Details Of Transforming Teacher Education and Learning (T-TEL)

Details Of Transforming Teacher Education and Learning (T-TEL)

Transforming Teacher Education and Learning (T-TEL) in Ghana is a six-year government programme, supported by UK aid, to ensure Ghana’s teaching graduates are equipped to deliver high-quality, inspirational teaching and learning in schools. We are working with the Ministry of Education, its regulatory agencies, all 46 public Colleges of Education (CoEs) and other education institutions to strengthen pre-service teacher education in Ghana and to support the implementation of the Bachelor in Education (B.Ed) degree.

T-TEL is  part of the International Development (DFID) Girls Participatory Approaches to Students Success (G-PASS) programme and managed by Cambridge Education.

Vision, mission and values

At T-TEL, we aim to transform teacher education and learning outcomes for every Ghanaian child.

We work with key education stakeholders to bring about high quality education for all girls and boys in Ghana.

We are driven by trust, integrity, collaboration, communication and accountability.

Our focus over the next two years

By 2020 the right conditions should be in place for a teacher education system which meets the needs of the country and benefits both teachers and pupils alike.

Our partners

We work closely with the Ministry of Education (MoE), the Ghana Education Service (GES) and all 46 public Colleges of Education (CoEs) in close consultation with:

  • National-level institutions with regulatory responsibilities – the National Teaching Council (NTC), the National Council for Tertiary Education (NCTE), the National Accreditation Board (NAB) and the National Inspectorate Board (NIB);
  • Five universities – the University of Cape Coast (UCC), University of Education Winneba (UEW), University of Ghana (UG), the University of Development Studies (UDS) and Kwame Nkrumah University of Science and Technology (KNUST).

Two committees – a Steering Committee and a Technical Advisory Committee – provide overall strategic direction and technical oversight, respectively.

Learn more about the other organisations we work with that are helping us achieve our mission below.


UNICEF Ghana Country Office (GCO) advocates, inspires and works with all its partners to deliver inclusive, equitable and sustainable services for improved survival, development, protection and participation of all children in Ghana. UNICEF GCO has funded the services of national and international gender and inclusion experts to ensure gender and inclusion are mainstreamed into the new B.Ed. curriculum

World University Service of Canada
WUSC, a non profit international organisation, improves education, employment, and empowerment opportunities for young people. WUSC is supporting T-TEL with international volunteers who are serving as Teaching and Learning Advisers in Ghana’s public Colleges of Education.

Voluntary Service Overseas (VSO)

VSO’s experience in Ghana includes support to teacher training colleges, support to special education, national volunteering and links exchanges. VSO is providing T-TEL with highly experienced volunteers with strong credentials in training and mentoring of other teachers.

Transforming Teacher Education and Learning (T-TEL) Work

T-TEL is focused on seven (7) areas to strengthen and improve the standard of pre-service teacher education in Ghana’s public Colleges of Education. We draw on international expertise in education, using evidence and research to improve college performance, training and systems. T-TEL is also working closely with the Ministry of Education to contribute to broader education reforms.

Policy and institutional development

Strengthening the teacher education sector through better coordination, research and policy between national institutions responsible for pre-tertiary teacher education.

Our impact

There has never been more data available on all 46 public Colleges of Education and it is being used to assess and improve their performance. The National Accreditation Board’s Quality Assurance and Accreditation Assessment Instrument (QAAAI) involves both a college self-assessment and verification from external academic auditors. CoEs are using this data to continue developing and implementing plans to address areas which still need improvement. Colleges who achieve their key targets will be rewarded through the proposed Transition Support Fund.

Gender and Inclusion

Promoting female teacher development and girls’ success in schools, through enhanced gender-responsive practices across the teacher education sector.

What T-TEL is doing

To increase female student teacher enrollment and the success of female school pupils, there must be interventions at both policy and practice levels. The Ministry of Education, its regulatory agencies and all 46 colleges are working to integrate gender and inclusion across the teacher education sector with support from T-TEL. Colleges are running gender-sensitivity training to ensure college tutors emphasise the importance of girls’ learning and progress in school, and to help student teachers to think about strategies they can use to overcome gender barriers. They are also encouraging the recruitment of women and their career development into subjects which are often male-dominated, such as science and maths.

