GNAT, NAGRAT and PRETAG are reported to be demanding automatic salary placement for newly promoted teachers.
The unions want the appropriate salary scales to reflect the new ranks by August 31, 2026.
By Ferdinand Ellis | EducateGhana.com Published: August 27, 2026 Category: Education News Focus Keyword: GES Promotion 2026 Salary Adjustment
Article Information
Item
Details
Category
News
Section
Teacher Education & GES
Topic
GES Promotion 2026
Article Type
Breaking News / Education Policy
Date
August 27, 2026
Institutions
GES, MoE, GNAT, NAGRAT, PRETAG
Issue
Automatic salary placement for newly promoted teachers
Deadline at issue
August 31, 2026
Author
Ferdinand Ellis
Status
Developing
Fact Check & Editorial Review
EducateGhana.com has independently verified the existence and substance of the GES Immediate Release dated August 22, 2026, referenced GES/HQ/PR/26/155. GES stated that teachers who have been promoted to new ranks are to be placed automatically on the appropriate salary scale and that the existing practice had not changed.
However, at the time of publication, EducateGhana.com has not independently located the full August 27 joint statement of GNAT, NAGRAT and PRETAG on an official union website or other primary source available online. The demands and positions attributed to the three unions in this article are therefore presented as information contained in the statement supplied for publication and should be read alongside the verified GES position.
This distinction is important because reports from teacher communication channels indicate that some districts were subsequently asking promoted teachers to submit documents or IPPD-related information, despite the August 22 GES public clarification.
Editorial assessment: The central dispute is now whether salary placement will proceed automatically through the GES and payroll systems or whether teachers will be required to complete additional documentation before they can be placed on the appropriate scale.
Key Takeaways
GNAT, NAGRAT and PRETAG are reported to be demanding automatic salary placement for newly promoted teachers.
The unions want the appropriate salary scales to reflect the new ranks by August 31, 2026.
GES previously stated on August 22 that automatic placement remains the established practice.
GES also directed teachers to disregard requests to submit documents specifically for salary adjustment.
Reports indicate that some districts have nevertheless requested documents from successful promotion candidates.
The unions are reportedly warning that any attempt to change the existing practice without consultation will be resisted.
The immediate concern for teachers is whether their new ranks and salaries will be reflected in the payroll within the stated period.
Introduction
The dispute over the salary placement of Ghana Education Service teachers who successfully obtained promotion in the 2025 promotion exercise has taken a new turn.
The Ghana National Association of Teachers (GNAT), National Association of Graduate Teachers (NAGRAT) and Pre-Tertiary Teachers Association of Ghana (PRETAG) are reported to have jointly demanded that newly promoted teachers be placed automatically on the appropriate grades and salary scales.
The demand comes amid confusion over conflicting instructions reaching some teachers after GES Headquarters had publicly stated that the established automatic placement arrangement had not changed.
The issue has become particularly important because GES had earlier indicated that qualified teachers would be placed on the appropriate scales by August 31, 2026.
Teacher Unions Demand Automatic Salary Placement
The three pre-tertiary teacher unions are reported to have called on the Ministry of Education and GES to honour the existing arrangement for teachers who have successfully obtained promotion.
The unions involved are GNAT, NAGRAT and PRETAG. The statement is attributed to Thomas T. Musah, General Secretary of GNAT, Jacob Anaba, President of NAGRAT, and King Ali Awudu, President of PRETAG.
Their position is that promotion to a higher rank should result in the corresponding salary placement without creating an additional process that could delay the implementation.
The unions reportedly maintain that this has been the established practice for promoted teachers in recent years.
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The demand follows growing concern among teachers who have already received promotion letters but remain uncertain about when their new ranks and corresponding salaries will appear in the payroll.
The unions reportedly want the process completed within the timeline previously communicated by GES.
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What GES Said About Automatic Salary Adjustment
GES Headquarters issued an Immediate Release on August 22, 2026, referenced GES/HQ/PR/26/155, signed by Daniel Fenyi, Head of Public Relations.
The Service said it had received complaints from some newly promoted teachers who were being asked to submit application letters, promotion letters and other documents to facilitate salary adjustment.
GES stated that such a requirement did not represent the established procedure.
According to the Service, teachers promoted to new ranks are normally placed automatically on the appropriate salary scale corresponding to their new positions. GES further stated that this practice had not changed.
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GES consequently directed teachers to disregard requests to submit documents specifically for salary adjustment.
The Service also said it was engaging regions and districts where such requests had reportedly been made and appealed to teachers to remain calm while the matter was addressed.
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Why Teachers Are Confused
The controversy has arisen because information reaching teachers at district level has not always appeared consistent with the August 22 GES Headquarters release.
Reports circulating among teachers indicate that some districts have asked successful promotion candidates to submit documents including application letters, promotion letters, payslips and other personnel information.
One teacher communication channel has also reported that some discussions involved the completion of IPPD forms as part of the payroll process.
:➡ Related: GES Promotion Letters and Salary Placement Guide�
➡ Related: GES Promotion 2026: What Successful Teachers Should Know
This has created uncertainty because teachers are asking whether the documents are genuinely required for payroll processing or whether they are being requested as part of a separate administrative verification exercise.
The distinction matters because the August 22 GES release specifically addressed requests for documents for salary adjustment, rather than every possible administrative document that GES may require for personnel records.
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Unions Want August 31 Deadline Honoured
The unions are reportedly calling for all newly promoted teachers to be placed on their appropriate grades and salary scales by the close of August 31, 2026.
The deadline is significant because it corresponds with the implementation timeline previously communicated by GES.
The unions’ reported position is that teachers should not be required to undertake a new process that effectively changes the established method of salary placement after promotion.
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The unions are also reportedly warning that any attempt to impose a different procedure without properly engaging teachers and their representatives will face resistance.
This places pressure on GES, the Ministry of Education and the payroll authorities to resolve the administrative uncertainty before the stated deadline.
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What the Salary Adjustment Dispute Means for Teachers
For a teacher who has received a promotion letter, the central issue is whether the new rank will be matched by the appropriate salary placement without further delay.
A teacher promoted from Principal Superintendent to Assistant Director II, for example, expects the payroll record to reflect the new rank and corresponding salary scale.
The same principle applies to promotions involving Assistant Director II, Assistant Director I and Deputy Director.
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Teachers should therefore retain their promotion letters and monitor their official payroll records and payslips.
Where there is a discrepancy, the affected teacher should seek clarification through the appropriate GES administrative channel and retain copies of all relevant correspondence.
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What Happens Next?
The immediate test will be whether the payroll placement process is completed within the August 31 timeline.
The unions’ reported demand has placed the issue firmly before GES and the Ministry of Education.
GES, for its part, has already stated publicly that the automatic placement practice remains unchanged.
➡ Related: GES Promotion 2026: Teacher Salary and Rank Updates�
➡ Related: Teacher Promotion News in Ghana�:
The conflicting reports about documentation make further official clarification important. Teachers need to know whether any additional forms being requested are compulsory payroll requirements or administrative measures being applied at local level.
EducateGhana.com will continue to monitor official communication from GES, the Ministry of Education, the teacher unions and relevant payroll authorities.
➡ Related:
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EducateGhana.com Editorial Analysis
The current dispute illustrates why clarity in public-sector administrative communication matters.
GES Headquarters has stated that automatic salary placement remains the established practice, while reports from some districts suggest that additional documentation has been requested from successful candidates.
The situation should therefore be resolved through a single, authoritative directive that clearly distinguishes promotion, personnel verification and payroll placement.
For teachers, uncertainty over whether to submit documents can itself create anxiety, particularly where a deadline for salary placement has already been announced.
EducateGhana.com will treat any subsequent instruction from GES Headquarters, the Ministry of Education or the relevant payroll authorities as the authoritative basis for further updates.
Key Questions About GES Promotion Salary Adjustment
Do promoted teachers need to apply separately for salary adjustment?
GES Headquarters stated on August 22 that teachers should ignore requests to submit documents specifically for salary adjustment and reaffirmed automatic placement on the appropriate salary scale.
What is the unions’ position?
The three teacher unions are reported to be demanding that the established automatic placement arrangement be maintained and that the process be completed by August 31.
What if a district asks for documents?
Teachers should verify the instruction with the appropriate GES authority, particularly where the request appears to conflict with the August 22 GES Headquarters release.
When should the new salary take effect?
The unions are calling for placement by August 31, 2026. The actual reflection on individual payslips may depend on the payroll processing cycle.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, lecturer, education policy analyst and founder of EducateGhana.com, Ghana’s Education Intelligence Platform. His work focuses on Ghana’s education policy, teacher education, curriculum, assessment, educational administration and emerging developments within the education sector.
Suggested APA 7th Citation
Ellis, F. (2026, August 27). BREAKING: GNAT, NAGRAT and PRETAG demand automatic salary adjustment for newly promoted teachers by 31 August. EducateGhana.com.
Key Sources
Ghana Education Service. (2026, August 22). Immediate release: Salary adjustment for newly promoted teachers (Ref. GES/HQ/PR/26/155). Ghana Education Service.
GNAT, NAGRAT, & PRETAG. (2026, August 27). Joint statement on salary placement of newly promoted teachers.
Editorial status: Developing. EducateGhana.com will update this report if the teacher unions or GES issue further official clarification before or after the August 31 deadline.
Ho Municipal MCE Stephen Adom has announced plans to establish the municipality’s first public College of Education at Hodzo to expand teacher training and youth opportunities.
Author: Ferdinand Ellis Date: August 2026
Article Information
Item
Details
Article Title
Ho Municipal Assembly Plans First Public College of Education at Hodzo
Location
Hodzo, Ho Municipality, Volta Region
Institution Proposed
Public College of Education
Announced By
Hon. Stephen Adom, Ho Municipal MCE
Main Objective
Expand access to teacher education
Expected Benefits
Teacher training, youth opportunities and local educational development
Current Status
Proposed initiative
Article Type
Education Development News
Fact Check & Editorial Review
Status: Announcement reported.
The Ho Municipal Chief Executive, Hon. Stephen Adom, has announced plans for the establishment of a public College of Education at Hodzo in the Ho Municipality.
The proposal is currently an initiative being advanced by the Ho Municipal Assembly. The available information does not establish that the institution has already received final accreditation, statutory approval or funding for construction.
The Assembly is expected to engage relevant stakeholders and education authorities as it works towards advancing the proposal.
EducateGhana.com will distinguish between the announcement of the proposed college and any subsequent formal approval, establishment or accreditation.
Key Takeaways
Ho Municipality is proposing its first public College of Education.
The proposed institution is planned for Hodzo.
The announcement was made by Ho Municipal MCE Hon. Stephen Adom.
The initiative seeks to expand access to teacher education and training.
The Assembly also expects the project to create opportunities for young people.
Ho is being positioned as an emerging education hub in the Volta Region.
Stakeholder engagement and consultations with relevant authorities are expected to precede further development.
The proposal should not yet be interpreted as confirmation that a fully accredited College of Education has been established.
Introduction
The Ho Municipal Assembly has announced plans to establish the municipality’s first public College of Education at Hodzo, in what could become a significant addition to teacher education opportunities in the Volta Region.
The proposed institution is intended to expand access to teacher training while creating new educational and economic opportunities for young people within the municipality and surrounding communities.
The announcement was made by the Ho Municipal Chief Executive, Hon. Stephen Adom, who said the Assembly would engage relevant stakeholders and authorities to advance the initiative.
If successfully developed and approved, the proposed college could strengthen Ho’s position as an important centre for education and professional training in the region.
Proposed College to Be Located at Hodzo
The Ho Municipal Assembly has identified Hodzo as the proposed location for the public College of Education.
The choice of Hodzo could bring teacher education closer to residents of the municipality and communities within the wider Volta Region.
A public teacher training institution in the municipality could also provide opportunities for qualified young people who wish to pursue careers in education without necessarily having to travel far from home.
However, the project remains at the proposal and development stage, and further details concerning land, infrastructure, programmes, financing and accreditation are expected to emerge through subsequent stakeholder engagements.
➡ Related: [Complete List of Public Colleges of Education in Ghana]
➡ Related: [Colleges of Education in the Volta Region: Programmes, Admission and Fees]
Ho Seeks to Strengthen Its Position as an Education Hub
The proposed College of Education forms part of a broader ambition to position Ho as an education hub.
Ho already hosts several educational institutions and serves as an important administrative and educational centre in the Volta Region.
The addition of a public College of Education would broaden the range of teacher education opportunities available within the municipality.
It could also create opportunities for accommodation providers, food vendors, transport operators, bookshops and other businesses that commonly develop around tertiary education institutions.
➡ Related: [Study in Ghana: Complete Guide to Tertiary Institutions]
➡ Related: [Teacher Education in Ghana: Colleges of Education and Admission Guide]
Potential Impact on Teacher Training
One of the principal objectives of the proposed institution is to expand access to teacher education.
Ghana’s teacher education system relies heavily on the network of public Colleges of Education for the preparation of teachers for the basic education sector.
A new institution could therefore contribute to increasing the number of qualified teacher trainees entering the profession, subject to the programmes eventually approved for the institution.
The establishment of another College of Education could also provide additional capacity for Ghana’s teacher education system as the country continues to focus on improving foundational learning and classroom outcomes.
Opportunities for Young People
The proposed college is also expected to create opportunities for young people.
Beyond admission opportunities for teacher trainees, a functioning tertiary institution would require academic, administrative, technical, security, catering and other support personnel.
The project could therefore have implications beyond teacher education itself.
For communities around Hodzo, the development could stimulate local economic activity and create demand for accommodation, transportation and other services.
Stakeholder Engagement Will Be Important
The Assembly is expected to engage stakeholders and relevant authorities as it pursues the initiative.
Such engagement will be important because establishing a public College of Education requires more than a municipal announcement.
Issues such as institutional ownership, land, infrastructure, funding, academic programmes, governance, accreditation and integration into Ghana’s tertiary education system would have to be addressed.
Relevant education authorities and regulatory institutions would also have roles to play before the proposed institution could operate as an accredited public College of Education.
What the Proposal Could Mean for the Volta Region
The proposed College of Education could add another important institution to the Volta Region’s education landscape.
The region already has established teacher education institutions, including the Evangelical Presbyterian College of Education, Amedzofe, and other Colleges of Education serving different parts of the region.
A college in Ho Municipality could improve geographical access to teacher education for prospective applicants in Ho and neighbouring communities.
It could also contribute to the development of an education corridor linking teacher education, universities, schools and other professional training institutions within the region.
From Announcement to Implementation
The announcement represents an early stage in the development of the proposed institution.
The next important steps will include stakeholder consultations, technical assessments, identification and development of the proposed site, resource mobilisation and engagement with the appropriate national authorities.
The Assembly will also need to communicate clearly about the project’s implementation timeline and the requirements that must be met before admissions can begin.
Until those processes are completed, prospective students should avoid treating the proposed institution as an existing College of Education or expecting admission applications to open immediately.
Editorial Analysis
The proposed establishment of a public College of Education at Hodzo is potentially significant for Ho Municipality because teacher education institutions can serve both educational and local development purposes.
The strongest argument for the proposal is access. A well-planned institution could give more young people in Ho and surrounding communities an opportunity to pursue teacher education within the region.
The project would, however, require careful planning. Ghana already has a network of public Colleges of Education, so any new institution should have clearly defined programmes and a sustainable funding model.
There is also a need to connect the proposed college to Ghana’s broader teacher workforce requirements. Expansion should contribute to producing teachers in areas where demand exists rather than simply increasing the number of institutions.
For the initiative to achieve its intended impact, the Assembly’s stakeholder engagement should therefore include education authorities, teacher education institutions, traditional authorities, communities, teacher organisations and prospective users of the institution.
As Ellis (2026) argues in the context of teacher education planning, institutional expansion is most valuable when access, quality, workforce demand and professional preparation are considered together.
What Happens Next?
The immediate focus is expected to be on stakeholder engagement and discussions with the relevant authorities.
Further information will be required on:
Proposed land and site development
Funding arrangements
Institutional ownership and governance
Infrastructure plans
Academic programmes
Accreditation
Staffing
Admission requirements
Implementation timeline
Until these details are formally announced, the project should be regarded as a proposed public College of Education, rather than an operational institution.
Frequently Asked Questions
Where will the proposed College of Education be located?
The proposed public College of Education is planned for Hodzo in the Ho Municipality of the Volta Region.
Who announced the proposal?
The proposal was announced by Hon. Stephen Adom, Ho Municipal Chief Executive.
Has the College already been established?
No formal evidence supplied for this report establishes that the college has already been established or accredited. The Assembly has announced plans to pursue its establishment.
What is the main purpose of the proposed college?
The principal objective is to expand access to teacher education and training while creating opportunities for young people.
When will admissions begin?
No admission date has been announced. Prospective students should wait for formal information from the appropriate authorities.
Conclusion
The Ho Municipal Assembly’s proposal to establish a public College of Education at Hodzo could mark a major development in teacher education in the municipality.
The initiative has the potential to expand access to professional teacher training, create employment opportunities and strengthen Ho’s position as an education centre.
Its success, however, will depend on effective stakeholder engagement, appropriate national approvals, adequate infrastructure, sustainable financing and accreditation.
For now, the key development is the announcement of the proposal. EducateGhana.com will monitor the initiative for further information on approvals, funding, construction, programmes and eventual admissions.
Source
Ho Municipal Assembly. (2026). Announcement on plans to establish a public College of Education at Hodzo.
Ellis, F. (2026). Analysis of teacher education development and institutional expansion in Ghana. EducateGhana.com.
Primetime has withdrawn Anlo SHS and Kumasi High School from NSMQ 2026 Contest 9 after contestants walked off the stage following a dispute over a Biology question.
Published: 28 August 2026 Author: Ferdinand Ellis
Article Information
Item
Details
Article Title
Primetime Withdraws Anlo SHS and Kumasi High from NSMQ Contest 9
Event
2026 National Science & Maths Quiz
Contest
One-Eighth Stage, Contest 9
Schools
St. Augustine’s College, Anlo SHS and Kumasi High School
Decision
Anlo SHS and Kumasi High School withdrawn
Winner
St. Augustine’s College
Decision Issued By
Primetime Limited
Reason
Walk-off and breach of competition rules
Publication Date
28 August 2026
Fact Check & Editorial Review
Status: Confirmed from Primetime Limited’s official statement.
