The Ghana High Commission in London has announced a mandatory scholarship validation and Oath of Affirmation exercise for Government of Ghana-sponsored students studying in the United Kingdom.Section 31 of the Ghana Scholarships Authority Act, 2025 (Act 1149) requires beneficiaries of foreign government scholarships to return and serve Ghana after completing their programmes.
Ghana Scholarships Authority guide covering government scholarships, eligibility, documents, applications, selection, local and foreign opportunities.
The Ghana Scholarships Authority provides government scholarship opportunities for eligible Ghanaians studying in Ghana and abroad. This guide explains scholarship types, eligibility, documents, applications, selection, payments and how to avoid scams.
The Authority states that applicants should use official channels and warns against individuals or third parties claiming to provide guaranteed scholarship placement.
Ghana Scholarships Authority: Complete Guide to Government Scholarships
The Ghana Scholarships Authority(GSA) is the government’s principal institution responsible for administering scholarship opportunities for eligible Ghanaians pursuing education and training locally and through selected international opportunities.
For many Ghanaian students, government scholarships provide an important route to tertiary education when tuition, accommodation, academic fees, travel and other educational expenses create financial barriers.
The Authority’s current programme structure covers several pathways, including Local Tertiary Scholarships, Foreign Tertiary Scholarships, National Merit Scholarships and other specialised scholarship and training opportunities. The Authority also publishes individual calls from international partners and governments, meaning that available opportunities, eligibility requirements and deadlines can vary throughout the year.
The Ghana Scholarships Authority says its work is aimed at widening educational access, supporting national human-capital development and improving the administration of public scholarship resources. Its current institutional information traces its scholarship work to 1960.
This guide explains how the Ghana Scholarships Authority works, who may qualify, the major scholarship routes, how to apply, the documents applicants should prepare, how selection works and what prospective beneficiaries should know before submitting an application.
➡ Related: Government Scholarships in Ghana: Complete List of Funding Opportunities
➡ Related: How to Apply for Scholarships in Ghana: Step-by-Step Guide
The Ghana Scholarships Authority is a public institution responsible for administering scholarship support for eligible Ghanaians.
Its current programme information identifies local and foreign study as major areas of support, while its broader mandate includes scholarship administration, equitable access and human-capital development.
The Authority provides a central point through which applicants can access official scholarship notices, application guidance and information about requirements.
This is particularly important because government scholarship opportunities do not all operate under one identical set of rules. A local tertiary scholarship may have different eligibility conditions from a foreign government scholarship, while a specialised professional training programme may have its own requirements.
Applicants should therefore avoid assuming that meeting the requirements for one scholarship automatically makes them eligible for another.
The Authority’s official website provides information about scholarship programmes, current opportunities, application guidance and frequently asked questions.
The official application portal also allows applicants to create accounts, submit applications, upload documents and track their applications.
➡ Related: Ghana Scholarships Authority: History, Mandate and Functions
➡ Related: How Government Scholarships Are Administered in Ghana
Types of Scholarships Administered or Promoted by the Ghana Scholarships Authority
The Authority’s current programme structure identifies several major routes through which Ghanaian students and professionals can access scholarship support.
Local Tertiary Scholarships
Local Tertiary Scholarships support eligible Ghanaian students pursuing tertiary education within Ghana.
The Authority’s current local scholarship information identifies accredited public and private universities, technical universities, Colleges of Education, nursing and health training institutions and other accredited tertiary institutions among the potential institutional categories, subject to the requirements of the particular scholarship programme.
Support may include approved academic costs, examination-related fees and, in selected circumstances, accommodation support. The exact coverage depends on approval, applicant circumstances and available funding.
The local scholarship route is particularly important for students who have gained admission but face financial difficulties that could interfere with their ability to continue their education.
The Authority describes the programme as a means of reducing financial barriers, improving retention and supporting access to accredited tertiary education in Ghana.
Foreign Tertiary Scholarships
Foreign scholarships provide opportunities for eligible Ghanaians to undertake undergraduate or postgraduate study outside Ghana.
These scholarships may arise through partnerships between Ghana and foreign governments, international organisations, universities and other institutions.
The Authority states that foreign awards are normally linked to official calls, partner-country opportunities, priority disciplines and published deadlines. Requirements may include admission conditions, language requirements, passport readiness and programme-specific documentation.
Foreign scholarship applicants should therefore read each official announcement carefully.
A scholarship advertisement may specify a particular field of study, academic level, age range, work experience requirement, country of study, language proficiency requirement or admission condition.
Applicants should never assume that every foreign scholarship has the same requirements.
National Merit Scholarships
The Ghana Scholarships Authority also identifies National Merit Scholarships as a programme area.
These awards recognise strong academic performance, leadership potential and the prospect of contributing to national development.
Merit-based opportunities may therefore differ from need-based scholarship programmes.
Students interested in merit scholarships should pay particular attention to academic requirements, leadership evidence and any programme-specific selection criteria contained in the official announcement.
Specialised Scholarships and Training Opportunities
The Authority also publishes scholarship and training opportunities connected to specific sectors, countries and international partners.
Recent official notices have included opportunities involving countries and international programmes such as Serbia, Australia, Mauritius, Thailand and Spain, alongside regional initiatives.
This makes the Authority’s official opportunities page particularly important for students seeking scholarships outside the standard local tertiary route.
Because these calls can open and close at different times, applicants should check the official opportunity notice rather than rely on old scholarship lists circulating online.
➡ Related: Fully Funded Scholarships for Ghanaian Students
➡ Related: Study Abroad Scholarships for Ghanaian Students
Who Can Apply for Ghana Government Scholarships?
Eligibility depends on the specific scholarship programme.
For local tertiary scholarships, the Authority’s current guidance identifies several core requirements, including Ghanaian citizenship, admission into an accredited tertiary institution, evidence of academic merit and financial need, subject to the published programme criteria. Applicants must also not be receiving another government scholarship at the same time under the stated conditions.
The Authority’s general FAQ similarly states that Ghanaian citizens demonstrating academic merit and/or financial need may qualify, subject to the requirements of the particular scholarship programme.
Foreign scholarships can have substantially different requirements.
Some may target:
Undergraduate students
Master’s students
PhD candidates
Public-sector workers
Teachers
Health professionals
Researchers
Women in specific academic fields
STEM applicants
Candidates from particular African countries
Consequently, applicants should treat the eligibility criteria in the individual official call as the final guide.
Basic Eligibility Requirements to Check Before Applying
Before starting an application, prospective applicants should check the following.
Ghanaian Citizenship
Many Ghana government scholarship opportunities are intended for Ghanaian citizens.
Applicants may be required to provide a Ghana Card or other recognised identification.
Admission or Enrolment
For local tertiary scholarships, applicants generally need admission into an accredited tertiary institution.
Continuing students may also qualify where the programme permits it.
Academic Performance
Academic records may be required to establish merit or satisfactory academic progress.
Financial Need
Need-based scholarship programmes may require evidence that the applicant faces financial difficulties.
Programme Requirements
Some opportunities are restricted to particular fields, levels of study, institutions or professional categories.
Scholarship Exclusivity
Applicants should check whether they are already receiving another government-funded scholarship because simultaneous government scholarship benefits may not be permitted under the applicable programme rules.
➡ Related: Scholarship Eligibility in Ghana: Who Qualifies?
➡ Related: How Financial Need Is Considered in Scholarship Applications
Documents Required for Ghana Scholarships
The exact documentation varies according to the scholarship programme, but applicants should generally prepare clear copies of relevant records before beginning an application.
The Authority’s current guidance identifies documents such as:
Admission letter or proof of enrolment
Academic transcripts or academic records
Academic certificates where applicable
Ghana Card or valid national identification
Passport photograph
Proof of financial need where required
Programme-specific supporting documents
Foreign scholarship applications may additionally require documents such as:
Valid passport
International admission letter
Research proposal
Curriculum vitae
Recommendation letters
English-language proficiency evidence
Medical documents
Proof of employment
Professional certificates
These additional requirements depend entirely on the individual scholarship call.
Applicants should ensure that names, dates of birth, programme details and institutional information are consistent across all submitted documents.
Incorrect or inconsistent information can complicate verification.
How to Apply for a Ghana Scholarships Authority Scholarship
The official application process is primarily online.
Applicants should begin by identifying the correct scholarship route and reading the current official notice.
The Authority’s general process involves creating an account, completing an application, uploading required documents and following the relevant assessment or selection process.
Step 1: Find an Official Scholarship Opportunity
Start from the Ghana Scholarships Authority’s official website and opportunities page.
Do not begin with a social media post or an unofficial scholarship agent.
The Authority publishes scholarship calls with information about eligibility, application procedures and deadlines.
Step 2: Confirm Eligibility
Read the requirements carefully.
Check your nationality, academic level, programme, institution, field of study and any financial or professional requirements.
Step 3: Create an Account
Applicants can create an account through the official application portal.
The portal requires information such as an email address and phone number.
Step 4: Complete the Application
Enter your personal, academic and programme information accurately.
Applicants should avoid rushing through this stage.
Step 5: Upload Supporting Documents
Upload clear copies of the documents required for the particular scholarship.
The information on uploaded documents should match what is entered in the application.
Step 6: Complete Any Required Assessment
Some scholarship routes may include aptitude tests, interviews or other assessments.
The 2026/2027 Local Tertiary Scholarship notice, for example, outlined an application process involving online registration, document submission, an aptitude test and selection interviews.
Step 7: Attend Verification or Interview
Applicants selected for further assessment may be required to appear before a review or interview panel.
For local scholarship applications, district-level review structures are used in the selection process.
Step 8: Monitor Your Application
Applicants should regularly check their portal accounts, email addresses and phones for official notifications.
The Authority says successful applicants may receive notification through SMS, email or the application portal, depending on the scholarship route.
How Scholarship Selection Works
Submitting an application does not automatically guarantee a scholarship.
The Ghana Scholarships Authority states that applications are assessed according to the requirements of the particular programme.
Selection can take into account factors such as:
Academic performance
Financial need
Programme requirements
Verification outcomes
District or institutional assessment
National priorities
Available scholarship quotas
This distinction is important.
A student may satisfy the basic eligibility requirements and still not receive an award because scholarship programmes operate within available funding and selection criteria.
Applicants should therefore avoid claims that payment to an agent or submission of an application guarantees selection.
➡ Related: How Scholarship Selection Works in Ghana
➡ Related: Scholarship Interview Questions and Answers for Ghanaian Students
For local tertiary scholarships, the Authority indicates that approved support may include:
Tuition or academic user fees
Approved academic facility user fees
Examination fees
Library and ICT levies
Accommodation support in selected circumstances
Foreign scholarships can have different arrangements.
Depending on the programme, an award may cover some combination of:
Tuition
Accommodation
Living allowance
Travel
Health insurance
Research costs
Academic materials
However, applicants should never assume that a scholarship is fully funded simply because it is described as a government scholarship.
The official scholarship notice should be checked for the precise benefits.
 Are Scholarships Available for Students in Private Universities?
The Ghana Scholarships Authority’s current local scholarship guidance states that accredited private universities can fall within the eligible institution categories.
However, applicants should always check the requirements of the specific scholarship call.
An institution’s private status alone does not guarantee scholarship eligibility.
The programme may impose additional restrictions relating to accreditation, field of study, academic level, funding arrangements or other conditions.
Can Continuing Students Apply?
Yes, continuing students may be eligible under scholarship programmes where the applicable criteria allow it.
The Authority’s current FAQ indicates that continuing students can apply for local tertiary scholarship support, subject to the programme’s conditions.
Continuing students should therefore check the current application notice instead of assuming that scholarships are reserved only for first-year students.
They should also prepare current academic records because scholarship renewal or selection may depend on academic progress.
 Ghana Scholarships Authority Application Dates
There is no single permanent application deadline for every Ghana Scholarships Authority scholarship.
Different programmes have different opening and closing dates.
For example, the official notice for the 2026/2027 Local Tertiary Scholarship stated that the application portal opened on April 10, 2026 and closed on May 15, 2026.
Other international scholarship opportunities have separate timelines.
Applicants should therefore avoid relying on a general statement such as “Ghana Scholarships open every year in August” unless it appears in the current official notice.
The Authority’s official opportunities page is the safer source for current deadlines.
Is the Ghana Scholarships Authority Application Free?
Yes.
The Authority’s official application portal states that the service provided by the Authority is free and that no individual, group or third-party entity has been engaged to assist applicants.
Applicants should be cautious if someone requests money in exchange for:
Guaranteed selection
Guaranteed scholarship placement
Access to the application portal
Special consideration
Faster processing
A scholarship award
Applicants should use official channels and protect their account credentials.
The Authority also advises applicants to report suspicious activity rather than paying unofficial agents.
How to Avoid Ghana Scholarship Scams
Scholarship scams often exploit students who are searching urgently for financial assistance.
A genuine scholarship announcement should contain verifiable information about the awarding institution, eligibility, application procedure and deadline.
Applicants should follow these precautions.
Verify the Source
Check whether the opportunity appears on the official Ghana Scholarships Authority website or official government communication channel.
Check the Application Portal
Use the official application system rather than a link supplied by an unknown individual.
Do Not Pay Unofficial Agents
The Authority states that its scholarship application service is free.
Protect Your Password
Never give your scholarship portal password to another person.
Verify Before Sharing Documents
Avoid sending sensitive documents to unknown WhatsApp numbers, social media accounts or unofficial email addresses.
Check the Deadline
Old scholarship announcements are frequently recirculated as though they were current.
Government scholarships are an important part of Ghana’s strategy for expanding access to tertiary and professional education.
The significance of the Ghana Scholarships Authority extends beyond individual awards. Scholarship funding represents a public investment in human capital, particularly where students would otherwise struggle to finance their education.
The current system also shows the importance of having a central and verifiable source of scholarship information.
One of the persistent problems facing students is the circulation of outdated or misleading scholarship announcements. A student may see an old opportunity shared repeatedly on social media and assume that applications remain open.
The Authority’s online opportunities system provides a more reliable way to distinguish current notices from older announcements.
There is also a strong case for applicants to develop what may be called scholarship literacy. Students need to understand eligibility requirements, prepare documents in advance, distinguish merit from need-based selection and read the specific terms of each award.
For the Authority, continued improvement in public communication will be important. Clear deadlines, programme requirements, award coverage and selection procedures reduce uncertainty and make the system easier for applicants to navigate.
For students, the central lesson is straightforward: verify first, prepare early and apply through the official channel.
 Frequently Asked Questions
1. What is the Ghana Scholarships Authority?
The Ghana Scholarships Authority is a public institution responsible for administering scholarship opportunities for eligible Ghanaians pursuing local and selected foreign education and training opportunities.
2. How do I apply for a Ghana government scholarship?
Applicants should identify the relevant official scholarship opportunity, confirm eligibility, create an account on the official application portal, complete the application and upload the required documents.
3. Is the Ghana Scholarships Authority application free?
Yes. The Authority states that its scholarship application service is free and warns applicants against unofficial intermediaries.
4. Can students in private universities apply?
Yes, accredited private universities may be covered under the local tertiary scholarship route, subject to the specific programme requirements.
5. Can continuing students apply for scholarships?
Yes. The Authority’s current FAQ states that continuing students can apply for local tertiary scholarships, provided they meet the applicable requirements.
6. What documents are normally required?
Common documents include an admission letter, academic records, Ghana Card or national identification, passport photograph and evidence of financial need where required. Additional documents may be specified by individual programmes.
7. Does applying guarantee a scholarship?
No. Submission of an application does not guarantee an award. Selection depends on programme requirements, merit, need, verification, available funding and other applicable criteria.
8. What scholarships does the Ghana Scholarships Authority offer?
The Authority identifies local tertiary scholarships, foreign tertiary scholarships, National Merit Scholarships and specialised scholarship or training opportunities among its programme areas.
9. Where can I find current Ghana Scholarships Authority scholarships?
Current opportunities are published through the Authority’s official opportunities page and related official communication channels.
10. Can I apply for more than one government scholarship?
You may be able to apply for different opportunities, but the Authority states that applicants cannot benefit from more than one government-funded scholarship at the same time.
11. How will I know if I have been selected?
Depending on the scholarship route, successful or shortlisted applicants may receive notifications through SMS, email, the application portal or official district communication.
12. What should I do if I cannot access the scholarship portal?
Applicants should first use the portal’s available account recovery options. If the problem persists, they should contact the Authority through its official support channels and provide sufficient information to identify the application.
13. Does every scholarship cover full tuition and living expenses?
No. Scholarship benefits vary by programme. Applicants should read the official award notice to determine exactly what expenses are covered.
14. Are foreign scholarships available through the Ghana Scholarships Authority?
Yes. The Authority publishes foreign scholarship opportunities, including opportunities offered through partner governments and international programmes.
15. Where is the Ghana Scholarships Authority located?
The Authority lists its office at North Ridge, Accra, at the GES Council Building behind Accra High School. It also publishes official telephone and email contacts for applicant support.
