In recent times, the Ghanaian tertiary education space has been plagued by concerns over falling academic standards, outdated courses, and a surge in unemployment among graduates. The Ghana Tertiary Education Commission (GTEC) has been criticized for its perceived lack of focus on addressing these pressing issues. Instead, the commission seems to be preoccupied with chasing unnecessary unearned doctorates and professorships, neglecting its core responsibilities.
The GTEC’s primary mandate is to regulate and oversee the tertiary education sector in Ghana, ensuring that institutions meet the required standards and produce employable graduates. However, it appears that the commission has lost sight of this objective, prioritizing the proliferation of degree factories over meaningful reforms.
The proliferation of outdated courses is a major concern, as it has led to a mismatch between the skills acquired by graduates and the demands of the job market. Many universities are offering courses that are no longer relevant, resulting in a high rate of unemployment among graduates. This is a clear indication that the GTEC has failed to address the core issues affecting the tertiary education sector.
Furthermore, the emphasis on unearned doctorates and professorships has created a culture of academic dishonesty, where individuals are more interested in acquiring titles than in producing quality research and contributing meaningfully to their fields. This has led to a decline in academic standards, as institutions prioritize quantity over quality.
It is imperative that the GTEC refocuses its attention on addressing the pressing issues affecting the tertiary education sector. This includes reviewing and updating the curriculum to make it more relevant to the needs of the job market, improving the quality of research and academic programs, and ensuring that institutions meet the required standards.
The GTEC must also prioritize the employability of graduates, rather than merely churning out degree holders. This can be achieved by promoting vocational training, entrepreneurship, and innovation, which are essential skills for success in today’s fast-paced economy.
The GTEC’s preoccupation with unearned doctorates and professorships has diverted attention away from the core issues affecting the tertiary education sector. It is time for the commission to refocus its attention on addressing the pressing concerns of falling academic standards, outdated courses, and unemployment among graduates. Only then can we ensure that our tertiary education system produces employable graduates who can contribute meaningfully to the development of our nation.