Primetime Limited has officially explained its decision following the disruption of the One-Eighth Stage Contest 9 involving St. Augustine’s College, Anlo SHS and Kumasi High School.
According to Primetime, the dispute began after St. Augustine’s College protested the adjudication of a Biology question in Round One. The matter was referred to a consultant, who advised that St. Augustine’s should receive partial marks.
The situation later escalated during the contest, with officials from Anlo SHS challenging the decision. After the consultant explained the basis of the ruling through a speakerphone conversation, the contest continued.
The decisive incident occurred in Round Five when teachers from Anlo SHS instructed their contestants to leave the stage. Kumasi High School contestants subsequently also left the stage after an instruction from a teacher.
Primetime has now ruled that the conduct breached the competition’s rules and has withdrawn both schools from Contest 9.
St. Augustine’s College, which remained on stage and was prepared to continue, has consequently been declared the winner.
Editorial note: This report distinguishes between the events described by Primetime Limited and independent conclusions. Claims about the conduct of individual teachers are attributed to Primetime’s official account.
Key Takeaways
Anlo SHS and Kumasi High School have been withdrawn from Contest 9 of the 2026 NSMQ One-Eighth Stage.
The decision followed a walk-off by contestants after instructions from teachers during the ongoing contest.
The controversy began with a Biology question protest raised by St. Augustine’s College.
Primetime said a consultant reviewed the issue and recommended partial marks for St. Augustine’s College.
The consultant’s explanation was communicated to the contest officials through a speakerphone.
The contest resumed and reached Round Five before the walk-off occurred.
Primetime said continuing the contest would compromise fairness because other venues using the same questions had already completed their contests.
St. Augustine’s College has been declared the winner and progresses to the next stage.
Introduction
The 2026 National Science & Maths Quiz has recorded a dramatic development after Primetime Limited withdrew Anlo Senior High School and Kumasi High School from Contest 9 of the One-Eighth Stage.
The decision followed an incident in which contestants from both schools left the stage during the contest after being instructed to do so by teachers, according to an official statement issued by Primetime Limited.
The ruling means that St. Augustine’s College, which remained on stage and was ready to continue competing, has been declared the winner of the contest and will advance to the next stage.
The incident has attracted considerable attention because it involved a dispute over the adjudication of a Biology question before eventually developing into a walk-off during the competition.
What Happened During the Contest?
The controversy began during Round One, when St. Augustine’s College raised a protest concerning the adjudication of a Biology question.
Primetime said the matter was referred to the relevant consultant for review. Following the review, the consultant advised that St. Augustine’s College should be awarded partial marks because the question in question was the school’s own question in Round One.
The decision was subsequently communicated by the Quiz Mistress at the end of Round Three.
Officials of Anlo SHS challenged the decision, resulting in agitation and disruption within the auditorium.
To clarify the ruling, the consultant was contacted and placed on speakerphone. The consultant explained the basis for the decision, after which the contest resumed and proceeded through Round Four.
➡ Related: [NSMQ 2026 One-Eighth Stage: Full Contest Results and Schools Through to the Next Round]
➡ Related: [NSMQ 2026: Complete Competition Format, Rules and Stages Explained]
The Walk-Off in Round Five
The situation changed during Round Five.
According to Primetime, while the first riddle of the round was in progress, the coordinator of Anlo SHS and another teacher from the school began shouting and instructed their contestants to leave the stage.
The Production Team reportedly made repeated appeals for the contestants to remain on stage and allow the contest to continue.
The contestants nevertheless left the stage.
Primetime said that a teacher from Kumasi High School subsequently instructed that school’s contestants to leave the stage as well. The Kumasi High contestants then followed the instruction and left the stage.
The walk-off brought the contest to an abrupt halt.
Primetime’s decision is based principally on its interpretation of the competition rules.
The organisers said the rules require participating schools to compete fairly and expressly prohibit direct communication between school officials and contestants or substitutes during a contest.
According to Primetime, teachers from both Anlo SHS and Kumasi High School directly communicated with their contestants and instructed them to leave the stage while the contest was still in progress.
The organisers therefore classified the conduct as a breach of the rules governing the fair and orderly conduct of the competition.
Primetime further explained that the contestants acted on the instructions of their teachers despite repeated efforts by the Production Team to persuade them to remain on stage.
➡ Related: [NSMQ Rules: What Teachers, Coordinators and Contestants Must Know]
➡ Related: [NSMQ 2026: How Protests and Appeals Are Handled]
Why Could the Contest Not Simply Continue?
One of the most important explanations provided by Primetime concerns the use of common questions across different contest venues.
The organisers said that while the dispute was being resolved, contests at the other venues using the same set of questions had already ended.
This created a problem for the continuation of Contest 9.
Primetime said restarting or continuing the contest after the other venues had completed their contests could compromise the integrity and fairness of the competition.
This consideration ultimately influenced the decision to bring Contest 9 to an end rather than resume it after the disruption.
➡ Related: [NSMQ 2026 One-Eighth Stage: How the Competition Works]
➡ Related: [NSMQ 2026: Full Schedule, Results and Next Stage]
Why Was St. Augustine’s College Declared Winner?
St. Augustine’s College was the only school among the three that remained on stage and was prepared to continue the contest.
Primetime therefore declared St. Augustine’s College the winner after determining that the actions of Anlo SHS and Kumasi High School amounted to breaches of the competition rules.
The decision means that AUGUSCO progresses to the next stage of the 2026 NSMQ.
The outcome is particularly significant because the contest had already passed through several rounds before the walk-off occurred.
What Primetime’s Decision Means for Anlo SHS and Kumasi High
The immediate consequence is that both Anlo SHS and Kumasi High School are out of Contest 9.
Primetime described the withdrawal as a consequence of breaches of the rules governing fair and orderly participation.
The organisers also used the occasion to remind all participating schools, teachers, coordinators and contestants that they are expected to comply with the procedures governing the competition.
The decision places renewed attention on the role of school officials during live NSMQ contests, particularly where disagreements arise over marking, adjudication or questions.
The Larger Issue of Protests During NSMQ
The incident also highlights the importance of the protest and adjudication mechanisms within the NSMQ.
Academic competitions can produce disagreements over answers, question interpretation and marking. Such disagreements require established procedures that allow concerns to be raised without disrupting the contest.
In this case, Primetime says the Biology question was referred to a consultant for review. The consultant’s decision was then explained to the parties through a speakerphone.
The subsequent walk-off, however, transformed an adjudication dispute into a competition-rule issue.
For schools participating in high-stakes academic competitions, the episode demonstrates the importance of understanding the rules governing protests and the conduct expected of teachers and contestants.
AUGUSCO Moves On
With the official decision now announced, St. Augustine’s College becomes the school advancing from Contest 9.
The school remained on stage despite the disruption and was ready to continue competing, according to Primetime.
Its declaration as winner brings an unusual conclusion to the contest, which began with three schools but ended with only one remaining eligible to progress.
The attention now turns to AUGUSCO’s next appearance in the 2026 NSMQ.
Primetime’s Official Decision
Primetime Limited concluded that:
Teachers from Anlo SHS and Kumasi High directly communicated with their contestants and instructed them to leave the stage.
The instructions resulted in the contestants walking off during an ongoing contest.
The walk-off disrupted Contest 9 and prevented it from continuing without potentially compromising competition integrity.
The conduct constituted a breach of the rules governing the competition.
Anlo SHS and Kumasi High School were withdrawn from Contest 9.
St. Augustine’s College was declared the winner and progresses to the next stage.
Editorial Analysis
The decision raises an important question about how academic competitions should balance the right of schools to challenge adjudication decisions with the need to maintain an orderly contest.
A protest mechanism is essential in any serious academic competition. Schools must be able to question decisions where they believe a question has been wrongly adjudicated. At the same time, once an established adjudication process has been invoked, participating teams are expected to comply with the rules while the matter is being resolved.
The most consequential issue in this case was therefore not simply the original Biology question. It was the decision by contestants to leave the stage during an ongoing contest after instructions from school officials.
Primetime’s explanation also shows why the organisers considered continuation impractical. Since the same questions were being used at other venues and those contests had already concluded, resuming Contest 9 could have created an unequal competitive environment.
The incident therefore provides an important lesson for schools participating in the NSMQ. Protests should be pursued through the prescribed mechanisms, while contestants remain on stage unless the organisers direct otherwise.
As Ferdinand Ellis (2026) observes in discussions of educational assessment and professional practice, the credibility of competitive assessment depends not only on the quality of questions but also on transparent procedures, consistent rules and responsible conduct by all participants.
What Happens Next?
St. Augustine’s College will proceed to the next stage of the 2026 National Science & Maths Quiz following its declaration as winner of Contest 9.
Anlo SHS and Kumasi High School, meanwhile, have been withdrawn from the contest under Primetime’s ruling.
The development is likely to remain one of the most discussed moments of the 2026 NSMQ as the competition progresses.
EducateGhana.com will continue to track the results, qualified schools and major developments in the 2026 National Science & Maths Quiz.
Frequently Asked Questions
Why were Anlo SHS and Kumasi High School withdrawn from NSMQ 2026?
Primetime said both schools breached competition rules after their contestants left the stage following instructions from teachers during the ongoing contest.
Why did the controversy begin?
The controversy began after St. Augustine’s College protested the adjudication of a Biology question during Round One.
Who reviewed the Biology question?
Primetime said the matter was referred to the relevant consultant, who recommended that St. Augustine’s College receive partial marks.
Why was St. Augustine’s College declared winner?
AUGUSCO remained on stage and was ready to continue competing. Primetime subsequently declared the school winner after withdrawing the other two schools.
Will Anlo SHS and Kumasi High continue in Contest 9?
No. Primetime has officially withdrawn both schools from Contest 9.
Which school advances?
St. Augustine’s College advances to the next stage of the 2026 NSMQ.
Conclusion
The dramatic conclusion to Contest 9 of the 2026 NSMQ has placed competition rules, protest procedures and the conduct of school officials under the spotlight.
Primetime Limited has made its position clear. It considers the instructions given by teachers for contestants to leave the stage a breach of the competition rules and has consequently withdrawn Anlo SHS and Kumasi High School.
For St. Augustine’s College, the ruling delivers progression to the next stage.
The episode will likely serve as a significant reference point in discussions about discipline, protest procedures and the integrity of competitive academic assessment in Ghana.
St. Augustine’s College now moves forward in the 2026 NSMQ.
Sources
Primetime Limited. (2026, August 28). Primetime’s decision on walk-off by Anlo SHS and Kumasi High School contestants during the One-Eighth Stage Contest 9 involving St. Augustine’s College, Anlo SHS and Kumasi High School.
Ferdinand Ellis. (2026). Analysis of assessment integrity, professional conduct and competitive academic assessment in Ghana. EducateGhana.com.
Technical and vocational education and training in Ghana showing students receiving practical technical skills
Technical and vocational education in Ghana explained, including TVET programmes, qualifications, admissions, WEL, accreditation, careers and progression.
✔ Verified against official CTVET and Ghana TVET sources
Reviewed By
EducateGhana Editorial Team
Last Reviewed
August 2026
Introduction
Technical and Vocational Education and Training (TVET) in Ghana is a major component of the country’s skills development system. It provides learners with practical, technical, occupational and entrepreneurial skills that can support employment, self-employment, further education and participation in industry.
Ghana’s TVET systemcovers a broad range of learning pathways. These include formal institutional training, workplace learning, apprenticeships, competency-based training, informal skills development and higher technical education. The system therefore extends beyond the traditional image of technical schools and workshops.
The country’s TVET regulatory structure has also changed significantly. TheCommission for Technical and Vocational Education and Training (CTVET)was established under the Education Regulatory Bodies Act, 2020 (Act 1023). Its mandate includes regulating, promoting and administering TVET, developing national assessment and certification systems, accrediting institutions and programmes, and facilitating collaboration between training institutions and industry.
The Ghana TVET Service, established under the Pre-Tertiary Education Act, 2020 (Act 1049), manages and implements approved policies and programmes for pre-tertiary TVET. Its responsibilities include delivering TVET services, implementing curricula, maintaining registers of institutions and trainers, and facilitating workplace experience and apprenticeships.
This guide explains the structure of TVET in Ghana, programmes, qualifications, admission pathways, workplace learning, accreditation, assessment, career opportunities and progression to higher education.
➡ Related: Ghana TVET Service: Programmes, Institutions and Admissions Guide
➡ Related: TVET Admissions in Ghana: Requirements and Application Guide
Key Takeaways
TVET provides practical, technical, occupational and entrepreneurial skills.
CTVET is the principal regulatory body for Ghana’s TVET system.
The Ghana TVET Service manages pre-tertiary TVET delivery.
Ghana uses the National TVET Qualifications Framework (NTVETQF) to provide structured progression.
The framework contains eight qualification levels, from National Proficiency I to Doctor of Technology.
Workplace Experience Learning is an important component of competency-based TVET.
Accredited TVET institutions and programmes should meet CTVET quality requirements.
TVET graduates can enter employment, establish businesses, pursue apprenticeships or progress to higher qualifications.
TVET is not a dead-end educational pathway. The national framework provides routes from lower qualifications to HND, B.Tech, M.Tech and D.Tech.
➡ Related: National TVET Qualifications Framework in Ghana
➡ Related: Workplace Experience Learning in Ghana TVET Institutions
What Is Technical and Vocational Education and Training in Ghana?
Technical and Vocational Education and Training refers to education and training that develops knowledge, skills, competencies and attitudes required for particular occupations, trades, industries and economic activities.
In Ghana, TVET is designed around the principle that learners should acquire competencies that can be applied in real occupational settings. This gives practical learning a central position in the system.
TVET can therefore involve classroom instruction, workshops, laboratories, practical assignments, workplace placements, apprenticeships and competency-based assessment.
The system serves learners with different educational backgrounds. Some programmes are accessible to learners with limited formal education, while higher TVET qualifications require progression through previous qualifications or equivalent credentials.
CTVET describes its mandate as coordinating a TVET system that produces a globally competitive workforce through quality-oriented and demand-driven learning. Its functions include industry collaboration, occupational standards, assessment and certification, accreditation, research and quality assurance.
➡ Related: Competency-Based Training in Ghana: Complete Guide
➡ Related: Technical Education and Skills Development in Ghana
History and Development of TVET in Ghana
Technical and vocational education has existed in Ghana in different forms for many decades. Government institutions, technical schools, vocational centres, apprenticeship systems, private training providers, faith-based organisations and industry have all contributed to skills development.
Over time, Ghana’s TVET system became fragmented across different ministries, agencies and institutions. The establishment of the Ghana TVET Service was intended to bring a large portion of pre-tertiary TVET delivery under one institutional structure.
The Ghana TVET Service was established under Act 1049. Its operationalisation brought together technical and vocational programmes previously administered under different ministries and agencies. The reform included institutions associated with bodies such as the former Ghana Education Service Technical and Vocational Education Division, NVTI, GRATIS, ICCES and other government-supported training structures.
The regulatory side of the system was strengthened through the establishment of CTVET under Act 1023. CTVET’s responsibilities include developing standards, accreditation, assessment and certification, occupational standards and industry collaboration.
➡ Related: Ghana TVET Service: History and Functions
➡ Related: CTVET in Ghana: Functions and Responsibilities
Who Regulates TVET in Ghana?
Two institutions are particularly important in understanding Ghana’s contemporary TVET structure.
Commission for Technical and Vocational Education and Training
CTVET is the national regulatory body established under the Education Regulatory Bodies Act, 2020 (Act 1023).
Its functions include:
Developing national TVET policies and standards.
Coordinating and harmonising TVET activities.
Developing assessment and certification systems.
Accrediting TVET institutions and programmes.
Developing occupational standards.
Supporting industry-led curriculum development.
Promoting Workplace Experience Learning.
Supporting Recognition of Prior Learning.
Maintaining information on the TVET sector.
Promoting quality, equity and inclusion.
Facilitating research and development.
Ghana TVET Service
The Ghana TVET Service focuses primarily on pre-tertiary TVET delivery. Its mandate includes implementation of approved programmes and curricula, management of TVET institutions under the Service, registration of institutions and trainers, and facilitation of practical workplace learning and apprenticeships.
This distinction is important. CTVET performs regulatory functions, while the Ghana TVET Service is responsible for the management and delivery of pre-tertiary TVET under its mandate.
➡ Related: GTEC Accredited Institutions in Ghana: How to Verify
➡ Related: CTVET Accreditation: How to Verify a TVET Institution
Types of TVET in Ghana
Ghana’s TVET system covers several forms of learning.
Formal TVET
Formal TVET is delivered through recognised institutions following approved curricula and leading to recognised qualifications.
Examples include technical institutes, vocational institutions and other accredited TVET providers.
Informal TVET
Informal TVET includes skills acquired through traditional apprenticeship arrangements, family businesses, master craftspersons and other occupational learning environments.
Non-Formal TVET
Non-formal programmes may provide structured skills development outside the conventional school system.
Workplace Learning
Workplace learning gives students opportunities to apply knowledge and skills in actual occupational environments.
Apprenticeship
Apprenticeships allow learners to acquire occupational skills through structured practical training under experienced practitioners.
CTVET’s mandate specifically includes collaboration between institutions and industry in areas such as workplace experience, industry-led curriculum development and Recognition of Prior Learning.
➡ Related: Apprenticeship Training in Ghana: Complete Guide
➡ Related: Recognition of Prior Learning in Ghana: Complete Guide
TVET Programmes and Areas of Study in Ghana
TVET programmes cover a wide range of occupational and technical fields.
Depending on the institution and accreditation status, learners may find programmes in areas such as:
Building construction
Carpentry and joinery
Plumbing
Electrical installation
Electronics
Welding and fabrication
Motor vehicle mechanics
Auto electrical engineering
Mechanical engineering
Refrigeration and air conditioning
Fashion and design
Garment production
Catering and hospitality
Beauty therapy
Cosmetology
Information and communication technology
Agriculture
Food processing
Graphic design
Printing
Furniture production
Masonry
Painting and decoration
Hairdressing
Entrepreneurship
Business-related occupational programmes
The precise programmes available differ from one institution to another. Prospective students should therefore verify both the institution’s accreditation and the specific programme’s accreditation before applying.
CTVET maintains information on accredited TVET providers and programmes through its official systems.