Conclusion
The Ghana Scholarships Authorityprovides an important pathway for Ghanaian students and qualified applicants seeking financial support for tertiary, professional and international education.
Its scholarship portfolio includes local tertiary scholarships, foreign opportunities, National Merit Scholarships and specialised programmes announced through official calls.
For students in Ghana, the most important step is to understand that scholarship requirements are programme-specific. Citizenship, academic performance, financial need, admission status, field of study and other factors may influence eligibility.
Applicants should prepare their documents early, monitor official announcements and apply through the verified scholarship portal.
The Authority’s warning about unofficial agents is equally important. Applicants should not pay individuals who promise guaranteed scholarship placement. The official application service is free.
Government scholarship opportunities can make a substantial difference to students and families. However, accessing them requires careful preparation, accurate information and strict attention to official requirements.
For the latest openings, applicants should always consult the Ghana Scholarships Authority’s official opportunities page and application portal rather than relying on old social media posts or unverified scholarship agents.
References
Ghana Scholarships Authority. (2026). About the Ghana Scholarships Authority.
Ghana Scholarships Authority. (2026). Scholarship opportunities and public notices.
Ghana Scholarships Authority. (2026, April 10). Local tertiary scholarship applications for 2026/2027 academic year.
Citation
Ellis, F. (2026). Ghana Scholarships Authority: Complete Guide to Government Scholarships in Ghana. EducateGhana Education Opportunities Series. EducateGhana.com.
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com, where he publishes evidence-based analyses on curriculum development, teacher education, education policy, assessment reforms and institutional developments within Ghana’s education sector.
Ellis holds a Master of Philosophy (MPhil) in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include curriculum innovation, teacher professional learning, practicum, educational assessment and education policy. Through EducateGhana.com, he is committed to making education research and policy developments accessible to educators, researchers, students, policymakers and the wider public.
 Key Answers
What is the Ghana Scholarships Authority?
It is Ghana’s public scholarship institution responsible for administering scholarship opportunities for eligible Ghanaians pursuing local and selected foreign education and training.
How do I apply for a Ghana government scholarship?
Applicants should identify an official scholarship opportunity, check its eligibility requirements and apply through the Ghana Scholarships Authority’s official online portal.
Is the Ghana Scholarships Authority application free?
Yes. The Authority states that its scholarship application service is free.
Can private university students apply?
Yes, accredited private universities may fall within the local tertiary scholarship route, subject to the requirements of the particular scholarship programme.
Does applying guarantee a scholarship?
No. Applications are assessed according to programme requirements, merit, need, verification outcomes, available funding and other applicable criteria.
The Ghana High Commission in London has announced a mandatory scholarship validation and Oath of Affirmation exercise for Government of Ghana-sponsored students studying in the United Kingdom.Section 31 of the Ghana Scholarships Authority Act, 2025 (Act 1149) requires beneficiaries of foreign government scholarships to return and serve Ghana after completing their programmes.
The Ghana High Commission in the UK has announced a mandatory Oath of Affirmation and Scholarship Validation exercise for Government of Ghana-sponsored students from August 13 to September 4, 2026.
Ghana High Commission UK Begins Mandatory Oath and Scholarship Validation Exercise for Government-Sponsored Students
London, United Kingdom — The Ghana High Commission in the United Kingdom has announced a mandatory Oath of Affirmation and Scholarship Validation Exercise for all students studying in the UK under Government of Ghana scholarships.
The month-long exercise will run from Thursday, August 13, 2026, to Friday, September 4, 2026, and applies to all beneficiaries sponsored by the Government of Ghana through the Ghana Scholarships Authority (GSA).
The announcement was contained in a public notice issued on August 5, 2026, citing the Ghana Scholarships Authority Act, 2025 (Act 1149) and the Oaths Act, 1972 (NRCD 6) as the legal basis for the exercise.
The High Commission says the initiative is intended to strengthen accountability, verify scholarship records and ensure compliance with the legal obligations attached to Government scholarship awards.
➡ Related: Complete Guide to Government of Ghana Scholarships
➡ Related: Study Abroad Opportunities for Ghanaian Students
 Oath of Affirmation Required by Law
According to the High Commission, Section 31 of the Ghana Scholarships Authority Act, 2025 (Act 1149) requires every beneficiary of a Government scholarship studying outside Ghana to personally subscribe to an Oath of Affirmation before an authorised officer of a Ghanaian diplomatic mission.
The exercise also complies with Section 11 of the Oaths Act, 1972 (NRCD 6).
The oath forms part of the legal commitments associated with accepting a Government-funded scholarship and reaffirms the beneficiary’s obligations under the scholarship programme.
 Validation Exercise to Run for One Month
The validation exercise will be conducted over approximately one month, giving sponsored students sufficient time to complete the required process.
Students based in London are expected to attend the Ghana High Commission, located at:
104 Highgate Hill
London N5 6HE
Appointments will be available on:
Thursdays
Fridays
Available appointment sessions are:
1:00 p.m. to 2:00 p.m.
2:00 p.m. to 3:00 p.m.
The High Commission has indicated that appointments are strictly by prior booking through:
The Commission also announced plans to organise similar sessions in selected regional locations across the United Kingdom. Details will be communicated directly to affected students.
➡ Related: Study in the United Kingdom: A Guide for Ghanaian Students
 Consequences of Non-Compliance
The High Commission has emphasised that participation in the validation exercise is mandatory.
According to the public notice, failure to comply with Section 31(1) of the Ghana Scholarships Authority Act may attract sanctions under Section 31(2).
These may include:
Repayment of the full scholarship amount together with applicable Bank of Ghana interest.
Delays in the payment of tuition fees.
Students are therefore encouraged to complete the exercise within the stated period.
What Students Should Do Before Their Appointment
The official notice requires students to book an appointment before attending.
To help ensure a smooth process, students may also wish to have available:
A valid Ghanaian passport or travel document.
Student identification from their institution.
Their scholarship documentation.
Any correspondence received from the Ghana Scholarships Authority or the Ghana High Commission.
Students should rely on any additional instructions communicated directly by the High Commission regarding documents required for the validation exercise.
 EducateGhana Analysis
The introduction of a mandatory Oath of Affirmation and scholarship validation exercise reflects the Government of Ghana’s continued efforts to strengthen accountability in the administration of publicly funded scholarships.
The legal requirement also aligns with broader policy discussions on ensuring that beneficiaries of Government scholarships fulfil their obligations after completing their studies, particularly in sectors experiencing shortages of highly skilled professionals.
For students, timely compliance will be important not only to satisfy legal requirements but also to avoid potential disruptions to scholarship administration.
 Why You Can Trust This Information
This article is based on the official public notice issued by the Ghana High Commission in the United Kingdom on 5 August 2026. EducateGhana.com reports verified education news and updates using official government communications and applicable legislation.
Frequently Asked Questions
1. What is the Ghana Scholarships Authority?
The Ghana Scholarships Authority is a public institution responsible for administering scholarship opportunities for eligible Ghanaians pursuing local and selected foreign education and training opportunities.
2. How do I apply for a Ghana government scholarship?
Applicants should identify the relevant official scholarship opportunity, confirm eligibility, create an account on the official application portal, complete the application and upload the required documents.
3. Is the Ghana Scholarships Authority application free?
Yes. The Authority states that its scholarship application service is free and warns applicants against unofficial intermediaries.
4. Can students in private universities apply?
Yes, accredited private universities may be covered under the local tertiary scholarship route, subject to the specific programme requirements.
5. Can continuing students apply for scholarships?
Yes. The Authority’s current FAQ states that continuing students can apply for local tertiary scholarships, provided they meet the applicable requirements.
6. What documents are normally required?
Common documents include an admission letter, academic records, Ghana Card or national identification, passport photograph and evidence of financial need where required. Additional documents may be specified by individual programmes.
7. Does applying guarantee a scholarship?
No. Submission of an application does not guarantee an award. Selection depends on programme requirements, merit, need, verification, available funding and other applicable criteria.
8. What scholarships does the Ghana Scholarships Authority offer?
The Authority identifies local tertiary scholarships, foreign tertiary scholarships, National Merit Scholarships and specialised scholarship or training opportunities among its programme areas.
9. Where can I find current Ghana Scholarships Authority scholarships?
Current opportunities are published through the Authority’s official opportunities page and related official communication channels.
10. Can I apply for more than one government scholarship?
You may be able to apply for different opportunities, but the Authority states that applicants cannot benefit from more than one government-funded scholarship at the same time.
11. How will I know if I have been selected?
Depending on the scholarship route, successful or shortlisted applicants may receive notifications through SMS, email, the application portal or official district communication.
12. What should I do if I cannot access the scholarship portal?
Applicants should first use the portal’s available account recovery options. If the problem persists, they should contact the Authority through its official support channels and provide sufficient information to identify the application.
13. Does every scholarship cover full tuition and living expenses?
No. Scholarship benefits vary by programme. Applicants should read the official award notice to determine exactly what expenses are covered.
14. Are foreign scholarships available through the Ghana Scholarships Authority?
Yes. The Authority publishes foreign scholarship opportunities, including opportunities offered through partner governments and international programmes.
15. Where is the Ghana Scholarships Authority located?
The Authority lists its office at North Ridge, Accra, at the GES Council Building behind Accra High School. It also publishes official telephone and email contacts for applicant support.
 Conclusion
The mandatory Oath of Affirmation and Scholarship Validation Exercise represents an important administrative requirement for Government-sponsored Ghanaian students studying in the United Kingdom.
Students are encouraged to book their appointments early, comply with the legal requirements and monitor official communications from the Ghana High Commission for any further instructions regarding the exercise.
 Source(s)
Ghana High Commission, London
Ghana Scholarships Authority Act, 2025 (Act 1149)
Oaths Act, 1972 (NRCD 6)
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, where he publishes evidence-based analyses on curriculum development, teacher education, education policy, assessment reforms and institutional developments within Ghana’s education sector.
Ellis holds a Master of Philosophy (MPhil) in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include curriculum innovation, teacher professional learning, practicum, educational assessment and education policy. Through EducateGhana.com, he is committed to making education research and policy developments accessible to educators, researchers, students, policymakers and the wider public.
The Ghana High Commission in London has announced a mandatory scholarship validation and Oath of Affirmation exercise for Government of Ghana-sponsored students studying in the United Kingdom.Section 31 of the Ghana Scholarships Authority Act, 2025 (Act 1149) requires beneficiaries of foreign government scholarships to return and serve Ghana after completing their programmes.
The Ghana Scholarships Authority Act 2025 requires beneficiaries abroad to return and serve Ghana. Section 31 explains penalties for refusal to return.
ARTICLE INFORMATION BOX
Information
Details
Article Type
Education Policy Analysis
Law
Ghana Scholarships Authority Act, 2025 (Act 1149)
Key Provision
Section 31
Topic
Scholarship obligations after overseas study
Target Audience
Government scholarship beneficiaries and applicants
Category
Opportunities
Published By
EducateGhana.com
Last Updated
August 2026
Ghana Scholarships Authority Act 2025 Explained: What Happens If Scholarship Beneficiaries Refuse to Return to Ghana?
Accra, Ghana — The Ghana Scholarships Authority Act, 2025 (Act 1149) has introduced a stronger legal framework governing Government-sponsored scholarships, particularly for beneficiaries who travel outside Ghana for further studies.
One of the most significant provisions of the new law is Section 31, titled “Refusal to return to the country after completion of programme.”
The provision establishes a legal obligation for beneficiaries who receive government scholarships to study abroad to return to Ghana after completing their programmes and serve the country under conditions determined by the Ghana Scholarships Authority.
The law introduces financial consequences for beneficiaries who fail to return and provides a legal recovery mechanism where individuals refuse to repay scholarship funds.
The policy is aimed at ensuring that public investment in education contributes directly to Ghana’s human capital development and reducing the impact of brain drain.
➡ Related: Ghana Scholarships Authority: Complete Guide to Government Scholarships
➡ Related: Study Abroad Scholarships for Ghanaian Students
Government scholarships represent a major investment in national development.
Every year, Ghana supports students through various scholarship programmes to pursue undergraduate, postgraduate and professional training locally and internationally.
Foreign scholarships are particularly valuable because they provide access to specialised training, advanced research facilities and expertise that may not always be available locally.
However, one major challenge facing many developing countries is the loss of highly trained professionals after receiving state-funded education abroad.
This challenge, commonly described as brain drain, occurs when professionals trained using public resources remain outside the country instead of contributing their skills to national development.
Section 31 of Act 1149 seeks to address this concern by creating a clear legal obligation for beneficiaries of foreign scholarships.
Section 31(1): The Legal Requirement to Return and Serve Ghana
Under Section 31(1) of the Ghana Scholarships Authority Act, 2025, a person who receives a scholarship under the Act to study outside Ghana must return to the country after completing the programme.
The law requires the beneficiary to return and serve Ghana.
However, the specific terms and conditions of service are not automatically the same for every beneficiary. They will be determined by the Ghana Scholarships Authority.
This means scholarship recipients may have specific obligations relating to:
Period of service
Area of contribution
Professional placement
Conditions attached to the scholarship award
The provision transforms the expectation of returning home from a moral obligation into a legal requirement.
 Section 31(2): Financial Penalty for Refusing to Return
The Act establishes financial consequences for beneficiaries who fail to comply with the return requirement.
A beneficiary who refuses to return to Ghana after completing the programme becomes liable to repay the scholarship funds received.
The repayment obligation includes:
1. Full Refund of Scholarship Amount
The beneficiary must refund the total amount of scholarship funding received from the Authority.
This may include the financial support provided during the period of study as determined by the scholarship arrangement.
2. Interest at the Bank of Ghana Rate
The repayment is not limited to the original scholarship amount.
The beneficiary must also pay interest calculated at the prevailing Bank of Ghana rate.
This provision increases the financial responsibility of beneficiaries who fail to fulfil their obligations.
 Section 31(3): When the Authority Takes Legal Action
Where a beneficiary refuses to pay the required refund and interest, the Ghana Scholarships Authority has the legal power to pursue recovery through the courts.
The law allows the Authority to recover the amount as a civil debt.
Under this provision, the amount recoverable may be:
Twice the total scholarship amount; plus
Applicable interest
This creates an additional legal consequence for beneficiaries who fail to comply with repayment obligations after refusing to return.
 Previous Scholarship Practice Compared with Act 1149
Area
Previous Practice
Under Act 1149
Return obligation
Often based on scholarship agreements
Established as a legal requirement
Service requirement
Depended largely on bond arrangements
Required under Section 31
Failure to return
Enforcement challenges existed
Financial penalties provided
Recovery process
Limited enforcement mechanisms
Civil debt recovery through courts
Objective
Encourage beneficiaries to return
Legally enforce national service obligation
The major difference is that Act 1149 creates a stronger enforcement framework.
What This Means for Government Scholarship Beneficiaries Abroad
Students who receive Government of Ghana scholarships to study abroad should understand that accepting the scholarship comes with responsibilities.
The scholarship is not simply financial assistance. It represents public investment intended to develop expertise that contributes to Ghana’s progress.
Before accepting a scholarship, beneficiaries should carefully review:
Return requirements
Service obligations
Repayment conditions
Legal responsibilities
Understanding these conditions can help students make informed decisions and avoid future legal and financial difficulties.
 Impact on Ghana’s Efforts to Reduce Brain Drain
Brain drain remains a major concern for many developing countries, especially when highly skilled professionals migrate after receiving publicly funded education.
By strengthening scholarship regulations, Ghana aims to ensure that investments in education produce national benefits.
The policy could support:
Increased availability of skilled professionals
Improved public sector capacity
Transfer of specialised knowledge
Strengthened national development programmes
However, successful implementation will also depend on creating attractive opportunities for returning graduates.
 EducateGhana Analysis
The Ghana Scholarships Authority Act, 2025 represents a significant shift from relying mainly on scholarship agreements to establishing stronger legal accountability.
Section 31 reflects a government effort to balance two important interests: providing opportunities for citizens to acquire advanced education and ensuring that national resources invested in training benefit Ghana.
While enforcing return obligations may help reduce the loss of publicly funded expertise, successful reintegration of graduates will also require supportive policies.
Returning beneficiaries need opportunities to apply their knowledge, pursue professional growth and contribute meaningfully to national development.
A scholarship return policy is most effective when accountability is combined with opportunity.
Why You Can Trust This Information
This article is based on Section 31 of the Ghana Scholarships Authority Act, 2025 (Act 1149), which outlines the obligations and consequences associated with beneficiaries who study outside Ghana under government scholarship programmes.
EducateGhana.com presents legal and education policy information by explaining official provisions in clear language while maintaining accuracy and context.
Frequently Asked Questions (FAQs)
1. What does Section 31 of Act 1149 require?
Section 31 requires beneficiaries of government scholarships to study outside Ghana to return and serve the country after completing their programmes.
2. Do Ghana government scholarship beneficiaries abroad have to return home?
Yes. Under Section 31, beneficiaries are required to return and serve Ghana under conditions determined by the Ghana Scholarships Authority.