Our impact

Teacher education in Ghana is showing signs of becoming more gender-equitable and socially-inclusive. With support from UNICEF, gender and inclusion has been mainstreamed throughout the new B.Ed curriculum. This has been matched by the practical action colleges are taking to improve gender awareness, responsiveness and inclusivity based on findings from their gender scorecards through the gender responsive improvement plans (GRIPs) process. T-TEL will continue to support CoEs as they address inequity between the achievements of male and female student teachers in some subjects and in the subsequent numbers of those taking up specialisation roles in these areas

Curriculum Reform

Improving teaching and assessment for better learning outcomes through introducing a new B.Ed degree which codifies the National Teacher Standards (NTS).

What T-TEL is doing

The new Bachelors degree in Initial Teacher Education (B.Ed) focuses on strengthening teaching practice as well as subject knowledge. Both the National Teachers’ Standards and the National Education Curriculum Framework (NTECF) – developed in collaboration with key education stakeholders – have underpinned this new curriculum. The B.Ed replaced the Diploma in Basic Education (DBE) in October 2018. T-TEL continues to support all 46 Colleges of Education, the Ministry of Education and its regulatory agencies to implement the new curriculum and ensure all systems are sustainable and appropriate to the new curriculum.

Our impact

For the first time, all institutions and individuals involved in the teacher education sector of Ghana know exactly what is required to ensure teaching graduates can fulfill their potential as good teachers. Already, teachers in basic schools who have been exposed to these approaches which underpin the new curriculum are showing improvements which should ensure learning outcomes increase over time.

Leadership and Management

Supporting Colleges of Education to become autonomous ‘centres of excellence’ through improved leadership and college management.

What T-TEL is doing

The creation of a learning culture that promotes student-friendly pedagogy and motivates tutors to develop their professional capacities requires strong leadership from college principals and college management teams.  A professional development programme for college principals and leadership teams is supporting improved governance, management and pedagogical direction of colleges. The development of College Improvement Plans and support from T-TEL funding mechanisms is helping to further embed good leadership practices into daily CoE life, including gender-responsive management practices.

Our impact

Leadership development is strengthening the roles CoE principals can play and, by the end of 2018, four out of five are displaying strong leadership and management skills.

T-TEL Funds

Providing funds to promote innovation and improved management in Colleges of Education and their districts, school and civil society partnerships.

What T-TEL is doing

Insufficient technical and funding support has limited innovation and meant that CoEs have been unable to deliver strong results or make the successful transition to becoming fully functioning tertiary institutions.

To address this, CoEs have had access to two funding mechanisms, enabled by T-TEL:

  • The Challenge Fund (2016-2018) encouraged innovations in any element of teacher education Colleges chose, and in partnership with other organisations, such as partner schools, universities and civil society organisations.
  • The Payment-by-Results Fund (2016 – 2018) incentivised the successful achievement of College Improvement Plans, which outline objectives to improve CoE management.

Our impact

These funds have been incentivising innovation, results and improvements in teacher education. 40 Colleges of Education (CoEs) received awards from Payment-by-Results (PBR) for the achievement of objectives linked to college improvement plans which they have used to invest in improving internet connectivity, purchasing teaching and learning materials and renovations to infrastructure such as libraries and the introduction of potable water. 33 Challenge Fund projects were completed and 30 either fully achieved or exceeded their intended outcomes. Over the course of four events, CoEs came together to share their achievements with other education stakeholders and the media and to discuss lessons learned and ideas with each other.

Tutor Professional Development

Continuing to deliver a professional development programme in all public Colleges of Education, reaching almost 1,800 tutors to help student teachers excel.

What T-TEL is doing

Ensuring tutors are equipped to support the skills development and empowerment of teachers is critical to delivering improved learning outcomes for Ghana’s school population. An embedded support model is used to reach over 1800 college tutors through weekly coaching sessions. Through these sessions, tutors are strengthening their knowledge of course content and their skills in teaching methodologies – including the use of teaching and learning materials – to ensure that student teachers are receiving the training they need to become competent and knowledgeable teachers.

