and graduate unemployment, post harvest loses, sanitation problems and myriad of problems in Ghana. Ghana a land of rich natural resources (cocoa, cashew, gold, diamond, salt, bauxite, limestone, iron ore, manganese, oil, gas and lithium) but most Ghanaians in grinding poverty.

The Europeans out of their cultural context -  of the European Enlightenment Project in the 15th century that peaked in the 18 and 19th century and has been the stimulus of the industrial revolution in Europe -  developed the Western development model. This has been an indigenous, contextual and relevant development model in Europe, an independent model of development (the first case of the capitalistic modernity) to position Europe onto a prosperity paradigm of industrialisation. The East Asian countries out of their cultural context, ' the need for survival' developed their indigenous, contextual and relevant development model to technologically transform their economy to achieve structural and economic transformation.

This has  put their countries onto a prosperity paradigm of industrialisation. The question  has been what has been Ghana's model of development?  In the Ghanaian context, the ' unifying survival force' that was developing out of the Ghanaian cultural context to become an independent model of development for the unification and development of the country has been destroyed by tribal politics that has become a national  canker in Ghanaian politics. The unifying survival force had provided the communal sense of direction to achieve self sufficiency and high standard of cleanliness in the Ghanaian communities .

This had imbibed moral values in Ghanaians to achieve a positive attitude to societal change. The implications of this have been that the NPP government with a growth as high as 8 percent without oil in 2018 as against 3.7 percent in 2000 and 8.5 % in 2017 as against 3.7 percent in 2016 with oil, the problem has been how to make Ghanaians to feel the expected impact of this economic improvement in their pockets. Further, with all the investment in education and the skills and values acquired through education in Ghana, it is difficult to tell a time in Ghana history since Independence in 1957 when the country has experienced a boom to pay its debt. Ghana economy has changed little with little value addition since Independence in 1957. This suggests a problem with the growth and development path in Ghana. The improved macroeconomic indicators in Ghana since 2017- not withstanding - the growth and development path of Ghana that has positioned the Ghanaian economy as an import - driven culture economy has also made it difficult for the country to achieve stability of the Ghana cedi.

This also suggests a radical reform of the Ghanaian economy to achieve a paradigm shift of new growth model that will position the  Ghanaian economy as an export - driven culture economy to achieve stability of Ghana cedi. Ghana for the first time in a decade has achieved a primary surplus in 2017 and 2018 with improved macroeconomic indicators.  This notwithstanding, Ghana has implemented the IMF programme not less than sixteen (16) times with the debt stock hovering around  GHC173.2 billion. This again suggest the need for a new growth model to address the problem of Ghana in a depth of debt trapped.

1.2 Growth  without development Therefore - in the lens of the best and valued practices of the  West and South and East Asian countries including China and India and further in the lens of 219 Years of Economic Evolution of Ghana (1800-2019), theoretical and empirical literature posit that there can be growth without development or growth with development.  On growth without development resources in Ghana have been actively used but used in a way which benefit the dominant States and not Ghana in which the resources are found. Bauxite, an ore and the main source of aluminum was first discovered in Ghana in 1914. Ghana has bauxite reserve that could last for more than a century. This has positioned Ghana as one of the largest exporters of bauxite. And yet, the country has no refinery plant and most companies in Ghana export the raw materials. Gold production started as far back as in the 1860s. Modern
gold production in Ghana started more than 100 years ago. There has also been the problem of Ghanaians developing an 'assaying plant' or refinery to add value to the gold produced in Ghana. Raw manganese which included gold, diamond and other minerals have been supplied to companies in the dominant states since 1915 to date, first by rail, and now by heavy trucks.

Ghana's vision as an industrial economy has remained unfulfilled. Against this background, at the time of Independence, Ghana had about 250 million pounds reserve. Her per capita income identified her as the middle income country comparable to South Korea. At the time, the government of Dr. Kwame Nkrumah, the First President to introduce Ghana to IMF(International Monetary Fund) was overthrown, Ghana's per capita income was below its value at the time of Independence. The net external reserves had deteriorated from a surplus of US$269 million to a deficit of US$391 million. In 2001 Ghana was one of the heavily indebted poor countries. In 2008, the growing debt was 22% of GDP and at the end of 2014 the total debt stock (domestic plus external) was about 70.15% of GDP.

