Mathematics as a Tool for Enhancing Competitiveness and Employability of Vocational Training Institutions in Ghana 1 2 Clement Ayarebilla Ali & Peter Akayuure 1 Department of Basic Education 2 Department of Mathematics Education 1&2 University of Education, Winneba Abstract The study investigated the extent to which the Mathematics content and curriculum of Vocational Institutions in Ghana could be restructured to enhance the competitiveness and employability of those graduates. The seemingly low level of Mathematical competence and skills has hampered their pursuits for further studies and favourable competition with their counterparts from the senior high schools and the technical institutes in Ghana. This study sampled about 400 students from four Vocational Training Institutes in the Upper East and Central Regions of Ghana to reflect the poor geographical locations and low economic viabilities of these products. The results discovered that students were willing to accept restructuring and study Mathematics in the Vocational Institutions. Therefore, to revamp the Technical and Vocational Education and Training in Ghana, the Government of Ghana, through the Ministry of Education and the bodies responsible for these Institutions should reconsider inculcating Mathematics into their curricula of Vocational Institutes. Keywords: Employability, Job, Mathematics, Skills and Tools Technical and Vocational Education and Training System in Ghana The African Union(AU--2014) opines that the Technical and Vocational Education and Training(TVET) systems in Africa differ from country to country and are delivered at technical institutes, vocational centres, polytechnics, universities, enterprises, and apprenticeship training centres. In West Africa, traditional apprenticeship offers the largest opportunity for the acquisition of employable skills in the informal sector. In Ghana, the informal sector accounts for more than 90 percent of all skills training. The UN Educational, Scientific and Cultural Organization (UNESCO- 2014) and National Vocational Training Institutes (NVTI--2009) observe that the TVET system in Ghana is even provided through several ministries; with the Ministries of Education and Employment and Labour Relations being the most prominent. Bortei-Doku Aryeetey, Doh and Andoh (2011)gives the statistics of both the public and private TVET institutions recorded by the Ministry of Education, as 27% Integrated Community Centres for Employable Skills, 21% Ghana Education Service (GES) Technical Institutes, 19% NVTI centres, 16% Community Development Centres, 10% Social Welfare Centres, 6% Leadership Training Institutes, 1% Opportunities Industrialization Centres and 1% Agricultural Training Institutes. INTERNATIONAL JOURNAL OF ENTREPRENEURIAL DEVELOPMENT, EDUCATION AND SCIENCE RESEARCH VOL.2 NO 1, JULY 2014.ISSN PRINT: 2360-901X, ONLINE 2360-9028 190 http:www.internationalpolicybrief.org/journals/international-scientific-research-consortium-journals