Developing countries are saddled with the daunting
task of determining the “working method” to extricate them from the quagmire of
underdevelopment, navigating the maze of international trade and partnership.
Over the years, the trial and error method has been expended in most African
countries. Ghana is no exception and I am sure we lost the map of the maze
somewhere in the early 90’s as we tried to navigate the waters of economic
reforms.
Several education reforms have been enacted as part of
efforts to equip Ghana with the requisite labour force to drive, manage and
ensure development. Ghana’s Tertiary Education system operates a
quasi-government-controlled system. This relationship is mostly evident in
funding of the Tertiary Education Institutions. The Bologna Institution had
educated the world that a “university” however it is defined, if left without
regulation may become the atomic bomb that destroyed the society which invented
it. This power of institutions is evident in the role of Tertiary Education Institutions
in the various coup d’états of Ghana. As aptly presented by Effah (2010), for
the most part, African Universities are government institutions and fully
supported financially. It is on fair in this regard that developments that have
implications for funding are reviewed with government. Before you jump on the
band wagon of the “autonomy” it will interest you that Ghana runs the Bicameral
System of Tertiary Education Governance. There is understandable autonomy in
the determination of programs and the award of certificates. The set-up of
regulatory bodies in Ghana therefore was to satisfy one major condition. That
is, to ensure that national priorities receive attention. Effah (2010) points
out that the more fragile a government (regime) the more intrusive they show
interest in happenings in Tertiary Education Institutions. After all he who
pays the piper determines the music.
This piece is the first in a series through which I
will seek to review regulation in Tertiary Education in Ghana, the Role of the
Government in Power, the perceived autonomy of institutions and regulatory
arms, the problems and directions affecting policy development and growth in
Tertiary Education in Ghana.
This first piece will present you with the regulatory
framework of Ghana’s Tertiary Education. There are three separate bodies in
tertiary education which perform the functions set out by the enabling acts
that created them. There is the National Council for Tertiary Education (NCTE)
which is fundamentally the policy and development-direction provider for
tertiary education in Ghana. There is also the National Accreditation Board
(NAB), fundamentally responsible for quality assurance and the third body is
the National Board for Professional and Technician Examinations (NABPTEX) with
the responsibility of formulation and administration of schemes of examinations.
Over the course of the series, each body will be critically assessed and analyzed.
Hopefully by the end of this series my readers may understand the Tertiary
Education Landscape of Ghana better. For now, let us contend with the summary
review of the acts that set up the NCTE, the NAB and NABPTEX.
Legal
Mandate and Functions of NCTE
The 1992 Constitution
of Ghana mandates the establishment of a number of bodies, one of them being
the National Council for Tertiary Education (NCTE), which was established by an
Act of Parliament, Act 454 of 1993. Its predecessor, the National Council for
Higher Education (NCHE) was established in 1962 and dissolved twice in 1966 and
1986 after changes of Governments.
The NCTE Act 454 of
1993 specifically enjoins the Council:
-
To advise the Minister
on the development of institutions of tertiary education in Ghana;
-
To enquire into the
financial needs of the institutions of tertiary education, and advise the
Minister accordingly;
-
To recommend to the
Minister for purposes of the preparation of the annual national education
budgets:
o block allocations of funds towards running
costs; and
o grants
towards capital; expenditure of each institution of tertiary education
indicating how the allocations are to be disbursed;
-
To recommend national
standards and norms including standards and norms on staff, costs,
accommodation and time utilization, for approval of the Minister and to monitor
the implementation of any approved national standards and norms by the
institutions;
-
To advise governing
councils of institutions of tertiary education on suitable measures for
generating additional funds for their institutions;
-
To publish information
on tertiary education in Ghana;
-
To perform any other
functions provided in the Act and such other functions relating to tertiary
education as are incidental to the functions specified in the Act.
The National Council
for Tertiary Education is devoted to providing leadership in the direction,
functions, role and relevance of tertiary education in Ghana. To this end the
NCTE delivers objective and carefully considered advice to Government, which
contributes to the creation of conditions and structures that will support the
establishment of a vibrant and dynamic sub-sector.
The NCTE is guided by
the needs and priorities of tertiary education institutions which it serves,
providing them with reliable information, appropriately targeted resource
support and exposing them to global best practices. Also it ensures that tertiary education
assumes its rightful role as a catalyst and resource base for national growth
and prosperity. Thus, it provides guidance and advice to drive the development
of world-class skills and standards in teaching, research and administration.
The NCTE also plays a
strategic mediatory role between the differing priorities of stakeholders
(Government, tertiary institutions, teachers, students, civil society, and
industry/business).
Legal
Mandate and Functions of NABTEX
The Government white paper on the Reforms to the
Tertiary Education System that was published in 1991 made several proposals for
the restructuring and reorganization of Tertiary Education and Tertiary
Educational Institutions. The proposals included, among others, the
establishment of a Board of Accreditation to contribute to the “furtherance of
better management of tertiary education” as the Quality Assurance body at the
tertiary education level. The National Accreditation Board was established by
the Government of Ghana in 1993 with the enactment of PNDCL 317, 1993; which
has since been replaced by the National Accreditation Board Act, 2007, Act 744.
The birth of the National Accreditation Board as a
regulatory agency of the Ministry of Education therefore is to ensure that the
country’s tertiary education system continues to be responsive to a fast
changing world and to make its graduates progressively competitive in the world
of work. Over the past 19years has dedicated itself to facilitating the
establishment of both public and private tertiary institutions and ensuring
that set standards are maintained. The Board has accredited several
institutions that are offering a variety of quality academic programmes for the
benefit of students in Ghana.
According to Act 744, the Board is
mandated to:
·
Accredit both
public and private (tertiary) institutions with regard to the
contents and standards of their programmes.
·
Determine, in
consultation with the appropriate institution or body, the programme and
requirements for the proper operation of that institution and the maintenance
of acceptable levels of academic or professional standards;
·
Determine the
equivalences of diplomas, certificates and other qualifications awarded by
institutions in Ghana or elsewhere.
·
Publish as it
considers appropriate the list of accredited public and private institutions at
the beginning of the calendar year.
·
Advise the
President on the grant of a Charter to a private tertiary institution.
·
Perform any other
functions determined by the Minister.
Legal
Mandate and Functions of NABTEX
NABPTEX like its sister supervisory bodies is
established by an Act of Parliament (1994, ACT
492). The Board is responsible for formulating and administering schemes of evaluation,
assessment, certification and standards for:
o skill
competence;
o
syllabus competence
for non-university tertiary institutions,
professional bodies and private institutions with accreditation by the National
Accreditation Board established under the National Accreditation Board Act,
2007 (ACT 744).
NABPTEX by its legal mandate provides
administrative and structural facilities and expertise for the organisation and
conduct of professional and technician examinations; and in consultation with
the relevant polytechnics and professional institutions conduct examinations
and award national certificates and diplomas based on the result of the
examinations. The Board therefore, at the request of government or any other
body, conducts examinations as requested. The board is also responsible for the
review of syllabuses for general curriculum enrichment as well as the
appointment of examiners and moderators and determine methods for the proper
conduct of examinations.
The board also makes regulations to govern its
examinations and awards. It also devises schemes for testing skills for
competence and aptitude testing. To this end, NABPTEX is mandated to provide such
guidance and counselling services as would be needed by non-university tertiary
institutions. The Sector Minister may also empower them to perform any
ancillary functions
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