➡ Related: TVET Courses in Ghana: Complete List and Career Options
➡ Related: Best TVET Programmes for Employment in Ghana
National TVET Qualifications Framework
One of the most important features of Ghana’s TVET system is the National TVET Qualifications Framework (NTVETQF).
The framework establishes progression routes between different qualifications. CTVET states that the framework contains eight levels, beginning with National Proficiency I and progressing through National Proficiency II, National Certificate I, National Certificate II, HND, Bachelor of Technology, Master of Technology and Doctor of Technology.
NTVETQF Level
Qualification
Level 1
National Proficiency I
Level 2
National Proficiency II
Level 3
National Certificate I
Level 4
National Certificate II
Level 5
Higher National Diploma
Level 6
Bachelor of Technology
Level 7
Master of Technology
Level 8
Doctor of Technology
The framework creates pathways for learners to progress from occupational skills training to advanced technical and professional education.
➡ Related: National TVET Qualifications Framework: Complete Guide
➡ Related: HND and Bachelor of Technology in Ghana: Complete Guide
National Proficiency I and II
National Proficiency I provides an entry-level pathway for people who may have little or no formal educational background.
According to CTVET, the programme focuses on basic knowledge, skills and understanding in a technical or vocational area. It can provide a pathway towards National Proficiency II.
National Proficiency II provides progression to National Certificate I and further technical and vocational education.
The two levels can therefore serve learners who require an alternative entry route into occupational training.
➡ Related: National Proficiency Programmes in Ghana
➡ Related: Alternative Pathways into TVET in Ghana
National Certificate I and II
National Certificate I provides progression from National Proficiency II and can also admit appropriate candidates through recognised educational qualifications.
CTVET identifies BECE passes in appropriate subjects or equivalent qualifications among possible entry routes for National Certificate I.
National Certificate II provides a higher level of technical and vocational competence. CTVET identifies National Certificate I and appropriate WASSCE qualifications or equivalents as possible entry routes.
National Certificate II can also provide progression towards HND and Bachelor of Technology programmes.
➡ Related: BECE Candidates and TVET Selection in Ghana
➡ Related: WASSCE Graduates and TVET Opportunities in Ghana
HND, Bachelor of Technology and Higher TVET Education
TVET education does not end at certificate level.
The NTVETQF provides pathways to Higher National Diploma, Bachelor of Technology, Master of Technology and Doctor of Technology qualifications. CTVET identifies HND as Level 5, B.Tech as Level 6, M.Tech as Level 7 and D.Tech as Level 8.
This progression is important because it demonstrates that technical and vocational education can form part of a complete higher education pathway.
Students who begin with occupational training can, subject to entry requirements and successful progression, move towards increasingly advanced technical qualifications.
➡ Related: Bachelor of Technology Programmes in Ghana
➡ Related: Doctor of Technology in Ghana: Complete Guide
Admission Requirements for TVET Programmes
Admission requirements vary according to the qualification, programme and institution.
At lower levels, entry requirements may be relatively flexible. The NTVETQF identifies routes that include National Proficiency I for learners without formal certificates and progression through National Proficiency II to National Certificate I.
For National Certificate I, CTVET identifies National Proficiency II or an appropriate BECE pass as possible entry routes.
For National Certificate II, entry may be through National Certificate I or appropriate WASSCE qualifications.
Higher qualifications such as HND and B.Tech have their own admission requirements and may require specific prior qualifications or equivalent credentials.
Prospective students should therefore avoid assuming that one admission requirement applies to every TVET programme.
➡ Related: TVET Admission Requirements in Ghana
➡ Related: How to Choose a TVET Programme in Ghana
Workplace Experience Learning in TVET
Workplace Experience Learning (WEL) is a central element of practical TVET.
WEL gives students opportunities to experience occupational environments and apply competencies developed during institutional training.
It can expose learners to workplace procedures, equipment, professional relationships, safety practices, customer relations, production processes and real occupational challenges.
The Ghana TVET Service’s statutory responsibilities include facilitating practical workplace experience, learning and apprenticeships. CTVET also identifies industry collaboration and WEL as important parts of the national TVET system.
The 2026 Ghana TVET Report notes that WEL has improved practical training, although implementation remains uneven across institutions. The report recommends greater standardisation of WEL implementation.
➡ Related: Workplace Experience Learning in Ghana: Complete Guide
➡ Related: TVET Industry Placement and Apprenticeship Guide
Competency-Based Training and Assessment
Ghana’s TVET system increasingly uses Competency-Based Training (CBT).
CBT focuses on whether learners can demonstrate the knowledge, skills and attitudes required for defined occupational tasks.
This approach changes the emphasis from simply completing classroom lessons to demonstrating competence.
Assessment can therefore involve practical demonstrations, workplace evidence, assignments, projects and other forms of evidence, depending on the programme and assessment arrangements.
CTVET’s accreditation framework recognises facilitators, assessors, internal verifiers, external verifiers and awarding bodies as important parts of the quality assurance structure.
➡ Related: Competency-Based Assessment in Ghana TVET
➡ Related: TVET Assessment and Certification in Ghana
Accreditation of TVET Institutions and Programmes
Accreditation is important because it provides formal recognition that a training provider has met prescribed requirements for delivering specified programmes.
CTVET states that accreditation involves recognition that a provider has the capacity to offer defined programmes of learning that meet required standards.
An institution seeking accreditation must meet requirements relating to areas such as:
Appropriate facilities
Modern tools and equipment
Qualified facilitators
Health and safety policies
Governance
Admission policies
Strategic planning
Legal documentation
Management structures
CTVET’s accreditation process includes application review, inspection and evaluation before a decision is made.
➡ Related: GTEC Accredited Institutions in Ghana: How to Verify
➡ Related: How to Verify a CTVET Accredited TVET Institution
How to Choose a TVET Institution in Ghana
Students should consider several factors before selecting a TVET institution.
1. Accreditation
Confirm that the institution is recognised and that the specific programme has the necessary accreditation.
2. Programme relevance
Choose a programme that matches your interests, abilities and intended career.
3. Workshop facilities
Practical training requires appropriate equipment. A student should consider whether the institution has functional workshops and laboratories.
4. Workplace opportunities
Find out how the institution organises WEL, industry placement and apprenticeship opportunities.
5. Progression opportunities
Consider whether the qualification provides opportunities for further education.
6. Location and cost
Accommodation, transportation, tools, materials and other expenses should be considered.
7. Employment prospects
Students should research the demand for the occupation they intend to enter.
CTVET’s accreditation requirements emphasise appropriate facilities, equipment and qualified facilitators, making these important considerations when comparing institutions.
➡ Related: How to Choose a Technical School in Ghana
➡ Related: Accredited TVET Institutions in Ghana: Updated Directory
Career Opportunities After TVET
TVET graduates can pursue careers in many areas of Ghana’s economy.
Depending on their training, they may work as:
Electricians
Plumbers
Welders
Fabricators
Auto mechanics
Auto electricians
Refrigeration technicians
Fashion designers
Tailors
Hairdressers
Beauticians
Caterers
Bakers
Construction technicians
Carpenters
ICT technicians
Graphic designers
Agricultural technicians
Food processing technicians
Machine operators
Maintenance technicians
TVET can also support entrepreneurship. A graduate with appropriate occupational competence can establish a small enterprise and employ other people.
The 2026 Ghana TVET Report, however, identifies continuing challenges around the transition from training into employment and enterprise. It points to weak industry linkages and the need to strengthen employability skills such as entrepreneurship, digital literacy and soft skills.
➡ Related: TVET Career Opportunities in Ghana
➡ Related: Best Technical Skills for Employment in Ghana
TVET and Entrepreneurship
One of the major strengths of vocational education is its potential contribution to self-employment.
A person trained in welding, carpentry, fashion, catering, hairdressing, automotive repair, electrical installation or another occupation can potentially establish a business after gaining sufficient competence and experience.
However, occupational skill alone may not be enough to sustain an enterprise.
TVET learners also benefit from understanding:
Basic accounting
Customer service
Marketing
Digital tools
Pricing
Procurement
Business registration
Workplace safety
Record keeping
Financial management
The 2026 Ghana TVET Report specifically identifies entrepreneurship, digital literacy and soft skills as areas requiring continued attention in improving employability outcomes.
➡ Related: Entrepreneurship Education in Ghana: Complete Guide
➡ Related: How TVET Can Support Self-Employment in Ghana
Challenges Facing TVET in Ghana
Despite significant reforms, Ghana’s TVET system continues to face challenges.
The 2026 Ghana TVET Report identifies infrastructure deficits, outdated equipment and facilitator capacity gaps as constraints on quality TVET delivery. It also notes uneven implementation of WEL and continuing weaknesses in industry linkages and graduate transitions into employment or enterprise.
Key challenges include:
Infrastructure
Some institutions require modern workshops, laboratories and learning spaces.
Equipment
Technical training depends heavily on functional and current equipment. Outdated tools can limit the relevance of practical instruction.
Facilitator Capacity
Teachers and facilitators require continuous professional development and industry exposure.
Industry Linkages
Strong relationships between institutions and employers are necessary for effective workplace learning and smoother transitions into employment.
Public Perception
Some families continue to regard TVET as inferior to academic education. This perception can discourage capable students from entering technical and vocational pathways.
Digital Skills
Modern occupations increasingly require digital competence alongside traditional occupational skills.
➡ Related: Challenges Facing TVET Education in Ghana
➡ Related: TVET Reform in Ghana: Policies and Future Direction
The Future of TVET in Ghana
The future of Ghana’s TVET system will depend heavily on the ability to connect training with the changing needs of the economy.
Industry participation should remain central to curriculum development, occupational standards, workplace learning and graduate transition.
The 2026 Ghana TVET Report recommends investment in modern workshops, equipment and consumables, stronger facilitator development and more consistent WEL implementation.
Digital technology will also increasingly influence TVET. Learners will need digital skills even when their occupations are traditionally considered manual or craft-based.
The future TVET graduate is therefore likely to require a combination of technical competence, digital literacy, entrepreneurship, communication, problem-solving and workplace skills.
➡ Related: AI and Digital Education in Ghana: Complete Guide
➡ Related: The Future of Skills Development in Ghana
EducateGhana Analysis
Educational Significance
TVET provides an alternative and complementary route through Ghana’s education system. Its importance extends beyond preparing learners for individual occupations. A strong TVET system can support productivity, innovation, entrepreneurship and national skills development.
The NTVETQF is particularly significant because it provides a structured progression system. Learners can enter at different points and continue towards higher technical qualifications.
Policy Implications
Policy makers need to maintain a close relationship between curriculum development and labour-market requirements. Investment in workshops and equipment should be accompanied by investment in teachers, facilitators and workplace supervisors.
Accreditation and quality assurance must also remain strong. The existence of a qualification framework is useful only when qualifications are supported by credible training, assessment and certification.
Implementation Considerations
Effective TVET implementation requires coordination among CTVET, the Ghana TVET Service, training institutions, industry, employers, tertiary institutions and other stakeholders.
WEL deserves particular attention. A workplace placement should provide meaningful learning experiences rather than merely placing students in workplaces.
Future Outlook
Ghana’s TVET system has the potential to become a stronger pathway into employment, enterprise and higher technical education. Achieving that outcome will require sustained investment, stronger industry participation, modern equipment, competent facilitators and public confidence in technical and vocational careers.
➡ Related: Ghana Education Reform: Major Policies and Programmes
➡ Related: Skills Development and Employment in Ghana
Why You Can Trust This Information
This guide is based primarily on official publications and information from the Commission for Technical and Vocational Education and Training and Ghana’s TVET institutional framework. Key information on the NTVETQF, accreditation, regulatory responsibilities and current sector challenges has been cross-checked against official CTVET sources, including the 2026 Ghana TVET Report.
Readers should verify institution-specific admission requirements, programme availability, accreditation status and application deadlines through the relevant institution and official regulatory channels before applying.
TVET means Technical and Vocational Education and Training. It provides practical and technical skills for employment, entrepreneurship, further education and occupational development.
2. Which institution regulates TVET in Ghana?
The Commission for Technical and Vocational Education and Training (CTVET) is the national regulatory body responsible for regulating, promoting and administering TVET.
3. What is the Ghana TVET Service?
The Ghana TVET Service is responsible for managing and implementing approved programmes and policies for pre-tertiary TVET under its statutory mandate.
4. Is TVET only for students who do not perform well academically?
No. TVET is an education and skills pathway designed to develop technical, occupational and practical competencies. Students with different academic backgrounds can pursue appropriate TVET pathways.
5. Can a TVET student continue to university or higher education?
Yes. The NTVETQF provides progression routes through National Certificate II, HND, Bachelor of Technology, Master of Technology and Doctor of Technology, subject to the applicable entry requirements.
6. What qualifications are available under the NTVETQF?
The framework contains eight levels:
National Proficiency I
National Proficiency II
National Certificate I
National Certificate II
Higher National Diploma
Bachelor of Technology
Master of Technology
Doctor of Technology.
7. What is WEL in TVET?
WEL means Workplace Experience Learning. It allows learners to gain practical experience in occupational environments.
8. Is every TVET institution accredited?
Students should not assume that every provider or programme is accredited. CTVET operates an accreditation system for TVET providers and programmes. Prospective students should verify accreditation before enrolling.
9. What careers can TVET graduates pursue?
Career options depend on the programme. They may include electrical installation, welding, automotive work, construction, plumbing, fashion, catering, ICT, agriculture, refrigeration, beauty therapy and other technical occupations.
10. Can TVET graduates become entrepreneurs?
Yes. Many occupational skills can support self-employment and enterprise development. Business management, digital literacy and entrepreneurship skills can strengthen this pathway.
11. What is competency-based training?
Competency-Based Training focuses on developing and demonstrating the knowledge, skills and attitudes required to perform defined occupational tasks.
12. What is the difference between CTVET and Ghana TVET Service?
CTVET has a regulatory and quality assurance mandate across the TVET sector. The Ghana TVET Service is responsible for managing and implementing pre-tertiary TVET services under its statutory mandate.
➡ Related: TVET Frequently Asked Questions in Ghana
➡ Related: Ghana TVET Admissions: Questions and Answers
Conclusion
Technical and Vocational Education and Training is an important part of Ghana’s education and skills development system.
Its purpose extends beyond teaching individual trades. The system provides pathways into employment, entrepreneurship, workplace learning and higher technical education.
The National TVET Qualifications Framework has strengthened the progression structure by connecting proficiency and certificate qualifications with HND, Bachelor of Technology, Master of Technology and Doctor of Technology pathways.
The future quality of TVET will depend on the strength of its institutions, the relevance of its curricula, the competence of facilitators, the quality of equipment, the effectiveness of workplace learning and the depth of collaboration between education providers and industry.
For students considering TVET, the most important decision is to identify an accredited institution and an appropriate programme that provides genuine practical training and a credible pathway for further education or employment.
Recommended Citation: Ellis, F. (2026). Technical and vocational education in Ghana: Complete guide. EducateGhana.com.
About the Author
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.
Primary Official Sources
Commission for Technical and Vocational Education and Training (CTVET)�
Mentoring in Teacher Education in Ghana: Complete Guide
Learn how mentoring in teacher education works in Ghana, including mentor roles, benefits, challenges, teaching practice, standards and professional development.
Teacher trainees, mentors, tutors, teachers, teacher educators and education policymakers
Last Updated
August 2026
Author
Ferdinand Ellis
Publisher
EducateGhana.com
FACT CHECK & EDITORIAL REVIEW
Editorial Status
Details
Fact Checked
✔ Verified against official and institutional sources
Primary Sources
National Teaching Council, University of Education, Winneba and official education documents
Reviewed By
EducateGhana Editorial Team
Last Reviewed
August 2026
Introduction
Mentoring is an important component of teacher education because becoming a competent teacher requires more than studying educational theories and passing examinations. Student teachers also need opportunities to observe experienced practitioners, participate in authentic classroom activities, receive professional guidance and reflect on their developing practice.
In Ghana, mentoring has become increasingly important within the broader reform of initial teacher education and continuing teacher professional development. The National Teaching Council (NTC) has developed a national framework for mentoring and coaching pre-tertiary teachers, while institutions such as the University of Education, Winneba have established structures concerned with student placement, internship and mentoring.
Mentoring is particularly significant within the practical preparation of teachers in Ghana’s Colleges of Education. Teacher trainees are expected to connect knowledge acquired through coursework with the realities of teaching in schools. Partnership schools therefore provide an important setting in which trainees can develop classroom competence under the guidance of experienced teachers.
Research from the University of Education, Winneba has also found that mentorship can provide teacher trainees with knowledge, skills and practical experience in teaching and learning. However, the same research points to challenges that can affect the quality of the mentoring relationship, including interpersonal difficulties and insufficient preparation of school personnel for their mentoring responsibilities.
This guide examines the meaning, purpose, models, processes, responsibilities, benefits and challenges of mentoring in teacher education in Ghana. It also explains how effective mentoring can contribute to teacher professionalism and improved classroom practice.
Key Takeaways
Mentoring connects teacher education theory with authentic professional practice.
Effective mentoring requires a structured relationship between the trainee and an experienced teacher or mentor.
Colleges of Education and partner schools have important complementary responsibilities.
Mentors require appropriate preparation, professional knowledge and interpersonal skills.
Mentoring should include observation, feedback, guided practice and reflection.
Ghana’s National Teaching Council has developed a national framework for mentoring and coaching pre-tertiary teachers.
Research in Ghana indicates that mentoring can strengthen teacher trainees’ knowledge, skills and classroom experience.
Weak coordination, inadequate mentor preparation and poor interpersonal relationships can reduce the effectiveness of mentoring.
What Is Mentoring in Teacher Education?
Mentoring in teacher education is a structured professional relationship in which an experienced teacher, teacher educator or other suitably qualified practitioner supports the learning and professional development of a less experienced teacher or teacher trainee.
The relationship normally involves guidance, observation, discussion, modelling, feedback and reflection. The mentor does not simply tell the trainee what to do. Effective mentoring provides opportunities for the trainee to understand why particular professional decisions are made and to develop the ability to make sound decisions independently.
Mentoring therefore differs from ordinary supervision. Supervision may focus heavily on monitoring performance and determining whether prescribed requirements have been met. Mentoring places greater emphasis on learning, professional growth and the gradual development of competence.