3. What happens if a scholarship beneficiary refuses to return?
The beneficiary must refund the full scholarship amount received plus interest at the prevailing Bank of Ghana rate.
4. Can the Ghana Scholarships Authority take legal action?
Yes. The Authority can recover unpaid amounts through the courts as a civil debt.
5. What happens if a beneficiary refuses to repay the scholarship?
The Authority may seek recovery of twice the scholarship amount plus interest through legal action.
6. Why was Section 31 introduced?
The provision aims to ensure public scholarship investments contribute to Ghana’s development and reduce brain drain.
7. Does the law affect only students studying abroad?
Section 31 specifically addresses beneficiaries who receive scholarships to study outside Ghana.
8. Who determines the service conditions after graduation?
The Ghana Scholarships Authority determines the terms and conditions.
9. Should students read scholarship agreements before accepting funding?
Yes. Beneficiaries should understand all obligations attached to government scholarship support.
10. Does the law prevent Ghanaians from studying abroad?
No. The law regulates obligations attached to government-funded scholarships.
Through Section 31, beneficiaries who receive funding to study abroad are required to return and serve Ghana after completing their programmes.
The law also establishes financial and legal consequences for individuals who refuse to comply.
As Ghana continues investing in education and human capital development, ensuring that scholarship beneficiaries contribute their expertise to national progress remains a key policy objective.
 References (APA 7th Edition)
Ghana Scholarships Authority Act, 2025 (Act 1149). Republic of Ghana.
 Citation
Ellis, F. (2026). Ghana Scholarships Authority Act 2025: Section 31 Explained and What It Means for Scholarship Beneficiaries Abroad. EducateGhana Education Policy Analysis Series. 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, where he publishes evidence-based analyses on curriculum development, teacher education, education policy, assessment reforms and institutional developments within Ghana’s education sector.
Ellis holds a Master of Philosophy (MPhil) in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include curriculum innovation, teacher professional learning, practicum, educational assessment and education policy. Through EducateGhana.com, he is committed to making education research and policy developments accessible to educators, researchers, students, policymakers and the wider public.
Hope College, Gomoa Fetteh, has announced recruitment opportunities for qualified professionals to fill the positions of Head of Academic Affairs and Matron. Interested applicants must submit their CV and cover letter before the August 31, 2026 deadline.
Hope College Recruitment 2026: Two Vacancies Open for Qualified Professionals
Hope College, a private Senior High School located at Gomoa Fetteh in the Central Region of Ghana, has announced vacancies for qualified and experienced professionals to join its team.
The recruitment forms part of Hope College’s commitment to strengthening academic leadership, student welfare and institutional excellence.
Interested candidates are expected to demonstrate relevant qualifications, professional experience and the ability to contribute positively to the development of students and the wider school community.
Applicants have until 31 August 2026 to submit their applications.
➡ Related: Private Senior High School Jobs and Career Opportunities in Ghana
 About Hope College, Gomoa Fetteh
Hope College is a private co-educational Senior High School located at Gomoa Fetteh in the Central Region of Ghana.
The school operates with a focus on developing students through the values of:
Character
Scholarship
Service
Leadership
The institution seeks to provide quality secondary education by promoting academic excellence, discipline, innovation and holistic student development.
Through its academic programmes and student support systems, Hope College aims to prepare learners for higher education and future leadership roles.
The available positions provide opportunities for experienced education professionals and welfare officers to contribute to the growth of the institution.
 Vacancy 1: Head of Academic Affairs
Position Information
Position Title: Head of Academic Affairs Reports To: Managing Director Location: Gomoa Fetteh, Central Region
The Head of Academic Affairswill provide strategic leadership for the school’s academic programmes.
The successful candidate will be responsible for ensuring effective curriculum implementation, supporting teachers, improving academic standards and promoting a culture of continuous improvement.
The role requires an experienced academic leader with strong knowledge of secondary education management and curriculum delivery.
 Key Responsibilities of the Head of Academic Affairs
The successful applicant will be expected to:
Provide strategic leadership and oversight of all academic programmes.
Supervise Heads of Department and academic teams.
Ensure effective curriculum implementation across departments.
Develop and implement academic policies and procedures.
Coordinate curriculum review and academic innovation.
Monitor student academic performance.
Develop intervention strategies to improve learning outcomes.
Organise teacher professional development programmes.
Ensure compliance with Ghana Education Service and WAEC requirements.
Oversee academic records, examinations and assessment systems.
Promote academic excellence, discipline and innovation.
Advise management on academic matters.
Represent the school at academic meetings and professional events.
 Qualifications and Experience
Applicants for the position of Head of Academic Affairs must have:
A minimum of a Master’s degree in Education or a related discipline.
At least seven years of teaching and/or administrative experience at the Senior High School level.
Demonstrated experience in academic leadership and management.
Evidence of ability to develop and implement academic improvement strategies.
 Knowledge, Skills and Competencies
The ideal candidate should possess:
Strong leadership and strategic planning skills.
Excellent communication abilities.
Effective organisational and management skills.
Ability to build teamwork among academic staff.
Commitment to academic excellence and student development.
 Vacancy 2: Matron Position at Hope College
Position Information
Position Title: Matron Reports To: Head of Domestic and Co-Curricular Affairs Location: Gomoa Fetteh, Central Region
Hope College is also inviting applications from qualified and experienced individuals for the position of Matron.
The successful candidate will be responsible for supporting boarding operations, student welfare and the effective management of kitchen and dining hall activities.
The role requires an individual who can combine administrative ability, discipline, care and strong interpersonal skills to create a safe and supportive environment for students.
Job Summary for Matron
The Matronwill provide operational leadership for kitchen and dining hall activities while ensuring that students receive quality meals in a clean, safe and supportive boarding environment.
The successful applicant will supervise catering operations, monitor hygiene standards, manage supplies and support student welfare within the boarding system.
The role is important because effective boarding management contributes significantly to students’ academic performance, health and overall school experience.
Key Responsibilities of the Matron
The successful applicant will be responsible for:
Supervising catering services, nutrition and hygiene standards.
Planning menus and ensuring compliance with nutritional requirements.
Managing dining hall operations, including meal service and portion control.
Monitoring food supplies and reducing waste.
Maintaining accurate records of kitchen activities and resources.
Ensuring proper sanitation practices within kitchen and dining facilities.
Supervising, training and monitoring kitchen staff.
Reporting operational issues to the Head of Domestic and Co-Curricular Affairs.
Supporting student welfare and maintaining a positive boarding environment.
Promoting the values and standards of Hope College.
Qualifications and Experience for Matron
Applicants should have:
A Diploma or Degree in Home Economics, Hospitality Management or a related field.
A minimum of three years’ experience in catering management, institutional catering or food service operations.
Experience supervising domestic operations, including catering, housekeeping and sanitation.
Candidates with experience working within boarding schools or educational institutions will have an advantage.
Knowledge, Skills and Competencies
The ideal candidate should demonstrate:
Strong organisational and time management skills.
Good communication and interpersonal abilities.
Ability to manage staff and students fairly.
Knowledge of food safety, hygiene and health standards.
Conflict resolution and student management skills.
High levels of integrity, accountability and confidentiality.
How to Apply for Hope College Jobs 2026
Interested and qualified applicants for both positions are required to submit:
Updated Curriculum Vitae (CV).
Cover letter explaining their experience and suitability for the position.
Relevant professional credentials and supporting documents.
Candidates should clearly indicate the position they are applying for in the subject line of the application email.
 Application Deadline
The deadline for submission of applications is:
31 August 2026
Applicants are encouraged to submit their applications before the closing date.
Only shortlisted candidates will be contacted for further stages of the recruitment process.
 Why Education Professionals Should Consider This Opportunity
Leadership and support roles within private Senior High Schools continue to play an important role in Ghana’s education sector.
Positions such as Head of Academic Affairs and Matron require professionals who understand that schools are not only centres for academic instruction but also environments where students develop discipline, character and life skills.
The Head of Academic Affairs position provides an opportunity for experienced education leaders to influence curriculum delivery, teacher development and academic improvement.
The Matron role provides an opportunity for professionals in hospitality, home economics and student welfare management to contribute directly to the wellbeing of learners.
Strong school leadership and effective student support systems remain essential factors in improving educational outcomes.
 EducateGhana Career Analysis
The recruitment of academic leadership and student welfare personnel by Hope College reflects a growing emphasis among private Senior High Schools on strengthening institutional management.
As Ghana’s education sector becomes increasingly competitive, schools are investing in professionals who can improve teaching quality, support teachers and create effective learning environments.
The role of a Head of Academic Affairs has become increasingly significant because academic success depends on more than classroom teaching. Schools require leaders who can coordinate curriculum implementation, support teachers, analyse student performance and introduce improvement strategies.
Similarly, the Matron position highlights the importance of student welfare in boarding institutions. A well-managed boarding system contributes to student health, discipline and emotional wellbeing.
For education professionals seeking career advancement, opportunities in private schools provide pathways to contribute their expertise while supporting Ghana’s broader educational development.
However, applicants should carefully assess institutional values, working conditions and professional expectations before accepting any position.
A successful education institution depends on the combined efforts of teachers, administrators, welfare officers and support staff working towards a common goal of student development.
 Frequently Asked Questions (FAQs)
1. Which school is recruiting in this job advertisement?
Hope College, located at Gomoa Fetteh in the Central Region of Ghana, is recruiting qualified professionals.
 2. What positions are available at Hope College?
The available positions are:
Head of Academic Affairs
Matron
 3. What is the deadline for Hope College applications?
The deadline for applications is 31 August 2026.
 4. How can applicants apply for the Hope College vacancies?
The vacancies for Head of Academic Affairs and Matron demonstrate the institution’s focus on strengthening both academic performance and the overall student experience.
Interested applicants with the required qualifications and experience are encouraged to submit their applications before the 31 August 2026 deadline.
Education institutions depend on committed professionals who can support teaching, learning and student development. These roles offer an opportunity to contribute to the growth of a private Senior High School committed to academic excellence, discipline and leadership development.
 Source
Hope College Recruitment Notice
Village of Hope
 Citation
Ellis, F. (2026). Hope College Recruitment 2026: Head of Academic Affairs and Matron Vacancies Announced. EducateGhana Education Careers Series. 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, where he publishes evidence-based analyses on curriculum development, teacher education, education policy, assessment reforms and institutional developments within Ghana’s education sector.
Ellis holds a Master of Philosophy (MPhil) in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include curriculum innovation, teacher professional learning, practicum, educational assessment and education policy. Through EducateGhana.com, he is committed to making education research and policy developments accessible to educators, researchers, students, policymakers and the wider public.
Hope College Gomoa Fetteh announces 2026 vacancies for Head of Academic Affairs and Matron positions. Apply before 31 August 2026.Hope College Gomoa Fetteh announces 2026 vacancies for Head of Academic Affairs and Matron positions. Apply before 31 August 2026.
The West African Examinations Council (WAEC) has dismissed allegations that private school candidates were deliberately awarded poor grades in the 2026 BECE and has explained how the Stanine grading system works.
The West African Examinations Council(WAEC) has dismissed allegations that private school candidates were deliberately disadvantaged in the 2026 Basic Education Certificate Examination (BECE). The Council says all scripts are marked using identical procedures and has explained how the Stanine grading system determines candidates’ grades.
The clarification follows widespread discussions on social media and in sections of the media after the release of the 2026 BECE results. Some commentators alleged that private school candidates had been unfairly graded compared with their counterparts in public schools, raising concerns among parents, school proprietors and candidates across the country.
In an official press statement dated August 6, 2026, WAEC assured the public that its assessment and grading procedures are built on internationally accepted principles of fairness, objectivity, consistency and integrity. According to the Council, no candidate is assessed differently because of the type of school attended.
Beyond responding to the allegations, WAEC also provided one of its clearest explanations of the Stanine (Standard Nine) Grading System, the statistical method used to report candidates’ performance in the BECE. The Council explained that the system ensures grading standards remain consistent despite differences in the difficulty of examination papers from one year to another.
The statement is significant because misconceptions about BECE grading frequently emerge whenever results are released. Many candidates and parents mistakenly believe that grades are determined using fixed percentage score ranges or that certain categories of schools receive preferential treatment. WAEC’s latest clarification seeks to address these concerns by explaining how scripts are marked, how grades are determined and why the examination process is designed to protect fairness for every candidate.
For candidates preparing for future examinations, parents interpreting BECE results and school leaders seeking accurate information, understanding how WAEC assesses and grades candidates is essential. This article explains the Council’s official position, breaks down the Stanine grading system in simple language and examines what the clarification means for Ghana’s examination system.
➡ Related: How the Computerised School Selection and Placement System (CSSPS) Works in Ghana
➡ Related: BECE Results Checker: How to Check Your Results Online Safely
WAEC Rejects Allegations of Bias Against Private School Candidates
The West African Examinations Council (WAEC) has rejected claims that candidates from private schools who participated in the 2026 Basic Education Certificate Examination (BECE) for School Candidates were deliberately awarded poor grades.
In its official press statement dated August 6, 2026, referenced WAEC/PRO.PRESS/VOL.4/39, the Council described the allegations circulating in sections of the media and on social media platforms as “false, and misleading, and have no factual basis.”
WAEC explained that all candidates who sit for the BECE are assessed under the same examination standards regardless of whether they attend public or private schools.
The Council stated:
“The Council wishes to assure all stakeholders, parents and guardians, school proprietors, educational authorities, and the general public that under no circumstance does WAEC discriminate against candidates on the basis of whether they attended private or public schools.”
The clarification addresses a recurring concern within Ghana’s education sector whenever examination results are released. Some stakeholders have questioned whether students from different school categories receive different treatment during the marking and grading process.
WAEC, however, maintained that the examination system does not recognise a candidate’s school background during assessment. According to the Council, grades are determined by candidates’ performance against established assessment standards.
The Council emphasised that the type of school attended, whether public or private, has no influence on the final grade awarded.
➡ Related: Understanding BECE Results, Grades and School Selection Process in Ghana
➡ Related: Ghana’s Education Assessment System: How National Examinations Are Managed
WAEC explained that several quality assurance procedures are implemented throughout the marking process to protect the credibility and reliability of the BECE.
According to the Council, the marking system is designed to prevent examiners from identifying the school background of candidates and to ensure that every script is assessed using the same approved criteria.
The major measures include:
1. Coding and Anonymity of Candidates’ Scripts
One of the most important safeguards in the marking process is the removal of identifying information that could influence an examiner’s judgement.
WAEC explained that candidates’ scripts are:
Swapped across regions
Coded
Packaged
Randomly allocated to examiners
This process ensures that examiners do not know the candidate’s school of origin while marking.
For example, an examiner marking a script does not know whether the candidate attended a private school in Accra, a public school in Kumasi, or any other type of institution.
The focus remains solely on the responses provided by the candidate.
This anonymity principle is widely used in examination systems because it reduces the possibility of conscious or unconscious bias during assessment.
2. Random Allocation of Scripts to Examiners
WAEC also stated that scripts are randomly assigned to examiners.
Random allocation prevents systematic assignment patterns that could create unfair advantages or disadvantages for particular groups of candidates.
Examiners are selected from across the education system, including teachers from both public and private schools.
The Council explained that this diversity ensures that assessment is conducted by qualified professionals who understand the approved marking requirements.
3. Standard Marking Scheme for All Candidates
Before marking begins, WAEC trains examiners on the approved marking scheme for each subject.
The marking scheme provides clear guidelines on how candidates’ responses should be assessed.
According to WAEC, all examiners use the same approved marking standards.
The Council stated:
“The Council does not operate different marking schemes or grading systems for public and private schools.”
This means a correct answer receives the same consideration regardless of the candidate’s school background.
A candidate from a private school and a candidate from a public school writing the same subject are assessed using identical standards.
WAEC’s Quality Assurance Approach in BECE Assessment
The examination body explained that its assessment processes are guided by four major principles:
Fairness
Every candidate must have an equal opportunity to demonstrate knowledge and skills.
Objectivity
Grades must be based on candidates’ examination performance rather than personal or institutional factors.
Consistency
Assessment standards must remain stable across different examination cycles.
Integrity
The examination process must maintain public confidence and credibility.
These principles form the foundation of WAEC’s examination administration across Ghana and other member countries within the West African examination system.
Why Script Anonymity Matters in National Examinations
In large-scale examinations such as the BECE, thousands of examiners and candidates are involved. Without proper safeguards, concerns about unfair treatment could affect public confidence in examination outcomes.
Script anonymity addresses this challenge by ensuring that assessment decisions are based on academic responses rather than background information.
The principle is particularly important in national examinations because BECE results influence major educational decisions, including placement into senior high schools.
The credibility of the assessment process therefore affects not only individual candidates but also the wider education system.
➡ Related: CSSPS Placement Guide: How BECE Results Affect Senior High School Placement
➡ Related: WAEC Ghana: History, Mandate and Role in National Assessment
EducateGhana Perspective
WAEC’s explanation highlights the importance of public understanding of examination processes. Many concerns surrounding national examinations arise because technical assessment procedures are often unfamiliar to parents, students and the general public.
