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Employment and Job Creation in the Art Sector in Ghana: Evidence from a Tracer Survey of the Higher National Diploma Industrial Art

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Title: Employment and Job Creation in the Art Sector in Ghana: Evidence from a Tracer Survey of the Higher National Diploma Industrial Art
Language: English
Authors: Musah Bukari, Ebenezer Kofi Howard, Patrick Osei-Poku
Source: International Journal of Art & Design Education. 2025 44(1):32-48.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Foreign Countries, Art Education, Graphic Arts, Industrial Arts, Labor Market, Job Development, Employment Potential, Higher Education, Career and Technical Education, Technical Institutes, Painting (Industrial Arts), Ceramics, Handicrafts, Textiles Instruction
Geographic Terms: Ghana
DOI: 10.1111/jade.12523
ISSN: 1476-8062
1476-8070
Abstract: In Technical Universities in Ghana, the Higher National Diploma (HND) programmes are well-established higher education programmes for the provision of middle-level manpower needs of the Country. The programmes are considered industry-related, offering students the knowledge and skills required for effective performance at work. However, there is very little tracer survey on the polytechnic/technical university graduate on the relevance of the HND Industrial Art Programmes run in the polytechnics/technical universities, apart from a study on exploring the destinations of Higher National Diploma, Graphic Design graduates in the Ghanaian labour market. Therefore, the study sought to conduct a tracer study on the impact of the HND Industrial Art Programme on the Art Sector in Ghana. To carry out the study, the main objective was to assess the effectiveness and the contribution of the HND Industrial Art Programme to employment and job creation in the Art Sector in Ghana. The Concurrent Triangulated Mixed Method research approach was adopted to undertake the research. From the study, the major finding is that the Painting and Decoration (P/D), Ceramics and Leatherwork options all succeeded in creating jobs/empowering graduates to create their own jobs, but that cannot be said with the Textiles option. The findings have implications for TVET training in the country. It is therefore recommended that appropriate steps should be taken in consultation with the Ghana Tertiary Education Council (GTEC) to have a holistic review of the curriculum to make it relevant for the benefit of this ever-dynamic society.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460431
Database: ERIC
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  Value: <anid>AN0183991123;q0t01feb.25;2025Mar26.07:08;v2.2.500</anid> <title id="AN0183991123-1">Employment and Job Creation in the art Sector in Ghana: Evidence from A Tracer Survey of the Higher National Diploma Industrial art </title> <p>In Technical Universities in Ghana, the Higher National Diploma (HND) programmes are well‐established higher education programmes for the provision of middle‐level manpower needs of the Country. The programmes are considered industry‐related, offering students the knowledge and skills required for effective performance at work. However, there is very little tracer survey on the polytechnic/technical university graduate on the relevance of the HND Industrial Art Programmes run in the polytechnics/technical universities, apart from a study on exploring the destinations of Higher National Diploma, Graphic Design graduates in the Ghanaian labour market. Therefore, the study sought to conduct a tracer study on the impact of the HND Industrial Art Programme on the Art Sector in Ghana. To carry out the study, the main objective was to assess the effectiveness and the contribution of the HND Industrial Art Programme to employment and job creation in the Art Sector in Ghana. The Concurrent Triangulated Mixed Method research approach was adopted to undertake the research. From the study, the major finding is that the Painting and Decoration (P/D), Ceramics and Leatherwork options all succeeded in creating jobs/empowering graduates to create their own jobs, but that cannot be said with the Textiles option. The findings have implications for TVET training in the country. It is therefore recommended that appropriate steps should be taken in consultation with the Ghana Tertiary Education Council (GTEC) to have a holistic review of the curriculum to make it relevant for the benefit of this ever‐dynamic society.</p> <p>Keywords: Art Sector; Ceramics; Ghana; HND Industrial Art Programme; Leatherwork; Painting and Decoration; Polytechnic; Technical University; Textiles</p> <hd id="AN0183991123-2">Introduction</hd> <p>The presence of institutions that provide Technical and Vocational Education and Training (TVET) to a significant portion of their population has led to the growth of most developed countries around the world. These organisations are designed to address job and human resource ability challenges by creating hands‐on entrepreneurs and professional middle‐level managers who will improve productivity and the growth of the country's economy (Ministry of Education, Science, & Sports [<reflink idref="bib25" id="ref1">25</reflink>]). As a result, Ghana has defined and prioritised TVET as the sector that will provide the Country's middle‐skilled manpower base for rapid growth after independence.</p> <p>The Higher National Diploma (HND) Industrial Art Programme for Tamale Technical University began in 2008/2009 academic year and has since run up‐to‐date with options in Painting and Decorating (P/D), Leatherwork, Textiles, and Ceramics. Apart from a study on exploring the destinations of HND, Graphic Design graduates in the Ghanaian labour market, there is very little tracer survey on the polytechnic/technical university graduates on the relevance of the HND Industrial Art Programmes ran in the polytechnics/technical universities (Afeti [<reflink idref="bib2" id="ref2">2</reflink>], cited in Iddrisu <emph>et al</emph>. [<reflink idref="bib19" id="ref3">19</reflink>]). In light of the aforementioned observations, this study aims to assess the HND Industrial Art Programme's contribution to employment and job development in Ghana's Art Sector.</p> <hd id="AN0183991123-3">Polytechnic education in Ghana</hd> <p>In Ghana's quest to develop socioeconomically, the Convention Peoples' Party (CPP) government pursued two key goals: one goal was to increase literacy among as many people as possible so that each person could live a satisfying life in the modern society and two, to train a large number of people to provide the manpower needed for industry and the new nation's economic and social services (Buah [<reflink idref="bib15" id="ref4">15</reflink>]). To realise this vision, Accra, Kumasi, and Takoradi Technical Institutes which were founded in the mid‐1950s were converted to a polytechnic status to give sense to this vision of training qualified manpower to enhance socioeconomic growth (MoE [<reflink idref="bib24" id="ref5">24</reflink>]).</p> <p>Moving on, Ghana felt the need to restructure its education in the 1970s to represent the country's culture, socioeconomic growth, and manpower development. Unfortunately, whilst conventional universities were busy producing graduates in masses, the country was unable to take bold measures to restructure the polytechnics (Honyenuga [<reflink idref="bib17" id="ref6">17</reflink>]). Because of the polytechnics' failure to restructure, there is a national shortage of middle‐level professional and technical manpower (Nsiah‐Gyabaah [<reflink idref="bib26" id="ref7">26</reflink>]).