Our impact

Three out of four English, Mathematics and Science college tutors are now demonstrating student-focused teaching methods as a result of the weekly professional development (PD) sessions.

School Partnerships & Teaching Practice

Strengthening school partnerships to ensure student teachers are highly competent and confident to start work as soon as they graduate.

What T-TEL is doing

Teaching experience in real schools is essential for student teachers to ensure they are ready to enter the classroom as soon as they qualify. Student teachers must be supported in their learning before, during and after teaching practice and strong partnerships between Colleges of Education and schools are at the heart of effective teaching practice. Colleges are forging better links with partner schools to create a supportive learning environment for student teachers and, with support from T-TEL, are improving the data and assessment of partner schools’ performances to ensure quality support for student teachers and quality education for pupils.

Our impact

Teaching practice now plays a larger role in the B.Ed curriculum, with supported teaching in schools taking place throughout the degree, rather than confined to the third and final year as was the case with the Diploma of Basic Education. Updates to the Teaching Practice Handbook has clarified roles in fostering successful partnerships and, through the Challenge Fund, several Colleges of Education (CoEs) have identified key ways to strengthen the effectiveness of teaching practice through partnerships which have supported mentoring in schools. The National Schools Partnership Policy has been informed by these activities and has, in turn, shaped the partnership policies and associated memorandums of understanding of all 46 colleges.

Transforming Teacher Education and Learning (T-TEL) CoE Network

T-TEL operates in all 46 Public Colleges of Education (CoEs) across Ghana to transform teacher education. Search the map to find more information of individual CoEs including a short description of the college, location, enrolment and contact details. 

All 46 public colleges of education are collaborating with one of five public universities in Ghana to rollout a new B.Ed degree programme. The five universities have produced a Bachelor of Education (B.Ed.) curriculum which the National Accreditation Board (NAB) has approved. Entrants into Colleges of Education will now receive their academic certificates from one of the five public universities upon graduation. Click here to see Universities and their affiliate Colleges of Education.

College List

Northern Zone

Bagabaga College of Education

Gambaga College of Education

E.P College of Education (Bimbila)

Gbewaa College of Education

N.J Ahmadiya College of Education

St. John Bosco College of Education

Tamale College of Education

Tumu College of Education

St. Vincent College of Education

McCoy College of Education

T-TEL Programme Office (Northern)

Ashanti/ Brong Ahafo Zone

Akrokerri College of Education

Atebubu College of Education

Agogo College of Education

Berekum College of Education

Mampong Technical College of Education

Offinso College of Education

St. Joseph’s College of Education

St. Louis College of Education

St. Monica’s College of Education

Wesley College of Education

St. Ambrose College of Education

Al Faruq College of Education

Agona SDA College of Education

T-TEL Programme Office (Ashanti/ Brong Ahafo)

Volta Zone

Akatsi College of Education

E.P College of Education (Amedzofe)

Jasikan College of Education

Dambai College of Education

Peki College of Education

St. Theresa’s College of Education

St. Francis College of Education

T-TEL Programme Office (Volta)

Eastern/Greater Accra Zone

Presbyterian College of Education (Abetifi)

Accra College of Education

Ada College of Education

Presbyterian College of Education (Akropong Akuapem)

Presbyterian Women’s College of Education (Aburi Akwapim)

SDA College of Education

Mount Mary College of Education

Kibi College of Education

Methodist College of Education

T-TEL Programme Office (Eastern/ Greater Accra)

Central/ Western Zone

Enchi College of Education

Komenda College of Education

Wiawso College of Education

Ola College of Education

Foso College of Education

Holy Child College of Education

Bia Lamp Lighter College of Education

T-TEL Programme Office (Central/ Western)

Transforming Teacher Education and Learning (T-TEL) Contact Details

General Enquiries
Location:No. 135 Ambassadorial Residential Area, East-Legon, Accra
Postal Address:PMBL 47,

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