Clear communication from examination bodies helps reduce misinformation and strengthens confidence in national assessment systems.
However, continued transparency remains important. Examination authorities must consistently explain grading methods, quality assurance procedures and channels available for addressing genuine concerns.
A trusted examination system depends not only on the integrity of its processes but also on how effectively those processes are communicated to stakeholders.
The Stanine Grading System Explained: How WAEC Determines BECE Grades (Grade 1 to Grade 9)
One of the major areas of misunderstanding among candidates, parents and some education stakeholders is how the West African Examinations Council (WAEC) converts candidates’ examination performance into final BECE grades.
Many people assume that WAEC grading works like a traditional classroom system where a fixed percentage automatically determines a grade. For example, some may believe that scoring 80 percent always results in the highest grade or that a particular mark always corresponds to a specific grade.
The Stanine system is a statistical method used to report candidates’ performance in relation to the performance of all candidates who sat for a particular subject.
This means that a candidate’s grade is determined not only by the marks obtained but also by how that performance compares with the overall performance of candidates in that subject.
According to WAEC:
“The grading system adopted by WAEC is the Stanine, also known as the Standard Nine Grading System. This is a statistical method of reporting candidates’ performance relative to the overall performance of all candidates in a given subject.”
The Council explained that this method helps maintain consistent standards because examination papers may vary slightly in difficulty from one year to another.
National examinations are written by thousands of candidates every year. Maintaining fairness across different examination years requires a grading method that considers variations in examination difficulty and overall candidate performance.
For example, if one year’s examination paper is considered more difficult than another year’s paper, simply applying fixed percentage grades could create unfair comparisons.
The Stanine system addresses this challenge by comparing candidates’ performance within the examination population.
According to WAEC, the system:
Accounts for variations in examination difficulty from year to year.
Maintains consistent grading standards over time.
Allows candidates’ performances to be interpreted within a national context.
This approach is designed to ensure that the meaning of a grade remains relatively stable across different examination cycles.
Grade 1 represents the highest level of performance, while Grade 9 represents the lowest level of performance.
WAEC explained that candidates are distributed across these nine performance bands based on their performance in each subject.
The official distribution provided by WAEC is as follows:
Grade
Performance Level
Distribution of Candidates
Grade 1
Highest performance
Top 4% of candidates
Grade 2
Higher performance
Next 7% of candidates
Grade 3
High performance
Next 12% of candidates
Grade 4
High average
Next 17% of candidates
Grade 5
Average performance
Next 20% of candidates
Grade 6
Low average
Next 17% of candidates
Grade 7
Low performance
Next 12% of candidates
Grade 8
Lower performance
Next 7% of candidates
Grade 9
Lowest performance
Last 4% of candidates
What Each BECE Grade Means
Grade 1: Highest Performance
Grade 1 represents candidates who performed exceptionally well compared with other candidates who wrote the same subject.
These candidates are within the highest-performing group nationally.
A Grade 1 indicates outstanding mastery of the subject content and strong examination performance.
Grade 2 and Grade 3: Very Strong Performance
Grades 2 and 3 represent candidates who performed at a high level.
Although they may not fall within the very top group of candidates, their performance demonstrates strong understanding and competence in the subject.
Grade 4 and Grade 5: Average to High-Average Performance
Grades 4 and 5 represent the middle range of performance.
A Grade 5 does not mean failure. It indicates that a candidate performed around the average level compared with the overall candidate population.
This is one area where misunderstanding often occurs because some people interpret grades using fixed classroom percentages rather than the statistical nature of the Stanine system.
Grade 6 to Grade 9: Lower Performance Bands
Grades 6 to 9 represent candidates whose performance falls below the higher performance groups.
Grade 9 represents the lowest performance category within the Stanine distribution.
However, the grade reflects performance relative to other candidates in that subject, not a judgement of the candidate’s overall ability.
Does a Candidate’s School Affect the Grade Received?
According to WAEC, the answer is no.
The Council stated that:
“A candidate’s grade is determined solely by his or her performance in relation to established grading standards and not by the type of school attended.”
This means that whether a candidate attends:
A public basic school,
A private basic school,
A faith-based school, or
Any other recognised institution,
does not determine the grade awarded.
The examination script is assessed based on the candidate’s answers and performance.
Why Two Candidates May Receive Different Grades in Different Years
A common question among parents and candidates is why a particular score may produce a different grade in another examination year.
The explanation lies in the statistical nature of the Stanine system.
The grade depends on:
The candidate’s performance.
The performance of all candidates who wrote the subject.
The difficulty level of the examination paper.
The established grading standards.
Therefore, raw examination marks are interpreted within the context of that particular examination population.
Example of How Relative Grading Works
Assume two candidates score similar marks in different years.
Candidate A writes an examination where many candidates perform exceptionally well.
Candidate B writes an examination where the overall performance is lower.
Even if their raw scores are similar, their final grades may differ because their performances are compared within different examination groups.
This is the reason WAEC uses a statistical approach rather than relying only on fixed percentage boundaries.
Why Understanding Stanine Matters for BECE Candidates
Understanding the grading system helps candidates and parents interpret results correctly.
A BECE grade should not be viewed simply as a mark converted into a letter grade.
Instead, it represents a candidate’s position within the overall performance pattern of all candidates who wrote that subject.
This understanding can reduce unnecessary anxiety and prevent misinformation about how examination results are determined.
➡ Related: BECE Results Explained: Understanding Your Grades and Placement Chances
➡ Related: WAEC Grading Systems in Ghana: BECE, WASSCE and Beyond
Key Takeaways
WAEC uses the Stanine (Standard Nine) Grading System for BECE reporting.
The system has nine grades, from Grade 1 to Grade 9.
Grade 1 represents the highest performance category.
Grade 9 represents the lowest performance category.
Grades are determined by performance relative to other candidates in the same subject.
School type does not influence a candidate’s grade.
The system helps maintain consistency across different examination years.
Understanding the Stanine system is essential for interpreting BECE results accurately and avoiding misleading claims about examination grading.
Why the Stanine System Is Different From Ordinary Percentage Grading: Common Misconceptions About BECE Results
The release of the Basic Education Certificate Examination (BECE) results often generates discussions among candidates, parents, teachers and education stakeholders about how grades are determined.
One of the main reasons for confusion is the assumption that WAEC uses a simple percentage grading system where a fixed score automatically produces a specific grade.
For example, some people believe that:
80% and above must always be Grade 1.
70% must always be Grade 2.
A candidate who scores the same raw mark every year should receive the same grade.
However, WAEC’s explanation of the Stanine (Standard Nine) Grading System shows that BECE grading works differently.
The system does not assign grades using permanent percentage cut-off points. Instead, it places candidates within performance categories based on their performance compared with all candidates who wrote the same subject.
This statistical approach allows WAEC to maintain fairness even when examination papers differ in difficulty from year to year.
Fixed Percentage Grading Versus Stanine Grading
To understand the difference, it is useful to compare the two systems.
Fixed Percentage Grading
In a traditional percentage grading system, grades are attached to predetermined marks.
For example:
80–100% = Excellent
70–79% = Very Good
60–69% = Good
50–59% = Average
Under this approach, the grade depends only on the mark obtained.
If a candidate scores 85%, the candidate receives the same grade regardless of how other candidates performed.
Stanine Grading
The Stanine system works differently.
The candidate’s performance is interpreted in relation to the performance of the entire group of candidates who sat for that subject.
This means the same raw score may not always represent exactly the same position in different examination years.
The grade reflects where the candidate falls within the national performance distribution.
According to WAEC, this method ensures that standards remain consistent over time.
One of the claims addressed in the August 6, 2026 press statement was that private school candidates were deliberately disadvantaged during the grading process.
WAEC rejected this claim.
The Council stated that:
“Under no circumstance does WAEC discriminate against candidates on the basis of whether they attended private or public schools.”
WAEC explained that all candidates are assessed using the same procedures.
The examination body does not apply different marking schemes or grading systems based on school ownership.
A candidate’s grade is determined by examination performance and established grading standards.
Misconception 2: Private School Candidates Are Marked Separately
Another common misunderstanding is that scripts from private schools are handled differently from scripts from public schools.
WAEC explained that this is not the case.
During the marking process:
Scripts are coded.
Scripts are swapped across regions.
Scripts are randomly allocated to examiners.
Examiners use the same approved marking schemes.
This process prevents examiners from knowing the candidate’s school background.
The focus remains on the answers provided by the candidate.
Misconception 3: A Grade 5 Means a Candidate Failed
The interpretation of Grade 5 is another area where misunderstanding occurs.
Some parents and candidates assume that a middle-range grade automatically represents poor performance.
However, within the Stanine system, Grade 5 represents the average performance group.
It means the candidate’s performance falls within the central section of the national performance distribution.
A candidate’s overall success depends on the combination of grades obtained across subjects and the requirements for further educational progression.
Misconception 4: WAEC Decides Grades After Looking at Schools’ Performance
Some people believe WAEC adjusts grades based on whether a school performed well or poorly.
WAEC’s explanation does not support this claim.
The grading process is based on candidate performance in individual subjects.
Grades are not assigned according to school reputation, location or ownership.
A candidate from a highly recognised school and a candidate from a less known school compete under the same assessment framework.
Why Examination Transparency Matters
National examinations influence major educational decisions.
For BECE candidates, results determine eligibility and placement opportunities for senior high schools.
Because of this importance, public confidence in the examination system is essential.
When misinformation spreads, it can create unnecessary fear among students and parents.
Clear explanations of technical processes such as marking, grading and standard setting help stakeholders understand how results are produced.
WAEC’s explanation of the Stanine system therefore serves an important purpose beyond responding to allegations. It provides an opportunity for greater public understanding of examination assessment.
What Students and Parents Should Consider When Interpreting BECE Results
Students and parents should consider several factors when reviewing examination results.
1. Results Reflect Subject Performance
A BECE grade represents performance in a particular subject.
It should be interpreted within the wider context of the candidate’s complete results.
2. Comparison Should Be Based on Standards, Not Rumours
A candidate’s result should be understood through official explanations rather than assumptions shared on social media.
3. School Background Does Not Determine Success
Students from both private and public schools can achieve excellent results when they prepare effectively and demonstrate strong understanding of subject content.
4. Continuous Improvement Remains Important
Examination results provide information about areas of strength and areas requiring improvement.
They should guide future learning decisions rather than become a source of unnecessary speculation.
EducateGhana Analysis
The debate surrounding BECE grading highlights a wider issue in education: the importance of assessment literacy.
Many disagreements about examination results occur because the public does not always understand how large-scale assessments are designed and interpreted.
WAEC’s explanation of the Stanine system provides useful insight into the complexity of national examinations.
However, examination bodies must continue improving public communication by regularly explaining assessment processes in accessible language.
Assessment credibility depends not only on technical accuracy but also on public understanding and trust.
For Ghana’s education system, strengthening assessment literacy among parents, students and schools will help reduce misinformation and encourage evidence-based discussions about examination outcomes.
➡ Related: WAEC BECE Results Guide: What Candidates and Parents Need to Know
➡ Related: Ghana Education System Explained: From Basic School to Senior High School
What WAEC’s Clarification Means for Students, Parents, Private Schools and Ghana’s Education System
The clarification issued by the West African Examinations Council (WAEC) regarding allegations of bias against private school candidates in the 2026 Basic Education Certificate Examination (BECE) has implications for different groups within Ghana’s education system.
While the immediate issue relates to claims about unfair grading, the broader discussion concerns public confidence in national examinations, understanding of assessment systems and the role of accurate information in educational decision-making.
Implications for BECE Candidates
For candidates who participated in the 2026 BECE, WAEC’s statement provides reassurance that results are determined by examination performance and not by the type of school attended.
Students from private schools and public schools are assessed under the same conditions.
This means candidates should focus on understanding their individual performance rather than comparing results based on school ownership.
A candidate’s BECE outcome reflects:
Performance in each subject.
The approved marking scheme.
The candidate’s position within the overall performance distribution.
The standards applied by WAEC.
Students preparing for future examinations can draw an important lesson from the clarification: success in national examinations depends on preparation, understanding of subject content and effective examination strategies.
Implications for Parents and Guardians
Parents play an important role in interpreting examination results and guiding students after the release of BECE outcomes.
However, when results do not meet expectations, some parents may search for explanations outside the official assessment process.
WAEC’s statement encourages parents to rely on verified information and established channels when seeking clarification about examination results.
Parents should understand that:
A candidate’s grade is not determined by school category.
The grading system compares performance within a national examination population.
Examination results should be interpreted using official assessment principles.
A better understanding of the grading process can help parents provide more constructive support to candidates.
Implications for Private School Proprietors
Private schools have often invested heavily in teaching, learning resources and examination preparation.
Claims that private school candidates are deliberately disadvantaged can affect public confidence in these institutions.
WAEC’s clarification is therefore significant for private school operators because it confirms that candidates from private institutions participate in the same assessment system as candidates from public schools.
The statement also highlights the responsibility of schools to:
Prepare candidates effectively.
Explain examination procedures accurately.
Avoid promoting unverified claims about assessment outcomes.
School leaders have an important role in promoting assessment literacy among students and parents.
Implications for Public Schools
Although the allegations focused on private schools, the clarification applies equally to public schools.
Students in public schools also compete under the same national assessment framework.
The emphasis on common marking standards reinforces the principle that examination success should be linked to learning outcomes rather than institutional identity.
For public schools, the message remains the same: improving teaching quality, supporting learners and strengthening academic preparation are the most important factors influencing performance.
Implications for Ghana’s Examination System
National examinations serve as important measures of educational achievement.
The BECE plays a major role in determining students’ transition from basic education to senior high school education.
Because examination results influence students’ academic pathways, the credibility of the assessment system is essential.
WAEC’s explanation reinforces several important principles:
Standardisation
All candidates are assessed using approved standards.
Objectivity
Grades are based on demonstrated performance.
Comparability
The Stanine system allows results to be interpreted consistently across different examination years.
Accountability
Stakeholders can seek clarification through established channels.
The Role of Information in Reducing Examination Misinformation
The rapid spread of information through social media has changed how education discussions take place.
While digital platforms allow concerns to reach a wider audience quickly, they can also amplify claims before facts are verified.
The WAEC statement demonstrates the importance of timely communication from examination authorities.
When technical processes are not clearly explained, assumptions can replace evidence.
For this reason, education institutions and examination bodies need continuous engagement with the public.
Explaining concepts such as standardisation, marking procedures and grading methods should not only happen when controversies arise.
Regular public education on assessment systems can improve trust and reduce misunderstandings.
EducateGhana Analysis: Building Trust Through Assessment Literacy
The debate surrounding the 2026 BECE grading allegations reflects a larger challenge within education systems worldwide: ensuring that stakeholders understand how assessment decisions are made.
Examinations are technical processes involving several stages, including test development, administration, marking, moderation and grading.
Without adequate public understanding, even credible systems can face questions when results do not meet expectations.
WAEC’s explanation of the Stanine grading system is valuable because it moves the conversation beyond allegations and towards understanding how national assessment works.
However, maintaining trust requires continuous transparency.
Examination authorities should continue providing accessible explanations of:
How examination papers are developed.
How scripts are marked.
How grades are standardised.
How candidates can seek reviews or clarification.
For schools, assessment literacy should become part of academic preparation. Students should not only learn subject content but also understand how their performance will be assessed.
For parents, understanding assessment systems helps them support learners realistically.
A strong examination system depends on three interconnected elements:
Technical integrity in assessment processes.
Transparency in communicating procedures.
Public understanding of how results are determined.
WAEC’s clarification contributes to this conversation by explaining the processes behind BECE grading and reaffirming that candidate performance, rather than school background, determines examination outcomes.
➡ Related: How Ghana’s BECE System Supports the Transition from Basic to Secondary Education
➡ Related: Education Assessment Reform in Ghana: Challenges and Opportunities
Why You Can Trust This Information
This article is based on the official press statement issued by the West African Examinations Council (WAEC), Public Affairs Department, Accra, dated August 6, 2026, with reference number WAEC/PRO.PRESS/VOL.4/39.
The information presented is drawn from WAEC’s official explanation regarding allegations of disadvantage to private school candidates in the Basic Education Certificate Examination (BECE) for School Candidates, 2026.
The article explains:
WAEC’s position on allegations of unfair treatment.
The procedures used to protect fairness during marking.
The official explanation of the Stanine (Standard Nine) Grading System.
The implications of the grading system for candidates, parents and schools.
EducateGhana.com applies evidence-based education reporting by relying on official institutional sources, including examination bodies, government agencies and recognised education authorities.
Readers with concerns about examination results should always use official channels provided by WAEC rather than relying on unverified claims circulating online.
 Frequently Asked Questions (FAQs)
1. Did WAEC deliberately give private school candidates lower grades in BECE 2026?
No. WAEC has rejected the claim and described it as false and misleading. The Council stated that candidates are not discriminated against based on whether they attend private or public schools.