</p> <hd id="AN0183991123-4">Polytechnic education in Ghana compared to other countries</hd> <p>Polytechnic/TVET across the globe has been a tool for providing the middle‐level manpower based on a country for economic development. In Germany, Technical Education is a dual system, where students attend classes for one to 2 days per week, and the rest are for internship in the chosen field (Ayeni [<reflink idref="bib11" id="ref8">11</reflink>]). For Netherlands, TVET is integrated into the general education system, with differentiated study routes (UNESCO‐UNEVOC [<reflink idref="bib32" id="ref9">32</reflink>]). However, Nigerian's TVET is similar to that of Ghana. Ayeni (op. cit.) indicated that TVET is an option for students who are interested in technical education to quit their secondary education after completing primary, junior, or senior secondary school, depending on their level of interest.</p> <hd id="AN0183991123-5">The role of polytechnics in national development in Ghana</hd> <p>From pre‐independence to the present, governments have all emphasised formal education as a means of accelerating national growth, especially technical education. Iddrisu <emph>et al</emph>.'s ([<reflink idref="bib19" id="ref10">19</reflink>]) study of educational reforms and the role of polytechnics in Ghana's economic development found that polytechnics were responsible for training middle manpower for the country's socioeconomic development as well as raising citizens' political and social awareness. According to the report, polytechnics have provided an alternative tertiary education for students who were unable to obtain admission to conventional universities, as well as community service and academic excellence.</p> <p>In the area of Competency Based Training (CBT) to support the industrial sector of Ghana as a role of polytechnics, Amankwah ([<reflink idref="bib5" id="ref11">5</reflink>]) found that the introduction of CBT has provided graduates with employable skills to efficiently carry out task in industries, commerce, management, and administration.</p> <hd id="AN0183991123-6">Higher national diploma (HND)</hd> <p>HND programmes are well‐established higher education courses that place emphasis on practical learning and experience, providing the student with skills and knowledge to pursue a specific career in science, engineering, technology, commerce, and art (Brockenhurst College International [<reflink idref="bib14" id="ref12">14</reflink>]). The programme is highly considered an industry‐related course, offering students the knowledge and skills required for effective performance at work.</p> <hd id="AN0183991123-7">Methods</hd> <p>The study adopted the Concurrent Triangulated Mixed Method Approach to assess the effectiveness and the contribution of the HND Industrial Art Programme (P/D, Ceramics, Textiles, and Leatherwork) to employment and job creation in the Art Sector in Ghana. Justification for the Approach according to Creswell ([<reflink idref="bib16" id="ref13">16</reflink>]) is that, when a study is one‐phased, data are collected concurrently; results of the study are combined and when the researcher(s) intent is to merge two separate strands of data.</p> <p>Two categories of respondents (Graduates and Industrial Attachment Supervisors) were selected based on Krejcie & Morgan ([<reflink idref="bib22" id="ref14">22</reflink>]) table (see Appendix A) for determining sample sizes. These respondents were chosen because the research is a tracer study that requires responses from past students of the programme, as well as industry partners. In all, a total of 152 graduates who completed their studies between 2012 and 2016 were selected for the study using the Snow Balling Technique. From that, 53 were P/D, 23 were Ceramics, 44 were Textiles, and 32 of the respondents were Leatherwork graduates. Also, 18 Industrial Attachment Supervisors were purposively selected for the study. Out of that, 11 of the supervisors were from the P/D Industry, whilst the rest were from Ceramics (<reflink idref="bib1" id="ref15">1</reflink>), Textiles (<reflink idref="bib2" id="ref16">2</reflink>), and Leatherwork (<reflink idref="bib4" id="ref17">4</reflink>) industries to corroborate the findings of the graduates.</p> <p>To properly address the research objective qualitatively and quantitatively, questionnaires, interviews, and observation were employed to elicit information for the study (Opie [<reflink idref="bib28" id="ref18">28</reflink>]). These instruments were appropriate because the study sought in‐depth information on respondents' opinions, experiences, and acquisitions regarding the impact of the programme. Based on the objective of the study, associated themes were derived in which data gathered were assembled, decoded, analysed, and inferences made. Data from the questionnaires, interviews, and observations were transcribed and processed into narrative form with numeric descriptions. In some instances, inferential statistics were employed to provide a deeper correlation between the training and output of graduates of the programme.</p> <hd id="AN0183991123-8">Results and discussion</hd> <p>Graduates (2012–2016 Cohorts) were the main respondents in the assessment of the effectiveness and the contribution of the HND Industrial Art Programme to employment and job creation in the Art Sector in Ghana; hence, their opinions are presented below under the options:</p> <hd id="AN0183991123-9">Assessment of P/D graduates (2012–2016 Cohorts)</hd> <p>Table 1 presents the assessment results of P/D from 2012 to 2016. Findings show that, out of the 44 graduates assessed, 79.5% are employed in the Art Sector in Ghana, whilst 20.5% are not. The revelation implied a well‐designed curriculum that has succeeded in offering graduates the needed knowledge and skills required in the world of P/D either for employment/self‐employment. To support the findings, Ansah & Ernest ([<reflink idref="bib8" id="ref19">8</reflink>]) in a related study asserted that the global economy has become so competitive, requiring graduates with TVET for the job market or self‐employment due to its potential to equip graduates with knowledge, skills, and attitudes desirable in the world of work. However, 20.5% who revealed not being engaged in the Art Sector had varied reasons which included lack of job opportunities, lack of capital to start a business in Art, and no interest in the Art Sector. The findings are contrary to Quayson ([<reflink idref="bib29" id="ref20">29</reflink>]).</p> <p>1 TABLE Assessment of P/D Graduates (2012–2016 Cohorts)</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Variables</th><th align="left">Freq.</th><th align="left">%</th></tr></thead><tbody valign="top"><tr><td align="left">Are you employed in the art industry?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Yes</p></list-item></list></td><td align="left">35</td><td align="char" char=".">79.5</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No</p></list-item></list></td><td align="left">9</td><td align="char" char=".">20.5</td></tr><tr><td align="left">Total</td><td align="left">44</td><td align="char" char=".">100.0</td></tr><tr><td align="left">If NO, why?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of job opportunities</p></list-item></list></td><td align="left">4</td><td align="char" char=".">44.5</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of capital to start a business</p></list-item></list></td><td align="left">2</td><td align="char" char=".">22.2</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No interest in the Art Industry</p></list-item></list></td><td align="left">3</td><td align="char" char=".">33.3</td></tr><tr><td align="left">Total</td><td align="left">9</td><td align="char" char=".">100.0</td></tr><tr><td align="left">Employment type?