Informal apprenticeship for junior high school leavers in Accra, Ghana : a phenomenological investigation into quality and inclusivity

Abstract

Globally, Technical and Vocational Education and Training (TVET) is recognised as a vital catalyst for sustainable development and youth employment (SDG 4). In Sub-Saharan Africa, the informal sector absorbs the vast majority of youth labour; however, it often lacks the structural quality required to compete in a digitally driven global economy. In Ghana, informal apprenticeship provides a critical alternative pathway for Junior High School (JHS) leavers who face financial constraints or academic challenges. Nevertheless, despite government interventions such as the National Apprenticeship Programme (NAP), the sector continues to grapple with issues of exclusivity and quality deficits. This study aimed to evaluate the quality of informal apprenticeship and to develop an appropriate transition framework for JHS leavers, with a specific focus on the dressmaking trade in the Greater Accra Region. Adopting an interpretivist paradigm, the research employed a qualitative phenomenological design. Data were collected through semi-structured interviews, focus group discussions, and non-participant observations involving 41 purposively selected participants, including apprentices, master craftsmen, industry stakeholders, trade association executives, and government officials. Thematic analysis was conducted using Atlas.ti software. The findings reveal that the transition of JHS leavers into apprenticeship is largely uncoordinated, relying on informal social networks rather than institutional support. Training quality is compromised by incompetent master craftsmen, obsolete tools, poor working environments, and the absence of a structured curriculum. Crucially, the study identifies a regulatory void: state agencies such as the Commission for Technical and Vocational Education and Training (CTVET) lack the data and resources to effectively monitor the sector, while the Ghana National Tailors and Dressmakers Association (GNTDA) struggles with capacity and inclusivity. Based on these findings, the study developed the Inclusive School-to-Quality Apprenticeship Transition Framework, which proposes a structured pathway integrating state oversight, trade association collaboration, and Competency-Based Training (CBT) standards. The study is limited to the dressmaking sector in an urban setting; therefore, the results may not be generalisable to all trades or rural contexts. Future research should explore the applicability of this framework to other vocational trades and regions to inform a comprehensive national policy.