Workplace Experience Learning at the Pre-Tertiary TVET Level in Ghana: A Phenomenological Study

Workplace Experience Learning (WEL) has recently been introduced into Ghana’s pre-tertiary Technical and Vocational Education and Training (TVET) curriculum to provide learners with hands-on exposure to industry practices. This study explores the lived experiences of learners who participated in the inaugural implementation of WEL, focusing on how they interpret, adapt to, and derive meaning from their placements. Guided by Situated Learning Theory and employing a phenomenological research design, in-depth interviews were conducted with 22 learners from a pre-tertiary TVET institution in Kumasi. The findings reveal a wide range of experiences. While some learners reported meaningful engagement and clarity about their career paths, others faced significant challenges, including mismatches between their training and placement, logistical difficulties, and lack of academic recognition for their participation. Many participants highlighted the absence of mentorship, inadequate industry-school coordination, and structural inequities as barriers to effective learning. Nonetheless, some learners noted gains in soft skills such as communication and time management, even in placements that lacked technical relevance. The study underscores the need for structured placement mechanisms, formal industry partnerships, logistical support, and the integration of WEL into assessment frameworks. It concludes that although WEL holds transformative potential, its success depends on stronger institutional coordination, context-sensitive policy implementation, and deliberate support systems. The findings offer actionable insights for policymakers, educators, and industry partners aiming to enhance the quality and equity of workplace learning in Ghana’s evolving TVET landscape.