According to WAEC, grades are determined by candidates’ performance against established grading standards.
2. Does WAEC use different grading systems for private and public schools?
No. WAEC stated that it does not operate different marking schemes or grading systems for private and public schools.
All candidates are assessed using the same approved marking procedures.
3. What grading system does WAEC use for BECE?
WAEC uses the Stanine, also known as the Standard Nine Grading System, to report candidates’ performance.
The system places candidates into nine performance bands, ranging from Grade 1 to Grade 9.
4. What does Stanine mean?
Stanine means Standard Nine.
It is a statistical method used to compare candidates’ performance relative to the performance of all candidates who wrote a particular subject.
5. Is Grade 1 the highest BECE grade?
Yes. Grade 1 represents the highest performance category in the Stanine grading system.
Grade 9 represents the lowest performance category.
6. Does scoring a particular percentage always guarantee a specific BECE grade?
No. Under the Stanine system, grades are not based only on fixed percentage boundaries.
A candidate’s grade depends on performance relative to the overall performance of candidates in that subject.
7. Why does WAEC use the Stanine grading system?
WAEC uses the system because it helps maintain consistent standards when examination difficulty changes from one year to another.
It allows candidate performance to be interpreted within the context of each examination year.
8. How does WAEC ensure fairness when marking BECE scripts?
WAEC stated that scripts are coded, swapped across regions and randomly allocated to examiners.
Examiners are trained on approved marking schemes before marking begins.
9. Can an examiner know the school a candidate attended while marking?
According to WAEC, the marking process uses coded scripts and procedures designed to prevent examiners from identifying candidates’ school backgrounds.
10. Does a Grade 5 mean a candidate failed?
No. In the Stanine system, Grade 5 represents the average performance category.
A grade should be interpreted within the context of the entire grading system and the candidate’s complete results.
11. Where should parents report concerns about BECE results?
Parents and candidates with genuine concerns should use official WAEC channels for clarification rather than relying on speculation or misinformation.
12. Why is understanding the BECE grading system important?
Understanding the grading system helps students, parents and schools interpret results accurately and avoid misinformation about how grades are awarded.
Conclusion
The West African Examinations Council’s response to allegations of bias against private school candidates in the 2026 BECE for School Candidates provides clarification on how Ghana’s national examination system operates.
WAEC has maintained that all candidates are assessed using the same procedures, regardless of whether they attend private or public schools. The Council explained that scripts are coded, randomly allocated to examiners and marked using approved marking schemes to protect fairness and credibility.
The explanation of the Stanine (Standard Nine) Grading System also provides important insight into how BECE results are determined. Unlike fixed percentage grading systems, Stanine compares candidates’ performance within the overall examination population and helps maintain consistent standards across different examination years.
For students and parents, the key lesson is that BECE grades reflect individual performance within an established assessment framework. Understanding this process helps reduce confusion and allows stakeholders to engage in more informed discussions about examination outcomes.
As Ghana continues to rely on national assessments to support educational progression, transparency, assessment literacy and public confidence will remain essential. Clear communication between examination bodies, schools, parents and learners is necessary to strengthen trust in the education system.
WAEC’s clarification serves as a reminder that accurate understanding of assessment processes is as important as the examinations themselves.
 References (APA 7th Edition)
West African Examinations Council. (2026, August 6). Alleged disadvantage to private school candidates in the Basic Education Certificate Examination for School Candidates, 2026 (Ref: WAEC/PRO.PRESS/VOL.4/39). Public Affairs Department, Accra.
Citation
Ellis, F. (2026). WAEC Debunks Claims of Bias Against Private School Candidates in BECE 2026, Explains Stanine Grading System. EducateGhana Education News Analysis Series. EducateGhana.com.
Sources
West African Examinations Council (WAEC)
WAEC Public Affairs Department, Accra
WAEC Press Statement Ref: WAEC/PRO.PRESS/VOL.4/39
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, where he publishes evidence-based analyses on curriculum development, teacher education, education policy, assessment reforms and institutional developments within Ghana’s education sector.
Ellis holds a Master of Philosophy (MPhil) in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include curriculum innovation, teacher professional learning, practicum, educational assessment and education policy. Through EducateGhana.com, he is committed to making education research and policy developments accessible to educators, researchers, students, policymakers and the wider public.
The West African Examinations Council (WAEC) has dismissed allegations that private school candidates were deliberately awarded poor grades in the 2026 BECE and has explained how the Stanine grading system works.
49 Colleges of Education in Ghana: Complete List, History, Programmes and Admission Guide
Explore the complete guide to Colleges of Education in Ghana, including the list of 49 public colleges, history, programmes, admission requirements, student life, careers and the future of teacher education.
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Article Information Box
Information
Details
Article Type
Education Intelligence Pillar Article
Topic
Complete List of Ghana’s 49 Colleges of Education
Education Sector
Teacher Education / Tertiary Education
Institutions Covered
49 Public Colleges of Education in Ghana
Coverage
All 16 Regions of Ghana
Main Focus
College locations, regional classification, ownership, affiliations, programmes and admission requirements
Teacher education remains one of the most important pillars of Ghana’s education system. Every year, thousands of Senior High School graduates apply to Colleges of Education to pursue the Bachelor of Education (B.Ed.) degree and prepare for careers in teaching at the basic school level. The Colleges of Education play a central role in producing competent, professional, and innovative teachers who support the delivery of quality education across the country.
Over the past decade, Ghana’s teacher education sector has undergone significant reforms. The transition from the Diploma in Basic Education (DBE) to the four-year Bachelor of Education (B.Ed.) programme marked a major milestone in improving teacher preparation. Under this reform, Colleges of Education now operate as tertiary institutions affiliated with selected public universities, ensuring that graduates receive nationally recognised bachelor’s degrees while maintaining rigorous academic standards.
According to the Ghana Tertiary Education Commission (GTEC) and the Ministry of Education, Ghana currently has 49 public and two private Colleges of Education participating in the national admissions system. These institutions are strategically located across the country’s sixteen administrative regions to provide equitable access to teacher education and support the government’s goal of producing highly qualified teachers for every part of Ghana.
The Colleges of Education offer specialised Bachelor of Education programmes in areas such as Early Childhood Education, Primary Education, Junior High School Education, Mathematics, Science, Technical and Vocational Education, French, Ghanaian Languages, Social Studies, Religious and Moral Education, and Special Needs Education. The programmes combine classroom instruction with extensive school-based practice through the Supported Teaching in School (STS) model, enabling trainee teachers to develop practical classroom competencies before graduation.
Colleges of Education occupy an important position in Ghana’s teacher education system. They prepare teachers for the country’s pre-tertiary education sector and provide professional training that combines academic study, pedagogical knowledge, practical experience and assessment.
The institutions were formerly known widely as teacher training colleges. Their status changed significantly as Ghana reformed teacher education and moved the institutions into the tertiary education system. The Colleges of Education Act, 2012, Act 847 provided the legal framework for the tertiary status of the institutions.
Ghana’s teacher education system also underwent a major academic reform with the introduction of the four-year Bachelor of Education programme in 2018. According to GTEC’s policy documentation,the University of Cape Coast initially provided mentorship for the B.Ed. programme, while mentorship arrangements were extended in 2019 to the University of Education, Winneba, Kwame Nkrumah University of Science and Technology, University of Ghana and University for Development Studies.
GTEC’s tertiary education statistical records identify49 public Colleges of Education. The institutions are distributed across Ghana, although the distribution is not identical across all 16 administrative regions.
This guide brings together the 49 public Colleges of Education, their locations, regional classifications, teacher education structure, programmes, admission considerations, accreditation guidance and frequently asked questions.
This comprehensive EducateGhana.com guide serves as a definitive reference for prospective applicants, parents, educators, researchers, and policymakers seeking accurate information about Ghana’s Colleges of Education. Drawing on official data from GTEC, the Ministry of Education, PRINCOF, and the Colleges of Education admissions system, the guide presents verified and up-to-date information in one place.
A College of Education is a tertiary institution established to provide professional preparation for teachers.
The institutions combine academic study with professional and practical teacher preparation. Their programmes are therefore different from ordinary undergraduate programmes that may focus mainly on disciplinary knowledge.
Teacher trainees study educational foundations, subject content, pedagogy, assessment and professional practice. Practical experiences allow trainees to connect what they learn in the college classroom with actual teaching situations.
Ghana’s teacher education reforms were designed to improve the quality and professional status of teachers. The transition from the former teacher training college system to tertiary Colleges of Education was part of this broader reform process. GTEC records indicate that 38 teacher training colleges were initially designated as Colleges of Education under the Education Act, 2008, before subsequent developments expanded the system.
The present system therefore represents a considerable change from the certificate and diploma-based teacher training arrangements that existed in earlier decades.
The Colleges of Education remain closely connected to Ghana’s wider teacher education system, including practical teaching, professional standards and teacher preparation for the pre-tertiary sector.
How Many Colleges of Education Are There in Ghana?
GTEC’s tertiary education statistical records identify 49 public Colleges of Education. The 49 institutions are the basis for the public College of Education master list used in this guide.
The 49 institutions include colleges located in the Greater Accra, Ashanti, Eastern, Volta, Bono, Northern, Central, Upper West, Western, Western North, Upper East, Oti, Bono East, North East and Savannah regions.
It is important to distinguish institutional count from regional coverage. Ghana has 16 administrative regions, but the 49 public Colleges of Education are not distributed across all 16 regions. In particular, the current 49-institution list does not contain a public College of Education located in the Ahafo Region.
The claim that there is at least one public College of Education in every region should therefore not be used in the article.
The GTEC records also distinguish public Colleges of Education from private Colleges of Education. Historical GTEC statistical reports separately identified private institutions such as Christ the Teacher College of Education and Jackson College of Education.
Historical Background and Evolution of Colleges of Education in Ghana
The Origins of Teacher Education in the Gold Coast
Teacher education in Ghana has a history spanning more than 180 years. It developed alongside the growth of formal education during the colonial era, when Christian missionary societies established schools to promote literacy, religious instruction and vocational skills.
The earliest schools quickly exposed a major challenge. While enrolment increased steadily, there were very few trained teachers to deliver quality instruction. Most early teachers were catechists, church assistants or literate community members who had received little or no formal pedagogical preparation.
Recognising that sustainable education depended on professionally trained teachers, missionary organisations began establishing teacher training institutions across the Gold Coast. These institutions became the foundation of Ghana’s modern teacher education system.
Missionary Foundations of Teacher Preparation
Several missionary bodies played a leading role in establishing teacher education in the Gold Coast.
The Basel Mission pioneered teacher preparation in the nineteenth century through its schools at Akropong and surrounding communities. The Wesleyan Methodist Mission expanded teacher training in the southern and central parts of the colony, while the Roman Catholic Mission, Bremen Mission and Anglican Church established additional schools and training centres.
These institutions did more than prepare classroom teachers. They produced educational leaders who later became headteachers, inspectors of schools, curriculum developers and community leaders.
The missionary tradition also established values that continue to influence Ghanaian teacher education, including professional ethics, service to communities, discipline and lifelong learning.
Government Expansion After Independence
When Ghana gained independence in 1957, education became a national development priority under President Kwame Nkrumah’s government.
The Education Act, 1961 (Act 87) introduced policies aimed at expanding access to basic education. As enrolment increased, the demand for qualified teachers also rose sharply.
To meet this demand, successive governments expanded teacher training institutions throughout the country. Existing colleges were strengthened while new colleges were established in underserved regions to improve access to professional teacher education.
This expansion helped reduce regional disparities in teacher supply and supported the rapid growth of primary and middle school education during the post-independence period.
From Teacher Training Colleges to Colleges of Education
For much of Ghana’s educational history, teacher preparation was provided through Teacher Training Colleges that awarded qualifications such as the Teacher’s Certificate ‘A’.
As educational standards evolved, reforms gradually raised the qualification requirements for teachers. Certificate programmes gave way to diploma-level training, leading to the Diploma in Basic Education (DBE).
A major milestone came with the Colleges of Education Act, 2012 (Act 847), which granted public Colleges of Education tertiary status. This reform strengthened institutional governance, academic quality assurance and collaboration with public universities.
The transition marked a significant shift from certificate-based teacher preparation to degree-level professional education.
The Bachelor of Education Reform
In 2018, Ghana introduced the four-year Bachelor of Education (B.Ed.) curriculum for initial teacher education.
The reform, developed by the Ministry of Education, the Ghana Tertiary Education Commission, the National Teaching Council and partner institutions, aimed to align teacher preparation with international standards and Ghana’s standards-based school curriculum.
The curriculum emphasises:
Strong subject content knowledge.
Evidence-based pedagogy.
Inclusive education.
Assessment literacy.
Digital competence.
Reflective professional practice.
Research-informed teaching.
Graduates are expected to demonstrate competencies that support effective teaching across diverse classroom contexts.
Supported Teaching in School (STS)
One of the most significant innovations introduced under the Bachelor of Education programme is Supported Teaching in School (STS).
Unlike the traditional model in which teaching practice occurred mainly at the end of a programme, STS integrates school-based learning throughout teacher preparation.
Student teachers progressively engage in classroom observation, assisted teaching, supervised practice and independent teaching under the guidance of trained mentors and college tutors.
This approach strengthens the connection between educational theory and classroom practice while promoting reflective teaching and continuous professional growth.
Colleges of Education in Contemporary Ghana
Today, Ghana’s public Colleges of Education serve as specialised tertiary institutions responsible for preparing teachers for kindergarten, primary and junior high schools.
Beyond initial teacher preparation, they contribute to:
Educational research.
Curriculum implementation.
Professional development.
Community engagement.
Educational innovation.
National policy implementation.
Working with affiliated public universities and education agencies, the colleges continue to support Ghana’s goal of improving learning outcomes through a highly qualified teaching workforce.
What You Will Learn in This Guide
This guide covers:
The official list of Ghana’s 49 Colleges of Education.
Colleges of Education grouped by region.
The location and ownership of each institution.
The affiliate university of every College of Education.
Bachelor of Education programmes offered.
Admission requirements and application procedures.
Accredited private Colleges of Education in Ghana.
Frequently asked questions about Colleges of Education admissions and programmes.
Whether you are preparing to apply for admission, researching teacher education in Ghana, or looking for detailed information about a specific College of Education, this guide provides a reliable, evidence-based resource designed to help you make informed decisions.
Why Trust This Guide?
This article has been prepared using verified information from the Ghana Tertiary Education Commission (GTEC), the Ministry of Education, official Colleges of Education admissions publications, PRINCOF, and individual institutional sources. It has also been editorially reviewed by Ferdinand Ellis, an education researcher, lecturer, curriculum specialist, and founder of EducateGhana.com, to ensure accuracy, relevance, and compliance with current teacher education policies in Ghana.
Complete List of Ghana’s 49 Public Colleges of Education by Region (Official GTEC List)
The Ghana Tertiary Education Commission (GTEC) recognises 49 public Colleges of Education in the national admissions system for the 2026 academic year.These institutions are strategically distributed across Ghana’s sixteen administrative regions to ensure equitable access to teacher education and support the preparation of qualified professional teachers for the country’s basic education sector. Successful graduates receive Bachelor of Education (B.Ed.) degrees awarded by their respective affiliate public universities.
The regional distribution below is based on the official GTEC admissions list.
Greater Accra Region
The Greater Accra Region has two Colleges of Education that prepare teachers for Ghana’s basic education sector.
Ashanti Region has the highest concentration of Colleges of Education in Ghana. The region hosts institutions with long histories of excellence in teacher education, alongside specialised colleges serving diverse educational needs.
No.
College of Education
Location
Ownership
3
Agogo Presbyterian College of Education
Agogo
Public
4
Akrokerri College of Education
Akrokerri
Public
5
Christ the Teacher College of Education
Kumasi
Public
6
Ghana Muslim Mission College of Education
Beposo
Public
7
Mampong Technical College of Education
Mampong
Public
8
Offinso College of Education
Offinso
Public
9
SDA College of Education
Agona-Ashanti
Public
10
St. Louis College of Education
Kumasi
Public
11
St. Monica’s College of Education
Mampong
Public
12
Wesley College of Education
Kumasi
Public
Regional Total: 10 Colleges
Bono Region
The Bono Region has four Colleges of Education that continue to contribute significantly to teacher education in the middle belt of Ghana.
No.
College of Education
Location
Ownership
13
Al-Farouq College of Education
Wenchi
Public
14
Berekum College of Education
Berekum
Public
15
St. Ambrose College of Education
Dormaa Akwamu
Public
16
St. Joseph’s College of Education
Bechem
Public
Regional Total: 4 Colleges
Bono East Region
The Bono East Region currently has one College of Education.
No.
College of Education
Location
Ownership
17
Atebubu College of Education
Atebubu
Public
Regional Total: 1 College
Central Region
The Central Region has three Colleges of Education with a long tradition of teacher preparation.
No.
