An Open Letter to the Director-General of GTEC – Addressing the Gaps in Research Skill Training for Postgraduate Students in Ghanaian Universities

Dear Director-General,

I recognize your hard work and commitment to transforming higher education in Ghana. Your leadership has led to significant improvements, and your vision for academic excellence has inspired many students, educators, and institutions nationwide. However, there is a significant concern regarding the difficulties faced by many postgraduate students in Ghana who, after investing their time, aspirations, and money into obtaining a postgraduate degree, end up in academic limbo.

Esteemed Director-General, do you know that uncountable number of postgraduate students in some of our universities encounter endless delays, overwhelming frustrations, and often unbearable feeling of failure-not due to a lack of dedication, but because the institutions they trusted have not equipped them with the necessary research skills to complete their dissertations? The sad reality is that far too many students are left questioning why the very institutions they relied on have let them down. I also share their sadness and frustration, wondering how GTEC has permitted such oversights to impact its future leaders.

Unreasonable Delays and Financial Burdens on Students

It is discouraging that a one-year top-up, frequently stretches to two or even three years due to lack of research support. Distinguished Director-General, doesn’t this highlight a failure within our graduate schools? Should a student entering a one-year program be forced to endure a three-year struggle because of institutional deficiencies? Such inefficiency would be intolerable in other parts of the world. So what are we doing about it? Are we not failing our students and, by extension, our nation?

As an indisputable fact, many students find it challenging to finish their research projects due to inadequate guidance and skills training. Instead of rectifying this training gap, some universities often penalize students struggling to complete their work, imposing extra fees and extensions that add to their financial and emotional burden. This leads to a critical question: how could students who should have received sufficient research training be unable to complete essential research tasks?

I think that, the  situation is not only unjust but also raises concerns about universities’ accountability in meeting their educational responsibilities. Are these universities not responsible for developing our nation’s research capabilities and future workforce ? and why the neglect of research skill training? Why should they assume that their students should already possess these skills before enrolling on the programs?

Key Implications

This ongoing problem has serious implications for the country. Students who cannot finish their programs may feel disheartened, leading them to withdraw and forfeit their initial investment along with the potential economic contributions they could have had. Meanwhile, those who graduate without the necessary research skills find themselves unprepared for the job market or further studies. In a time when knowledge-based economies rely on innovation and data, we cannot afford to have a poorly trained postgraduate workforce.

Recommendations for GTEC’s Intervention

To tackle these challenges, I respectfully suggest that GTEC implement and enforce a set of policies aimed at enhancing postgraduate research education:

• Establish Research Skills Standards: GTEC should require all postgraduate programs to incorporate standardized research training modules that provide students with crucial skills ranging from proposal writing to data analysis and academic publishing.
• Monitor Admission and Graduation Rates: By analysing the admission and completion rates of postgraduate programs, GTEC could identify universities where a considerable number of students do not finish their studies, highlighting institutions that may lack adequate support.
• Accountability in Supervision: GTEC could mandate universities to submit regular progress reports on students and supervisory practices, ensuring that supervisors effectively fulfil their responsibilities. Supervisors should receive training and incentives to mentor students with care, especially those who may find research tasks challenging.
• Student Feedback Mechanism: Implementing a feedback system for students would provide GTEC with direct insight into the obstacles they encounter, enabling a tailored response. The collected feedback could inform improvements in teaching methods and support services.
• Review of Penalty Policies: GTEC could collaborate with universities to re-evaluate penalty policies for students experiencing genuine difficulties. This would prevent penalties from being misused as a revenue source at the expense of students’ well-being.
• Regular Audits of Postgraduate Programs: To maintain compliance, GTEC should consider conducting regular audits of postgraduate programs. This would help identify gaps in research training and uphold high standards of academic integrity across institutions.

Final Reflections

The duty of ensuring that graduates are well-trained and capable of conducting research is shared by both students and the institutions that collect their fees and provide essential skills for the future. It is crucial that universities undertake this responsibility with integrity, dedication, and accountability. GTEC, which regulates higher education in Ghana, has the authority to promote and implement these vital changes. As a nation, it is essential to focus on equipping our postgraduate students with strong research abilities, not just for their own academic and personal growth, but also for the long-term prosperity of Ghana. Through a united effort, we can create a higher education system that effectively supports its students and benefits the country as a whole.

Honourable Director-General, I genuinely hope you would consider these recommendations and take the necessary steps toward establishing a more equitable and supportive environment for postgraduate education. This would ensure that our workforce remains competitive, skilled, and well-equipped to meet the demands of a knowledge-driven economy.

WISDOM KOUDJO KLU,

EDUCATIONIST/COLUMNIST,

GREATER ACCRA REGION.

[email protected]