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Employee</p></list-item></list></td><td align="left">6</td><td align="char" char=".">17.1</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Self‐Employment</p></list-item></list></td><td align="left">29</td><td align="char" char=".">82.9</td></tr><tr><td align="left">Total</td><td align="left">35</td><td align="char" char=".">100.0</td></tr><tr><td align="left">Your general opinion about the programme</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Just an academic programme</p></list-item></list></td><td align="left">1</td><td align="char" char=".">2.3</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>It equips students with employable skills/self‐employment skills</p></list-item></list></td><td align="left">35</td><td align="char" char=".">79.5</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Very expensive</p></list-item></list></td><td align="left">1</td><td align="char" char=".">2.3</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lacks job opportunities</p></list-item></list></td><td align="left">7</td><td align="char" char=".">15.9</td></tr><tr><td align="left">Total</td><td align="left">44</td><td align="char" char=".">100.0</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Source</emph>: Field Survey 2017.</p> <p>Excitingly, the majority of the graduates (79.5%) who are engaged in Art related businesses, only 17.1% are employees whilst the rest (82.9%) are self‐employed. The inference of this finding is that the P/D curriculum is grounded on both practical and entrepreneurial contents needed for the total development of students.</p> <p>On the general opinion of the P/D programme to employment and job creation in the Art Sector in Ghana, once again, the majority of the graduates (79.5%) revealed that the programme has equipped them with employable skills as well as skills required to establish a business in the art sector. In line with the findings, Abelha <emph>et al</emph>. ([<reflink idref="bib1" id="ref21">1</reflink>]) noted that tertiary institutions globally are adopting strategies to improve the creativity and employability competencies of their graduates through innovations and collaborations with relevant stakeholders.</p> <hd id="AN0183991123-10">Industrial attachment supervisors' assessment of the HND industrial art, P/D option</hd> <p>Industrial attachment supervisors are key stakeholders in the training of students in the programme; hence, their assessment of the programme is needed to corroborate the views of the graduates concerning employment and job creation in the P/D Industry. From the assessment as indicated in Table 2, it emerged that 77.8% of the supervisors agreed that P/D graduates were employable and could create their own jobs from the knowledge and skills acquired through the programme, whilst 22.2% of the supervisors rather disagreed. The supervisors' disagreement was based on the fact that graduates will require further training to bring them up to industry standards. The findings are tallied with Bawakyillenuo <emph>et al</emph>. ([<reflink idref="bib12" id="ref22">12</reflink>]) after an assessment of Tertiary Education and Industrial Development in Ghana. Especially, on the graduate skills gap in the labour market, the study found that 30 out of the 37 companies who took part in the study revealed a substantial number of skills that are lacking in the labour market, vis‐a‐vis what the tertiary institutions are providing and concluded that retraining of graduates in the industry is required for efficiency at the workplace.</p> <p>2 TABLE Industrial Attachment Supervisors' Assessment of the HND Industrial Art, P/D Option</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Variables</th><th align="left">Freq.</th><th align="left">%</th></tr></thead><tbody valign="top"><tr><td align="left">Are our graduates employable in the Art Industry?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Yes</p></list-item></list></td><td align="left">7</td><td align="char" char=".">77.8</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No</p></list-item></list></td><td align="left">2</td><td align="char" char=".">22.2</td></tr><tr><td align="left">Total</td><td align="left">9</td><td align="char" char=".">100.0</td></tr><tr><td align="left">If NO, why?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Requires further training</p></list-item></list></td><td align="left">2</td><td align="char" char=".">100.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of job opportunities</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">2</td><td align="char" char=".">100.0</td></tr><tr><td align="left">Your general opinion about the programme</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Just an academic programme</p></list-item></list></td><td align="left">2</td><td align="char" char=".">22.2</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>It equips students with employable skills/self‐employment skills</p></list-item></list></td><td align="left">7</td><td align="left">77.8</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Very expensive</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lacks job opportunities</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">9</td><td align="char" char=".">100.0</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>Source</emph>: Field Survey 2017.</p> <p>Also, on the general opinion of the P/D programme to employment and job creation in the Art Sector in Ghana, 77.8% of the supervisors indicated that the programme can equip graduates with employable skills essential to establishing a business in P/D. Consistent with the findings, Nunfam <emph>et al</emph>. ([<reflink idref="bib27" id="ref23">27</reflink>]) indicated that most curriculums from the polytechnics have industrial attachment components to ensure that graduates are adequately trained for the job market. The implication was that graduates would have gained the competencies required from both the classroom and the industry through the internship programme to enable them to explore career opportunities internally/externally which confirms the assertion made by the Industrial Attachment Supervisors. Despite the overwhelming benefits of the programme, 22.2% of the supervisors said, the P/D programme was just an academic one.</p> <hd id="AN0183991123-11">Assessment of ceramics graduates (2012–2016 cohorts)</hd> <p>From Table 3, an assessment of Ceramics Graduates between 2012 and 2016 is presented. On whether a graduate was employed in the Art Sector or not, findings show that out of the 22 graduates assessed, 50.0% revealed being employed in the Art Sector, whilst the other 50.0% were not employed in the Art Sector. The finding implies that ceramics as a programme, endowed with practical competencies for the world of work, is unable to provide graduates with enough job opportunities, and this could partly be due to other factors, including the expensive nature of its equipment such as Kilns, Potter's Wheels, Pug Mill, Blungers, and industrial requirements for setting up an industry. For graduates who are not employed in the Art Sector, majority (90.9%) of them cited lack of job opportunities for their inability to gain employment in the industry, whereas the remaining 9.1% cited lack of capital to start a business in the sector. Regarding the lack of job opportunities in the ceramics industry, Asante‐Kyei ([<reflink idref="bib10" id="ref24">10</reflink>]) revealed that students are no longer encouraged to pursue ceramics programmes as a result of the declining health of the ceramic industry, which supports the findings. Again, Asante‐Kyei ([<reflink idref="bib10" id="ref25">10</reflink>]) on the challenges facing Ceramic industries in Ghana, its impact on Ceramic education, revealed a drift to other sectors of the economy by ceramics graduates because the ceramic industry is in a deplorable state. On the flip side, graduates with employment had 18.2% being employees whilst the majority of the graduates (81.8%) revealed that they are self‐employed.