College of Education
Location
Ownership
18
Foso College of Education
Assin Foso
Public
19
Komenda College of Education
Komenda
Public
20
OLA College of Education
Cape Coast
Public
Regional Total: 3 Colleges
Eastern Region
The Eastern Region has seven Colleges of Education, making it one of the regions with the highest concentration of teacher education institutions.
No.
College of Education
Location
Ownership
21
Abetifi Presbyterian College of Education
Abetifi
Public
22
Kibi Presbyterian College of Education
Kibi
Public
23
Methodist College of Education
Akim Oda
Public
24
Mount Mary College of Education
Somanya
Public
25
Presbyterian College of Education
Akropong-Akuapem
Public
26
Presbyterian Women’s College of Education
Aburi
Public
27
SDA College of Education
Asokore-Koforidua
Public
Regional Total: 7 Colleges
The regional arrangement below follows the official Ghana Tertiary Education Commission (GTEC) listing of Colleges of Education participating in Ghana’s teacher education system. The list includes the location of each institution and its administrative region.
Volta Region Colleges of Education
The Volta Region has a strong historical connection with teacher education in Ghana. The region hosts five Colleges of Education that contribute significantly to the preparation of professional teachers for basic education.
No.
College of Education
Location
Ownership
28
Akatsi College of Education
Akatsi
Public
29
Evangelical Presbyterian College of Education
Amedzofe
Public
30
Peki College of Education
Peki
Public
31
St. Francis College of Education
Hohoe
Public
32
St. Teresa’s College of Education
Hohoe
Public
Regional Total: 5 Colleges
Oti Region Colleges of Education
The Oti Region was created in 2019 after the division of the former Volta Region. The region currently has two Colleges of Education serving teacher trainees within the northern part of the former Volta administrative area.
No.
College of Education
Location
Ownership
33
Dambai College of Education
Dambai
Public
34
Jasikan College of Education
Jasikan
Public
Regional Total: 2 Colleges
Northern Region Colleges of Education
The Northern Region contains four Colleges of Education. Following the creation of the Savannah and North East Regions in 2019, these institutions now fall under the current Northern Region classification.
No.
College of Education
Location
Ownership
35
Bagabaga College of Education
Tamale
Public
36
Tamale College of Education
Tamale
Public
37
St. Vincent College of Education
Yendi
Public
38
Evangelical Presbyterian College of Education
Bimbilla
Public
Regional Total: 4 Colleges
Savannah Region Colleges of Education
The Savannah Region was created from the western part of the former Northern Region. It currently has one College of Education.
No.
College of Education
Location
Ownership
39
Savannah College of Education
Daboya
Public
Regional Total: 1 College
North East Region Colleges of Education
The North East Region currently has one College of Education.
No.
College of Education
Location
Ownership
40
Gambaga College of Education
Gambaga
Public
Regional Total: 1 College
Upper East Region Colleges of Education
The Upper East Region has two Colleges of Education that support teacher preparation in the northern part of Ghana.
No.
College of Education
Location
Ownership
41
St. John Bosco College of Education
Navrongo
Public
42
Gbewaa College of Education
Pusiga
Public
Regional Total: 2 Colleges
Upper West Region Colleges of Education
The Upper West Region has two Colleges of Education in the official GTEC list.
No.
College of Education
Location
Ownership
43
McCoy College of Education
Nadowli
Public
44
Nusrat Jahan Ahmadiyya College of Education
Wa
Public
45
Tumu College of Education
Tumu
Public
Regional Total: 3 Colleges
Western Region Colleges of Education
The Western Region currently has one College of Education.
No.
College of Education
Location
Ownership
46
Holy Child College of Education
Takoradi
Public
Regional Total: 1 College
Western North Region Colleges of Education
The Western North Region has three Colleges of Education serving teacher trainees in the western corridor of Ghana.
No.
College of Education
Location
Ownership
47
Bia Lamplighter College of Education
Sefwi Debiso
Public
48
Enchi College of Education
Enchi
Public
49
Wiawso College of Education
Sefwi-Wiawso
Public
Regional Total: 3 Colleges
Summary of Ghana’s 49 Colleges of Education by Region
Complete Table of Ghana’s 49 Colleges of Education: Location, Region, Ownership and Affiliated University
Ghana’s 49 Colleges of Education operate under a tertiary teacher education framework in which each institution is affiliated with a public university. The affiliated university provides academic oversight, quality assurance, curriculum supervision, and awards certificates to students who successfully complete their programmes.
The affiliation arrangement strengthens collaboration between Colleges of Education and universities while ensuring that teacher trainees receive training aligned with national teacher education standards.
The table below presents the verified list of Ghana’s Colleges of Education, their locations, regions, ownership status, and affiliated universities.
Ownership and Management of Colleges of Education
The 49 institutions in the main list are public Colleges of Education.
Public ownership does not mean that every college has exactly the same historical background. Several colleges were established by religious bodies or other educational organizations before becoming part of Ghana’s public teacher education system.
Examples include Presbyterian, Methodist, Catholic, Evangelical Presbyterian, SDA, Ahmadiyya and other institutions.
The historical character of these institutions remains important to their identity, governance traditions and institutional culture. Their classification as public Colleges of Education, however, distinguishes them from privately owned tertiary institutions.
GTEC’s tertiary education records separately categorize public and private Colleges of Education. Its statistical reports have historically listed private institutions separately from the 49 public institutions.
The five universities therefore form the main university mentorship framework associated with the B.Ed. reform.
However, the exact institutional affiliation or mentoring arrangement of an individual College of Education should be checked against the current college and GTEC records rather than inferred solely from geographical location.
This distinction is important for an authoritative directory because university mentorship arrangements can change as Ghana’s teacher education system evolves.
➡ Related: Bachelor of Education Programme in Ghana Explained
Regional Distribution of Ghana’s 49 Colleges of Education and Teacher Education Coverage
Ghana’s Colleges of Education are distributed across all sixteen administrative regions, ensuring that prospective teachers from different parts of the country have access to professional teacher preparation institutions. The distribution of these colleges reflects Ghana’s commitment to expanding access to tertiary teacher education and strengthening the supply of qualified teachers for basic schools.
The current Colleges of Education system combines institutions with long historical traditions in teacher preparation and newly established colleges created to address increasing demand for professionally trained teachers. The institutions operate under the supervision of the Ghana Tertiary Education Commission (GTEC) and the broader policy direction of the Ministry of Education.
Regional Distribution of Colleges of Education in Ghana
The Ashanti Region has the highest concentration of Colleges of Education, reflecting its historical importance as an educational centre in Ghana. The region hosts institutions that serve both urban and rural communities and provide teacher preparation across different subject areas.
The presence of institutions such as Wesley College of Education, St. Louis College of Education, Mampong Technical College of Education, and Akrokerri College of Education demonstrates the region’s long-standing contribution to teacher training.
With ten Colleges of Education, Ashanti Region accounts for about one-fifth of all Colleges of Education in Ghana.
Eastern Region: A Historic Centre of Teacher Preparation
The Eastern Region has seven Colleges of Education, making it the second-largest contributor to teacher education infrastructure in Ghana.
The region includes some of Ghana’s oldest teacher training institutions, including Presbyterian and Methodist-founded colleges. Institutions such as Presbyterian College of Education, Akropong, and Presbyterian Women’s College of Education, Aburi, have contributed significantly to Ghana’s teacher education history.
Volta Region: Strong Teacher Education Presence
The Volta Region has five Colleges of Education. These institutions continue the region’s long tradition of producing professional teachers for basic education.
The region hosts:
Akatsi College of Education
Evangelical Presbyterian College of Education, Amedzofe
Peki College of Education
St. Francis College of Education
St. Teresa’s College of Education
Northern Sector Coverage
The creation of Savannah and North East Regions in 2019 changed the administrative classification of several Colleges of Education previously grouped under the former Northern Region.
The northern sector currently contains:
Northern Region
Bagabaga College of Education
Tamale College of Education
St. Vincent College of Education
Evangelical Presbyterian College of Education, Bimbilla
Savannah Region
Savannah College of Education, Daboya
North East Region
Gambaga College of Education
These institutions play an important role in improving access to teacher education in Ghana’s northern communities.
Regions with Fewer Colleges
Some regions have fewer Colleges of Education because of historical patterns of establishment, population distribution, and education infrastructure development.
These include:
Bono East Region
Savannah Region
North East Region
Western Region
Although these regions have fewer institutions, the existing colleges serve important teacher preparation roles within their local communities.
Key Observations from the Distribution
1. Teacher Education Institutions Are Concentrated in Historical Education Centres
Regions such as Ashanti, Eastern, and Volta have traditionally hosted more teacher training institutions because of their early involvement in missionary and government teacher education initiatives.
2. Expansion Has Improved Regional Access
The establishment of new colleges and the creation of new regions have improved access to teacher education, especially in underserved areas.
3. Regional Distribution Supports National Teacher Supply
The spread of Colleges of Education across Ghana helps produce teachers who can serve schools in different geographical contexts, including rural and hard-to-reach communities.
4. Accreditation and Quality Assurance Remain Important
While expanding access remains a priority, GTEC continues to regulate institutional standards, accreditation, and programme quality to maintain the credibility of Ghana’s teacher education system.
Affiliated Public Universities of Ghana’s 49 Colleges of Education
The transformation of Ghana’s Colleges of Education from diploma-awarding teacher training institutions into tertiary institutions introduced a new affiliation model. Under this arrangement, Colleges of Education are affiliated to public universities that provide academic mentorship, curriculum oversight, quality assurance, and degree certification for Bachelor of Education (B.Ed.) programmes.
The affiliation system ensures that teacher trainees receive university-level academic training while maintaining the practical orientation that has traditionally characterised Ghana’s teacher education system. The model also strengthens collaboration between Colleges of Education and universities in areas such as research, assessment, academic supervision, and professional development.
The major universities involved in the affiliation of Colleges of Education include:
University of Education, Winneba (UEW)
University of Cape Coast (UCC)
University of Ghana (UG)
University for Development Studies (UDS)
Kwame Nkrumah University of Science and Technology (KNUST)
Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED)
University of Ghana (UG) Affiliated Colleges of Education
The University of Ghana supervises selected Colleges of Education and provides academic oversight for their Bachelor of Education programmes.
No.
College of Education
Location
Region
1
Accra College of Education
Accra
Greater Accra
2
Peki College of Education
Peki
Volta
3
Mount Mary College of Education
Somanya
Eastern
4
Evangelical Presbyterian College of Education
Amedzofe
Volta
5
Enchi College of Education
Enchi
Western North
6
Gbewaa College of Education
Pusiga
Upper East
The University of Ghana College of Education identifies these six institutions as affiliated Colleges under its teacher education mentorship structure.
University of Cape Coast (UCC) Affiliated Colleges of Education
The University of Cape Coast has historically played a major role in Ghanaian teacher education through academic mentorship and professional teacher preparation.
No.
College of Education
Location
Region
7
Abetifi Presbyterian College of Education
Abetifi
Eastern
8
Akrokerri College of Education
Akrokerri
Ashanti
9
Methodist College of Education
Akim Oda
Eastern
10
OLA College of Education
Cape Coast
Central
11
Presbyterian College of Education
Akropong-Akuapem
Eastern
12
Presbyterian Women’s College of Education
Aburi
Eastern
13
St. Ambrose College of Education
Dormaa Akwamu
Bono
14
St. Joseph’s College of Education
Bechem
Bono
15
St. Teresa’s College of Education
Hohoe
Volta
University of Education, Winneba (UEW) Affiliated Colleges of Education
UEW has traditionally been one of the leading institutions responsible for teacher education in Ghana.
No.
College of Education
Location
Region
16
Ada College of Education
Ada
Greater Accra
17
Agogo Presbyterian College of Education
Agogo
Ashanti
18
Berekum College of Education
Berekum
Bono
19
Bia Lamplighter College of Education
Sefwi Debiso
Western North
20
Holy Child College of Education
Takoradi
Western
21
Nusrat Jahan Ahmadiyya College of Education
Wa
Upper West
22
SDA College of Education, Asokore
Asokore-Koforidua
Eastern
23
St. Louis College of Education
Kumasi
Ashanti
24
Wesley College of Education
Kumasi
Ashanti
University for Development Studies (UDS) Affiliated Colleges of Education
UDS supports teacher education in northern Ghana and provides academic mentorship to selected Colleges of Education.
No.
College of Education
Location
Region
25
Dambai College of Education
Dambai
Oti
26
Gambaga College of Education
Gambaga
North East
27
McCoy College of Education
Nadowli
Upper West
28
Savannah College of Education
Daboya
Savannah
29
Tamale College of Education
Tamale
Northern
30
Tumu College of Education
Tumu
Upper West
31
Evangelical Presbyterian College of Education
Bimbilla
Northern
32
St. Vincent College of Education
Yendi
Northern
Kwame Nkrumah University of Science and Technology (KNUST) Affiliated Colleges of Education
KNUST provides academic affiliation to selected Colleges of Education, particularly institutions located within the Ashanti Region and other parts of Ghana.
No.
College of Education
Location
Region
33
Christ the Teacher College of Education
Kumasi
Ashanti
34
Ghana Muslim Mission College of Education
Beposo
Ashanti
35
St. Louis College of Education
Kumasi
Ashanti
36
Tamale College of Education
Tamale
Northern
KNUST lists Colleges of Education among its affiliate institutions.
Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) Affiliated Colleges of Education
AAMUSTED has responsibility for several Colleges of Education, especially those with technical, vocational, and skills development orientations. In 2023, eight public Colleges of Education were transferred from UEW to AAMUSTED for mentorship arrangements.
➡ Related: Teacher Recruitment in Ghana: GES Jobs and Opportunities
Other Affiliation Arrangements
Some Colleges of Education have experienced affiliation changes due to reforms in Ghana’s tertiary education system. As a result, affiliation information should always be checked against the latest GTEC and institutional publications before publication or admission decisions.
The affiliation structure demonstrates the evolution of Ghana’s teacher education system from traditional teacher training colleges into a university-linked tertiary education model.
Accredited Private Colleges of Education in Ghana (2026)
Ghana’s teacher education system includes both public and private Colleges of Education. While the 49 Colleges of Education listed in the national admissions framework are predominantly public institutions, a number of private institutions have also been established to contribute to teacher preparation and professional development.
Private Colleges of Education operate under the regulatory supervision of the Ghana Tertiary Education Commission (GTEC). GTEC is responsible for ensuring that tertiary institutions meet national requirements for institutional governance, academic programmes, infrastructure, staffing, and quality assurance. Prospective students are encouraged to verify the current accreditation status of any private institution before applying.
Unlike public Colleges of Education, which receive government support and participate in the national College of Education admission system, private Colleges of Education operate through their own admission processes and approved university affiliation arrangements.
➡ Related: Complete Profiles of Ghana’s 49 Public Colleges of Education
➡ Related: Supported Teaching in School (STS): Complete Guide
List of Accredited Private Colleges of Education in Ghana
1. Christ the Teacher College of Education
Information
Details
Name
Christ the Teacher College of Education
Location
Kumasi
Region
Ashanti Region
Ownership
Private
Affiliation
University of Cape Coast
Institution Type
Private College of Education
Christ the Teacher College of Education is a private teacher education institution located in Kumasi. The institution has contributed to the preparation of professional teachers through the Bachelor of Education programme under its university affiliation arrangement.
Although it is privately owned, the college has appeared alongside public Colleges of Education in some education databases, which has sometimes created confusion in the classification of Ghana’s total number of Colleges of Education. For accuracy, EducateGhana.com classifies it separately under private teacher education institutions.
2. Jackson College of Education
Information
Details
Name
Jackson College of Education
Location
Kumasi
Region
Ashanti Region
Ownership
Private
Affiliation
University of Education, Winneba
Institution Type
Private College of Education
Jackson College of Education is a private institution located in Kumasi. It provides teacher education programmes through its approved affiliation arrangement and operates under GTEC’s regulatory framework.
3. Nsawkaw College of Education
Information
Details
Name
Nsawkaw College of Education
Location
Nsawkaw
Region
Bono Region
Ownership
Private
Institution Type
Private College of Education
Nsawkaw College of Education is located in Nsawkaw in the Bono Region. The institution is recognised among private Colleges of Education and prospective applicants should confirm current programme accreditation and admission arrangements directly through GTEC and the college.
Formerly Listed Private College: Holy Spirit College of Education
Holy Spirit College of Education
Information
Details
Name
Holy Spirit College of Education
Location
Ho
Region
Volta Region
Ownership
Private
Holy Spirit College of Education has historically operated as a private teacher education institution in Ghana. However, accreditation status can change due to renewal requirements, and applicants should confirm the institution’s current status before applying. GTEC advises students and parents to verify institutions through its official accreditation records.
