Polytechnics education in Ghana, as it is now, lacks proper direction. Indeed, Poku et al. (2013) stated that education in Ghana can be described as being under experimentation, without a very clear direction and focus. It is observed that Polytechnic education which is meant to enhance trainee’s practical abilities and prepare them effectively for the world of work has been degrading gradually. Many polytechnics in Africa do not possess adequate laboratory facilities, the linkages with industries are totally broken, their curriculum has become obsolete and do not respond to the market need. All these factors have negatively affected young graduates of polytechnics for years back. It is extremely difficult for them to value themselves and access a job available on market. Some few who are lucky to be employed have to undertake a certain number of training in their industry in order to meet the job requirements. In view of these problems, this paper proposes the adoption a Competency Based Education (CBE) Approach to re-strengthen the practical skills, the linkage with industry and finally improve work accessibility to Polytechnic's graduates in Ghana. A case study of Competency Based Education (CBE) program in Mechanical Engineering at Accra Polytechnic (Ghana) was considered from 2009 to 2013. Secondary data were collected on student rate of employment each year for both the normal Higher National Diploma (HND) program and the CBE program. Analysis shows that the CBE approach enhances job accessibility better than the normal programmes and at the same time equips trainees with considerable skills required in industry. However, the limited number of students enrolled on the CBE program, the lack of awareness and proper readiness for CBE approach, have contributed to limit the effective implementation of the CBE system in Ghana.
Key words: CBE, polytechnic education, employment, practical skills transferred.
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