Abstract
The purpose of the study was to evaluate the Jewellery subject in Senior High Schools in Ghana to ascertain
 the career opportunity in jewellery for Ghanaian youth. The study adopted the Mixed Methods Research approach with descriptive and document analysis as the research method used. The findings of the study show that jewellery students are not able to practise as jewellers after their studies, because the content of the jewellery subjects and its associated exercises does not correspond to the skills one is required to become a jeweller. Coupled with the fact that the teachers who teach the jewellery are mostly not professional jewellers, which therefore limit the kind of practical jewellery that they can teach the students. Although the motivating factor for introducing jewellery is good, however, the rhetorics of the government that she wants students to acquire skills in jewellery making does not support the reality on the ground.
Highlights
Jewellery education just as any other vocation can be acquired through either school-based or apprenticeship in Ghana. Fening (2015) postulates that school-based jewellery education (Gold/Silversmith) in Ghana started at the tertiary level in Kwame Nkrumah University of Science and Technology, Kumasi in 1968 whiles at the second cycle level, it has begun 1990 in the Labone Secondary School
The findings on research question one is based on structure of the Senior High School (SHS) jewellery syllabus, demographic features of the respondents and processes used in teaching and learning of jewellery
Some of the jewellery teachers are teaching the subject because they have personal interest in the jewellery subject
Summary
Jewellery education just as any other vocation can be acquired through either school-based or apprenticeship in Ghana. Fening (2015) postulates that school-based jewellery education (Gold/Silversmith) in Ghana started at the tertiary level in Kwame Nkrumah University of Science and Technology, Kumasi in 1968 whiles at the second cycle level, it has begun 1990 in the Labone Secondary School. In recent times the story is different as the patronage of apprenticeship in jewellers keeps declining (Kotoku, 2009; Fening & Asomaning, 2014). To rejuvenate this and other known vocational trainings that are traditionally associated with Ghanaians, Ghana, after 17 years of practicing the education system which was geared toward training of the administrator by her colonial master’s (British) subsequent to independence, realised that as a nation she is gifted with a lot of resources. The country does not harness the full potential benefits of the resources for her citizens This is because the country exports about 90% of the natural resources without value addition. To reverse this trend the first president of Ghana in outlining his policy on education for new Ghana on 5th March, 1957 to the Legislative Assembly, Osagyefo Kwame Nkrumah said that: Social Education Research
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