Public and Private Colleges of Education: Key Difference
Category
Public Colleges of Education
Private Colleges of Education
Ownership
Government
Private organisations
Admission System
National CoE admission process
Institutional admission process
Funding
Government-supported
Privately funded
Regulation
GTEC supervision
GTEC supervision
Degree Award
Through affiliated universities
Through affiliated universities where approved
Number
49 institutions in GTEC public CoE list
Separate private institutions
Important Advice for Applicants
Before applying to any private College of Education, applicants should:
Confirm that the institution has active GTEC accreditation.
Verify the approved Bachelor of Education programme.
Confirm the affiliated university responsible for degree awards.
Avoid enrolling in institutions or centres operating without valid approval.
GTEC maintains official accreditation records to help students and parents make informed decisions about tertiary education institutions in Ghana.
Bachelor of Education Programmes in Colleges of Education
The major academic transformation in the Colleges of Education system was the introduction of the four-year Bachelor of Education programme.
GTEC records state that the B.Ed. programme was introduced in 2018, initially under the mentorship of UCC, followed by the involvement of UEW, KNUST, UG and UDS in 2019.
The B.Ed. model is intended to combine academic knowledge with professional teacher preparation.
Depending on the institution and current programme approvals, prospective applicants may encounter areas such as Early Childhood Education, Primary Education, Junior High School Education, Special Education, Mathematics, Science and other teacher education specialisations.
Applicants should not assume that every College of Education offers every specialisation. Programme availability can vary by institution and academic year.
For this reason, candidates should confirm the current programme list before selecting a college.
Admission Requirements for Colleges of Education in Ghana
Admission requirements are determined by the applicable national and institutional rules for the relevant academic year.
Prospective applicants should therefore consult the current admission notice rather than rely on requirements from an earlier admission cycle.
Applicants normally need an appropriate senior high school qualification and must satisfy the academic requirements for the programme for which they are applying.
The relevant subjects, grades and programme requirements can vary according to the applicant’s background and selected programme.
Candidates should also pay attention to application deadlines, admission fees, required documents and instructions issued through official admission channels.
Because accreditation and programme approval can change, applicants should verify the status of both the institution and the programme before making payment or accepting admission.
➡ Related: Colleges of Education Admission Forms in Ghana
How to Apply to a College of Education in Ghana
The application process should begin with identifying the programme and college that match the applicant’s academic qualifications and professional goals.
Applicants should then obtain the appropriate application instructions from the official admission channel for the relevant admission cycle.
The applicant should carefully enter personal information, academic results and programme preferences.
Supporting documents should be prepared according to the requirements of the application system.
After submitting the application, candidates should retain evidence of submission and monitor official communication concerning admission.
Applicants should be particularly cautious about unofficial agents, social media claims and websites that request payments without clear institutional authorization.
GTEC advises prospective students and the public to verify the accreditation status of tertiary institutions and programmes directly with the Commission.
Accreditation and How to Verify a College of Education
Accreditation is one of the most important issues prospective students should consider before enrolling in a tertiary institution.
GTEC is Ghana’s statutory regulator responsible for the regulation and oversight of tertiary education institutions. GTEC’s current website specifically advises the public to check whether an institution appears on the accredited, unaccredited or unrecognized institutions lists.
Students should therefore verify three things:
Whether the institution is accredited.
Whether the specific programme is approved.
Whether the campus or learning centre where the programme is offered is authorized.
This third point is important because accreditation of a parent institution does not automatically mean that every satellite centre or learning centre is accredited.
GTEC issued a public notice in July 2026 warning about unaccredited learning centres and institutions and advised students, parents and guardians to verify accreditation directly with the Commission.
Private Colleges of Education in Ghana
Private Colleges of Education should be treated separately from the 49 public Colleges of Education.
Historical GTEC statistical records identified private institutions including Christ the Teacher College of Education and Jackson College of Education. Earlier records also included other institutions under the private College of Education category.
However, accreditation status is time-sensitive.
A GTEC institutional accreditation document available through the Commission lists Christ the Teacher College of Education and Jackson College of Education with accreditation periods ending in 2024.
GTEC’s July 2026 public notice also lists Holy Spirit College of Education, Ho, among institutions whose institutional accreditation had expired.
For this reason, EducateGhana.com will not describe Holy Spirit College of Education, Jackson College of Education or Christ the Teacher College of Education as currently accredited private Colleges of Education without evidence of renewed accreditation from GTEC.
This is an important distinction for prospective applicants. Historical recognition, previous accreditation and current accreditation are not necessarily the same thing.
College of Education programmes are closely connected to professional teaching practice.
Teacher trainees need opportunities to observe teaching, participate in classroom activities, plan lessons, teach learners and reflect on their experiences.
Practical teaching is important because teaching competence cannot be developed entirely through lectures and examinations.
The teacher education system therefore connects academic study with school-based professional experiences.
The development of professional competence also requires understanding classroom management, assessment, curriculum interpretation, learner diversity and professional ethics.
Graduates of teacher education programmes can pursue careers connected to teaching and education.
Depending on their qualification, specialization, professional licensing and employment requirements, graduates may work in basic education, secondary education or other educational settings where their qualifications are recognized.
Some graduates may also develop careers in educational administration, curriculum development, educational research, training, educational technology and related fields after acquiring additional qualifications and experience.
Career progression depends on qualifications, professional requirements, employment opportunities and further study.
Graduates should therefore consider the B.Ed. as part of a longer professional pathway rather than the end of their education.
Colleges of Education provide a direct route into professional teacher preparation.
Students who are interested in teaching can combine academic study with practical preparation and professional knowledge.
The B.Ed. system also provides an undergraduate degree pathway rather than the older teacher training arrangements that led primarily to certificates or diplomas.
Another attraction is the opportunity to study within institutions that have long histories of teacher education and established relationships with schools.
For students who are certain that education is their preferred profession, a College of Education can therefore provide a focused environment for professional preparation.
Colleges of Education continue to face issues relating to infrastructure, staffing, institutional governance, financing and the changing requirements of teacher preparation.
GTEC’s policy documentation notes that the institutions have encountered challenges relating to supervision, infrastructure, governance and autonomy since their transition into the tertiary education system.
The increasing use of technology also requires institutions to strengthen digital infrastructure and teacher education practices.
Quality assurance is another important consideration. Colleges need to maintain appropriate academic, staffing, infrastructure and professional standards.
GTEC continues to undertake regulatory and quality assurance activities involving Colleges of Education. Its current College of Education evaluation resources include staff templates, evaluation forms and quality assurance frameworks.
Bachelor of Education (B.Ed.) Programmes Offered by Colleges of Education in Ghana
The introduction of the four-year Bachelor of Education (B.Ed.) programme transformed Ghana’s Colleges of Education into degree-awarding tertiary institutions. The reform was designed to improve the professional preparation of teachers by combining academic knowledge, pedagogical skills, subject specialisation, and practical school-based experiences.
The B.Ed. programme is structured around the needs of Ghana’s basic education system and prepares graduates to teach at different levels, including early childhood, primary, and junior high school. The programmes also integrate professional courses, curriculum studies, assessment practices, educational psychology, classroom management, and Supported Teaching in School (STS), where trainee teachers gain practical experience in real school environments.
Major Bachelor of Education Programmes Offered
1. Bachelor of Education (Early Grade Education)
The B.Ed. Early Grade Education programme prepares teachers to support children at the early stages of basic education, particularly Kindergarten and lower primary levels.
The programme focuses on child development, early literacy, numeracy development, classroom interaction, play-based learning, creativity, health and wellbeing, and appropriate teaching approaches for young learners.
Students are trained to understand the developmental needs of children and create supportive learning environments that encourage curiosity, communication, problem-solving, and social development.
The programme covers areas such as:
Child development and learning
Early childhood curriculum studies
Language and literacy development
Early mathematics education
Creative arts education
Health and wellbeing
Classroom assessment
2. Bachelor of Education (Primary Education)
The B.Ed. Primary Education programme prepares teachers to teach learners at the primary school level.
The programme develops teachers with broad knowledge across key learning areas while strengthening their ability to design lessons, assess pupils’ learning, and support diverse learners.
Primary Education trainees study:
Literacy education
Numeracy education
Science education
Social studies education
Creative arts
Educational psychology
Curriculum and teaching methods
Assessment strategies
Graduates are prepared to teach in primary schools and contribute to improving foundational learning outcomes among children.
3. Bachelor of Education (Junior High School Education)
The B.Ed. Junior High School (JHS) Education programme prepares specialist teachers for Ghana’s Junior High School level.
Unlike Early Grade and Primary Education, the JHS programme allows students to specialise in specific subject areas. This ensures that JHS learners are taught by teachers with deeper content knowledge and specialised pedagogical skills.
Available specialisations include:
Subject Areas
English Language
Mathematics
Science
Integrated Science
Information and Communication Technology (ICT)
Social Studies
Geography
History
Agricultural Science
French
Ghanaian Languages
Religious and Moral Education
Music
Visual Arts
Home Economics
Technical Skills
Building Technology
Electrical Technology
Wood Technology
Arabic
4. Bachelor of Education (Special Needs Education)
Some Colleges of Education provide specialised opportunities for preparing teachers to support learners with disabilities and diverse educational needs.
Special Needs Education focuses on inclusive education practices, disability support, assistive learning approaches, and strategies for ensuring that all learners participate effectively in education.
Selected Colleges with special facilities include:
Nusrat Jahan Ahmadiyya College of Education, Wa
Wesley College of Education, Kumasi
Presbyterian College of Education, Akropong
These institutions provide specialised support for learners with visual and hearing impairments.
5. Bachelor of Education Specialisations in Technical and Vocational Areas
As Ghana expands technical and vocational education, some Colleges of Education provide pathways that prepare teachers in skills-based disciplines.
These areas include:
Technical Skills
Building Technology
Electrical Technology
Wood Technology
Vocational Skills
Home Economics
The objective is to strengthen practical education delivery and improve the preparation of learners for further education, employment, and entrepreneurship.
Supported Teaching in School (STS)
A major component of Ghana’s Bachelor of Education programme is Supported Teaching in School (STS).
STS provides trainee teachers with opportunities to work in real classroom environments while receiving guidance from experienced teachers, college tutors, and mentors.
Through STS, trainees develop practical competencies in:
Lesson planning
Classroom management
Assessment of learners
Teaching methods
Professional ethics
Reflective practice
Teacher identity development
The model connects theoretical learning in Colleges of Education with practical classroom experience in basic schools.
Duration of Bachelor of Education Programmes
The standard duration of the B.Ed. programme is:
Programme
Duration
Early Grade Education
4 Years
Primary Education
4 Years
Junior High School Education
4 Years
Special Needs Education
4 Years
Students complete coursework, professional teaching practice, Supported Teaching in School activities, assessments, and research-related activities before graduation.
Career Opportunities After Graduation
Graduates from Colleges of Education can pursue careers as:
Basic school teachers
Curriculum specialists
Education officers
School administrators
Educational researchers
Teacher mentors
Instructional leaders
Private education consultants
Many graduates are also eligible to register with the appropriate professional teaching bodies and participate in Ghana’s teacher recruitment processes.
Importance of the B.Ed. Reform
The conversion of Colleges of Education into degree-awarding institutions represents one of Ghana’s major teacher education reforms. It aims to produce teachers who possess stronger academic preparation, professional competence, research skills, and practical classroom abilities.
The reform supports Ghana’s broader goal of improving learning outcomes by ensuring that teachers entering the profession receive rigorous preparation before taking full responsibility for classroom instruction.
Admission Requirements for Colleges of Education in Ghana (2026/2027 Academic Year)
Admission into Ghana’s Colleges of Education is open to qualified applicants seeking to pursue the four-year Bachelor of Education (B.Ed.) degree programme. The admission process is coordinated through the Colleges of Education admission system and applies to the 49 public Colleges of Education across the country.
Applicants are expected to meet the minimum academic requirements approved for tertiary teacher education. The requirements consider different qualification routes, including WASSCE, SSSCE, GCE Advanced Level, Advanced Business Certificate Examination (ABCE), Technical and Vocational Education and Training (TVET) qualifications, mature applicants, and foreign qualifications.
 WASSCE Applicants
Applicants with the West African Senior School Certificate Examination (WASSCE) qualification must satisfy the following requirements:
Requirement
Details
Number of Subjects
Six (6) subjects
Core Subjects
Three (3) core subjects
Required Core Subjects
English Language, Core Mathematics, and Integrated Science or Social Studies
Electives
Three (3) relevant elective subjects
Minimum Grade
Credit passes (A1–C6)
A WASSCE applicant must obtain credit passes in six subjects, including the required core subjects and relevant electives related to the chosen programme of study.
SSSCE Applicants
Applicants presenting the Senior Secondary School Certificate Examination (SSSCE) qualification must have:
Requirement
Details
Number of Subjects
Six (6) subjects
Core Subjects
Three (3) core subjects
Required Core Subjects
English Language, Core Mathematics, and Integrated Science or Social Studies
Electives
Three (3) relevant elective subjects
Minimum Grade
Credit passes (A–D)
SSSCE applicants must present subjects relevant to their preferred Bachelor of Education programme.
Awaiting Results Applicants
Candidates who have completed the WASSCE or TVET examinations but are awaiting results may also apply.
Such applicants are required to provide their examination details and submit their results when officially released. Admission confirmation remains subject to meeting the approved entry requirements.
General Certificate of Education (GCE) Advanced Level Applicants
Applicants with GCE Advanced Level qualifications must meet the following conditions:
Qualification Area
Requirement
Advanced Level Subjects
Passes in three subjects
Grade Requirement
At least one pass must be Grade D or better
Ordinary Level Requirement
Credit passes in five subjects
Required Subjects
English Language, Mathematics, and Science or Social Science subject
Applicants must also satisfy the general requirements applicable to the selected Bachelor of Education programme.
Advanced Business Certificate Examination (ABCE) Applicants
Applicants with ABCE qualifications must have:
Passes in three subjects at the Advanced Business Certificate Examination.
At least one subject with Grade D or better.
Credit passes in five subjects, including English Language, Mathematics, Integrated Science, or Social Studies in the General Business Certificate Examination (GBCE).
Technical and Vocational Education and Training (TVET) Applicants
TVET graduates can apply for admission into Colleges of Education provided they possess recognised qualifications approved for entry into tertiary education.
Applicants should ensure that their TVET certificates and subject combinations meet the requirements for their selected Bachelor of Education programme.
Foreign Qualification Applicants
Applicants who completed their secondary education outside Ghana must have their qualifications assessed for equivalence.
Foreign qualifications are referred to the Ghana Tertiary Education Commission (GTEC) for evaluation and determination of eligibility before admission consideration.
Programme-Specific Requirements
Although the general admission requirements apply to all applicants, some programmes require specific subject backgrounds.
Examples include:
Programme
Relevant Background
B.Ed. Science
Science-related electives
B.Ed. Mathematics
Mathematics-related background
B.Ed. JHS Education
Relevant teaching subject combination
B.Ed. Technical Education
Technical/Vocational background
B.Ed. French
French background where applicable
Applicants should carefully select programmes based on their academic strengths and previous subject combinations.
Special Admission Categories
Applicants with Disabilities
Colleges of Education provide opportunities for qualified applicants with disabilities.
Special arrangements exist for applicants with visual and hearing impairments, with selected institutions offering specialised teacher education support.
Mature Applicants
Applicants who do not qualify through the traditional WASSCE route may explore mature applicant pathways where available.
Such applicants are expected to satisfy conditions determined by the relevant admission authorities and institutional regulations.
 Important Admission Advice for Applicants
Prospective students should:
Confirm the accreditation status of the selected College of Education.
Select programmes that match their academic background.
Use only official admission platforms.
Avoid unverified admission agents.
Keep copies of submitted application documents.
Monitor admission announcements from official sources.
The minimum entry requirements provide the foundation for admission consideration, but final selection may depend on available spaces, programme demand, and institutional admission processes.
Quick Summary of College of Education Entry Requirements
Applicant Category
Minimum Requirement
WASSCE
Six credit passes including English, Mathematics, Integrated Science/Social Studies and three electives
SSSCE
Six credit passes including required core and elective subjects
How to Apply for College of Education Admission in Ghana (Step-by-Step Guide for 2026/2027 Academic Year)
Applying to a College of Educationin Ghana is completed through the official Colleges of Education admission portal. The process involves purchasing an application voucher, completing an online application form, selecting preferred colleges and programmes, submitting required documents, and monitoring admission decisions.
Prospective applicants are advised to use only official channels when applying. Applicants should carefully read admission instructions before submission because incomplete applications, incorrect programme choices, or missing documents may affect the processing of their applications.
 Step 1: Purchase College of Education Admission Voucher
The first stage of the application process is obtaining an admission voucher.
Applicants can purchase the voucher through approved payment channels announced by the Colleges of Education admission authorities.
The voucher contains:
Personal Identification Number (PIN)
Admission Application Serial Number
Access details for the online application portal
The PIN and Serial Number are required to access and complete the online application form.
Step 2: Access the Online Application Portal
After purchasing the voucher, applicants should visit the official Colleges of Education admission portal:
Applicants should log in using the PIN and Serial Number provided on the voucher.