</p> <p>3 TABLE Assessment of Ceramics Graduates (2012–2016 Cohorts)</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Variables</th><th align="left">Freq.</th><th align="left">%</th></tr></thead><tbody valign="top"><tr><td align="left">Are you employed in the Art Industry?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Yes</p></list-item></list></td><td align="left">11</td><td align="char" char=".">50.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No</p></list-item></list></td><td align="left">11</td><td align="char" char=".">50.0</td></tr><tr><td align="left">Total</td><td align="left">22</td><td align="char" char=".">100.0</td></tr><tr><td align="left">If NO, why?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of job opportunities</p></list-item></list></td><td align="left">10</td><td align="char" char=".">90.9</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of capital to start a business</p></list-item></list></td><td align="left">1</td><td align="char" char=".">9.1</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No interest in the Art Industry</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">11</td><td align="char" char=".">100.0</td></tr><tr><td align="left">Employment type?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Employee</p></list-item></list></td><td align="left">2</td><td align="char" char=".">18.2</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Self‐Employment</p></list-item></list></td><td align="left">9</td><td align="char" char=".">81.8</td></tr><tr><td align="left">Total</td><td align="left">11</td><td align="char" char=".">100.0</td></tr><tr><td align="left">Your general opinion about the programme</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Just an academic programme</p></list-item></list></td><td align="left">3</td><td align="char" char=".">13.6</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>It equips students with employable skills/self‐employment skills</p></list-item></list></td><td align="left">10</td><td align="char" char=".">45.5</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Very expensive</p></list-item></list></td><td align="left">1</td><td align="char" char=".">4.5</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lacks job opportunities</p></list-item></list></td><td align="left">8</td><td align="char" char=".">36.4</td></tr><tr><td align="left">Total</td><td align="left">22</td><td align="char" char=".">100.0</td></tr></tbody></table> </ephtml> </p> <p>3 <emph>Source</emph>: Field Survey 2017.</p> <p>Regarding the general opinion of graduates towards the Ceramics Programme in contributing to employment and job creation in the Art Sector, findings revealed rather indecisive views from respondents. Out of the 22 graduates assessed, 45.5% said the programme has equipped them with employable skills/self‐employment skills expected in the industry. In line with the findings, Ida ([<reflink idref="bib18" id="ref26">18</reflink>]) described ceramics education as one that provides vocational enterprises and career development of individuals, as well as a pillar in the industrialisation of the Nigeria's constructions and electrical/electronic engineering sectors for socioeconomic development. Yet, 36.4% and 4.5% revealed that the programme lacks job opportunities and is also very expensive, respectively, except, 13.6% who felt, the programme was just an academic programme.</p> <hd id="AN0183991123-12">Industrial attachment supervisors' assessment of the HND industrial art, ceramics option</hd> <p>Table 4 presents the results of the Industrial Attachment Supervisors' assessment of the Ceramics Programme. Findings revealed that 100.0% of the supervisors believed graduates of the programme are employable in the Art Sector, given the fact that they are trained in both the theoretical and practical competencies. The finding above was noted by Asante‐Kyei ([<reflink idref="bib10" id="ref27">10</reflink>]) who indicated that ceramic education in Ghana has been developed towards producing ceramics graduates to occupy various positions in the industry as well as the educational sector which confirms the views of Industrial Attachment Supervisors.</p> <p>4 TABLE Industrial Attachment Supervisors' Assessment of the HND Industrial Art, Ceramics Option</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Variables</th><th align="left">Freq.</th><th align="left">%</th></tr></thead><tbody valign="top"><tr><td align="left">Are our graduates employable in the Art Industry?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Yes</p></list-item></list></td><td align="left">1</td><td align="char" char=".">100.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">1</td><td align="char" char=".">100.0</td></tr><tr><td align="left">If NO, why?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Requires further training</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of job opportunities</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Your general opinion about the programme</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Just an academic programme</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>It equips students with employable skills/self‐employment skills</p></list-item></list></td><td align="left">1</td><td align="char" char=".">100.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Very expensive</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lacks job opportunities</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">1</td><td align="char" char=".">100.0</td></tr></tbody></table> </ephtml> </p> <p>4 <emph>Source</emph>: Field Survey 2017.</p> <p>Apart from that, findings also revealed that 100.0% of the supervisors felt the programme could equip students with employable skills/self‐employment skills prerequisite for the world of business when they were requested to give a general opinion about the programme. A similar study by Andaratu ([<reflink idref="bib6" id="ref28">6</reflink>]) on Labour Market Outcomes and Subjective Wellbeing of University Graduates in Ghana found that graduates of TVET programmes were more likely to create/gain employment, as compared to their counterparts in Arts and Social Sciences because the market has placed a high value on these graduates.</p> <hd id="AN0183991123-13">Assessment of textiles graduates (2012–2016 cohorts)</hd> <p>Table 5 presents the result of the assessment of Textiles Graduates between 2012 and 2016. Findings show that less than half of the graduates (45.9%) have employment in the Art Sector, whilst the majority (54.1%) do not. The import of the findings revealed a dwindling textile industry in the country, coupled with the Ghanaian taste for foreign textile products as asserted by Jnr <emph>et al</emph>. ([<reflink idref="bib21" id="ref29">21</reflink>]). In the findings of Jnr, Amissah and Safo‐Ankama, the study revealed that the trade liberalisation policy of the country, cheap importation of foreign textiles, including second‐hand products, and the low patronage of textiles products produced in Ghana, collapsed most of the companies, if not all, leaving textiles graduates unemployed.