The new textbooks designed in line with the harmonised TVET curriculum covers all 24 pro­gramme of training and will help students in their areas of study.

Addressing journalists in Accra, yesterday, the Director-General of the CTVET, Dr Fred Kyei Asa­moah, said one of the key reform strategies under the transforma­tion of TVET was the devel­opment of Competency Based Training (CBT) curricula.

He explained that the govern­ment had adopted the CBT as the mode of delivery to enhance the quality of teaching and learning, and as part of this initiative, all existing curricula had been stan­dardised with more than 8,000 TVET instructors undergoing training in the CBT approach.

Dr Asamoah explained that the CBT was an outcome-oriented approach to education and train­ing, aligning learners’ education with industry standards, stressing “to adhere to international best practices, CBT curricula, assess­ment tools, and learning materials are collaboratively developed with input from industry experts, aca­demia, and relevant stakeholders.”

He noted that this approach prioritised individual learner-com­petence over group performance, with each learner deemed pro­ficient upon meeting the estab­lished standards.

To ensure quality, Dr Asa­moah said the Commission had collaborated with industry to review all the processes including occupational standard generation, learning material development, assessment instruments, marking guidelines and re-marking guide­lines to ensure that the education remained relevant, and responsive to industry demands.

“The current CBT curricu­lum development is designed to address skills gaps with the support of sector skills bodies,” he emphasised.

He said the Commission’s approach to curriculum devel­opment involved reaching out to industries through their Sector Skills Bodies (SSBs) for tasks such as occupational standards generation, validation, curriculum development, and other engage­ments related to TVET.

Dr Asamoah said the SSBs were advisory industry bodies that aimed to support the gov­ernment of Ghana’s strategy to build a skills system to produce a demand-driven, robust labour market, and skills intelligence.

“In essence, SSBs consist of related major industries or enter­prises under a common structure, working to drive growth and com­petitiveness within their sector,” he emphasised.

He said the primary function of SSBs was to reform skills devel­opment in the country and glob­ally by strengthening the linkages between industry and training systems.

“As of 2023, the number of economic sectors identified by the Ministry of Education through the Commission has increased from 22 to 24.

The total number of estab­lished SSBs as of 2023 is 12. Among the remaining 12 sectors, four (Environment, Sanitation and Waste Management, Media and Entertainment, Telecommu­nication, and Electricals, Electron­ics, and Automation) are currently in the process of establishment,” he stressed.

Dr Asamoah said the Com­mission in collaboration with the SSBs, had developed 108 CBT curriculum at various levels on the NTVETQF.