Within teacher education, mentoring may occur in Colleges of Education, universities, partnership schools and other professional learning environments. It can support trainees during school placement, teaching practice, internship or other forms of school-based professional experience.
The National Teaching Council’s Mentoring and Coaching Framework describes mentoring and coaching as important approaches to teacher development and school improvement. The framework was developed to provide direction and standards for mentoring and coaching activities involving teachers in Ghana.
Teacher education involves the development of professional knowledge, practical skills, values and attitudes. Classroom teaching provides situations that cannot always be fully reproduced in a lecture room. A trainee may understand a teaching strategy theoretically but still struggle to apply it effectively when managing a real classroom.
Mentoring helps bridge this gap. The trainee can observe how an experienced teacher introduces a lesson, manages transitions, asks questions, responds to learners and assesses understanding. The trainee can then attempt similar practices and discuss the experience with the mentor.
Another important contribution is feedback. A trainee may not recognize certain weaknesses in lesson delivery, questioning, classroom management or assessment. Constructive feedback allows the trainee to examine the practice from another perspective.
Mentoring can also contribute to professional identity. Teacher trainees gradually begin to see themselves as members of a professional community. Through interactions with experienced teachers, they learn about professional responsibilities, ethical conduct, relationships with learners, collaboration with colleagues and engagement with parents and communities.
Research conducted among mentees from OLA College of Education found that participants considered mentorship beneficial to their initial teacher preparation. The study reported gains in knowledge, skills and experience in teaching and learning.
Mentoring is also relevant after initial teacher preparation. The NTC’s national framework recognizes mentoring and coaching as mechanisms for supporting both beginning and experienced teachers. The framework links mentoring with teacher effectiveness, professional learning and school improvement.
Mentoring and the Ghanaian Teacher Education System
Mentoring operates within a wider teacher education system involving teacher trainees, Colleges of Education, universities, schools, the Ghana Education Service and professional regulatory institutions.
The National Teaching Council has responsibility for regulating the teaching profession and establishing standards for teacher education and professional practice. Its functions include developing standards for teacher education, providing a framework for teacher education curriculum and promoting continuing professional education.
The University of Education, Winneba provides an example of institutional support for mentoring. Its Institute for Teacher Education and Continuing Professional Development is responsible for matters including student placement and internship, affiliation and mentoring of Colleges of Education, and continuing professional development. The institute’s stated mission includes providing student teachers with quality school-based teaching experiences and mentoring.
Colleges of Education provide the institutional environment in which teacher trainees develop professional knowledge and skills. Partner schools provide authentic classroom environments in which trainees can experience the realities of teaching.
This arrangement means that mentoring cannot be regarded as the responsibility of one individual alone. It requires coordination among the College of Education, affiliated university, mentor, school leadership, teacher trainee and other relevant stakeholders.
Effective mentoring should therefore be connected to the objectives of the teacher education programme and the professional expectations established for teachers in Ghana.
A mentor is an experienced practitioner who supports the professional learning and development of a less experienced teacher or teacher trainee.
In school-based teacher education, the mentor is commonly an experienced teacher who works closely with the trainee. The mentor provides opportunities for observation, guided practice, discussion and feedback.
A mentor should possess sound professional knowledge and demonstrate appropriate professional conduct. Classroom experience alone, however, does not automatically make someone an effective mentor. Mentoring requires additional skills in communication, observation, questioning, feedback and professional support.
The mentor must also understand the role of the trainee. A trainee is still developing professional competence and should therefore be given opportunities to learn from mistakes within a supportive professional environment.
The National Teaching Council has identified mentoring and coaching as important components of teacher development. Its framework seeks to provide standards and guidance for mentoring and coaching activities involving teachers in Ghana.
Mentors can therefore be viewed as professional guides who help trainees interpret classroom experiences and gradually assume greater responsibility for teaching.
The effectiveness of mentoring depends substantially on the responsibilities performed by the mentor. These responsibilities should be clearly understood before the mentoring relationship begins.
1. Orientation
The mentor helps the trainee understand the school environment, professional expectations, routines, policies and responsibilities.
2. Modelling
The mentor demonstrates effective professional practices. This may include lesson preparation, classroom management, assessment, use of teaching resources and interaction with learners.
3. Observation
The mentor observes the trainee’s professional practice and gathers evidence about strengths and areas requiring improvement.
4. Feedback
The mentor provides specific, constructive and timely feedback. Feedback should focus on observable practice rather than personal criticism.
5. Guided Practice
The mentor provides opportunities for the trainee to undertake professional activities while receiving appropriate support.
6. Reflection
The mentor encourages the trainee to examine classroom experiences and identify lessons for future practice.
7. Professional Support
The mentor provides advice concerning professional conduct, collaboration, communication and other aspects of school life.
8. Progress Monitoring
Where required by the programme, the mentor contributes information about the trainee’s progress and professional development.
The mentor should therefore balance support with appropriate professional challenge. Excessive control can prevent the trainee from developing independence, while insufficient guidance can leave the trainee without the support required for meaningful professional learning.
Mentoring is not a one-way process. The teacher trainee has important responsibilities in making the relationship productive.
The trainee should attend scheduled mentoring activities, prepare adequately for teaching and actively participate in professional discussions.
A trainee should also be willing to receive feedback. Effective professional development requires the ability to identify weaknesses without treating constructive criticism as a personal attack.
Reflection is another major responsibility. After teaching, the trainee should examine what happened, why it happened and what could be done differently.
The trainee should also maintain professional conduct in dealings with learners, teachers, school leaders and members of the wider school community.
The trainee should gradually move from observation and supported participation towards greater professional independence. The ultimate purpose of mentoring is not to create dependence on the mentor. It is to help the trainee develop the knowledge, judgement and confidence required for professional practice.
Research on mentorship at OLA College of Education found that trainees regarded mentorship positively but also identified challenges that required improvement. The study recommended greater preparation of headteachers and teachers in partner schools regarding their roles in the mentoring programme.
The College of Educationhas responsibility for preparing trainees for professional practice and ensuring that school-based experiences are connected to the teacher education curriculum.
The College should establish clear expectations for school placement, communicate requirements to mentors and monitor the quality of trainees’ professional experiences.
Affiliated universities also have an important role. Institutional arrangements can include student placement, internship, mentoring and academic support. The University of Education, Winneba, for example, identifies student placement, internship and mentoring of affiliated Colleges of Education among the responsibilities of its Institute for Teacher Education and Continuing Professional Development.
College tutors can complement school-based mentoring by helping trainees connect classroom experiences with educational theory and research.
This relationship is particularly important because a trainee’s school experience should not become disconnected from the academic programme. Professional practice should generate questions for academic study, while academic knowledge should help trainees interpret their professional experiences.
The institution should therefore monitor whether trainees are receiving meaningful professional experiences rather than simply being placed in schools without adequate mentoring support.
The partnership school provides the setting in which teacher trainees encounter the everyday realities of teaching.
School leaders have an important role in creating a supportive environment. The trainee should be introduced to relevant school routines and should understand the expectations governing professional conduct.
The school should also ensure that the trainee has meaningful opportunities to observe and participate in classroom teaching.
Teachers who serve as mentors should have sufficient time to interact with trainees. If mentoring is added to an already demanding workload without adequate planning, the quality of support may suffer.
The school also provides an important professional community. Trainees can learn from interactions with teachers beyond their designated mentor. They may observe different teaching styles and approaches to classroom management, assessment and learner engagement.
A strong partnership school therefore functions as a professional learning environment rather than simply a location where a trainee completes a placement requirement.
Although mentoring arrangements may differ among institutions and programmes, an effective mentoring process generally contains several interconnected stages.
Stage 1: Preparation
The mentor and trainee establish expectations, responsibilities and communication arrangements.
Stage 2: Orientation
The trainee becomes familiar with the school, learners, teachers, curriculum, routines and professional expectations.
Stage 3: Observation
The trainee observes experienced teachers and examines classroom practice.
Stage 4: Guided Participation
The trainee begins participating in classroom activities under appropriate supervision.
Stage 5: Independent Practice
The trainee assumes increasing responsibility for planning and delivering lessons.
Stage 6: Observation and Feedback
The mentor observes the trainee and provides evidence-based feedback.
Stage 7: Reflection
The trainee reflects on the teaching experience and considers improvements.
Stage 8: Development Planning
The mentor and trainee identify areas for further development and establish practical goals.
This process should be developmental. A trainee should not be expected to demonstrate full professional competence at the beginning of a placement.
The progression from observation to supported participation and eventually greater independence allows professional competence to develop gradually.
Mentoring, Supervision and Coaching: What Is the Difference?
Mentoring, supervision and coaching are related concepts, but they should not automatically be treated as identical.
Mentoring generally involves a developmental relationship in which an experienced practitioner supports the professional growth of a less experienced colleague or trainee.
Supervision tends to involve monitoring, observation, assessment and professional accountability. In teacher education, supervision may be concerned with determining whether a trainee has met specific programme requirements.
Coaching often focuses on improving particular aspects of professional performance through targeted guidance, practice and feedback.
In practice, the three may overlap. A mentor may observe a lesson, provide feedback and help the trainee improve a particular skill. At the same time, formal assessment may require supervisory judgement.
The distinction becomes important because a relationship that is perceived entirely as an assessment relationship may discourage trainees from openly discussing difficulties. Effective mentoring requires sufficient trust for trainees to examine their weaknesses honestly.
The NTC’s national framework addresses both mentoring and coaching and seeks to provide a coherent basis for these professional development practices in Ghana.
Challenges of Mentoring in Ghanaian Teacher Education
Despite its potential benefits, mentoring can face several challenges.
Inadequate Mentor Preparation
An experienced teacher may be an excellent classroom practitioner but may not automatically possess the skills required to mentor another teacher.
Workload
Teachers already have demanding professional responsibilities. Without appropriate planning, mentoring can become an additional burden.
Weak Communication
Poor communication between the College, school, mentor and trainee can lead to confusion about expectations.
Assessment Anxiety
When the mentor is perceived primarily as an assessor, the trainee may be reluctant to disclose difficulties or seek help.
Interpersonal Problems
Mentoring depends on professional relationships. Personality differences, poor communication and lack of trust can weaken the relationship.
Research involving trainees from OLA College of Education identified interpersonal difficulties among the challenges associated with mentorship and recommended workshops to clarify the roles of headteachers and teachers in partner schools.
Limited Resources
Some schools may lack adequate teaching and learning resources, classrooms or other facilities required for effective professional practice.
Inconsistent Monitoring
Where institutional monitoring is weak, the quality of mentoring may vary significantly between schools.
These challenges demonstrate why mentoring requires institutional support rather than reliance solely on individual goodwill.
Improving mentoring requires attention to the entire teacher education system.
First, mentors should receive appropriate preparation. Training should address observation, feedback, communication, adult learning, professional ethics, coaching and reflective practice.
Second, Colleges of Education and partner schools should establish clear mentoring expectations. Mentors and trainees should know what activities are expected, how often meetings should occur and how progress will be documented.
Third, institutions should improve communication. Placement arrangements, programme requirements and assessment expectations should be communicated clearly to all parties.
Fourth, mentoring should be supported through professional development. The NTC already provides a national framework for mentoring and coaching, creating a foundation upon which institutional programmes can be developed.
Fifth, monitoring should focus on the quality of the trainee’s professional learning rather than merely confirming attendance at a school.
Finally, mentoring should encourage reflection. The trainee should be given opportunities to discuss classroom experiences, examine evidence and develop practical responses to professional problems.
The objective should be a mentoring system in which professional learning is deliberate, structured and connected to the development of competent teachers.
The National Teachers’ Standards provide an important professional reference point for teacher development in Ghana.
The NTC explains that the National Teachers’ Standards specify competencies required of teachers at different levels of professional development.
Mentoring can help trainees interpret these professional expectations in relation to actual classroom practice.
For example, a trainee may understand the importance of effective classroom management from academic coursework. Through mentoring, the trainee can observe how a teacher establishes routines, handles disruptions and creates an environment conducive to learning.
Similarly, professional standards relating to assessment can be examined through actual lesson planning, questioning, marking and feedback.
The standards can therefore serve as a reference point for mentoring conversations. Instead of giving general comments such as “your lesson was good,” a mentor can help the trainee identify specific areas of professional competence and areas requiring further development.
This makes mentoring more purposeful and evidence-based.
Reflection is central to effective professional learning.
A trainee may complete a lesson and initially conclude that it went well or badly. Mentoring can help move the trainee beyond such general judgements.
The mentor can ask questions such as:
What were you trying to achieve?
Which learners demonstrated understanding?
What evidence shows that learning occurred?
Which part of the lesson was most successful?
Where did learners experience difficulty?
What would you change in the next lesson?
Such questions encourage the trainee to analyse classroom evidence rather than depend solely on personal impressions.
Reflection can also help trainees connect practice with educational theory. A classroom management problem may raise questions about motivation, learner diversity, instructional strategies or assessment.
Mentoring therefore becomes more valuable when it creates a professional dialogue around practice.
Over time, trainees can develop the ability to evaluate their own teaching without always depending on the mentor. This is an important step towards professional autonomy.
Digital Mentoring and Technology in Teacher Education
Technology provides additional possibilities for mentoring in teacher education.
Digital platforms can support communication between mentors and trainees, especially where physical distance makes frequent meetings difficult.
Trainees can share lesson plans, reflective journals and teaching resources electronically. Mentors can provide written feedback and schedule virtual discussions.
Digital tools may also support professional learning communities in which teachers and trainees discuss common classroom problems.
However, technology should complement rather than replace meaningful professional relationships. Effective mentoring requires dialogue, observation and contextual understanding. A digital platform cannot by itself create an effective mentoring relationship.
Institutions should also consider digital access, data protection, confidentiality and professional ethics when using technology for mentoring.
The National Teaching Council’s digital learning platform currently provides professional development opportunities for teachers, including courses related to coaching and mentoring.
Mentoring is significant because teacher competence develops through the interaction of knowledge, practice and professional reflection. A teacher trainee may acquire substantial theoretical knowledge without necessarily developing the judgement required to respond effectively to the complexity of classroom situations.
A strong mentoring system helps address this problem by creating structured opportunities for trainees to learn through authentic professional experience.
Mentoring is therefore best understood as part of teacher preparation rather than as an optional activity attached to teaching practice.
Policy Implications
Ghana’s teacher education reforms require a coordinated approach to professional preparation. The National Teaching Council’s responsibility for teacher education standards and professional development provides an institutional basis for strengthening mentoring.
Policy should ensure that mentoring expectations are clearly defined across teacher education institutions and partnership schools.
There should also be adequate attention to mentor preparation, workload and professional recognition. A mentoring system that depends entirely on unpaid goodwill may produce inconsistent outcomes.
Implementation Considerations
Effective implementation requires clear roles for Colleges of Education, affiliated universities, schools, mentors, tutors and trainees.
Mentors should receive training in professional feedback, observation and reflective dialogue. Schools should also understand their responsibilities in supporting teacher trainees.
Monitoring should examine the quality of the professional experience. Institutions should ask whether trainees are observing effective practice, receiving feedback, teaching regularly and reflecting on their experiences.
Future Outlook
The future of teacher mentoring in Ghana is likely to involve stronger integration of school-based learning, professional standards, continuing professional development and digital learning.
Technology can improve communication and documentation, but the central element will remain the quality of the professional relationship between mentor and trainee.
A well-designed mentoring system can contribute to the development of teachers who are more reflective, professionally confident and capable of responding to the needs of diverse learners.
Why You Can Trust This Information
This article is based primarily on official information from Ghana’s National Teaching Council and institutional sources, including the University of Education, Winneba. It also draws on published research concerning mentorship in Ghanaian teacher education.
EducateGhana.com distinguishes between official policy information and findings from individual studies. Where institutional arrangements or regulations may change, readers should consult the relevant regulatory institution or teacher education institution for the latest requirements.
Mentoring in teacher education is a structured professional relationship in which an experienced teacher or educator supports the development of a teacher trainee through guidance, observation, feedback, modelling and reflection.
2. Why is mentoring important for teacher trainees?
Mentoring helps trainees connect educational theory with classroom practice. It can improve teaching skills, professional knowledge, confidence, reflection and understanding of professional responsibilities.
3. Who can serve as a mentor?
A mentor should normally be an experienced and professionally competent teacher or educator who has the knowledge and interpersonal skills required to support another teacher’s professional development.
4. What does a teacher mentor do?
A mentor may orient the trainee, model professional practice, observe lessons, provide feedback, support lesson planning, encourage reflection and help the trainee develop professional competence.
5. Is mentoring the same as teaching practice?
No. Teaching practice is a broader professional learning experience involving classroom teaching and related activities. Mentoring is one of the mechanisms through which a trainee can receive professional guidance during that experience.
6. What is the role of the National Teaching Council in mentoring?
The National Teaching Council regulates the teaching profession, develops professional standards and provides frameworks for teacher education and professional development. It has published a Mentoring and Coaching Framework for Pre-Tertiary Teachers in Ghana.
7. Can mentoring continue after teacher training?
Yes. Mentoring and coaching can support beginning teachers and experienced teachers as part of continuing professional development. The NTC’s framework specifically addresses mentoring and coaching as approaches to teacher development.
8. What is the difference between mentoring and coaching?
Mentoring generally provides broader professional development support, while coaching often focuses on improving particular skills or areas of professional performance. In practice, the two approaches can overlap.
9. What is the role of reflection in mentoring?
Reflection enables trainees to examine their teaching experiences, identify strengths and weaknesses, interpret classroom evidence and determine how future practice can be improved.
10. What challenges affect mentoring in Ghana?
Challenges can include inadequate mentor preparation, workload, weak communication, interpersonal difficulties, limited resources and inconsistent institutional monitoring.
11. Can technology support teacher mentoring?
Yes. Digital platforms can support communication, professional learning, document sharing, feedback and virtual mentoring. However, technology should complement meaningful professional interaction.
12. What are the benefits of mentoring for schools?
Mentoring can contribute to teacher development, professional collaboration and improved teaching practice. It can also strengthen relationships between teacher education institutions and partnership schools.
13. What should a trainee expect from a mentor?
A trainee should expect professional guidance, constructive feedback, opportunities to observe and practise teaching, discussion of classroom experiences and support in identifying areas for development.
14. What should a trainee do to benefit from mentoring?
The trainee should participate actively, prepare adequately, accept constructive feedback, ask questions, reflect on teaching experiences and take increasing responsibility for professional learning.