</p> <p>5 TABLE Assessment of textiles graduates (2012–2016 cohorts)</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Variables</th><th align="left">Freq.</th><th align="left">%</th></tr></thead><tbody valign="top"><tr><td align="left">Are you employed in the art industry?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Yes</p></list-item></list></td><td align="left">17</td><td align="char" char=".">45.9</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No</p></list-item></list></td><td align="left">20</td><td align="char" char=".">54.1</td></tr><tr><td align="left">Total</td><td align="left">37</td><td align="char" char=".">100.0</td></tr><tr><td align="left">If NO, why?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of job opportunities</p></list-item></list></td><td align="left">18</td><td align="char" char=".">90.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of capital to start a business</p></list-item></list></td><td align="left">1</td><td align="char" char=".">5.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No interest in the Art Industry</p></list-item></list></td><td align="left">1</td><td align="char" char=".">5.0</td></tr><tr><td align="left">Total</td><td align="left">20</td><td align="char" char=".">100.0</td></tr><tr><td align="left">Employment type?</td><td align="left" /></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Employee</p></list-item></list></td><td align="left">4</td><td align="char" char=".">23.5</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Self‐Employment</p></list-item></list></td><td align="left">13</td><td align="char" char=".">76.5</td></tr><tr><td align="left">Total</td><td align="left">17</td><td align="char" char=".">100.0</td></tr><tr><td align="left">Your general opinion about the programme</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Just an academic programme</p></list-item></list></td><td align="left">4</td><td align="char" char=".">10.8</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>It equips students with employable skills/self‐employment skills</p></list-item></list></td><td align="left">17</td><td align="char" char=".">45.9</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Very expensive</p></list-item></list></td><td align="left">1</td><td align="char" char=".">2.7</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lacks job opportunities</p></list-item></list></td><td align="left">15</td><td align="char" char=".">40.5</td></tr><tr><td align="left">Total</td><td align="left">37</td><td align="char" char=".">100.0</td></tr></tbody></table> </ephtml> </p> <p>5 Source: Field Survey 2017.</p> <p>In line with the finding, some graduates of the programme who were also interviewed indicated that the textiles sector lacks large‐scale industries that can absorb them if they are not ready to be self‐employed. According to TG1,</p> <p>Most of the companies that were set up several decades ago to provide jobs in the textile sector have all collapsed due to factors such as poor management, cheap imports of foreign textiles, and low investment in machinery. For we the young graduates in the sector, the only way is to venture into the already choked clothing and textiles industry or divert to other areas, because, it is very expensive to set up in the pure textiles industry (Personal Communication, June 2017).</p> <p>As indicated, 90.0% of the graduates without employment revealed a lack of job opportunities in the industry. The revelation confirms the findings of Amankwah <emph>et al</emph>. ([<reflink idref="bib4" id="ref30">4</reflink>]) who found that most textile graduates are unemployed since there are no jobs. Other reasons for their inability to secure jobs in the industry include lack of capital to start a business and no interest in the industry. For graduates with employment in the industry, again, only 23.5% are employees. The majority of the graduates (76.5%) are self‐employed.</p> <p>In assessing to know graduates' general opinion about the Textiles Programme in contributing to employment and job creation in the Art Sector, findings show that 45.9% of the graduates said the programme has equipped them with employable skills/self‐employment skills. Aside that, 40.5% of the graduates felt the programme lacks job opportunities, whilst 10.8% and 2.7% claim the programme was just an academic programme and very expensive, respectively. On equipping graduates with employable skills/self‐employment skills, again, Amankwah <emph>et al</emph>. ([<reflink idref="bib4" id="ref31">4</reflink>]) found that the HND Commercial Art (Textiles option) of Takoradi Polytechnic has equipped graduates with knowledge and skills for the world of work, which has seen some of them being employed to teach in the senior high and basic schools, whilst others have established on their own, small‐scale textile enterprises.</p> <hd id="AN0183991123-14">Industrial attachment supervisors' assessment of the HND industrial art, textiles option</hd> <p>Table 6 presents the assessment results of the Industrial Attachment Supervisors' assessment of the Textiles Programme. Findings reveal that all the two supervisors, constituting 100.0% agreed graduates of the Textiles programme are employable in the Art Sector. This revelation is in tandem with the programmes' objective of providing students with knowledge and skills in Textiles required to fit well in textiles‐related industries in Ghana. Regarding practical skills attainment for the world of work in the textiles industry as indicated in the curriculum, Sarpong & Amankwah ([<reflink idref="bib30" id="ref32">30</reflink>]) in a similar study agreed with the finding. The study examined the Teaching of Fashion and Textiles Studies in Ghanaian Tertiary Institutions and found that Fashion Design and Textiles Studies in Ghanaian tertiary institutions do not only provide theoretical academic qualifications but provisions of practical skills and competencies for employment or self‐employment after graduation.</p> <p>6 TABLE Industrial attachment supervisors' assessment of the HND industrial art, textiles option</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Variables</th><th align="left">Freq.</th><th align="left">%</th></tr></thead><tbody valign="top"><tr><td align="left">Are our graduates employable in the art industry?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Yes</p></list-item></list></td><td align="left">2</td><td align="char" char=".">100.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">2</td><td align="char" char=".">100.0</td></tr><tr><td align="left">If NO, why?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Requires further training</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of job opportunities</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Your general opinion about the programme</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Just an academic programme</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>It equips students with employable skills/self‐employment skills</p></list-item></list></td><td align="left">2</td><td align="char" char=".">100.