This had passed the sustainability threshold of 60% of GDP. This had made Ghana to fall in a debt trap in 2016. With the country biodiversity and watersheds to protect the country against extreme poverty and enhance the wellbeing and rural livelihoods of Ghanaians destroyed and rendered sterile or without life , Ghana as at December 2016 was heading towards extreme poverty. And yet, the theory on liquidity crisis or serious unemployment as experienced in Ghana opines that countries could resort to deficit financing to embark on comprehensive reform measures to generate surplus to pay their debt or rescue loan, add value to their economy and create work and employment. Ghana is yet to achieve this to address the growing joblessness and graduate unemployment in the country.

In the lens of the literature, It is- however important to note that South Korea had also experienced ' liquidity crisis in the 1997' . The crisis also created a serious unemployment problem in the country. The most powerful countries had determined the rules of the game. With the skills and values acquired through education, South Korea could develop its own indigenous, contextual and relevant development model to link education, industry and their economy to put their graduates to productive use for the diffusion of their skills, competency and values. This has put the country on a prosperity paradigm of technological transformation of their economy. Against this backdrop, in 1998, the Government of South Korea worked  with International Monetary Fund (IMF) to fully implement comprehensive reform measures.

The  nation's foreign exchange reserves increased from US$ 20.4 billion as at the end of 1997 to US$ 201.2 billion as at the end of 2008. The country was able to repay all the US$13. 5 billion rescue loans from IMF. The country has been technologically, structurally and economically transformed to put the country on a prosperity paradigm of successful industrialisation. Theoretical and empirical literature posit that on Ghana' s growth and development path in Ghana, it would take Ghana more than 500 years to achieve South Korea's per capital income. What are we to make out of this as Ghanaians?The problems in Ghana suggests the depth of the low quality of education in Ghana as any country that has achieved quality education will not experience the kind of problems as experienced in Ghana.   1.3 Growth with development.Development is technological transformation. Economic growth with development is - therefore technological transformation of an economy that will lead to structural and economic transformation of an economy to add value to an economy, job creation and employment, position export as the engine of growth of an economy that will lead to increased foreign  exchange reserves and revenue to achieve stability of the country in question currency and improve economic fundamentals to appreciable standard to improve the quality of life, standard of living and the wellbeing of Ghanaians. 

 Ghana growth and. development path that for decades have positioned the Ghanaian economy on a path of growth without development has positioned Ghanaians to fetch water into the national pot with a basket. This again suggests a new growth model in Ghana to technologically, structurally and economically transform the Ghanaian economy.

2.0 The Theory on Education and Economy These problems - notwithstanding- Ghana Seven Year Plan for Development, 1964 defined education, science, technology and  innovation in clear terms to address the problems in Ghana. International perspectives, experiences and practices in the context of theoretical and empirical literature also posit  that education leads to improved economic performance (more so than the other way round (Earle, 2010). The theory is also that humans have the capacity to achieve the highest through education (Smith, 1999).The theory on learning - divide - also contends that science, technology and innovation at the higher education level complemented with the scientific research and development (R&D) has been the learning divide between the developed and underdeveloped countries.

Countries that have produced high skills in science, technology and Innovation at the higher education level / R&D and have enhanced the diffusion and utilisation of these skills have been grouped on the top corner of the globe as the developed countries. Failure to do this has condemned nations to remain in or be down - graded to third world or fourth world status. The human resource planning and development policy synonymous with manpower planning and development have been used to enhance the development of education strategic plans, curriculum and textbook and syllabus to link education, industry and economy. This has improved the productive use of graduates to augment their production, diffusion and utilisation of their skills, competency and values to enhance the efficacy and predictive power of these  theoretical perspectives in education.

The human  resource planning and development policy has therefore been used in the best and valued practices globally to link education, industry and the economy to make education and training and skills manpower development significant inputs into Industrialisation process to put countries on prosperity paradigm of industrialisation. 2.1 Education, Industry and Economy.

With the understanding on theories on education, industry and economy, Ghana at Independence (1951-1966), on the eve of Independence, 6th of March, 1957, Dr. Kwame Nkrumah, the First President of Ghana provided a clear vision for Ghana. This in the lens of the literature had posited a system of education based at its university level would study concrete problems of tropical world to produce scientifically -  technical minded people for a rapid development of the country. Following, Nkrumah' vision on the modernisation  and industrialisation  of Ghana through science, technology and innovation many scientific and technological institutions were established in the 1950s and 60s. Ghana at Independence can be said to have had a substantial institutional capacity for human resource development in education, science, technology and  Innovation. The empirical evidence -  however revealed that although the Seven Year development  plan in the  early 1960s had emphasized an expansion in  education and  skilled manpower , these were desired for their own sake and not necessarily as significant inputs  into the industrialisation  process (Aryeetey & Kanbur, 2017). The  empirical question has  been that with the expansion in education and skilled manpower not a significant inputs into Ghana' s industrialisation, how could the country at its university level
produce scientifically -  technical minded Ghanaians?