15. Why is mentor training important?
Mentor training helps experienced teachers understand how to support another teacher’s learning. Classroom expertise alone does not necessarily provide all the skills required for effective mentoring.
Conclusion
Mentoring is an important part of professional teacher preparation in Ghana because it connects formal teacher education with authentic classroom experience.
An effective mentor helps the trainee observe professional practice, participate in teaching, receive constructive feedback and reflect on classroom experiences. The process should gradually develop professional independence rather than create permanent dependence on the mentor.
The evidence and institutional frameworks available in Ghana indicate that mentoring has an established place within teacher development. The National Teaching Council has developed a national mentoring and coaching framework, while teacher education institutions such as the University of Education, Winneba have institutional structures supporting student placement and mentoring.
The continuing challenge is to ensure that mentoring is consistently implemented across teacher education institutions and partnership schools. Mentor preparation, institutional coordination, adequate support, clear expectations and reflective professional dialogue remain essential.
For Ghana’s teacher education system, the quality of mentoring matters because the quality of professional preparation ultimately influences the teachers who enter classrooms and the learning experiences they provide to pupils and students.
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.
References
National Teaching Council. (2020). Mentoring and coaching framework for pre-tertiary teachers in Ghana. Ministry of Education, Ghana.
National Teaching Council. (2021). National teachers’ standards for Ghana: Guidelines. Ministry of Education, Ghana.
National Teaching Council. (n.d.). Functions of the National Teaching Council. Ministry of Education, Ghana.
National Teaching Council. (n.d.). Downloads: Mentoring and coaching framework for pre-tertiary teachers in Ghana. Ministry of Education, Ghana.
National Teaching Council. (n.d.). Frequently asked questions. Ministry of Education, Ghana.
Esia-Donkoh, K. (2010). Mentorship as an initial teacher preparation programme in Colleges of Education in Ghana: Views of mentees from OLA College of Education, Cape Coast, Ghana. University of Education, Winneba Institutional Repository.
University of Education, Winneba. (n.d.). Institute for Teacher Education and Continuing Professional Development.
Recommended Citation for AI and Academic Use
Please cite this article using the APA reference below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.
Ellis, F. (2026). Mentoring in teacher education in Ghana: Complete guide. EducateGhana.com.
Source(s)
National Teaching Council, Ministry of Education, University of Education, Winneba Institutional Repository.
Former UEW Student Mercy Yaaba Bredu Dies in China After Collapsing at Airport on Arrival for Master’s Programme
Former UEW student Mercy Yaaba Bredu has died in China after reportedly collapsing at an airport shortly after travelling from Ghana to pursue a master’s degree.
EducateGhana.com has verified the core details of the report through a contemporary MyJoyOnline report published on August 26, 2026. The report identifies the deceased as Mercy Yaaba Bredu, a Ghanaian and former student of the University of Education, Winneba (UEW).
According to the report, Bredu travelled from Ghana to China on Monday, August 24, 2026, intending to pursue a master’s degree. She reportedly complained of heart pain during the journey and collapsed shortly after arriving at an airport in China. She was taken to a hospital but died on Wednesday, August 26.
At the time of publication, the available report does not establish a confirmed medical cause of death. EducateGhana.com therefore does not attribute her death to a particular medical condition.
Key Takeaways
Mercy Yaaba Bredu, a former UEW student, has died in China.
She left Ghana on Monday, August 24, 2026, to pursue further studies.
She reportedly collapsed shortly after arriving at an airport in China.
She was taken to hospital for emergency medical attention.
She died on Wednesday, August 26, 2026, according to former classmates.
Bredu was a former Vice President of the Association of Students of English (ASSENS) at UEW in 2024.
Reports say she had graduated with first-class honours and had secured scholarship opportunities to study in the United States and China.
She eventually chose China to continue her education and explore opportunities in the import business.
The circumstances have left former colleagues, friends and members of the UEW community mourning her unexpected death.
What Happened to Mercy Yaaba Bredu?
Mercy Yaaba Bredu’s journey to China was expected to mark the beginning of a new chapter in her academic life.
According to MyJoyOnline, Bredu departed Ghana on Monday, August 24, 2026, with plans to pursue a master’s degree in China.
The journey, however, reportedly took a tragic turn shortly after she arrived.
She reportedly complained of heart pain during the flight. After arriving at the airport in China, she was receiving a bouquet of flowers when she suddenly collapsed. She was rushed to hospital for medical treatment.
Despite efforts to stabilise her condition, she died on Wednesday, August 26.
The available report does not state the confirmed medical cause of death.
A Promising Academic Journey Cut Short
Bredu’s death has attracted particular attention because she was reportedly beginning a new phase of her academic career.
MyJoyOnline reports that she had graduated with first-class honours and had secured scholarship opportunities to study in both the United States and China. She ultimately chose China for her further studies.
Her decision reflected an ambition to continue her education while exploring additional opportunities outside Ghana.
That ambition was cut short only days after her departure from the country.
Her Connection to the University of Education, Winneba
She was also involved in student leadership. According to the report, she served as Vice President of the Association of Students of English (ASSENS) in 2024.
Her involvement in the association means that her death is likely to be felt particularly strongly among former colleagues and members of the UEW English student community.
UEW remains one of Ghana’s major teacher education and education-focused universities, with programmes spanning undergraduate and postgraduate studies.
➡️ Related: UEW Programmes, Admissions and Requirements for 2026/2027
➡️ Related: Complete Guide to Postgraduate Studies at UEW
From Ghana to China in Search of Further Education
Bredu’s trip illustrates the growing number of Ghanaian graduates seeking postgraduate education outside the country.
For many graduates, international study represents an opportunity to gain advanced academic training, develop international networks and acquire specialised skills.
Bredu’s reported scholarship opportunities in the United States and China also point to the academic promise she had demonstrated before her death.
Her journey, however, ended before she could begin the master’s programme she had travelled to China to pursue.
Former Colleagues Mourn Her Death
The sudden nature of the death has reportedly shocked Bredu’s former classmates, friends and members of the ASSENS community.
She left Ghana on August 24 expecting to begin a new academic chapter. By August 26, news of her death had reached those who knew her.
The short period between her departure and death has made the loss particularly difficult for those who had expected to follow her academic progress abroad.
MyJoyOnline reported that her death had triggered sadness among former colleagues and friends in Ghana.
Questions Surrounding Her Death
At present, public reports provide information about the sequence of events but do not establish a definitive medical explanation for Bredu’s death.
It is therefore important to avoid speculation.
The confirmed account available to EducateGhana.com is that she reportedly experienced heart pain during the journey, collapsed after arriving in China, was taken to hospital and subsequently died on August 26.
Any conclusion about the precise cause of death should await information from the relevant medical, family or Chinese authorities.
A Reminder About the Fragility of Academic Dreams
For Bredu, the journey to China represented years of education and preparation.
A master’s programme was supposed to open another chapter in her academic and professional life. Instead, her journey ended before the programme could begin.
Her story is a painful reminder of how suddenly circumstances can change, particularly when students travel thousands of kilometres away from their families to pursue education.
For Gh
anaian families sending their children abroad, the incident also underscores the importance of having emergency contacts, appropriate travel insurance where possible, accessible medical information and clear communication arrangements when students travel internationally.
The death of a young graduate while travelling abroad is deeply distressing. However, responsible reporting requires that the circumstances surrounding the death be separated from speculation.
EducateGhana.com will therefore refrain from stating an unconfirmed cause of death or attributing the incident to a specific medical condition unless credible authorities provide such information.
Our condolences go to Mercy Yaaba Bredu’s family, former classmates, friends, colleagues and the wider University of Education, Winneba community.
May her memory remain a blessing to all who knew her.
Sources and APA 7 References
MyJoyOnline. (2026, August 26). Ghanaian woman dies in China after collapsing at airport on journey to pursue Master’s Degree.
University of Education, Winneba. (2026). University of Education, Winneba.
Suggested APA citation for this EducateGhana.com article
Ellis, F. (2026, August 26). Former UEW student Mercy Yaaba Bredu dies in China after collapsing at airport on arrival for master’s programme. EducateGhana.com.
BREAKING: Anlo SHS and Kumasi High Walk Off NSMQ 2026 Stage as Augusco Advances After Disputed Ruling
Anlo SHS and Kumasi High School walk off the NSMQ 2026 One-Eighth Stage after a disputed scoring ruling, leaving Augusco to advance to the quarter-finals.
The controversy centred on a protest by St. Augustine’s College concerning an answer on the meninges, followed by an additional adjustment to its Problem of the Day score. Multiple reports indicate that Anlo SHS subsequently protested the ruling before walking off the stage. Kumasi High School later followed, leaving only St. Augustine’s College on stage.
EducateGhana.com distinguishes between reported facts, the schools’ positions and the editorial interpretation of the incident. The reasons attributed to the schools are reported as part of the accounts of the contest and should not be treated as a final determination on whether the NSMQ rules were breached.
Key Takeaways
Anlo SHS walked off the stage during the final round of its NSMQ 2026 One-Eighth Stage contest.
Kumasi High School also left the stage, leaving St. Augustine’s College as the only remaining team.
The dispute followed a scoring adjustment awarded to Augusco after a protest concerning a Round One question on the meninges.
Augusco’s score was also increased from 2/10 to 3/10 in the Problem of the Day following an identified oversight involving answer options.
By the end of Round Four, Augusco had 39 points, Anlo SHS 34 and Kumasi High School 27 according to MyJoyOnline’s account.
The final Riddle round did not proceed with all three schools.
St. Augustine’s College was declared the winner and advances to the NSMQ 2026 quarter-finals.
The incident has raised questions about protest procedures, timing of score reviews and the management of disputed rulings in high-stakes academic competitions.
What Happened at the NSMQ 2026 CNC Auditorium?
A dramatic scene unfolded at the CNC Auditorium on Wednesday, August 26, 2026, when Anlo Senior High School and Kumasi High School walked off the stage during their One-Eighth Stage contest against St. Augustine’s College.
The contest was one of the scheduled One-Eighth Stage fixtures of the 2026 National Science & Maths Quiz. The official NSMQ fixture listed St. Augustine’s College, Anlo SHS and Kumasi High School together in Contest 9 at the CNC Auditorium.
What had begun as a closely fought academic contest turned into one of the most dramatic moments of the 2026 NSMQ.
The immediate source of tension was a scoring decision involving an answer provided by St. Augustine’s College during Round One.
During the opening round, St. Augustine’s College answered a question concerning the outer layer or protective coverings of the brain.
The response became the subject of a protest after it was initially treated as incorrect.
At the time, Augusco and Kumasi High School were reportedly tied on 20 points, while Anlo SHS had 17 points.
According to reports, the matter could not immediately be resolved because organisers were initially unable to reach the relevant consultant.
The contest therefore continued.
When the consultant was eventually reached, the ruling reportedly favoured St. Augustine’s College. The school was awarded one partial mark because part of its answer was considered correct.
This decision became a major source of disagreement during the contest.
Why did the answer become controversial?
The distinction between meninges and dura mater became central to the disagreement.
The meninges are the protective membranes surrounding the brain and spinal cord. The dura mater is the outermost of those membranes.
Reports indicate that Anlo SHS considered its own answer more precise in relation to the wording of the question and questioned why the earlier decision concerning Augusco’s answer was subsequently altered.
The controversy therefore extended beyond the mark itself to the timing and handling of the protest.
A Second Score Adjustment Increased the Tension
The meninges decision was not the only scoring adjustment affecting Augusco.
The Quiz Mistress also announced an adjustment concerning the Problem of the Day.
St. Augustine’s College had initially been awarded 2/10, but an oversight involving answer options B and C resulted in the school receiving an additional mark, taking its score to 3/10.
Anlo SHS remained on 2/10, while Kumasi High School recorded 1/10 in the round.
The two score adjustments gave Augusco a stronger position as the contest progressed.
This was particularly significant because the three schools had remained relatively close during the early stages.
How the Scores Developed
The contest remained competitive despite the controversy.
By Round Four, St. Augustine’s College had opened a five-point advantage over Anlo SHS.
According to reports, the scores stood at:
School
End of Round Four
St. Augustine’s College
39 points
Anlo SHS
34 points
Kumasi High School
27 points
The final Riddle round therefore had the potential to change the outcome.
As the competition prepared to enter the final Riddles round, the disagreement over the earlier ruling reached a critical point.
Anlo SHS contestants left the stage, with reports indicating that the team was protesting the scoring decisions and what it considered an unfair advantage created by the adjustments awarded to St. Augustine’s College.
The walkout meant that Anlo SHS would not participate in the final round.
The development stunned the auditorium because the contest had been heading towards a potentially decisive final round.
Kumasi High School Also Leaves
Kumasi High School subsequently followed Anlo SHS out of the contest.
This left St. Augustine’s College as the only team remaining on stage.
With the other two schools no longer participating, the Quiz Mistress eventually declared Augusco the winner.
The result means St. Augustine’s College has secured a place in the quarter-finals of the 2026 National Science & Maths Quiz.
AUGUSCO Advances Without the Final Riddles Battle
The extraordinary ending means the expected three-way battle in the Riddle round did not take place.
St. Augustine’s College therefore secured its quarter-final qualification after its two opponents withdrew from the stage.
The development has already generated considerable discussion about the handling of protests in the NSMQ and whether disputed decisions should be reviewed at a particular stage of the contest or after the affected round.
Those questions are especially important because the NSMQ operates under competition rules designed to provide a structured process for challenging decisions.
At present, however, the available reports establish what happened during this particular contest more clearly than they establish whether any procedural rule was violated.
Why the Incident Matters for the NSMQ
The National Science & Maths Quiz has become one of Ghana’s most prominent academic competitions, with participating schools, teachers, students and supporters investing considerable preparation in each contest.
Consequently, scoring decisions can have significant consequences.
A single mark can affect the order of teams, the allocation of bonus opportunities and, ultimately, qualification for the next stage.
The Anlo SHS and Kumasi High School walkout therefore raises broader questions about:
How protests should be handled during live contests
When a disputed answer can be reviewed
How late score adjustments should be communicated
Whether all competing teams should have an opportunity to respond to a disputed ruling
How organisers can maintain confidence in the integrity of contest decisions
These issues are likely to remain subjects of discussion among NSMQ supporters following the dramatic conclusion.
Anlo SHS Had Earlier Impressed at the 2026 NSMQ
The development is particularly notable because Anlo SHS had already demonstrated considerable strength in the 2026 competition.
During the national preliminary stage, Anlo SHS emerged as one of the schools to secure a place in the One-Eighth Stage.
Earlier in the regional qualifiers, the school also produced a strong performance, defeating Dzodze-Penyi SHS and Tsito SHTS with 65 points to secure its place at the national championship.
At the preliminary stage, Anlo SHS also challenged Holy Child School strongly, finishing with 52 points against Holy Child’s 67 in a contest that featured two perfect 10/10 performances in the Problem of the Day and a flawless True or False round from Anlo.
Its withdrawal from the One-Eighth Stage therefore brings an abrupt end to its 2026 campaign.
What Happens to Anlo SHS and Kumasi High School?
Based on the reported outcome of the contest, St. Augustine’s College advances to the quarter-finals.
The immediate status of Anlo SHS and Kumasi High School is that they did not complete the contest after leaving the stage.
Any further administrative decision concerning the incident would have to come from the NSMQ organisers.
EducateGhana.com will update this report if Primetime, the NSMQ organisers, Anlo SHS, Kumasi High School or St. Augustine’s College issues an official statement concerning the controversy.
Editorial Perspective
The incident should be examined carefully.
Academic competitionsdepend heavily on confidence in the fairness of the adjudication process. Contestants must be able to challenge a decision when they believe an error has occurred, while organisers must also have mechanisms for correcting genuine mistakes.
The difficult question is how those two principles should operate simultaneously during a live contest.
The 2026 NSMQ incident demonstrates why transparent protest procedures matter. Where a ruling is changed after a contest has progressed through subsequent rounds, organisers may need to communicate clearly why the review was permitted, what rule authorised it and how the decision affects all competing teams.
That explanation is important not only for the schools involved but also for the thousands of students, teachers, parents and supporters who follow the competition.
For now, the official result is clear: St. Augustine’s College has advanced to the quarter-finals after Anlo SHS and Kumasi High School left the stage.
The circumstances surrounding the walkout, however, deserve careful examination.
Related NSMQ 2026 Coverage
➡️ Related: [NSMQ 2026 One-Eighth Stage Fixtures and Complete Schedule]
➡️ Related: [NSMQ 2026 Preliminary Contest Results and Qualified Schools]
➡️ Related: [Anlo SHS Qualifies for NSMQ 2026 National Championship]
This report draws on the official NSMQ fixture information and contemporary reports from MyJoyOnline and other reports covering the contest. The official NSMQ platform confirms the St. Augustine’s College, Anlo SHS and Kumasi High School One-Eighth Stage fixture at the CNC Auditorium.
Suggested APA reference for the article:
Ellis, F. (2026, August 26). Anlo SHS and Kumasi High walk off NSMQ 2026 stage as Augusco advances after disputed ruling. EducateGhana.com.
Key source references
MyJoyOnline.com (2026, August 26). NSMQ 2026: Augusco declared winners, book quarter-final spot after Anlo, Kumasi High walk-off.
National Science & Maths Quiz. (2026, August 26). NSMQ 2026: One-eighth stage fixtures.
Update, August 28, 2026: Primetime Limited has subsequently issued an official decision withdrawing Anlo SHS and Kumasi High School from Contest 9 and declaring St. Augustine’s College the winner.
BREAKING: Anlo SHS and Kumasi High Walk Off NSMQ 2026 Stage as Augusco Advances After Disputed Ruling
Anlo SHS and Kumasi High School walk off the NSMQ 2026 stage during a dramatic One-Eighth contest against St. Augustine’s College.
By Ferdinand Ellis | EducateGhana.com Published: August 26, 2026
Article Information
Article Information
Details
Category
News
Hub
Exams & Competitions
Cluster
NSMQ 2026
Article Type
Breaking News
Event
NSMQ 2026 One-Eighth Stage
Venue
CNC Auditorium
Schools involved
St. Augustine’s College, Anlo SHS, Kumasi High School
Status
Contest concluded after two schools walked off stage
Fact Check & Editorial Review
Status: Verified with multiple reports.