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Very expensive</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lacks job opportunities</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">2</td><td align="char" char=".">100.0</td></tr></tbody></table> </ephtml> </p> <p>6 <emph>Source</emph>: Field Survey 2017.</p> <p>Skills provision to students as indicated in the curriculum is a shared responsibility of both the polytechnic/technical university and the industry. Therefore, when Industrial Attachment Supervisors were requested on their general opinion about the programme, findings indicate that all supervisors (100.0%) believed the programme equips graduates with employable skills/self‐employment skills needed in the industry. In conformity with the finding, Annoh ([<reflink idref="bib7" id="ref33">7</reflink>]) noted that textile education at the higher level of education in Ghana is a component of TVET; hence, its ability to offer/create employment leads to poverty reduction and inequalities in the society.</p> <hd id="AN0183991123-15">Assessment of leatherwork graduates (2012–2016 cohorts)</hd> <p>As shown in Table 7 on the assessment of Leatherwork graduates between 2012 and 2016, findings show that, out of the 34 graduates assessed, a little over half of the graduates (52.9%) had employment in the Art Sector. This means that the curriculum of the programme has been well designed to meet the ever‐dynamic and traditional vocation in Ghana and Africa as a whole. To corroborate the findings, Boahin ([<reflink idref="bib13" id="ref34">13</reflink>]) acknowledged that Leatherwork as a Ghanaian vacation has provided several indigenous communities in the northern part of Ghana jobs for their livelihood. UNCTAD ([<reflink idref="bib33" id="ref35">33</reflink>]) and Appiah‐Brempong <emph>et al</emph>. ([<reflink idref="bib9" id="ref36">9</reflink>]) have also identified the leather industry as traditional in Africa, employing and contributing beneficially to rural livelihood. Alam ([<reflink idref="bib3" id="ref37">3</reflink>]) on Problems and Prospects of the Leather Industry in U.P. found the industry in all its aspects as labour intensive, employing many people whether directly or indirectly in the state, and this helps in reducing unemployment. However, for graduates (47.1%) without employment in the Art Sector, 87.5% mentioned lack of job opportunities in the art industry, whilst, 6.2% each citing lack of capital to start a business and no interest in the Art Sector, respectively, as reasons for not being employed.</p> <p>7 TABLE Assessment of Leatherwork Graduates (2012–2016 Cohorts)</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Variables</th><th align="left">Freq.</th><th align="left">%</th></tr></thead><tbody valign="top"><tr><td align="left">Are you employed in the Art Industry?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Yes</p></list-item></list></td><td align="left">18</td><td align="char" char=".">52.9</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No</p></list-item></list></td><td align="left">16</td><td align="char" char=".">47.1</td></tr><tr><td align="left">Total</td><td align="left">34</td><td align="char" char=".">100.0</td></tr><tr><td align="left">If NO, why?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of job opportunities</p></list-item></list></td><td align="left">14</td><td align="char" char=".">87.5</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of capital to start a business</p></list-item></list></td><td align="left">1</td><td align="char" char=".">6.2</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No interest in the Art Industry</p></list-item></list></td><td align="left">1</td><td align="char" char=".">6.2</td></tr><tr><td align="left">Total</td><td align="left">16</td><td align="char" char=".">100.0</td></tr><tr><td align="left">Employment type?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Employee</p></list-item></list></td><td align="left">6</td><td align="char" char=".">33.3</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Self‐Employment</p></list-item></list></td><td align="left">12</td><td align="char" char=".">66.7</td></tr><tr><td align="left">Total</td><td align="left">18</td><td align="char" char=".">100.0</td></tr><tr><td align="left">Your general opinion about the programme</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Just an academic programme</p></list-item></list></td><td align="left">2</td><td align="char" char=".">5.9</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>It equips students with employable skills/self‐employment skills</p></list-item></list></td><td align="left">20</td><td align="char" char=".">58.8</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Very expensive</p></list-item></list></td><td align="left">1</td><td align="char" char=".">2.9</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lacks job opportunities</p></list-item></list></td><td align="left">11</td><td align="char" char=".">32.4</td></tr><tr><td align="left">Total</td><td align="left">34</td><td align="char" char=".">100.0</td></tr></tbody></table> </ephtml> </p> <p>7 <emph>Source</emph>: Field Survey 2017.</p> <p>With the type of employment, findings show that 33.3% are employees, whilst 66.7% are self‐employed. In support of the findings, an interview with LG1 had this to say:</p> <p>Before I even graduated, I had started producing slippers for sale to my colleagues on campus and that made me some money for the final year facility user fees and the registration of my business certificate at the Registrar's General office in Tamale. Therefore, I had a self‐business running before graduation, which has now employed two people (Personal Communication, June 2017).</p> <p>Finally, graduates were also requested to give an overall opinion about the Leatherwork programme. Out of the 34 graduates who responded, 58.8% indicated that the programme has equipped them with employable skills/self‐employment skills needed in the industry. However, 32.4%, 5.9%, and 2.9% of the graduates think the programme lacks job opportunities, is just an academic programme, and is very expensive as well, respectively. Touching on the Leatherwork option being just an academic programme, offering little knowledge and skills needed for the world of work, the ILO ([<reflink idref="bib20" id="ref38">20</reflink>]) noted that formal TVET programmes such as the HND programmes run in the polytechnics do not offer the skills required in the industry and attributed the challenges to outdated curriculums, under‐equipped workshops, lack of qualified and industry‐experienced staff, and inadequate pedagogies.</p> <hd id="AN0183991123-16">Industrial attachment supervisors' assessment of the HND industrial art,</hd> <p></p> <hd id="AN0183991123-17">Leatherwork option</hd> <p>Table 8 presents the assessment results of the Industrial Attachment Supervisors' assessment of the Leatherwork Programme. Findings reveal that all four supervisors, representing 100.0%, agreed that graduates of the programme are employable in the Art Sector. This attestation by the supervisors goes to buttress the point that the rationale for the mounting of the programme in the university was to offer students practical industrial art knowledge and skills in Leatherwork for the world of work (Tamale Polytechnic [<reflink idref="bib31" id="ref39">31</reflink>]). In supervisors' general opinion about the programme, findings also show that all supervisors (100.0%) think the programme has equipped graduates with employable skills/self‐employment skills needed in the Leatherwork industry.</p> <p>8 TABLE Industrial Attachment Supervisors' Assessment of the HND Industrial Art, Leatherwork Option</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Variables</th><th align="left">Freq.