The Government of Ghana has again embarked on industrialisation policy of one district, one factory including other flagship programmes and Free Senior High School (SHS) Policy. This is the fourth industrialisation policy in Ghana since Independence in 1957. And yet, in the - era (1967- 2019) this   of expansion in education and skilled manpower  not  significant inputs into Ghana' industrialisation has remained unaddressed. For  example, Ghana Poverty Reduction Strategy (GPRS 1,  2003-2005 ) and the Growth and Poverty Reduction Strategy(II , 2006-2009) and the Ghana Shared Growth  and Development Agenda I & II ( GSGDA, 2010-2013 & 2014-2016) had been developed , cost estimated and  implemented without human resource planning and development policy to generate dependable data and inputs to link education, industry and Ghanaian economy to synergize education and Ghanaian Economy to address the graduate unemployment problem in the country.

This has included the spate of education strategic plans and curriculum , textbook and syllabus development without recourse to intensive research that will lead to human resource planning and development policy that will link education, industry and economy to provide a clear direction of education and Ghanaian economy. A senior lecturer at the Kwame Nkrumah University of Science and Technology (KNUST)- for example noted: ' I was  a member of the Team  that planned and developed the mechanical syllabus and training  for mechanical engineering department of  KNUST. We could not get any input from our political leaders of the direction and the productive sectors of the economy to determine the number of engineers, scientists, technologist to be trained  (Karikari- Ababio, 2013, p. 123). The lecturer again noted sometimes we ask question what we were training the students for  and we could not answer those questions.

The  university expected the government and the politicians to provide answers while the government and the politicians expected the universities to provide answers (Karikari- Ababio, 2013, p. 124). This has positioned the education  sector in Ghana in general and the Ministry of Education in particular to produce unemployable graduates and graduates produced do not get employment to be put  to  productive use. Consequently the development of schools in Ghana at the time  of Independence  led to mass unemployment among school leavers ( Foster, 1965). Workers Brigade was used as stopgaps to address the unemployment problems in the country. In  2018, Builder's Corps and other cost- effective mechanism in the Free SHS Policy and other established institutions have also been used as stopgaps to ameliorate the graduate  unemployment situation  in Ghana.  This  has also made it difficult for Ghana to  pursue a growth and development path that will create the demand for an increase  in the educated labour in Ghana for education in Ghana to boost the rate of economic growth and development in the country.

This has also made it difficult for the increased in enrolment in  education in Ghana to be translated into economic growth and development. And yet, in 2016 the Government of Ghana developed an education strategic plan (ESP) without an intensive research that will lead to the development of human resource planning and development policy to link education, industry and the economy. In 2017, the ESP was  revised to produce the ESP (2018- 2030) including a new curriculum at the pre- tertiary level again without an intensive research that  could lead the development of a human resource planning and development policy  to link education, industry and  the economy. The empirical question  has been the new  ESP and curriculum developed are to achieve what? Is it to position education in  Ghana to position the Ghanaian economy to achieve growth with development or growth without development?  The ESP is the education policy in Ghana.  It defines the goals and targets in the education sector in Ghana.  It also guides the development partners in supporting education delivery in Ghana.     