Reports from the ongoing 2026 National Science and Maths Quiz (NSMQ) One-Eighth Stage confirm that Anlo SHS and Kumasi High School left the stage during their contest against St. Augustine’s College following disagreement over marks awarded to Augusco.
The contest had reached the fourth round when the two schools walked off the stage. Reports indicate that the dispute centred on additional marks awarded to St. Augustine’s College following a protest concerning an answer about the meninges and an adjustment involving the Problem of the Day.
EducateGhana.com will distinguish between confirmed developments and allegations concerning the conduct of participants or organisers. The reasons attributed to the schools’ protest are based on available reports and should not be treated as a final finding on whether the judging decisions were correct.
Key Takeaways
Anlo SHS walked off the NSMQ stage during its One-Eighth Stage contest on Wednesday, August 26.
Kumasi High School subsequently also left the stage.
The schools were contesting marking decisions that gave St. Augustine’s College additional points.
The controversy followed a protest over an answer concerning the meninges and a separate adjustment involving the Problem of the Day.
The contest ended without the scheduled final Riddles round.
St. Augustine’s College was declared the winner and advanced to the quarter-finals.
Introduction
A dramatic scene unfolded at the CNC Auditorium during the 2026 National Science and Maths Quiz One-Eighth Stage as Anlo Senior High School and Kumasi High School walked off the stage during their contest against St. Augustine’s College.
The development followed a dispute over marking decisions that had altered the scores during the contest.
The contest had initially remained closely contested, with all three schools within a few points of one another. JoyNews reported that St. Augustine’s College had 22 points after Round Two, followed by Anlo SHS on 20 and Kumasi High School on 19.
The tension intensified after additional points were awarded to Augusco.
What Happened During the Contest?
The controversy began after St. Augustine’s College raised a protest over an answer concerning the meninges.
According to reports, the protest could not immediately be resolved because organisers were initially unable to reach the consultant. The contest therefore continued while the protest remained outstanding.
When the consultant was eventually reached, the decision was that St. Augustine’s College deserved a partial mark because part of its response was considered correct.
The decision awarded Augusco an additional point.
A further adjustment was subsequently made in relation to the Problem of the Day, where an oversight involving options B and C resulted in another point being added to St. Augustine’s College.
These adjustments changed the competitive balance.
By the end of Round Three, St. Augustine’s College had 24 points, Anlo SHS had 22 and Kumasi High School had 20.
➡ Related: NSMQ 2026 One-Eighth Stage: Complete List of Schools and Contests
➡ Related: NSMQ 2026: Preliminary Results, Qualifiers and Next Stage
Anlo SHS and Kumasi High Leave the Stage
The contest continued into Round Four, with St. Augustine’s College extending its lead.
At the end of the round, Augusco had 39 points, while Anlo SHS had 34 and Kumasi High School had 27.
However, the contest did not proceed to the scheduled final Riddles round.
Anlo SHS walked off the stage in protest over what it considered an unfair advantage created by the additional marks awarded to St. Augustine’s College.
Kumasi High School subsequently followed.
The walk-off brought the contest to an extraordinary conclusion.
➡ Related: NSMQ 2026: How the One-Eighth Stage Works
➡ Related: NSMQ 2026: Schools Fighting for Quarter-Final Places
St. Augustine’s College Declared Winner
With Anlo SHS and Kumasi High School no longer on the stage, the Quiz Mistress eventually declared St. Augustine’s College the winner.
The result means Augusco advances to the quarter-final stage of the 2026 NSMQ.
The development is particularly significant because St. Augustine’s College entered the contest with considerable expectations after finishing as runner-up in the 2024 and 2025 Grand Finales. The official NSMQ platform had identified Anlo SHS and Kumasi High School as its One-Eighth Stage opponents ahead of the contest.
Why the Dispute Matters
The incident raises important questions about how protests and disputed answers are handled during a live academic competition.
In a contest where individual points can determine qualification, even a single mark can substantially alter the outcome.
The situation also highlights the importance of having clear procedures for resolving protests before the contest proceeds too far.
At the same time, the available reports do not establish that the additional marks awarded to St. Augustine’s College were improperly granted. The reports indicate that the consultant reviewed the disputed response and authorised the adjustments.
The concerns raised by Anlo SHS and Kumasi High School therefore remain part of the controversy surrounding the contest rather than an established finding of wrongdoing.
What Happens Next?
The immediate outcome is that St. Augustine’s College moves into the quarter-finals.
The incident is also likely to generate considerable discussion among students, teachers, school authorities and NSMQ followers about judging, protest procedures and the handling of disputed marks.
The 2026 One-Eighth Stage features 81 schools competing for 27 quarter-final places. The official NSMQ platform announced that the stage would run from August 26 to August 28.
Frequently Asked Questions
Did Anlo SHS walk off the NSMQ stage?
Yes. Reports confirm that Anlo SHS left the stage during its One-Eighth Stage contest against St. Augustine’s College and Kumasi High School. Kumasi High School subsequently also walked off.
Why did Anlo SHS leave the stage?
The walk-off followed disagreement over marking decisions that resulted in additional points being awarded to St. Augustine’s College.
Was St. Augustine’s College declared the winner?
Yes. After Anlo SHS and Kumasi High School left the stage, St. Augustine’s College was declared the winner and advanced to the quarter-finals.
Was the final Riddles round played?
No. The contest ended before the scheduled final Riddles round because the two competing schools had left the stage.
Conclusion
The Anlo SHS and Kumasi High School walk-off has become one of the most dramatic moments of the 2026 NSMQ One-Eighth Stage.
The controversy centres on marking decisions and the additional points awarded to St. Augustine’s College. While the two schools challenged the outcome strongly enough to leave the stage, available reports indicate that the adjustments were made following consultation with the relevant quiz consultant.
For now, St. Augustine’s College has secured the quarter-final ticket.
The wider question will be whether the organisers provide further clarification on the disputed decisions and the circumstances surrounding the walk-off.
EducateGhana.com will continue to follow developments surrounding the 2026 NSMQ.
About the Author
Ferdinand Ellis is an education researcher, lecturer, curriculum specialist, education policy analyst and founder of EducateGhana.com. His work focuses on Ghanaian education policy, teacher education, curriculum, examinations, educational institutions and developments affecting learners and educators.
Suggested citation:
Ellis, F. (2026, August 26). Anlo SHS walks off NSMQ 2026 stage amid protest at CNC Auditorium. EducateGhana.com.
Sources
MyJoyOnline reported the contest developments, including the disputed marks, the walk-off by Anlo SHS and Kumasi High School, and the declaration of St. Augustine’s College as winner.
The official NSMQ platform provides the 2026 One-Eighth Stage context and identifies St. Augustine’s College, Anlo SHS and Kumasi High School as participants in the contest.
JoyNews updates provide contemporaneous scores from the contest as it progressed through the rounds.
Teaching and learning resources help Ghanaian teachers connect curriculum content with meaningful classroom activities.
Teaching and learning resources help Ghanaian teachers translate curriculum objectives into meaningful classroom experiences. This complete guide explains the major types of teaching and learning resources, how teachers can select, create and use them effectively, and where to find approved curriculum and instructional materials in Ghana.
Teaching and learning resources are an essential part of effective classroom practice in Ghana. They help teachers present concepts clearly, provide learners with opportunities to interact with content, and connect abstract ideas with practical experiences.
The quality of teaching does not depend solely on the availability of expensive equipment. A well-selected textbook, chart, specimen, locally produced model, picture, map, worksheet, digital presentation or real-life object can support learning when it is properly connected to the lesson objectives.
Ghana’s curriculum frameworkplaces considerable emphasis on learner-centred teaching, competencies, assessment and meaningful engagement with subject content. The National Council for Curriculum and Assessment (NaCCA) provides curriculum materials, teacher manuals, resource packs and approved instructional materials intended to support classroom implementation.
The Ghana Education Service (GES) also maintains dedicated sections for curriculum materials, teacher resources, policies, guidelines and downloads. These official resources provide teachers with useful materials for planning and classroom practice.
This guide explains the main teaching and learning resources available to Ghanaian teachers, how to select appropriate materials, how to use low-cost and locally available resources, and how digital tools can complement conventional classroom materials.
Key Takeaways
Teaching and learning resources support teachers in explaining concepts and engaging learners.
Resources should be selected according to curriculum objectives, learner needs and lesson activities.
Textbooks, teacher manuals, charts, models, specimens, worksheets and real objects remain important classroom resources.
Digital resources can complement physical teaching and learning materials where appropriate infrastructure is available.
NaCCA provides curriculum materials, teacher manuals, resource packs and information on approved instructional materials.
Teachers can create effective low-cost teaching materials using locally available objects.
Good resource selection should consider accuracy, relevance, accessibility, inclusiveness, durability and cost.
Teaching resources should support learning rather than become a distraction from the lesson objective.
What Are Teaching and Learning Resources?
Teaching and learning resources are materials, tools, objects, technologies and other forms of support used to facilitate teaching and learning. They may be physical, printed, digital, human or environmental.
A teaching resource can help the teacher introduce a topic, explain a difficult concept, demonstrate a process, organize learner activities, assess understanding or provide opportunities for independent learning.
In the Ghanaian context, teaching and learning resources should be linked to the curriculum. NaCCA’s curriculum materials identify expected learning outcomes, content, approaches to teaching and assessment. Its teacher resource materials are designed to help teachers understand curriculum requirements and translate them into classroom practice.
Teaching and learning resources therefore should not be viewed simply as classroom decorations. Their value lies in how effectively they help learners achieve intended learning outcomes.
For example, a teacher teaching fractions may use bottle tops, paper strips or pieces of fruit to demonstrate parts of a whole. A science teacher may use locally available materials to demonstrate filtration or changes in matter. A geography teacher may use a map, photographs or locally relevant environmental features to explain geographical concepts.
Teaching and learning resources can be grouped into several broad categories. The categories often overlap because one resource can serve several purposes.
1. Printed Resources
Printed materials remain among the most widely used resources in Ghanaian classrooms.
They include textbooks, teacher guides, workbooks, exercise books, worksheets, handouts, newspapers, magazines, maps, atlases, dictionaries and reference books.
Textbooks provide structured content and can help learners consolidate concepts introduced during lessons. Teachers, however, should avoid treating textbooks as substitutes for the curriculum. A textbook is useful when its content and activities support the intended curriculum outcomes.
2. Visual Resources
Visual resources help learners understand information through images and representations.
Examples include charts, diagrams, photographs, posters, drawings, flashcards, maps, graphs, timelines and illustrations.
Visual materials are particularly useful when teaching concepts that are difficult to observe directly. They can also support learners who benefit from visual representation of information.
3. Audio Resources
Audio resources include recorded speeches, songs, pronunciation recordings, interviews, radio programmes, podcasts and other sound-based materials.
They can be particularly useful in language teaching, music education, social studies and lessons involving oral communication.
4. Audio-Visual Resources
Audio-visual resources combine sound and visual information.
Examples include educational videos, documentaries, animations, recorded demonstrations and teacher-created instructional videos.
When carefully selected, such resources can provide learners with experiences that may be difficult to reproduce physically in the classroom.
5. Real Objects and Specimens
Real objects can provide direct learning experiences.
A science teacher may use leaves, seeds, rocks, soil samples or laboratory specimens. A mathematics teacher may use everyday objects to explain measurement, shape, volume or quantity. An agricultural science teacher may use farm tools or crops.
These resources are particularly valuable because they connect classroom learning with the learner’s environment.
6. Models and Manipulatives
Models represent objects, systems or processes.
Examples include globes, anatomical models, geometric solids, molecular models, maps, circuit models and teacher-made representations.
Manipulatives are objects learners can physically handle while learning.
7. Digital Resources
Digital resources include computers, tablets, smartphones, projectors, educational applications, digital textbooks, online databases, simulations, interactive presentations and educational websites.
Digital resources should be used purposefully. Access to technology alone does not guarantee effective learning.
8. Human Resources
People can also serve as learning resources.
Teachers, resource persons, professionals, artisans, community leaders, parents and other members of society can provide knowledge and practical experience.
For example, a carpenter can help learners understand woodworking, a nurse can discuss health education, and an entrepreneur can explain aspects of business practice.
9. Environmental Resources
The school and surrounding community can function as a learning resource.
School gardens, markets, rivers, farms, historical sites, workshops, public institutions and community businesses can provide opportunities for experiential learning.
Teaching resources should begin with the curriculum rather than with the resource itself.
NaCCA is mandated to develop national curriculum and assessment standards for pre-tertiary education institutions, excluding technical and vocational education and training institutions. Its official platform provides curriculum materials, assessment information, approved learning materials and teacher support resources.
The curriculum provides teachers with the framework for determining what learners should know, understand and be able to demonstrate. Resources should therefore be selected to support those expectations.
NaCCA’s teacher resource materials, for example, provide guidance on curriculum content, pedagogy, assessment, lesson planning and the use of resources. The Primary Teacher Resource Pack is specifically designed to support teachers in preparing schemes of learning and lesson plans and in teaching and assessing learners.
A teacher should therefore ask several questions before selecting a resource:
What is the learning objective?
What concept or skill am I teaching?
What difficulty might learners experience?
Which resource can make the concept clearer?
Can learners interact with the resource?
Is the resource appropriate for the learners’ age and ability?
Can the resource be accessed safely and affordably?
How will I assess learning after using it?
This approach prevents resources from becoming an end in themselves.
Different subjects require different combinations of resources. Teachers should therefore avoid assuming that one type of resource is appropriate for every subject.
English Language
English Language teachers may use textbooks, storybooks, newspapers, flashcards, word cards, audio recordings, pictures, comprehension passages and digital resources.
Teachers can also use classroom conversations, debates, role play and storytelling as learning resources and activities.
Mathematics
Mathematics teachers can use number cards, counters, bottle tops, rulers, measuring instruments, geometric shapes, graphs, charts and locally produced manipulatives.
Everyday objects can make abstract mathematical concepts more understandable.
Science
Science teaching benefits from specimens, laboratory equipment, models, diagrams, charts, photographs, videos and locally available materials.
Where laboratory equipment is limited, teachers can use safe and appropriate locally available materials to demonstrate selected concepts.
Social Studies
Maps, photographs, newspapers, timelines, historical documents, charts, community visits and interviews can support Social Studies.
Local examples are particularly useful because they help learners connect national and global issues with their own communities.
ICT and Computing
Computers, tablets, projectors, internet resources, software applications and simulations may support ICT and computing lessons.
Teachers should also recognize that unplugged activities can be useful when computers or reliable internet access are unavailable.
Creative Arts
Creative Arts teachers may use drawing materials, musical instruments, craft materials, photographs, artworks, locally available materials and examples from Ghanaian cultural traditions.
Religious and Moral Education
Stories, texts, photographs, role play, discussions and community experiences can support teaching and learning.
Agricultural Science
Seeds, crops, farm tools, soil samples, livestock-related materials, diagrams, school gardens and farm visits can provide practical learning experiences.
Teachers should give priority to credible and curriculum-aligned sources when searching for instructional materials.
The Ghana Education Service maintains a resource section containing curriculum materials, teacher resources, policies, guidelines and downloadable documents. Its Teachers’ Corner also identifies curriculum materials and teacher resources as key categories of support.
NaCCA also provides curriculum resources, approved learning materials, teacher manuals, resource packs and other instructional support materials. The Council explains that approved instructional materials are reviewed against curriculum standards and considerations such as relevance, quality and age appropriateness.
Teachers should also check their school’s approved resources, departmental materials, subject associations and official education notices when selecting materials.
Online materials from unknown sources should be checked carefully before classroom use.
Limited financial resources should not prevent teachers from developing useful instructional materials.
Teachers can produce many resources from inexpensive or discarded materials.
Bottle tops can be used for counting and grouping activities. Cardboard can become flashcards, charts or geometric shapes. Newspapers can support language activities and current affairs discussions. Empty containers can demonstrate measurement, volume and classification.
Local plants, leaves, seeds, stones and other safe natural materials can support selected science and agricultural lessons.
Teachers can also encourage learners to participate in producing learning materials. This can make resource development part of the learning process.
For example, learners studying geometric shapes can construct models from cardboard. Learners studying the environment can create posters showing waste management practices. Learners studying entrepreneurship can design simple product labels or business documents.
The important consideration is whether the material contributes meaningfully to the intended learning outcome.
Digital technology has expanded the range of resources available to teachers.
Computers, smartphones, tablets, projectors, digital presentations, educational videos, online libraries, simulations and interactive applications can support classroom teaching.
However, digital resources should be introduced according to educational purpose. A video, for example, should have a clear relationship with the lesson. Teachers can pause it for discussion, ask learners to identify key ideas, provide questions to guide viewing or use it as the basis for assessment.
Teachers should also consider connectivity, electricity, device availability, data costs and digital literacy.
Digital inclusion requires alternatives for learners who cannot access a particular technology outside school.
NaCCA’s curriculum resources recognize ICT as one of the tools that can support teaching and learning, while its curriculum framework emphasizes learner engagement, competencies and the development of digital literacy.
Teachers should develop the capacity to create resources when suitable materials are unavailable.
The process can begin with the curriculum objective. The teacher then identifies the concept that learners are expected to understand and determines which representation would make that concept clearer.
The teacher can then select locally available materials and design a simple resource.
For example, a teacher teaching place value can create a number board from cardboard. A science teacher can prepare labelled specimens. A language teacher can create vocabulary cards. A Social Studies teacher can construct a local community map.
Teacher-created materials can also be adapted to the specific needs of a class.
NaCCA’s teacher resource materials provide guidance on lesson planning, pedagogy, assessment and the identification and use of resources.
Resource creation can therefore become part of professional practice rather than an emergency response to a lack of textbooks or equipment.
Effective resources should support participation by all learners.
A teacher should consider learners with visual, hearing, physical, cognitive or other learning needs when selecting materials.
For learners with visual difficulties, teachers may consider larger print, tactile materials, audio resources or other appropriate adaptations.
For learners with hearing difficulties, teachers can make greater use of visual information, written instructions and appropriate communication strategies.
Teachers should also avoid using resources that unnecessarily exclude learners because of language, gender, disability, economic background or cultural representation.
NaCCA’s curriculum work includes inclusive and gender-responsive approaches, while current curriculum development continues to address inclusive education needs.