</th><th align="left">%</th></tr></thead><tbody valign="top"><tr><td align="left">Are our graduates employable in the art industry?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Yes</p></list-item></list></td><td align="left">4</td><td align="char" char=".">100.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>No</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">4</td><td align="char" char=".">100.0</td></tr><tr><td align="left">If NO, why?</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Requires further training</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lack of job opportunities</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Your general opinion about the programme</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Just an academic programme</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>It equips students with employable skills/self‐employment skills</p></list-item></list></td><td align="left">4</td><td align="char" char=".">100.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Very expensive</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left"><list list-type="Bullet"><list-item><p>Lacks job opportunities</p></list-item></list></td><td align="left">0</td><td align="char" char=".">0.0</td></tr><tr><td align="left">Total</td><td align="left">4</td><td align="char" char=".">100.0</td></tr></tbody></table> </ephtml> </p> <p>8 <emph>Source</emph>: Field Survey 2017.</p> <p>Based on the overwhelming favourable endorsement of graduates' employability rate, as well as their ability to create jobs in the Art Sector means that the programme is vocational. The study of Lewin ([<reflink idref="bib23" id="ref40">23</reflink>]) on TVET programmes found that education in TVET arms graduates with competencies required in the labour market for either employment or self‐employment.</p> <hd id="AN0183991123-18">CONCLUSIONS</hd> <p>Based on the findings from the programme's options (P/D, Ceramics, Textiles, and Leatherwork), the following conclusions have been drawn:</p> <hd id="AN0183991123-19">P/D option</hd> <p>In assessing the effectiveness and the contribution of the P/D programme to employment and job creation in the Art Sector in Ghana, 79.5% of the graduates were found to be employed, with most of them being self‐employed. Industry's assessment also revealed a positive confirmation of the graduates being employable or able to create their jobs, because the programme can offer graduates the competencies required to function properly in the industry.</p> <hd id="AN0183991123-20">Ceramics option</hd> <p>The effectiveness and contribution of the Ceramics programme to employment and job creation in the Art Sector in Ghana were evaluated. The conclusion is that Ceramics graduates (2012–2016) were divided in terms of their chances of securing or creating a job in the Art Sector in Ghana. The few graduates, who are able to secure jobs, are mainly into self‐employment. However, the graduates who could not be employed felt the Ceramics industry lacked job opportunities.</p> <hd id="AN0183991123-21">Textiles option</hd> <p>In terms of the programme's effectiveness and its contribution to employment and job creation in the Art Sector in Ghana, it can be concluded that the textile programme has not succeeded in achieving that outcome, as more than half (54.1%) of the graduates assessed do not have jobs in the sector.</p> <hd id="AN0183991123-22">Leatherwork option</hd> <p>On the programme's effectiveness and its contribution to employment and job creation in the Art Sector in Ghana, the conclusion is that the leatherwork programme, which is TVET in form, has equipped graduates with the requisite knowledge and skills in leatherwork well to enable them to create jobs in the industry or be employed as contained in the aims and objectives of the Leatherwork programme.</p> <hd id="AN0183991123-23">General conclusion</hd> <p>Taking into account the general findings of the study, it is evident that broader consultations are required, especially drawing lessons from best practices across the globe in designing TVET curriculum for the benefit of this ever‐dynamic society.</p> <hd id="AN0183991123-24">Conflict of interest</hd> <p>No potential conflict of interest was reported by the authors.</p> <hd id="AN0183991123-25">ACKNOWLEDGEMENTS</hd> <p>First of all, our profound gratitude goes to all the lecturers/technicians and students (past and present) of the Industrial Art Department, Tamale Technical University, and the various Industrial Attachment Supervisors who participated in the study. Their feedback contributed to shaping the study. We would also like to thank the reviewers for their efforts in reviewing the manuscript and suggestions to improve the quality of the paper. Even though the review process took quite a long time, the criticism and suggestions contributed immensely to improving the quality of the paper.</p> <hd id="AN0183991123-26">A Appendix Krejcie & Morgan (1970) Table for Determining Sample Size for Research Activit...</hd> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">N</th><th align="left">S</th><th align="left">N</th><th align="left">S</th><th align="left">N</th><th align="left">S</th><th align="left">N</th><th align="left">S</th><th align="left">N</th><th align="left">S</th></tr></thead><tbody valign="top"><tr><td align="center">10</td><td align="left">10</td><td align="left">100</td><td align="left">80</td><td align="left">280</td><td align="left">162</td><td align="left">800</td><td align="left">260</td><td align="left">2800</td><td align="left">338</td></tr><tr><td align="center">15</td><td align="left">14</td><td align="left">110</td><td align="left">86</td><td align="left">290</td><td align="left">165</td><td align="left">850</td><td align="left">265</td><td align="left">3000</td><td align="left">341</td></tr><tr><td align="center">20</td><td align="left">19</td><td align="left">120</td><td align="left">92</td><td align="left">300</td><td align="left">169</td><td align="left">900</td><td align="left">269</td><td align="left">3500</td><td align="left">246</td></tr><tr><td align="center">25</td><td align="left">24</td><td align="left">130</td><td align="left">97</td><td align="left">320</td><td align="left">175</td><td align="left">950</td><td align="left">274</td><td align="left">4000</td><td align="left">351</td></tr><tr><td align="center">30</td><td align="left">28</td><td align="left">140</td><td align="left">103</td><td align="left">340</td><td align="left">181</td><td align="left">1000</td><td align="left">278</td><td align="left">4500</td><td align="left">351</td></tr><tr><td align="center">35</td><td align="left">32</td><td align="left">150</td><td align="left">108</td><td align="left">360</td><td align="left">186</td><td align="left">1100</td><td align="left">285</td><td align="left">5000</td><td align="left">357</td></tr><tr><td align="center">40</td><td align="left">36</td><td align="left">160</td><td align="left">113</td><td align="left">380</td><td align="left">181</td><td align="left">1200</td><td align="left">291</td><td align="left">6000</td><td align="left">361</td></tr><tr><td align="center">45</td><td align="left">40</td><td align="left">180</td><td align="left">118</td><td align="left">400</td><td align="left">196</td><td align="left">1300</td><td align="left">297</td><td align="left">7000</td><td align="left">364</td></tr><tr><td align="center">50</td><td align="left">44</td><td align="left">190</td><td align="left">123</td><td