Transforming Teacher Education and Learning in Ghana (T-TEL)


Start dateJuly 2015
End dateJune 2016
Funded byUK FCDO


T-TEL Ghana was a six-year programme implemented by the Government of Ghana (2014-2020), funded by the UK Foreign, Commonwealth and Development office (then DFID), to implement a new policy framework for pre-tertiary teacher professional development and management. The programme sought to improve the quality of pre-tertiary teacher training through provision to government, national bodies and institutions, including the Ministry of Education, the National Teaching Council, the National Council for Tertiary Education, the National Accreditation Board, the National Inspectorate Board, and the University of Cape Coast. 

Crucially, the programme worked with all 46 of the country’s Colleges of Education (CoEs), supporting them to transition into University Colleges through provision of technical expertise and professional development for College leadership, tutors, and schools, particularly focusing on the subjects of English, mathematics, and science. The programme also supported the development of a pre-service Bachelor of Education programme, as well as Ghana’s first National Teachers’ Standards.


Open Development and Education (OpenDevEd) was contracted by Mott MacDonald, T-TEL’s implementing partner, for the following activities:

  • Development of a teacher professional development and CoE materials framework, complete with materials for coordinators, facilitators, tutors, and student teachers
  • Preparing for the rollout of a tutor professional development programme in CoEs
  • Developing and overseeing implementation of the programme’s gender strategy (focusing on gender-sensitive pedagogy)
  • Contributing to curriculum reform (with regards to subject pedagogy / methodology, teaching practice, and project work)


Haßler, B. (n.d.). T-TEL Ghana - resource overview.
T-TEL. (2020). Transforming Teacher Education and Learing (Ghana) [zip file].

A fuller list of T-TEL resources is available in our Evidence Library: see