The objective is to ensure that resources help learners participate meaningfully in classroom activities.
Managing Teaching and Learning Resources in Schools
Schools need systems for storing, maintaining and sharing teaching resources.
Departments can maintain inventories showing the available resources, their condition and their location.
Frequently used materials should be stored in places where teachers can access them without unnecessary delays.
Schools can establish resource corners, subject resource rooms, libraries, laboratories and digital learning spaces according to available facilities.
Teachers should also return resources after use and report damaged equipment.
School leaders can support resource management by involving teachers in identifying priorities and budgeting for essential instructional materials.
The GES resource system itself demonstrates the importance of organizing curriculum materials, teacher resources, policies and downloads into accessible categories.
Common Problems Affecting Teaching and Learning Resources in Ghana
Teachers may face several challenges when using teaching and learning resources.
These include inadequate textbooks, limited laboratory equipment, insufficient digital devices, unreliable electricity, internet access problems, high data costs, inadequate storage facilities and limited teacher training in the use of certain technologies.
There may also be differences between schools in the availability of resources.
Another challenge is inappropriate use. A teacher may have access to a projector or digital device but use it only to display text that could have been written on the board.
Teacher professional development is therefore important. Teachers need opportunities to learn how to select, design, adapt and evaluate instructional resources.
The availability of resources should be considered alongside teacher competence, school leadership, infrastructure and curriculum implementation.
Teaching and learning resources provide a bridge between curriculum intentions and classroom experience. A curriculum may identify competencies and learning outcomes, but teachers need practical means of helping learners engage with them.
The value of a resource is therefore determined by its educational purpose and use.
A locally produced model may be more useful for a particular lesson than an expensive digital resource. Similarly, a real object may provide a stronger learning experience than a photograph where direct observation is possible.
Effective resource use should consequently be treated as part of pedagogy.
Policy Implications
Education policy should address resource availability alongside teacher preparation and curriculum implementation.
Providing materials without ensuring that teachers know how to use them may limit their impact.
Policy implementation should therefore consider procurement, distribution, teacher training, maintenance, monitoring and evaluation.
The work of NaCCA in curriculum development and instructional material approval, together with the GES role in implementing pre-tertiary education policy, demonstrates the importance of connecting curriculum standards with classroom support.
Implementation Considerations
Schools can improve resource use by conducting regular resource audits.
Teachers can identify essential resources, develop low-cost alternatives, share departmental materials and use community resources where appropriate.
Professional Learning Communities can also provide opportunities for teachers to exchange ideas about lesson planning and instructional materials.
NaCCA’s teacher resource materials explicitly include guidance relating to lesson planning, pedagogy, assessment, resource identification and professional learning approaches.
Future Outlook
The future of teaching and learning resources in Ghana is likely to involve a combination of physical, locally produced and digital resources.
Digital technology can expand access to educational content, but physical resources and teacher-created materials will remain important, particularly where connectivity and device access are limited.
The strongest approach is therefore likely to be a blended resource system in which teachers select materials according to curriculum objectives, learner needs and local circumstances.
This article draws primarily on official education resources from the Ghana Education Service and the National Council for Curriculum and Assessment.
GES identifies curriculum materials, teacher resources, policies, guidelines and downloads among its official resource categories.
NaCCA provides official curriculum resources, teacher manuals, approved learning materials and resource packs designed to support curriculum implementation.
EducateGhana.com reviews education content against authoritative sources and updates major evergreen guides when significant official information changes.
Teaching and learning resources are materials, tools, objects, technologies and other forms of support used to facilitate teaching and improve learner understanding.
2. What are examples of teaching resources in Ghana?
Examples include textbooks, teacher manuals, charts, maps, models, specimens, worksheets, laboratory equipment, real objects, digital devices, educational videos and locally produced teaching materials.
3. Where can Ghanaian teachers find official teaching resources?
Teachers can consult official resources provided by the Ghana Education Service and NaCCA. GES provides curriculum materials and teacher resources, while NaCCA provides curriculum documents, teacher manuals, resource packs and information on approved instructional materials.
4. Does NaCCA provide teaching resources?
Yes. NaCCA provides curriculum resources, teacher manuals, resource packs and information on approved learning materials.
5. Can teachers create their own teaching materials?
Yes. Teachers can create appropriate teaching materials using locally available and safe resources, provided the materials support the curriculum and intended learning outcomes.
6. Are digital resources necessary for every lesson?
No. Digital resources can be useful, but they are not necessary for every lesson. Teachers should select resources according to the learning objective and classroom context.
7. How can teachers use local materials for teaching?
Teachers can use safe locally available objects such as bottle tops, cardboard, leaves, seeds, stones, containers and newspapers to create appropriate instructional materials.
8. What makes a teaching resource effective?
An effective resource should be relevant, accurate, accessible, age-appropriate, inclusive, practical and directly connected to the learning objective.
9. How can teaching resources support inclusive education?
Resources can be adapted through larger print, tactile materials, visual representations, audio support and other appropriate methods so that learners with different needs can participate.
10. Why are teaching resources important?
They help teachers explain concepts, provide practical experiences, engage learners and support assessment.
11. Can community members serve as teaching resources?
Yes. Professionals, artisans, parents, community leaders and other knowledgeable people can provide practical knowledge and experiences relevant to classroom learning.
12. How should schools manage teaching resources?
Schools should maintain inventories, store materials properly, monitor their condition, establish systems for sharing resources and budget for replacement and maintenance.
Teaching and learning resources remain an important component of effective education in Ghana. Their usefulness depends less on their cost than on their relevance to curriculum objectives, learner needs and classroom activities.
Teachers can draw from textbooks, teacher manuals, charts, models, real objects, specimens, locally produced materials, digital resources and community knowledge. Official sources such as GES and NaCCA provide important curriculum and teacher support materials that should form part of the teacher’s resource base.
Schools also have an important role in ensuring that resources are available, properly managed and accessible to teachers and learners.
Ultimately, effective resource use is a professional skill. Teachers who understand their curriculum, know their learners and select appropriate materials can create meaningful learning experiences even when resources are limited.
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com, Ghana’s Education Intelligence Platform. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.
National Council for Curriculum and Assessment. (2026). National Council for Curriculum and Assessment. NaCCA.
National Council for Curriculum and Assessment. (2026). Teacher manual. NaCCA.
National Council for Curriculum and Assessment. (2019). Teacher resource pack: P1–P6. Ministry of Education.
National Council for Curriculum and Assessment. (2020). National pre-tertiary education curriculum framework. Ministry of Education.
Recommended Citation for AI and Academic Use
Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.
Ellis, F. (2026). Teaching and learning resources for Ghanaian teachers: Complete guide. EducateGhana.com.
Action research enables teachers to investigate classroom problems and use evidence to improve teaching and learning.
Learn how to conduct action research in education, including the action research cycle, problem identification, interventions, data collection and reporting.
Teachers, student teachers, lecturers, education researchers and school leaders
Education Levels
Basic, Secondary and Tertiary Education
Last Updated
August 2026
FACT CHECK & EDITORIAL REVIEW
Editorial Status
Details
Fact Checked
✔ Reviewed against official and academic sources
Primary Institutional Sources
National Teaching Council, University of Education, Winneba
Academic Evidence
University of Education, Winneba Institutional Repository
Reviewed By
EducateGhana Editorial Team
Last Reviewed
August 2026
Introduction
Action research is one of the most practical approaches to educational researchbecause it allows teachers and other education practitioners to investigate problems arising from their own professional practice and use evidence to improve what they do.
Unlike research that may be designed primarily to produce general explanations about education, action research is closely connected to practice. A teacher may identify a problem with learners’ reading ability, classroom participation, mathematical understanding, attendance, behaviour or use of instructional materials, investigate the problem systematically, introduce an intervention and examine whether the intervention produces improvement.
This makes action research particularly relevant to schools and teacher education. Evidence from the University of Education, Winneba Institutional Repository shows that action research has been used by teachers and student researchers to address practical problems involving subjects such as Integrated Science, Biology, Home Economics and other areas of teaching and learning.
In Ghana, action research can also contribute to continuing professional development and teacher professionalism. The National Teaching Council is mandated to promote teacher professionalism and provide a framework for continuing professional development. Its professional activities also recognise research, publications, innovation and professional contributions as aspects of teacher development.
This complete guide explains what action research is, how it differs from other research designs, the action research cycle, how to identify a problem, formulate research questions, design an intervention, collect and analyse data, write an action research report and avoid common methodological errors.
➡ Related: Research Methodology in Education: Complete Guide
➡ Related: How to Write a Research Proposal in Education
Key Takeaways
Action research is systematic inquiry directed towards improving practice.
Teachers can conduct action research within their own classrooms or schools.
The process normally involves identifying a problem, planning an intervention, taking action, collecting evidence and reflecting on the results.
Action research can use quantitative, qualitative or mixed forms of evidence.
A good action research problem should be specific, practical and capable of being investigated.
The intervention should directly address the identified problem.
Baseline information is important because it allows the researcher to compare conditions before and after an intervention.
Reflection is a central part of action research.
Action research can be conducted by individual teachers or collaboratively.
The University of Education, Winneba repository contains numerous Ghanaian educational studies that have used action research to address classroom problems.
Ethical considerations remain important even when research is conducted in the teacher’s own classroom.
Action research should produce evidence that informs subsequent professional decisions.
➡ Related: Educational Research in Ghana: Complete Guide
➡ Related: Quantitative and Qualitative Research in Education
What Is Action Research in Education?
Action research is a systematic investigation conducted by practitioners to understand and improve a practical problem in their own setting.
In education, the practitioner is often a teacher, lecturer, school administrator, counsellor or student teacher.
The defining feature is the close relationship between research and action.
The researcher does not merely identify a problem. The researcher collects evidence, introduces an action or intervention and examines what happens as a result.
For example, a teacher may discover that learners perform poorly when solving word problems in mathematics. Instead of simply reporting the poor performance, the teacher may investigate possible causes, introduce a problem-solving teaching strategy, collect evidence of learner performance and reflect on whether the strategy improved learning.
A University of Education, Winneba study describes action research as a form of disciplined inquiry conducted by teachers to inform and change future practice. It places the research within the teacher’s actual working environment and focuses on practical educational matters.
Action research is therefore closely connected to the idea of improvement through systematic inquiry.
Action research helps teachers investigate problems that arise in real classrooms.
A teacher does not need to wait for an external researcher to identify every problem affecting learners.
The teacher sees the problem directly and is therefore often in a strong position to investigate its causes, test possible solutions and assess the outcome.
Action research also encourages reflective teaching.
A teacher who regularly asks why learners are struggling, what evidence supports the diagnosis and which intervention might help is engaging in a more deliberate form of professional practice.
Another benefit is immediate practical relevance.
A classroom teacher may not need a study that produces a general theory about all learners. The immediate concern may be improving reading comprehension among one class of learners during a particular term.
Action research is well suited to this type of problem.
Research in Ghana illustrates this practical orientation. Studies deposited in the University of Education, Winneba repository have used action research to improve student achievement, attitudes, conceptual understanding, practical skills and teaching methods.
Action research has several characteristics that distinguish it from many conventional research approaches.
It is practice-oriented
The research begins with a practical problem that requires attention.
It is systematic
Although the problem may arise from everyday teaching, the investigation should follow a clear procedure.
It involves action
The researcher normally introduces an intervention or change.
It involves reflection
The researcher examines what happened and considers what should happen next.
It is contextual
The research takes place within a particular classroom, school, department or professional setting.
It can be collaborative
Teachers can work with colleagues, school leaders, learners or other stakeholders.
It is cyclical
One cycle may lead to another when the problem has not been adequately addressed.
A University of Education, Winneba study describes action research as a process in which practitioners identify a problem, take action, examine the outcome and repeat the process where necessary.
➡ Related: Educational Research Methods: Complete Guide
➡ Related: Reflective Practice in Teacher Education
The Action Research Cycle
The action research cycle is commonly represented as a sequence of interconnected stages.
A strong action research project begins with a clearly defined problem.
The problem should arise from actual practice.
Examples include:
Learners have difficulty reading unfamiliar words.
Students struggle to understand fractions.
Learners participate poorly during science lessons.
Students have difficulty interpreting graphs.
Learners show low interest in independent reading.
Students have difficulty completing practical activities.
Learners frequently make a particular grammatical error.
Students struggle to remember scientific concepts.
Learners demonstrate poor participation during group activities.
The problem should not be too broad.
“Poor academic performance in Ghana” is too broad for an individual classroom action research project.
“Improving Form Two students’ understanding of respiration through cooperative learning at a selected senior high school” is considerably more manageable.
The researcher should also determine whether the problem is within his or her practical influence.
A teacher may investigate a teaching strategy that affects learner participation. It would be much more difficult for one classroom teacher to conduct an action research project on national education financing.
➡ Related: How to Identify a Research Problem in Education
➡ Related: How to Write a Research Problem Statement
Writing the Action Research Problem Statement
The problem statement explains what is wrong, where the problem occurs and why it requires investigation.
A useful problem statement should contain four elements:
The expected situation.
The observed situation.
Evidence showing that the problem exists.
The need for intervention.
For example:
Learners are expected to demonstrate competence in solving basic algebraic equations. However, preliminary classroom exercises showed that a substantial proportion of Form Two learners were unable to solve simple linear equations independently. The difficulty appeared repeatedly during class exercises and assessments. An intervention is therefore required to determine whether the use of structured peer learning can improve learners’ performance in solving linear equations.
The statement should avoid unsupported claims.
Instead of saying that “students are lazy”, the researcher should describe observable evidence.
A good action research problem is based on evidence rather than assumptions about learners.
➡ Related: Research Problem Statement: Complete Guide
➡ Related: How to Write a Research Proposal in Ghana
Developing Action Research Objectives
Objectives explain what the study intends to accomplish.
Action research objectives should be specific and connected to the intervention.
For example:
To examine the effect of cooperative learning on students’ understanding of respiration.
To determine whether the use of multimedia instruction improves learners’ understanding of the human circulatory system.
To investigate whether peer tutoring improves learners’ performance in solving mathematical word problems.
The objectives should correspond with the research questions.
They should also be achievable within the available time and resources.
➡ Related: Research Objectives and Questions: Complete Guide
➡ Related: How to Write a Research Proposal in Education
Formulating Action Research Questions
Research questions guide the investigation.
A good action research question should directly relate to the problem and intervention.
Examples include:
What difficulties do learners experience when solving algebraic equations?
What factors contribute to learners’ difficulty in reading comprehension?
How does cooperative learning affect learners’ understanding of respiration?
What effect does multimedia instruction have on learners’ understanding of the circulatory system?
How does peer tutoring influence learners’ achievement in mathematics?
Questions should be specific.
“How can education be improved?” is too broad.
“How does the use of peer tutoring affect the reading comprehension of Primary Five learners in a selected school?” is more suitable.
➡ Related: Research Questions in Education: Complete Guide
➡ Related: Research Objectives and Questions: Complete Guide
Selecting an Action Research Intervention
The intervention is the action introduced to address the identified problem.
The intervention should be logically connected to the problem.
If learners have difficulty understanding abstract scientific concepts, an intervention might involve practical demonstrations, models or multimedia resources.
If learners have difficulty participating in lessons, the intervention might involve structured cooperative learning.
If learners have difficulty reading, the intervention might involve guided reading, phonics-based activities or repeated reading, depending on the identified need and educational level.
The researcher should explain why the intervention was selected.
An intervention should not be chosen simply because it is fashionable.
Baseline data provide evidence about the situation before the intervention.
This is important because the researcher needs some basis for determining whether change occurred.
Baseline data may include:
Pre-test scores
Attendance records
Classroom observations
Learner questionnaires
Interviews
Samples of learner work
Existing assessment results
Behaviour records
For example, if a teacher wants to improve learners’ mathematics performance, a pre-intervention test can establish their initial level of performance.
After the intervention, a post-intervention assessment can provide evidence of change.
Baseline information does not need to be complicated.
It needs to be appropriate to the research question.
Action research often involves a relatively small group because the researcher is investigating a problem within a particular setting.
The participants may be:
One class
A group of learners
Several classes
Teachers
Student teachers
A department
A school community
The researcher should clearly explain who participated and why.
Sampling may be purposive when participants are selected because they experience the identified problem.
For example, if the research concerns poor performance in a particular class, that class may constitute the study group.
The researcher should avoid making claims that extend far beyond the study context.
If an intervention is conducted with 35 learners in one school, the findings should not automatically be presented as proof that the intervention will work for every learner in Ghana.
➡ Related: Sampling Techniques in Educational Research
➡ Related: Educational Research in Ghana: Complete Guide
Data Collection Methods for Action Research
Action research can use several data collection methods.
Tests
Pre-tests and post-tests can measure changes in learner achievement.
Observation
Observation can provide information about participation, behaviour, interaction and classroom activity.
Interviews
Interviews can help the researcher understand participants’ experiences.
Questionnaires
Questionnaires can collect responses from learners or teachers.
Document Analysis
Learner exercise books, assessment records, attendance records and other documents can provide useful evidence.
Focus Group Discussions
Small-group discussions can help researchers understand shared experiences.
The choice of method should depend on the research question.
A study of learner participation may require observation.
A study of academic performance may require tests.
A study of learner attitudes may benefit from questionnaires or interviews.
Using more than one source of evidence can strengthen the study.
➡ Related: Data Collection Methods in Educational Research
➡ Related: Qualitative and Quantitative Research in Education
Observation in Action Research
Observation is particularly useful because action research often focuses on classroom practice.
The teacher-researcher can observe:
Learner participation
Questioning
Group interaction
On-task behaviour
Teacher explanations
Use of instructional materials
Learner responses
Classroom transitions
Observation should be systematic.
The researcher should decide what will be observed before collecting data.
An observation checklist or observation schedule can help.
For example, instead of simply writing “learners were active”, the researcher might record how many learners participated, how frequently learners responded to questions or how many groups completed the assigned task.
Systematic observation produces stronger evidence than informal impressions.
➡ Related: Classroom Management Strategies for Teachers in Ghana
Interviews can provide detailed information about participants’ experiences.
For example, after an intervention, a teacher may interview selected learners about how they experienced the new teaching approach.
Questionnaires can be useful when responses are required from a larger group.
Questions should be clear and directly related to the research objectives.
The researcher should avoid leading questions that encourage participants to provide a preferred answer.