His  Excellency, the President vision has been to make, Ghana a World Class Centre for skills development and the leading country in TVET in Africa. The
Ministry of Education has also not been positioned to translate this into a positive and productive partnership relationship with key players in education, industry and economy to achieve this laudable objective. The  Ministry of Environment, Science, Technology and Innovation has  developed a Science and Technology Framework to bridge the technology gap between Ghana and the rest of the world. This cannot be achieved without the Ministry of Education mandated to develop the human resource base of the country also committing itself to develop the critical mass of scientists, engineers, technologists, innovators and other creative genius in other disciplines while the government also commits itself to review the government of Ghana economic policy and International commitments that have perpetuated a dependent model of development to destroy the industrial base of the country to the detriment of the development of  a robust science, technology and innovation and TVET policy in Ghana. 3.0 The  New Growth model in Ghana. The new growth model will
therefore position Ghana to achieve a paradigm shift of growth without development to a growth with development  - technological transformation of Ghanaian economy. This will lead to structural and economic transformation that will position the Ghanaian economy to also achieve a paradigm shift of an import -  driven economy to an export -  driven economy to achieve stability of the Ghana cedi. This new growth model in Ghana -  for example will develop education, science, technology and innovation and  TVET to add value to the rich natural resources in the country - for example the bauxite worth of US$50 billion in its raw state form in  Ghana to attain its full potential  value of US$400 billion. This will include value  addition to Ghana cocoa, cashew, gold, diamond, salt, limestone, iron ore, oil, gas and lithium. This new growth and  development path  will make Ghanaians feel the positive impact of reforms and  policies developed and implemented in the country - for example improvement in the economic growth in Ghana. This new path and direction of Ghanaian education and economy  will also position the country to experience a boom to pay its debts with sufficient foreign exchange reserves to improve the value of Ghana cedi, address the myriad of problems in the country with enough resources to fund and sustain the Free SHS Policy in Ghana. The Ghanaian economy  positioned in the raw state form to the extent that the purity and value analysis of the rich natural resources such as bauxite and gold done outside for government just to be told that the raw bauxite sent worth so much, it will be difficult to get the expected real impact of the policy interventions in the country and address the problems in the country to improve the quality of life of Ghanaians.

This  comprehensive reform measures will include education for industrialisation in Ghana to take on board Ghana's industrial estates ( Suame Magazine in Kumasi; Odorna, Kokompe and Katanka ltd in Accra etc. ) and have them integrated into the national education system to transform them into technology zones. This will position the industrial estates in Ghana to produce farm equipment , machines to support the government flagship programmes and goods and services for export.  3.1 The Free SHS Policy in Ghana In this new growth model in Ghana, the Free SHS Policy will be re- positioned to fine - tune the education system in Ghana to redraw the map of learning in Ghana to produce the best scientists, engineers, technologists, innovators and other creative geniuses to produce context dependent knowledge - what will work and will not work in Ghana - to produce Ghana ' s Technology. This will give Ghana the best engineering techniques in road construction, the best technology in infrastructure development, housing, waste management and development of refineries to  add value to the raw rich natural resources in the country. 3.2 One District, one factory.

The industry will use the technology  developed to diversify, make, new, better, cheaper and quality products to export the products the best the world could offer. This will be supported with information and communication technology(ICT) to bridge the digital divide in the country, increasing basic  scientific industrial research and development (R&D) and nurturing of moral values in Ghanaians to achieve a positive attitude to work and a complement of market and state interventions to build a strong industrial base in Ghana. This for the first time in Ghanaian history will position the country to cross the bridge to make a difference to achieve successful industrialisation and economy with entrepreneurs in Ghana running successful businesses to put Ghana on a prosperity paradigm of industrialisation. 3.3 The Sustainable  Development Goals Ghana' s Technology developed will pave way for the thorough, effective and successful implementation of the sustainable development goals ( SDGs) in Ghana.

3.4 The Blueprint Economic Policy in Ghana. This technological transformation of Ghanaian economy that will  lead to the development of Ghana's technology, structural and economic transformation of Ghanaian economy to position Ghanaian economy to add value to the economy and create more jobs, fruitful  employment, fuller and more  fruitful life and improvement of national wellbeing of Ghanaians will be the blueprint economic policy in Ghana,  the political  and  strategic direction of the country  - Ghana's Ideology - the political and economic theory of Ghana - the lifeblood of Ghanaian economy. This through national dialogue and consensus building will guide, inform and lead the development and implementation of the development plans/frameworks including strategic documents and political parties manifestos to put Ghana on a prosperity paradigm.

4.0 Conclusion
The empirical basis of this new growth model in Ghana has been the author's Doctoral Thesis that has focused on education and the economy as experienced in Ghana; books ( Dynamics of Persistent Underdevelopment: The Case of Ghana,  2017 (Kindle Store: http://www. amazon. com), The Theory of Change in Ghana,  2017 (http: //www . amazon. com), The Wellbeing of Ghanaians, 2018 (digibookspublising.com ) and scholar and learned papers.  This includes  Master of Finance Degree  that had focused on: ' The Impact of the Ghana Cedi Exchange Rate on the Economy of Ghana', 2001. Dr. Matthew Karikari- Ababio is a prolific writer, critical social scientist, researcher and development theorist.