International Journal of Humanities and Social Science Vol. 2 No. 4 [Special Issue – February 2012] 108 Restructuring Vocational and Technical Education in Ghana: The Role of Leadership Development Christina Boateng, PhD Employment Counselling Unit Saskatoon Open Door Society Saskatoon, Canada Abstract Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country. Key Words: Vocational Technical Education; Vocational reforms; Leadership; Leadership Development; Leadership Development Programs 1. Introduction Vocational technical education refers to the educational processes that involve the study of technologies and related sciences and the acquisition of practical skills and knowledge aimed at discovering and developing the individual for employment in various sectors of economic and social life. In recent times, the economic, technological, demographic, societal and educational context in which vocational technical education is practised has changed (Moss & Liang, 1990). These changes offer a great challenge to the delivery of vocational technical education. Vocational technical education must respond appropriately to these changes in order to remain relevant in preparing individuals to be able to take advantage of the opportunities for the kind of workforce needed in today’s world of work. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. The challenges facing vocational technical education today include the need for advanced technological skills, collaboration and teamwork, dramatic technological advancement in workplace and changing family structure (McElvey, Hall & Lynch, 1997). Since the 1990`s technological advancements have accelerated beyond expectation. The technology associated with many career fields is constantly changing. Vocational technical education must, therefore, deliver meaningful and relevant programs to learners with future employment as the goal (Bronker, 1993). Again, being technologically educated today is not enough to guarantee job success. The world of work needs experienced, competent and specialized human beings with the ability to learn quickly and understand sophisticated technology. There is the need for vocational technical education to prepare individual with skills necessary to find and maintain employment. This will involve the provision of skills such as critical thinking, problem solving, career development, and lifelong learning (Naylor, 1986). This task is attainable if vocational and technical education in Ghana sees change in terms of structures, programs, processes, and practices in order to be effective in meeting the expectations and challenges in contemporary times. Over the years a number of jobs have disappeared while others have come into being. The workforce has also changed with a shift from manufacturing to the computer information era (Kappner, 1993). Again, there has been the movement away from manufacturing to service-oriented jobs.