Ghana in Search of Regional Integration Agenda 163 are already in existence albeit limited and certainly without clearly defined policy structures which is critical for direction, sustenance and continuity of such programs. Although it is recommended that educational institutions should begin the facilitation of regional integration from the upper primary level, more emphasis is placed on the roles of tertiary institutions because they have a wider scope as they have the mandate to engage in activities that include training, research and publication as well as other creative works.. Out of these, a number of other roles, critical for the facilitation of regional integration emanate. These roles include: harmonisation of training curricula and learning objectives, mainstreaming the concept and objectives of regional integration into the syllabi of tertiary institution, organisation of study tours to give students a practical experience of some of the processes of integration, joint researches and the systematic dissemination of findings across the sub-region to avoid duplication and the generation of inputs into policy development. These roles are not all limited to tertiary institutions and where appropriate, reference would be made to other educational institutions. Harmonisation of training curricula and learning objectives Since the Basic and Senior High Schools already have standardised curricula, it should be possible to introduce a module on regional integration into the existing curricula. Tertiary institutions in Ghana, 186 especially the universities, offer different types of training to people from all over the region and indeed the world. However, but for a few exceptions, the nature of admissions into academic programmes have followed very much, the traditionally prescribed duration of study. This means that only a few people are able to obtain the experience of studying in Ghana's tertiary institutions since such an endeavor requires adequate funding for the entire period of study- three years as was the case in the past, or four years as it currently stands for undergraduate study and one or two years for a Master of Arts or Master of Philosophy degree. It must however be quickly stated that this situation is fast changing as the universities have Special Admission Students who are able to spend a lesser time studying in universities in Ghana. Despite this provision, the bulk of students from the West African sub-region coming to study under this arrangement in Universities in Ghana are comparatively low compared to students from other continents. 187 For the 2006/2007 academic year, out of the 334 students registered 186 These include public and private universities, polytechnics, vocational and technical institutions as well as professional training bodies. 187 The International Programmes Office of the University of Ghana, Legon admits students under the category of both regular and special admissions. Students under the regular admissions category are admitted into full length study programmes and this occurs only in the first semester. Special admissions students are taken in during both semesters and undergo studies in particular courses for a shorter period. It is important to note that as at the 2006/2007 academic year, out of 458 African students admitted, only 1 was admitted under the special admissions category. Out of this 458, 428 were students from countries in West Africa. None of these students was admitted under the special admissions programme.