IJLTEMAS International Journal of Latest Technology in Engineering, Management & Applied Science (IJLTEMAS) IJLTEMAS 2278-2540 IJLTEMAS 202 10.51583/IJLTEMAS.2026.150800008 Education From Classroom to Factory Floor: Assessing the Efficacy of Technology Transfer in Electrical Tvet Programs Across Greater Accra, Ashanti, and Eastern Regions F., S B Osman Osumanu, Department of Electrical/Electronic, Accra Technical University Ghana S. N. O., Osei, E. B. Wellington, Department of Data Science and Analytics, Thrive Africa Ghana B, Djavon.E.Kafui Addo-Mensah, Department of Theoretical and Applied Biology, Kwame Nkrumah University of Science and Technology Ghana 15 8 140 151 16 08 2026 21 08 2026 01 09 2026 Curriculum alignment electrical engineering industrial placement technology transfer Triple Helix TVET Abstract

This paper explores the effectiveness of technology transfer in electrical TVET programs in Ghana in three main industrial zones. The quantitative, cross-sectional design was used, based on graduate and employer data in Greater Accra, Ashanti, and Eastern regions. Based on the Triple Helix Model, the research evaluated alignment and transition of graduates into engineering jobs. Results indicate that there has been a continued lack of alignment between what is taught in the classrooms and the competency demands on the factory-floor. The average scores of the relevance of the curriculum were lower than the Likert midpoint in all three regions. There were also employment transition rates of between 22.4 and 41.6 in the Eastern region and Greater Accra, respectively. The policy recommendations will be addressed to the Ministry of Education and the technical universities in the regions.

 References Addy, E., Adabor, E. S., & Badu, Y. A. (2025). Promoting sustainable innovations in technical universities: Critical success factors of the triple helix model. Industry and Higher Education, 39(4), 453-471. https://doi.org/10.1177/09504222251336297 Agarwal, N., & Mani, S. (2025). New evidence on vocational and apprenticeship training programs in developing countries. In Handbook of experimental development economics (pp. 281-307). Edward Elgar Publishing. https://doi.org/10.4337/9781800885370.00020 Akyeampong, K. (2009). Revisiting free compulsory universal basic education (FCUBE) in Ghana. Comparative Education, 45(2), 175-195. https://doi.org/10.1080/03050060902920534 Amedorme, S. K., & Fiagbe, Y. A. (2013). Challenges facing technical and vocational education in Ghana. Cell, 233, 244833980. Chiamogu, A. P., & Chiamogu, U. P. (2025). Bridging Skills Mismatch in Nigeria’s TVET System: Integrating Industry 4.0 Competencies for Entrepreneurial Readiness. Journal of Science Innovation and Technology Research. https://orcid.org/0000-0002-7128-0033 Ekuma, K. (2019). Postcolonialism and national HRD: understanding contemporary challenges to skills development in sub-Saharan Africa. Human Resource Development International, 22(4), 321-342. https://doi.org/10.1080/13678868.2019.1612651 Etzkowitz, H. (2003). Innovation in innovation: The triple helix of university-industry-government relations. Social Science Information, 42(3), 293-337. https://doi.org/10.1177/05390184030423002 Etzkowitz, H., & Leydesdorff, L. (1998). A triple helix of university—Industry—Government relations: Introduction. Industry and Higher Education, 12(4), 197-201. Khosla, I. (2021). Book review: Social research methods: Qualitative and quantitative approaches. https://doi.org/10.3389/fpsyg.2021.696828 King, K., & Palmer, R. (2010). Planning for technical and vocational skills development. Lamptey, P. (2022). Ghana Beyond Aid: Reimagining the Role of Higher Educational Institutions in Ghana (Doctoral dissertation, Ashesi University). Lauglo, J. (2005). Vocationalised secondary education revisited. In Vocationalisation of secondary education revisited (pp. 3-49). Dordrecht: Springer Netherlands. https://doi.org/10.1007/1-4020-3034-7_1 Mugabirwe, O., Muhumuza, B., & Mugabe, R. (2025). Rethinking Vocational Education and Training: A Systematic Review of Creativity, Innovation, and Skills Development in Sub-Saharan Africa. JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam, 3(2), 272-299. https://doi.org/10.71305/jmpi.v3i2.601 Ntetha, Z., & Taole, M. J. (2025). Factors Influencing Workforce Development of TVET Graduates: A Case Study of Electrical Engineering Students in a TVET College in South Africa. Journal of Technical Education and Training, 17(2), 245-256. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/13973 Oketch, M. O. (2007). To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa. International Journal of Educational Development, 27(2), 220-234. https://doi.org/10.1016/j.ijedudev.2006.07.004 Owusu-Agyeman, Y., Brenya, B., Kwapong, O. A. T. F., & Abrefa-Gyan, T. (2025). Teacher perceptions about the reputation of technical and vocational education and training in Ghana. Education+ Training, 67(3), 361-388. https://doi.org/10.1108/ET-10-2023-0446 Owusu-Ansah, K. K. (2024). Sustainable development: Implications for urban employment in emerging global cities, a case study of Accra, Ghana. University of Wyoming. Ranga, M., & Etzkowitz, H. (2013). Triple Helix systems: an analytical framework for innovation policy and practice in the Knowledge Society. Industry and higher education, 27(4), 237-262. https://doi.org/10.5367/ihe.2013.0165 UNESCO. (2015). Unleashing the potential: Transforming technical and vocational education and training. UNESCO Publishing. Weyant, E. (2022). Research design: Qualitative, quantitative, and mixed methods approaches: by John W. Creswell and J. David Creswell, Los Angeles, CA: SAGE, 2018, $38.34, 304pp. ISBN: 978-1506386706. https://doi.org/10.1080/15424065.2022.2046231 World Bank. (2014). Skills for the labour market in Indonesia: Trends in demand, gaps, and supply. World Bank Group. Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). Harper and Row.