Ghana in Search of Regional Integration Agenda 168 insights for those who will be engaged with infusing the concept of regional integration into their courses. In the long term, training –of- trainer modules can be incorporated into the curricula of these institutions to provide students with the technical skills to impart the knowledge gained in the future. Curricula development A basic requirement for teaching courses on regional integration is an appropriate curriculum. Curricula development is a technical activity which requires resources, expertise and experience. The cost involved in designing curriculum from scratch can be minimised if institutions in Ghana which are already involved in training on regional integration build upon their course structures to develop dynamic curricula in the subject area which can be modified and adapted throughout the sub-region. A flexible prototype curriculum will allow the different end-users to incorporate the peculiar characteristics of their country's situation to reflect the diversity of the sub region. As a first step to this, stakeholders in the sub region, which must also include practitioners in the field, could be assembled to either deliberate on the content for such a curriculum or meet to have it validated upon completion. This would make it much more appealing to a wider audience who would feel that their inputs were relevant to the process. The Provision of platforms for ongoing discussions on regional integration Another role for educational institutions in Ghana could be the provision of platforms for continued discussions on regional integration. There has been an increased interaction between academia and practitioners in recent times on a number of issues including regional integration in Ghana. 194 Academic institutions have provided the theoretical pivots upon which ideas for implementation have been generated for different purposes. However, these interactions have tended to focus on institutions within the country and consequently, the recommendations proffered have been limited to what can be done within. I submit that the same platforms can be used to facilitate regional integration in various ways. For instance, the annual New Year school hosted by the Institute of Adult Education which discusses issues of national importance can be expanded to provide a two in one service which, whilst maintaining the focus of the annual New Year school on national issues, would bring together persons from the sub-region to discuss issues of integration. The first week could retain the character of the traditional New Year school whiles the second week which will bring together representatives from countries in the sub-region will focus on issues of importance to the regional integration agenda. 194 The Legon Centre for International Affairs has over the years, hosted workshops on Regionalism and Integration for Diplomats, Academics and Civil Society at large