By: Alexander Afriyie
In Ghana, the pursuit of higher education has become an end in itself, with the PhD degree often serving as a golden ticket to academic employment. However, this approach has created a paradox where practical experience and industry expertise are overlooked in favor of theoretical knowledge. The result is a system that prioritizes credentials over competence, leaving many PhD holders struggling to find employment outside of academia.
The problem lies in the fact that Ghana’s academic system is modeled after traditional research-oriented PhD programs, which may not be suitable for industry professionals who want to share their expertise with students. The emphasis on research over teaching has led to a shortage of qualified lecturers with practical experience, resulting in students being taught by individuals who may not have the necessary industry expertise.
This issue is further compounded by the fact that many seasoned professionals are excluded from academia due to the PhD requirement. Bankers, architects, engineers, and business leaders with decades of experience are often overlooked in favor of PhD holders who may not have the same level of practical knowledge. This not only deprives students of valuable industry insights but also limits the potential for innovation and growth.
To address this issue, Ghana must rethink its approach to academic accreditation and regulation. Rather than prioritizing PhD degrees, the country should focus on developing a system that values practical experience and industry expertise. This could involve introducing alternative pathways for industry professionals to become lecturers, such as professional certifications or industry-specific training programs.
By shifting the emphasis from theoretical knowledge to practical application, Ghana can create a more inclusive and effective academic system that prepares students for the demands of the industry. This approach would not only benefit students but also contribute to the country’s economic growth and development.
Ultimately, the goal should be to create a system where lecturers are valued for their industry expertise and practical experience, rather than just their PhD credentials. By doing so, Ghana can ensure that its academic institutions produce graduates who are equipped with the skills and knowledge needed to succeed in the industry. Alexander Afriyie, Ghanatalk.com