The term youth is used to describe a group of people who fall between the age groups of 15-24 years. The Merriam-Webster dictionary defines youth as the time of life when one is young especially the period between childhood and adulthood. However, the youth are people I personally describe as the light of the world and heart of the nations. Taking a good look at our systems of the world including Africa as a whole, the workforce is made up by a larger popula- tion of the youth across board. Thus, the need to rec- ognize and understand the place of the youth and to determine the form of education that should be pro- vided for them to ensure adequate supply of youth to the workforce which is very essential to the nation- al development in countries in Africa and Ghana in particular.
What then is Education? Why is the need for one to be educated? You may be curious to find out how educa- tion is of great importance considering the difficulties in finding jobs in Ghana. Education is the process of delivering learning for the acquisition of knowledge, skills, values, morals, beliefs, habits and personal development. Education in every sense is one of the fundamental factors of development. No country can achieve sustainable economic development without substantial investment in human capital.
Education enriches people’s understanding of themselves and the world in which they live. It improves the quality of their lives and a broad social benefits to individuals and society. Education heightens people’s level of productivity, creativity and promotes entrepreneurship and technological advancement. In addition, it plays an extremely crucial role in securing economic and social progress and improving income distribution. Taking a trip down memory lane, we discover that the Education Act of 1961 aimed to deliver universal primary education for all pupils in Ghana; this was known as the Accelerated Develop- ment Plan for Education (Archin, 1992: 57). That provided opportunities for people in Ghana regardless of gender or class, an improved enrolment for girls and people from disadvantaged backgrounds. UNESCO Convention against Discrimination in Education (1960), reasserted that every person should hold an
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equal right to educational opportunities (Paris, 1960).
The 1961 Act also expanded teacher training, and pro- vided pupils with the necessary textbooks. President Nkrumah identified basic education and literacy as a prerequisite for rapid economic and social develop-
ment. Under the Nkrumah administration, secondary education in particular received notable attention, as it was perceived as vital for educational progress and overall national development (Quist, 2003, p190). A ‘national’ secondary schools project, in which quo- tas for different regions were given for each school, aimed to particularly increase access to secondary education in remote and poor regions such as the Northern, Upper West, and Upper East areas. This is a description of how Ghana’s first president His Excel- lency Dr. Kwame Nkrumah of blessed memory prior- itized Education in his years in office.
Development on the other hand is described as the qualitative and quantitative improvement in the life of an individual. As ascribed to the quality of growth
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