align="left">420</td><td align="left">201</td><td align="left">1400</td><td align="left">302</td><td align="left">8000</td><td align="left">367</td></tr><tr><td align="center">55</td><td align="left">48</td><td align="left">200</td><td align="left">127</td><td align="left">440</td><td align="left">205</td><td align="left">1500</td><td align="left">306</td><td align="left">9000</td><td align="left">368</td></tr><tr><td align="center">60</td><td align="left">52</td><td align="left">210</td><td align="left">132</td><td align="left">460</td><td align="left">210</td><td align="left">1600</td><td align="left">310</td><td align="left">10,000</td><td align="left">373</td></tr><tr><td align="center">65</td><td align="left">56</td><td align="left">220</td><td align="left">136</td><td align="left">480</td><td align="left">214</td><td align="left">1700</td><td align="left">313</td><td align="left">15,000</td><td align="left">375</td></tr><tr><td align="center">70</td><td align="left">59</td><td align="left">230</td><td align="left">140</td><td align="left">500</td><td align="left">217</td><td align="left">1800</td><td align="left">317</td><td align="left">20,000</td><td align="left">377</td></tr><tr><td align="center">75</td><td align="left">63</td><td align="left">240</td><td align="left">144</td><td align="left">550</td><td align="left">225</td><td align="left">1900</td><td align="left">320</td><td align="left">30,000</td><td align="left">379</td></tr><tr><td align="center">80</td><td align="left">66</td><td align="left">250</td><td align="left">148</td><td align="left">600</td><td align="left">234</td><td align="left">2000</td><td align="left">322</td><td align="left">40,000</td><td align="left">380</td></tr><tr><td align="center">85</td><td align="left">70</td><td align="left">260</td><td align="left">152</td><td align="left">650</td><td align="left">242</td><td align="left">2200</td><td align="left">327</td><td align="left">50,000</td><td align="left">381</td></tr><tr><td align="center">90</td><td align="left">73</td><td align="left">270</td><td align="left">155</td><td align="left">700</td><td align="left">248</td><td align="left">2400</td><td align="left">331</td><td align="left">75,000</td><td align="left">382</td></tr><tr><td align="center">95</td><td align="left">76</td><td align="left">270</td><td align="left">159</td><td align="left">750</td><td align="left">256</td><td align="left">2600</td><td align="left">335</td><td align="left">100,000</td><td align="left">384</td></tr></tbody></table> </ephtml> </p> <ulist> <item>9 "N" is population size.</item> <item>10 "S" is sample size.</item> </ulist> <ref id="AN0183991123-27"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref15" type="bt">1</bibl> <bibtext> Abelha, M., Fernandes, S., Mesquita, D., Seabra, F. & Ferreira‐Oliveira, A. 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  Data: Employment and Job Creation in the Art Sector in Ghana: Evidence from a Tracer Survey of the Higher National Diploma Industrial Art
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  Data: <searchLink fieldCode="AR" term="%22Musah+Bukari%22">Musah Bukari</searchLink><br /><searchLink fieldCode="AR" term="%22Ebenezer+Kofi+Howard%22">Ebenezer Kofi Howard</searchLink><br /><searchLink fieldCode="AR" term="%22Patrick+Osei-Poku%22">Patrick Osei-Poku</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Art+%26+Design+Education%22"><i>International Journal of Art & Design Education</i></searchLink>. 2025 44(1):32-48.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Label: Page Count
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  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
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  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Graphic+Arts%22">Graphic Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Industrial+Arts%22">Industrial Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Market%22">Labor Market</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Development%22">Job Development</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Potential%22">Employment Potential</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Institutes%22">Technical Institutes</searchLink><br /><searchLink fieldCode="DE" term="%22Painting+%28Industrial+Arts%29%22">Painting (Industrial Arts)</searchLink><br /><searchLink fieldCode="DE" term="%22Ceramics%22">Ceramics</searchLink><br /><searchLink fieldCode="DE" term="%22Handicrafts%22">Handicrafts</searchLink><br /><searchLink fieldCode="DE" term="%22Textiles+Instruction%22">Textiles Instruction</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jade.12523
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  Label: ISSN
  Group: ISSN
  Data: 1476-8062<br />1476-8070
– Name: Abstract
  Label: Abstract
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  Data: In Technical Universities in Ghana, the Higher National Diploma (HND) programmes are well-established higher education programmes for the provision of middle-level manpower needs of the Country. The programmes are considered industry-related, offering students the knowledge and skills required for effective performance at work. However, there is very little tracer survey on the polytechnic/technical university graduate on the relevance of the HND Industrial Art Programmes run in the polytechnics/technical universities, apart from a study on exploring the destinations of Higher National Diploma, Graphic Design graduates in the Ghanaian labour market. Therefore, the study sought to conduct a tracer study on the impact of the HND Industrial Art Programme on the Art Sector in Ghana. To carry out the study, the main objective was to assess the effectiveness and the contribution of the HND Industrial Art Programme to employment and job creation in the Art Sector in Ghana. The Concurrent Triangulated Mixed Method research approach was adopted to undertake the research. From the study, the major finding is that the Painting and Decoration (P/D), Ceramics and Leatherwork options all succeeded in creating jobs/empowering graduates to create their own jobs, but that cannot be said with the Textiles option. The findings have implications for TVET training in the country. It is therefore recommended that appropriate steps should be taken in consultation with the Ghana Tertiary Education Council (GTEC) to have a holistic review of the curriculum to make it relevant for the benefit of this ever-dynamic society.
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  Data: 2025
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      – Text: English
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      Pagination:
        PageCount: 17
        StartPage: 32
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Graphic Arts
        Type: general
      – SubjectFull: Industrial Arts
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      – SubjectFull: Labor Market
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      – SubjectFull: Job Development
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      – SubjectFull: Technical Institutes
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      – SubjectFull: Painting (Industrial Arts)
        Type: general
      – SubjectFull: Ceramics
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      – SubjectFull: Handicrafts
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      – SubjectFull: Textiles Instruction
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      – SubjectFull: Ghana
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