Supervised industrial attachment of the TVET institutions enable students attached to industries to acquire practical skills in their occupational areas and help them acquaint themselves with how new technologies, machines, and equipment they have of and read about in textbooks function. Technical and vocational teacher education needs to be responsive to a rapidly changing student and workforce needs. The pre-tertiary Technical and Vocational Education and Training has a dual mission to prepare students for the ever-increasing workforce requirements and for further study, As a result, the TVET sector in Ghana, need well-qualified teachers as well as students who can create and manage learning environments where students prepare for success in their further education and in the workplace. Therefore the TVET sector needs to create a system where students could relate theory to practice through simulated work environment in schools and industrial attachment at the real workplace. The simulated work environment in school, however, differs significantly from that of the real workplace environment in which most students of our technical and vocational institutions will eventually be required to function. Difficulties prevailing in the TVET sector in Ghana and the fact that technologies keep on changing on daily basis makes it difficult for Technical and Vocational education institutions to acquire all the necessary machines and equipment required for the training of their students. It is also difficult for individuals and institutions to get all the highly specialized equipment needed to operate quality programs in schools. In the light of the foregoing, it is deemed fit that Technical and Vocational Education and Training programs should contain workplace experience component is worthy of consideration. Consequently, educational institutions are under increasing pressure to incorporate workplace training into their curriculum to provide work experience for learners. Besides, work-integrated learning could help to address the effect of educational institutions inability to acquire specialized equipment needed to prepare their students for the world of work. Some of TVET institutions in Ghana include a compulsory supervised industrial attachment. This gives students and teachers alike to relate theory to practice and to enable them to go out to prepare their students for success in further education and the workplace. Recent educational reforms in Ghana envisage industry to play a major role in all aspects of TVET. Additionally, TVET is to be resourced and promoted as a viable alternative to general education. However, there is no clear cut policy in place at the moment in Ghana to provide oversight for the implementation of these noble ideals. Goals of the Industrial Attachment Policy in Ghana:

1. Enhance student’s exposure to new scientific and technological equipment and how to manipulate them.

2. Reinforce theoretical instruction through the use of applied learning facilities.

3. Provide opportunities to enable students to interact and share experiences and ideas with those in the industry on issues relating to safety precautions, industrial health, environmental pollution and culture of work in the industry.

4. Empower students in acquiring practical skills and sharpen old ones by trying their hands on machines and equipment related to their courses of study.

5. Stimulate students’ critical thinking abilities and understanding of the problems and contributions of industry to national development.

6. Help TVET institutions to identify problems associated with its curriculum and review it to meet current and future workplace requirements.