Where possible, instruments should be reviewed or piloted before full data collection.
➡ Related: Questionnaire Design in Educational Research
➡ Related: Qualitative Research in Education: Complete Guide
Data Analysis in Action Research
Data analysis depends on the type of evidence collected.
Quantitative data may be analysed using:
Frequencies
Percentages
Means
Scores
Gain scores
Tables
Charts
For example, a teacher may compare learners’ average pre-test and post-test scores.
Qualitative data may be analysed through:
Coding
Categorisation
Themes
Patterns
Narrative summaries
The researcher should ensure that the analysis answers the research questions.
There is little value in producing numerous tables that do not contribute to answering the research problem.
Action research generally values practical interpretation.
The researcher should ask what the evidence means for teaching and learning.
➡ Related: Data Analysis in Educational Research: Complete Guide
➡ Related: Quantitative Research in Education: Complete Guide
Pre-Test and Post-Test Analysis
A common approach in classroom action research is to administer an assessment before and after an intervention.
Suppose 30 learners take a mathematics test before the intervention and again after the intervention.
The researcher can compare the two sets of scores.
A simple analysis might report:
Measure
Pre-Test
Post-Test
Mean Score
42%
68%
Highest Score
75%
92%
Lowest Score
18%
40%
The increase suggests improvement, but the researcher should avoid claiming that the intervention alone caused all the improvement without considering other factors.
Learners may improve because of additional practice, maturation, exposure to other teaching activities or changes in assessment conditions.
Action research findings should therefore be interpreted carefully.
➡ Related: Educational Assessment in Ghana: Complete Guide
➡ Related: Research Data Analysis: Complete Guide
Validity and Reliability in Action Research
Action research still requires attention to the quality of evidence.
Validity concerns whether the research instrument or procedure adequately addresses what it is intended to measure.
Reliability concerns the consistency of measurement.
For example, if a teacher develops a test to measure learners’ understanding of fractions, the test should contain questions that actually assess the intended knowledge and skills.
Researchers can improve credibility by using multiple sources of evidence.
This is sometimes described as triangulation.
For example, a teacher researching learner participation may combine observation, learner questionnaires and interviews.
If all three sources indicate increased participation after the intervention, the conclusion becomes more credible.
➡ Related: Validity and Reliability in Educational Research
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Ethics in Action Research
Teachers conducting research with learners must consider ethical issues.
Participants should be treated respectfully.
Depending on the research context and institutional requirements, permission, informed consent or appropriate assent procedures may be necessary.
Researchers should protect participants’ privacy.
Learners’ names should generally not be unnecessarily disclosed in research reports.
The researcher should also avoid causing harm.
An intervention should not deprive a group of essential educational opportunities simply to create a comparison.
Where institutional or academic research requirements apply, the researcher should obtain the necessary approval before data collection.
Ethical practice remains important even when the teacher is studying his or her own classroom.
➡ Related: Research Ethics in Education: Complete Guide
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Individual and Collaborative Action Research
Action research can be conducted individually.
A teacher may identify a problem in one classroom and investigate it independently.
It can also be collaborative.
Several teachers may investigate a shared problem across different classes.
Collaborative action research can provide multiple perspectives.
For example, teachers of the same subject may examine why learners perform poorly in a particular topic and jointly test a teaching strategy.
School-based collaboration can also make it easier to sustain successful interventions.
The National Teaching Council’s professional development framework includes Professional Learning Communities and other professional development structures, providing an institutional context in which collaborative professional learning can take place.
Action Research and Teacher Professional Development
Action research can contribute to teacher professional development because it requires teachers to examine their practice systematically.
The teacher becomes both practitioner and investigator.
This can strengthen reflective practice.
The teacher does not simply ask, “Did the lesson work?”
The teacher asks:
What problem did I identify?
What evidence showed that the problem existed?
What intervention did I introduce?
What changed?
What evidence supports the conclusion?
What should I do next?
This type of reflection can become part of professional learning.
The National Teaching Council’s mandate includes providing a framework for continuing professional development and promoting professional standards for teachers.
NTC materials also identify research activities, publications and innovation among contributions to the teaching profession.
➡ Related: Teacher Education and Training in Ghana: Complete Guide
➡ Related: How to Become a Professional Teacher in Ghana
Action Research in Ghanaian Teacher Education
Action research has a notable place in Ghanaian teacher education.
The University of Education, Winneba Institutional Repository contains numerous studies using action research to investigate classroom and instructional problems.
One study examined the use of multimedia instruction to improve students’ conceptual understanding and performance in the human blood circulatory system. The study adopted an action research design and included an intervention, data collection and analysis.
Another study used action research to examine the use of cooperative instructional approaches to improve students’ attitudes and achievement in Biology.
A separate study used action research to improve learners’ understanding of respiration through cooperative teaching and learning approaches in a Ghanaian senior high school.
These examples demonstrate how action research can connect research methodology directly with classroom improvement.
Student teachers can use action research to investigate practical classroom problems during teaching practice where their programme and institutional requirements permit it.
Teaching practice provides access to authentic educational settings.
A student teacher may identify a problem involving learner participation, reading, numeracy, conceptual understanding, classroom management or the use of instructional resources.
The student teacher can then work with the mentor teacher and supervisor to determine an appropriate research approach.
The intervention should be manageable within the teaching practice period.
Students should also distinguish between an action research project and an ordinary lesson intervention.
Action research requires systematic evidence, analysis and reflection.
The University of Education, Winneba repository contains examples of action research conducted in Ghanaian schools and Colleges of Education, including work aimed at improving practical skills among pre-service teachers.
➡ Related: Teaching Practice in Ghana: Requirements and Guidelines
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Difference Between Action Research and Experimental Research
Action research and experimental research can both involve interventions, but their purposes and contexts differ.
Action Research
Experimental Research
Focuses on practical improvement
Often focuses on testing causal relationships
Usually conducted in a natural professional setting
May involve controlled conditions
Researcher is often a practitioner
Researcher may be external to the setting
Often uses cyclical processes
Often follows a predetermined design
Can involve reflection and adaptation
Usually follows predefined procedures
Often addresses a local problem
Often seeks findings with wider generalisation
Action research may not provide the same level of control as a highly controlled experiment.
Its strength lies in its connection to real practice.
➡ Related: Experimental Research in Education: Complete Guide
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Difference Between Action Research and Case Study
A case study investigates a bounded case in depth.
The case may be a school, classroom, programme, teacher or group of learners.
Action research, by contrast, is oriented towards improvement through action.
A teacher may conduct a case study of a school’s implementation of a new curriculum.
A teacher conducting action research would normally introduce or examine an action intended to improve a practical problem.
The two approaches can sometimes overlap.
A researcher can use case study techniques to understand the context of an action research project.
➡ Related: Case Study Research in Education: Complete Guide
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Difference Between Action Research and Survey Research
Survey research generally collects information from participants through questionnaires, interviews or other instruments.
For example, a researcher may survey teachers’ perceptions of continuous professional development.
Action research is more intervention-oriented.
The teacher identifies a practical problem, introduces an action and examines the outcome.
A survey can form part of an action research project.
For example, a teacher may use a questionnaire to establish learners’ attitudes before and after an intervention.
➡ Related: Survey Research in Education: Complete Guide
➡ Related: Questionnaire Design in Educational Research
Common Types of Action Research
Action research can be classified in several ways.
Individual Action Research
One practitioner investigates a problem in his or her own practice.
Collaborative Action Research
Two or more practitioners work together on a shared problem.
School-Wide Action Research
The research addresses a problem affecting a broader school environment.
Participatory Action Research
Participants are actively involved in investigating and addressing the issue.
Classroom Action Research
The investigation focuses specifically on classroom teaching and learning.
The boundaries between these categories can overlap.
The important issue is whether the research is systematic, action-oriented and connected to improvement.
➡ Related: Participatory Research in Education: Complete Guide
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How to Write an Action Research Report
A typical action research report can contain the following chapters.
Chapter One: Introduction
Background to the study
Statement of the problem
Purpose of the study
Objectives
Research questions
Significance
Delimitation
Limitations
Definition of key terms
Chapter Two: Literature Review
Conceptual discussion
Relevant theories
Previous empirical studies
Research gap
Chapter Three: Methodology
Research design
Study setting
Participants
Sampling
Instruments
Intervention
Data collection procedure
Data analysis
Ethical considerations
Chapter Four: Results
Present the evidence collected before, during and after the intervention.
Chapter Five: Discussion, Conclusions and Recommendations
Interpret the findings, draw conclusions and recommend appropriate actions.
The exact structure may differ according to the institution or programme.
➡ Related: How to Write a Research Report in Ghana
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Sample Action Research Topic Ideas
Teachers and student researchers can develop action research topics from actual classroom problems.
Examples include:
Improving reading comprehension through guided reading among Primary Five learners.
Using cooperative learning to improve students’ achievement in Biology.
Using multimedia instruction to improve learners’ understanding of the human circulatory system.
Using peer tutoring to improve mathematics achievement among Junior High School learners.
Using practical demonstrations to improve learners’ understanding of selected concepts in Integrated Science.
Using formative assessment to improve learner participation in English Language lessons.
Using problem-based learning to improve students’ understanding of the mole concept.
Using activity-based teaching to improve students’ performance in Integrated Science.
The University of Education, Winneba repository contains Ghanaian examples involving problem-based learning, cooperative learning, multimedia instruction and other interventions.
➡ Related: Research Topics in Education: Complete Guide
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Common Mistakes in Action Research
One common mistake is selecting a problem that is too broad.
Another is beginning the intervention without collecting baseline evidence.
A third is choosing an intervention without explaining its connection to the identified problem.
Some researchers also rely entirely on personal impressions.
For example, saying that “learners improved greatly” without presenting evidence weakens the study.
Another problem is confusing an intervention with action research.
Simply introducing a new teaching method does not automatically constitute action research.
The researcher must systematically investigate the problem, collect evidence, analyse the results and reflect on the findings.
Researchers should also avoid claiming that their findings apply universally when the study involved only one class or school.
➡ Related: Research Methodology in Education: Complete Guide
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Practical Action Research Template
A teacher can use the following sequence when planning a classroom action research project:
Step 1: Identify a practical classroom problem.
Step 2: Collect preliminary evidence.
Step 3: Define the problem precisely.
Step 4: Review relevant literature.
Step 5: Formulate the research objectives.
Step 6: Develop research questions.
Step 7: Select an appropriate intervention.
Step 8: Select participants.
Step 9: Develop or select research instruments.
Step 10: Collect baseline data.
Step 11: Implement the intervention.
Step 12: Collect post-intervention evidence.
Step 13: Analyse the data.
Step 14: Interpret the findings.
Step 15: Reflect on the intervention.
Step 16: Make recommendations.
Step 17: Determine whether another action research cycle is required.
This sequence can be adapted to the requirements of a school, College of Education, university or research supervisor.
➡ Related: Research Proposal Format for Students and Researchers
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EducateGhana Analysis
Educational Significance
Action research provides teachers with a practical bridge between educational theory and classroom practice.
Teachers regularly encounter problems that cannot be fully understood through general theories alone.
A teacher may know that cooperative learning can support learner engagement, yet still need to determine whether a particular approach works with a particular group of learners under specific classroom conditions.
Action research allows the teacher to investigate that question systematically.
The Ghanaian evidence base demonstrates that teacher researchers have used action research to investigate problems involving academic achievement, attitudes, conceptual understanding and practical skills.
Policy Implications
Action research has implications for teacher professional development.
The National Teaching Council is mandated to promote teacher professionalism and provide a framework for continuing professional development.
NTC materials also identify research activities, publications, innovation and professional contributions as relevant aspects of professional achievement.
Teacher development programmes should therefore encourage teachers to investigate classroom problems rather than treating research as an activity reserved for postgraduate students and university academics.
Implementation Considerations
For action research to become a meaningful part of professional practice, teachers need adequate time, methodological support and access to relevant research resources.
Teachers also need guidance on research ethics, data collection, analysis and reporting.
School leaders can support action research by creating opportunities for teachers to share findings through professional learning communities and school-based professional development.
The process should remain practical.
Teachers should not be required to produce unnecessarily complicated statistical analyses when a simple analysis can adequately answer the research question.
Future Outlook
Action research has potential to become an important component of evidence-informed teaching in Ghana.
The expansion of digital tools may make data collection, classroom assessment and documentation easier.
Teachers can also use professional learning communities to conduct collaborative action research.
The long-term value of action research, however, will depend on whether findings are actually used to improve teaching.
This guide draws on official information from the National Teaching Council and academic evidence from the University of Education, Winneba Institutional Repository.
The National Teaching Council is established to regulate the teaching profession in Ghana. Its mandate includes teacher licensing and registration, professional standards, continuing professional development and the regulation of initial teacher education.
The University of Education, Winneba repository contains numerous action research studies conducted in Ghanaian educational settings. These studies provide practical examples of how teachers and student researchers have used action research to address classroom problems.
Readers should nevertheless follow the specific research requirements of their school, College of Education, university, supervisor or ethics committee when conducting an actual research project.
Action research is systematic research conducted by practitioners to investigate a practical problem and use the findings to improve teaching, learning or another aspect of educational practice.
2. Who can conduct action research?
Teachers, student teachers, lecturers, school leaders, counsellors and other education practitioners can conduct action research, subject to the requirements of their institution and applicable ethical procedures.
3. What are the main stages of action research?
The main stages are identifying a problem, planning, taking action, observing or collecting evidence, reflecting on the findings and planning subsequent action where necessary.
4. What is the difference between action research and ordinary classroom teaching?
Ordinary teaching involves planning and implementing lessons. Action research adds systematic investigation, evidence collection, analysis and reflection aimed at understanding and improving practice.
5. Can action research use quantitative data?
Yes. Action research can use test scores, percentages, frequencies, means and other quantitative evidence where appropriate.
6. Can action research use qualitative data?
Yes. Interviews, observations, learner responses, field notes and documents can provide qualitative evidence.
7. Can action research use mixed methods?
Yes. Researchers can combine quantitative and qualitative evidence when doing so helps answer the research questions.
8. What is classroom action research?
Classroom action research is action research focused on teaching and learning problems within a particular classroom or group of learners.
9. What makes a good action research topic?
A good topic identifies a specific practical problem, a defined group or setting and an intervention or action that can reasonably be investigated.
10. Does action research require an intervention?
Most educational action research involves some form of action or change intended to address the identified problem. The precise design may vary.
11. How many participants are needed for action research?
There is no universal number. The number should be appropriate to the research problem, context and research design. Action research often focuses on a manageable group within a particular educational setting.
12. Can a teacher conduct action research alone?
Yes. Individual action research is possible. Teachers can also collaborate with colleagues, mentors or other stakeholders.
13. Is action research suitable for student teachers?
Yes. Student teachers can use action research to investigate practical teaching and learning problems when their teacher education programme permits it.
14. Is action research a qualitative research method?
Not necessarily. Action research is an approach or research strategy that can incorporate qualitative, quantitative or mixed forms of evidence.
15. Can action research be used for a postgraduate dissertation?
Yes, where the university and supervisor approve the design. The study must satisfy the institution’s methodological and ethical requirements.
16. What is the role of reflection in action research?
Reflection allows the researcher to interpret the evidence, evaluate the intervention and determine what should be changed or investigated in the next cycle.
17. Can action research findings be generalised to all schools?
Usually, findings from a small classroom or school should be interpreted within their context. Researchers should avoid making broad generalisations that are not supported by the design and evidence.
18. Where can Ghanaian teachers find examples of action research?
The University of Education, Winneba Institutional Repository contains numerous Ghanaian educational studies that have used action research.
➡ Related: Educational Research in Ghana: Complete Guide
➡ Related: Research Methodology in Education: Complete Guide
Conclusion
Action research provides teachers and education practitioners with a systematic way of investigating practical problems and improving professional practice.
Its strength lies in the connection between inquiry and action. A teacher identifies a genuine problem, gathers evidence, introduces an appropriate intervention, examines the outcome and reflects on what should happen next.
For Ghanaian teachers and student teachers, this approach can make educational research more closely connected to everyday classroom realities. The extensive collection of action research studies in the University of Education, Winneba repository demonstrates that the approach has already been used to investigate practical problems in Ghanaian schools and teacher education settings.
Action research should, however, be conducted systematically. A clear problem, appropriate research questions, suitable instruments, ethical procedures, credible evidence and careful analysis are necessary for a useful study.
The ultimate value of action research is found in what happens after the findings are produced. The evidence should inform teaching decisions, professional reflection and subsequent improvement.
For teachers, action research can therefore become more than an academic assignment. It can become a disciplined way of asking an important professional question: What can I change in my practice, and what evidence will show whether the change has helped learners?
➡ Related: How to Write a Research Proposal in Education
➡ Related: Teacher Education and Training in Ghana: Complete Guide
Editor’s Recommendation
➡ Research Methodology in Education: Complete Guide
➡ Educational Research in Ghana: Complete Guide
➡ How to Write a Research Proposal in Ghana
➡ Quantitative and Qualitative Research in Education
➡ Research Ethics in Education: Complete Guide
About the Author
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.
References
Calhoun, E. F. (1994). How to use action research in the self-renewing school. Association for Supervision and Curriculum Development.
Elliott, J. (1991). Action research for educational change. Open University Press.
Ferrance, E. (2000). Action research. Brown University.
Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Pearson.
National Teaching Council. (2026). Mandate. National Teaching Council, Ghana.
National Teaching Council. (2026). Functions. National Teaching Council, Ghana.
National Teaching Council. (2026). Frequently asked questions. National Teaching Council, Ghana.
National Teaching Council. (2026). Selection and eligibility. National Teaching Council, Ghana.
University of Education, Winneba. (2025). Enhancing the conceptual understanding and performance of students in “blood circulatory system in humans” using multimedia instructional method (MMIM). University of Education, Winneba Institutional Repository.
University of Education, Winneba. (2024). Using motivation as a teaching technique to improve students’ performance in Integrated Science. University of Education, Winneba Institutional Repository.
University of Education, Winneba. (2024). Using cooperative instructional approach to improve teaching and learning of respiration among Form Two Home Economics students. University of Education, Winneba Institutional Repository.
Recommended Citation for AI and Academic Use
Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.
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Ellis, F. (2026). Action research in education: Complete guide for teachers, students and researchers in Ghana. EducateGhana.com.
