Ghanaian graduates risk falling behind without AI skills, technology consultant warns

A marketing, communications and technology consultant has warned that Ghanaian graduates risk losing out on employment opportunities if they fail to acquire artificial intelligence skills, as businesses increasingly automate tasks traditionally performed by people.

Stephen Naasi Boadi says the impact of AI on Ghana’s labour market must be understood in the context of the country’s large informal economy, where many jobs involve practical tasks that are less easily automated.

His comments come amid growing global concern about the effect of artificial intelligence on employment, particularly for young people entering the workforce.

The International Monetary Fund (IMF) estimates that almost 40% of jobs worldwide are exposed to AI, meaning the technology could transform the tasks workers perform, improve productivity in some occupations and eliminate certain roles in others.

Speaking on TV 3, monitored by theexecutivespotlight, Mr Boadi said the figure should not be interpreted as meaning that 40% of workers will lose their jobs.

“It’s not actually 40% of people losing their jobs. It’s in terms of functions and roles,” he says.

He argues that Ghana’s employment structure could mean the immediate effects of AI differ from those experienced in economies with a larger proportion of formal, office-based employment.

Which Ghanaian jobs are most exposed?

AI is increasingly being used for activities such as customer service, accounting, report writing, content production and data processing.

These developments could affect workers whose responsibilities involve repetitive, predictable or information-based tasks.

Mr Boadi identifies banking and accounting among the areas where automation could significantly change how work is performed.

“Traditional sectors, banking, also now have a lot of things that will be done

automatically, like accounting, some are going to be automated,” he says.

However, he believes Ghana’s large informal sector could limit the extent to which AI immediately replaces workers across the economy.

Many people in the informal economy work in trades, small-scale commerce, transport, personal services and other occupations that require physical presence, practical skills or direct interaction with customers.

While AI could support some of these activities, replacing the entire job may be more difficult than automating individual administrative tasks.

The distinction is important because exposure to AI does not necessarily mean a job will disappear. In some cases, workers may use the technology to complete tasks more quickly, improve the quality of their output or take on additional responsibilities.

The IMF has also warned that the technology could widen inequalities between workers who can use AI effectively and those who lack the necessary skills or access to digital tools.

Why young graduates should be concerned

For young Ghanaians leaving university and other tertiary institutions, the transition into employment could become more challenging as employers adopt AI-powered systems.

Graduates have traditionally entered the workforce through junior positions that allow them to gain experience in research, administration, communication, customer service and other professional tasks.

Some of these responsibilities can now be performed, or assisted, by AI tools.

Mr Boadi says graduates who fail to adapt could find themselves at a disadvantage when competing for jobs.

“Young graduates should be worried if they are not learning these new AI tools,” he says.

He points to journalism as an example of an industry where AI is already changing professional routines.

News organisations can use AI tools to assist with research, transcription, summarising documents, generating ideas and performing other production tasks. Journalists must still exercise editorial judgement, verify information and ensure accuracy.

Mr Boadi says familiarity with such tools is becoming increasingly important for people seeking to work in modern newsrooms.

“If you are a journalist who is working in a newsroom, you need to know how to use AI for some of these roles,” he says.

He warns that graduates who cannot adapt to new working methods could struggle to meet employers’ expectations for speed and productivity.

However, the challenge extends beyond journalism. Graduates in business, finance, marketing, administration and other fields may also need to understand how AI can be used responsibly within their professions.

Is Ghana's education system keeping pace?

The growing use of AI raises questions about whether Ghana's education system is equipping students with the skills employers will need in the coming years.

Traditional academic qualifications remain important, but employers may increasingly look for candidates who can combine subject knowledge with digital competence, critical thinking and the ability to work alongside emerging technologies.

Mr Boadi argues that teachers and other professionals must also update their skills to prepare students for a changing employment landscape.

He says people trained before the widespread adoption of AI may need further training to understand the technology and incorporate it into their work.

This creates a challenge for educational institutions, which must prepare students for jobs that may evolve considerably between the time they enrol and when they graduate.

Integrating AI education into teaching could help students understand not only how to use the tools but also their limitations, including the risks of inaccurate information, bias and overdependence on automated systems.

Access to reliable internet, appropriate devices and practical training will also influence how effectively students can develop these skills.

Without adequate resources, the growing importance of AI could deepen existing inequalities between students who have access to digital learning opportunities and those who do not.

Adapting to a changing job market

The rise of AI presents both opportunities and risks for Ghana.

Businesses could use the technology to reduce costs, improve efficiency and develop new products and services. Workers who understand how to use it may also be able to perform certain tasks more effectively.

But the benefits will depend partly on whether workers, educational institutions and employers can adapt quickly enough.

For graduates, this could mean learning to use AI tools relevant to their chosen careers while strengthening skills that technology cannot easily replace, including communication, creativity, problem-solving, professional judgement and interpersonal relationships.

Employers also have a role to play by providing training and helping existing staff adjust to changing responsibilities rather than assuming that workers will acquire new skills on their own.

For universities and other training institutions, the challenge is to ensure that academic programmes remain relevant to the realities of the labour market.

Government policy will also matter, particularly in expanding digital infrastructure, supporting skills development and ensuring that the transition to AI does not leave vulnerable workers behind.

The IMF has stressed the importance of investment in digital skills and training, particularly in developing economies that may have fewer resources to take advantage of the technology.

For Ghana, the question is therefore not simply how many jobs AI could replace, but how prepared the country is to help its workforce benefit from the changes.

As businesses increasingly incorporate artificial intelligence into their operations, workers who learn to use the technology may be better positioned to adapt. Those without access to the necessary skills and training risk being left behind.