In an ever-changing world, the fusion of patriotism and democratic governance is essential, but it must be anchored in effective, skills-based education. Dr Patrick Essien emphasises that cultivating a sense of national pride and responsibility among citizens is not enough; we must also equip them with the knowledge and practical skills necessary to actively participate in shaping our democracy.
“By prioritising education that focuses on real-world applications, we empower individuals to contribute meaningfully to society, fostering a stronger, more engaged citizenry capable of driving positive change,” according to him.
Dr Patrick Essien, Deputy Director for Mining at the Environmental Protection Agency (EPA), asserts that Ghana’s democratic credentials and patriotic ideals are crucial, but they fall short of achieving true economic independence. A robust, skills-oriented education system is essential for securing this independence.
Speaking in his capacity as a Technical and Vocational Education and Training (TVET) specialist and Founder of Molex Foundation Africa, he contended that political freedom must be complemented by the technical capacity to add value to the country’s natural resources. In his view, national pride and democratic governance alone cannot drive industrial transformation or sustain economic competitiveness.
“Patriotism cannot smelt gold into machinery, and democracy cannot turn cocoa into globally competitive brands,” he observed, underscoring the centrality of practical skills and industrial expertise in national development.
Dr Essien noted that Ghana’s persistent dependence on exporting raw materials while importing finished goods reflects structural weaknesses in skills development and industrial capacity. He contrasted Ghana’s experience with that of countries such as Malaysia, Singapore, China, and Japan, which, he said, achieved rapid industrial advancement through deliberate alignment of education systems, vocational training, industrial policy, and access to finance.
He further cautioned that failure to reform Ghana’s education system to prioritise skills acquisition, production, and innovation risks undermining the foundational vision of Osagyefo Dr Kwame Nkrumah, whose development agenda was anchored in economic self-reliance and industrialisation.
Dr Essien notes that Ghana has abundant natural resources and significant developmental opportunities. However, it lacks the strategic coordination and sustained political commitment necessary to convert potential into actual productive capacity.
Story: Kakale Adams