Step 3: Complete the Online Application Form
Applicants are required to provide accurate personal, academic, and contact information.
The application form normally requires:
Full name
Date of birth
Contact details
Ghana Card or identification details where applicable
Examination details
Choice of College of Education
Choice of programme
Ghanaian Language selection
Passport photograph
Applicants should ensure that all information entered matches their official examination records and identification documents.
Step 4: Upload Passport Photograph and Required Information
Applicants must attach a recent passport-size photograph according to the required specifications.
The photograph should be clear and meet the portal requirements before submission. Applicants should also ensure that examination results and other required details are entered correctly.
Step 5: Select Colleges and Programme Choices
Applicants are required to select Colleges of Education according to their preference.
The application system allows applicants to indicate their preferred colleges and programme choices. Applicants should consider:
Programme availability
Location of the college
Entry requirements
Personal career goals
Available subject combinations
Applicants should select institutions carefully because admission placement depends on available programmes and institutional capacity.
Step 6: Review and Submit Application
Before final submission, applicants should carefully review all information entered.
The applicant should confirm:
Personal details
Examination results
College choices
Programme selection
Contact information
After confirming that all details are correct, the applicant submits the application online.
Applicants should print and keep the confirmation page after submission. The confirmation page contains important details needed for future admission checks.
Step 7: Submit Supporting Documents
After completing the online application, applicants may be required to submit printed copies of relevant documents to their first-choice College of Education.
Documents may include:
Printed application confirmation page
Passport photograph
Results slips
Other supporting documents where required
Applicants should follow the instructions provided on the admission portal and ensure documents are submitted within the required period.
Step 8: Check Admission Status
Applicants can use their application details to check admission decisions after the release of placement information.
The application reference number or form number provided during submission is important for checking admission status and printing admission letters.
Common Mistakes Applicants Should Avoid
1. Providing Incorrect Examination Details
Applicants should ensure that examination numbers, subjects, and grades are entered accurately.
Incorrect information may delay verification or affect admission processing.
2. Choosing Programmes Without Checking Requirements
Applicants should select programmes that match their academic background.
For example, applicants interested in Science or Mathematics education should ensure they have the required subject background.
3. Applying Through Unofficial Websites
Applicants should avoid fake admission websites and unverified agents.
The official Colleges of Education admission portal remains the safest source for applications and updates.
4. Waiting Until the Deadline
Applicants should submit applications early to avoid:
Website congestion
Payment challenges
Last-minute errors
Missed deadlines
Tips for Successful College of Education Application
Prospective applicants should:
âś“ Research colleges before making choices. âś“ Confirm programmes offered by each college. âś“ Keep copies of payment receipts and application details. âś“ Use valid contact information. âś“ Regularly check official admission announcements. âś“ Prepare all required documents before starting the application.
Quick Application Checklist
Requirement
Status
Purchase admission voucher
âś“
Obtain PIN and Serial Number
âś“
Visit official admission portal
âś“
Complete online application form
âś“
Upload required information
âś“
Select preferred colleges and programme
âś“
Submit application
âś“
Print confirmation page
âś“
Monitor admission status
âś“
EducateGhana Editorial Advice
Choosing a College of Education is an important career decision. Applicants should consider not only admission chances but also the academic strengths, location, programme availability, campus environment, and historical reputation of each institution.
The goal of teacher education is not only to obtain a degree but to develop the professional knowledge, skills, values, and classroom competencies required to become an effective teacher.
Frequently Asked Questions (FAQs) About Colleges of Education in Ghana (2026)
The Colleges of Education system in Ghana attracts thousands of applicants every year who seek professional teacher training through the Bachelor of Education (B.Ed.) programme. Many prospective applicants, parents, and education stakeholders have questions about admission, programmes, affiliations, allowances, and career opportunities.
This section answers some of the most common questions about Ghana’s Colleges of Education using information from the Ghana Tertiary Education Commission (GTEC), the Colleges of Education admission guidelines, and related teacher education sources. (Colleges of Education)
1. How many Colleges of Education are in Ghana?
Ghana currently has 49 public Colleges of Education offering four-year Bachelor of Education (B.Ed.) programmes. These colleges are distributed across the sixteen administrative regions of Ghana and participate in the national Colleges of Education admission system. (Colleges of Education)
The institutions include historically established teacher training colleges and newer institutions created to expand access to professional teacher education.
2. Do Colleges of Education in Ghana award degrees?
Yes. Colleges of Education in Ghana now offer the four-year Bachelor of Education (B.Ed.) degree programme.
The degree is awarded through the affiliated public universities responsible for academic supervision and quality assurance. This reform transformed Colleges of Education from diploma-awarding institutions into tertiary degree-awarding institutions. (Colleges of Education)
3. What programmes are offered in Colleges of Education?
The main Bachelor of Education programmes offered include:
Bachelor of Education in Early Grade Education
Bachelor of Education in Primary Education
Bachelor of Education in Junior High School (JHS) Education
The JHS option allows students to specialise in subject areas such as:
4. What are the admission requirements for Colleges of Education in Ghana?
For WASSCE applicants, the general requirement is:
Credit passes (A1–C6) in six subjects.
Three core subjects, including:
English Language
Core Mathematics
Integrated Science or Social Studies
Three relevant elective subjects.
SSSCE applicants require credit passes (A–D) in six subjects comprising the required core and elective subjects. (Colleges of Education)
Applicants with GCE Advanced Level, ABCE, TVET, or foreign qualifications may also apply if they meet the approved requirements. (Colleges of Education)
5. Can WASSCE candidates awaiting results apply?
Yes. Applicants who have completed their WASSCE or approved TVET examinations but are awaiting results may apply.
However, admission confirmation depends on the applicant meeting the required entry standards after results are released. (Colleges of Education)
6. How long does it take to complete a College of Education programme?
The Bachelor of Education programme normally takes four years to complete.
The programme combines:
Professional education courses
Subject content studies
Teaching methods
School-based practical experience
Supported Teaching in School (STS)
7. What is Supported Teaching in School (STS)?
Supported Teaching in School (STS) is the practical component of Ghana’s teacher education programme.
It allows trainee teachers to gain classroom experience in basic schools while receiving support from:
College tutors
Mentor teachers
School administrators
STS helps trainees develop professional teaching skills, classroom management abilities, assessment competence, and reflective practice.
8. Are Colleges of Education the same as universities?
No. Colleges of Education are separate tertiary institutions, but they operate through affiliation arrangements with public universities.
The affiliated universities provide academic oversight, examination moderation, curriculum support, and degree certification.
9. Which universities are affiliated with Colleges of Education in Ghana?
The major affiliated universities include:
University of Education, Winneba (UEW)
University of Cape Coast (UCC)
University of Ghana (UG)
University for Development Studies (UDS)
Kwame Nkrumah University of Science and Technology (KNUST)
Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED)
Affiliation arrangements may change as Ghana continues to reform tertiary education structures. (GTEC)
10. Do teacher trainees still receive allowances?
Teacher trainee allowances have existed as part of government support for students in Colleges of Education.
The payment structure and eligibility conditions are determined by government policy and may change depending on national education financing decisions.
Applicants should always confirm current allowance arrangements from official government announcements.
11. Which region has the highest number of Colleges of Education?
The Ashanti Region has the highest number of Colleges of Education.
The region hosts several institutions, including:
Wesley College of Education
St. Louis College of Education
Mampong Technical College of Education
Akrokerri College of Education
Offinso College of Education
The high concentration reflects the region’s long history as a centre of education and teacher preparation.
12. Can a General Arts student apply to a College of Education?
Yes. General Arts students can apply for suitable Bachelor of Education programmes provided they meet the admission requirements and have the required subject combinations.
Programme eligibility depends on the applicant’s academic background and the selected specialisation.
13. Can Science students apply for Colleges of Education?
Yes. Science students can apply for programmes such as:
B.Ed. Science
B.Ed. Mathematics
B.Ed. JHS Education with science-related specialisations
Applicants must meet the programme-specific requirements.
14. Are there private Colleges of Education in Ghana?
Yes. Ghana has accredited private Colleges of Education that operate under GTEC regulation.
Private Colleges of Education are separate from the 49 public Colleges of Education listed in the national admission framework. Students should confirm current accreditation status before applying. (GTEC)
15. Can foreign students apply to Colleges of Education in Ghana?
Yes. Foreign applicants may apply, but their qualifications must be assessed to determine equivalence and eligibility.
GTEC evaluates foreign qualifications before admission consideration. (Colleges of Education)
16. What career opportunities are available after graduating from a College of Education?
Graduates can work as:
Professional teachers
Curriculum officers
Education administrators
Teacher mentors
Education researchers
Instructional leaders
Many graduates also continue their education through postgraduate programmes such as M.Ed., MPhil, and PhD programmes.
17. How can applicants avoid fake College of Education admission information?
Applicants should:
Use official admission portals.
Confirm accreditation status through GTEC.
Avoid unapproved admission agents.
Verify information directly from Colleges of Education.
Follow official Ministry of Education announcements.
18. Where can applicants get official College of Education admission information?
Applicants should rely on:
Ghana Tertiary Education Commission (GTEC)
Colleges of Education admission portal
Official College of Education websites
Ministry of Education announcements
These sources provide the most reliable updates on admission requirements, programmes, and institutional information. (Colleges of Education)
Final Editorial Summary
Ghana’s Colleges of Education remain the foundation of professional teacher preparation in the country. With 49 public institutions spread across all regions, the system provides thousands of young people with opportunities to earn a Bachelor of Education degree and contribute to improving teaching and learning outcomes.
Applicants should consider programme suitability, institutional reputation, location, and career goals when selecting a College of Education.
References: GTEC, Ministry of Education, PRINCOF, Affiliated Universities and Official Sources
This pillar article was developed using information from recognised education regulatory bodies, government institutions, teacher education organisations, and official institutional sources. The primary reference point for the list of Ghana’s 49 Public Colleges of Education is the Ghana Tertiary Education Commission (GTEC), which categorises institutions according to their accreditation status and institutional type. GTEC’s current institutional database identifies 49 active Public Colleges of Education and separately classifies Private Colleges of Education. (GTEC)
The references below provide authoritative sources for verifying institutional information, admission requirements, accreditation status, programmes, affiliations, and teacher education policies.
Official Regulatory and Government Sources
1. Ghana Tertiary Education Commission (GTEC)
Institution: Ghana Tertiary Education Commission Role: National regulator responsible for tertiary education accreditation, quality assurance, institutional classification, and monitoring.
GTEC serves as the primary source for confirming:
Accredited Colleges of Education
Public and private tertiary institution classification
Institutional status
Accreditation information
Quality assurance requirements
Reference:
Ghana Tertiary Education Commission. (2026). Accredited institutions and public Colleges of Education database. Accra, Ghana. (GTEC)
2. Ministry of Education, Ghana
Institution: Ministry of Education (MoE)
The Ministry of Education provides national policy direction for teacher education, including:
Teacher education reforms
Bachelor of Education transition
Teacher supply policies
Education sector development programmes
Reference:
Ministry of Education. (2026). Education Sector policies and programmes. Accra, Ghana.
3. Conference of Principals of Colleges of Education (PRINCOF)
Organisation: Conference of Principals of Colleges of Education
PRINCOF represents principals of Ghana’s Colleges of Education and contributes to:
Institutional leadership coordination
Teacher education reforms
Professional development
Policy discussions affecting Colleges of Education
Reference:
Conference of Principals of Colleges of Education. (2026). Teacher education institutional information and publications. Ghana.
Admission and Application Sources
4. Colleges of Education Admission Portal
Platform: Colleges of Education Admission System
The official admission platform provides information on:
Application procedures
Entry requirements
Programmes available
Admission guidelines
Applicant instructions
Reference:
Colleges of Education Admission Portal. (2026). Admission requirements and application procedures for Colleges of Education in Ghana. Ghana.
Affiliated University Sources
5. University of Education, Winneba (UEW)
UEW has played a major role in Ghana’s teacher education reforms and supports academic mentoring arrangements with selected Colleges of Education.
Reference:
University of Education, Winneba. (2026). Teacher education programmes and affiliated institutions. Winneba, Ghana.
6. University of Cape Coast (UCC)
UCC has historically contributed to teacher education through academic supervision, research, curriculum support, and institutional mentorship.
Reference:
University of Cape Coast. (2026). College of Education and teacher education programmes. Cape Coast, Ghana.
7. University of Ghana (UG)
The University of Ghana provides academic support and affiliation arrangements for selected Colleges of Education.
Reference:
University of Ghana. (2026). College of Education programmes and affiliated institutions. Legon, Accra, Ghana.
8. University for Development Studies (UDS)
UDS supports teacher education development, particularly within northern Ghana, through affiliation and academic collaboration.
Reference:
University for Development Studies. (2026). Teacher education and affiliated Colleges of Education. Tamale, Ghana.
9. Kwame Nkrumah University of Science and Technology (KNUST)
KNUST contributes to tertiary teacher education through academic partnerships and institutional affiliations.
Reference:
Kwame Nkrumah University of Science and Technology. (2026). Affiliated institutions and academic partnerships. Kumasi, Ghana.
10. Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED)
AAMUSTED plays an important role in teacher education, particularly in technical, vocational, and skills-based education.
Reference:
Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development. (2026). Teacher education and affiliated Colleges of Education. Kumasi, Ghana.
Individual College Sources
For institution-specific information, readers should consult official College of Education websites for:
History and establishment
Available programmes
Campus facilities
Admission updates
Contact information
Examples include:
Accra College of Education
Wesley College of Education
St. Louis College of Education
Presbyterian College of Education
Bagabaga College of Education
Tamale College of Education
St. Vincent College of Education
Colleges of Education across all sixteen regions
Research and Policy References
Ghana Teacher Education Reform
The transition from diploma teacher training to degree-level teacher education was guided by reforms aimed at improving teacher professionalism, pedagogical competence, and classroom effectiveness.
Reference:
National Council for Tertiary Education. (2019). Transforming teacher education and learning outcomes in Ghana. Accra, Ghana.
National Teacher Education Curriculum Framework (NTECF)
The NTECF provides the curriculum foundation for Ghana’s Bachelor of Education programme, including professional values, classroom practice, assessment, and Supported Teaching in School (STS).
Reference:
Transforming Teacher Education and Learning (T-TEL). (2018). National Teacher Education Curriculum Framework (NTECF). Accra, Ghana.
Legal, Policy and Institutional Reforms Shaping Colleges of Education in Ghana
The development of Colleges of Education in Ghana has been guided by a series of educational reforms, legislative changes and national policy initiatives. These reforms have transformed teacher education from a certificate-based system into a tertiary, degree-awarding system that places greater emphasis on teacher professionalism, quality assurance and competency-based learning.
Understanding these reforms helps explain why today’s Colleges of Education differ significantly from the former Teacher Training Colleges that existed for much of Ghana’s educational history.
Evolution of Teacher Qualifications in Ghana
Teacher education in Ghana has undergone several stages of development, each reflecting the country’s changing educational needs and policy priorities.
1. The Certificate “B” Era
During the colonial period and the early years after independence, many teachers were trained through the Certificate “B” programme. Admission was typically based on completion of middle school, and the programme focused on preparing teachers for elementary and middle schools.
Although the qualification addressed the urgent need for teachers, it gradually became inadequate as the education system expanded and expectations for teacher competence increased.
2. The Certificate “A” Programme
The Certificate “A” became Ghana’s principal teacher qualification for several decades. It introduced more structured professional preparation and remained the standard qualification for basic school teachers until the early 2000s.
Different pathways existed, including:
Four-Year Certificate “A”
Three-Year Post-Secondary Certificate “A”
Two-Year Post-Secondary Certificate “A”
These programmes produced thousands of teachers who served in schools across Ghana.
3. Diploma in Basic Education (DBE)
In the early 2000s, Ghana introduced the Diploma in Basic Education (DBE) to raise the academic and professional standards of teacher preparation.
The DBE programme strengthened:
Subject content knowledge
Professional studies
Curriculum implementation
Teaching practice
Educational psychology
Assessment methods
It also prepared the system for the eventual transition to degree-level teacher education.
The Colleges of Education Act, 2012 (Act 847)
A defining moment in Ghana’s teacher education history came with the enactment of the Colleges of Education Act, 2012 (Act 847).
The Act granted public Colleges of Education tertiary status, formally transforming them from non-tertiary teacher training institutions into specialised tertiary institutions.
Among its key objectives were to:
Establish Colleges of Education as tertiary institutions.
Strengthen institutional governance.
Improve academic quality assurance.
Enhance accountability and financial management.
Promote research and innovation in teacher education.
Enable collaboration with accredited mentoring universities.
The Act marked a significant policy shift by recognising teacher education as an important component of Ghana’s higher education system.
➡ Related: Colleges of Education Act, 2012 (Act 847): What It Means for Teacher Education
➡ Related: Ghana Tertiary Education Commission (GTEC): Roles and Responsibilities
The Bachelor of Education Reform
One of the most significant reforms in Ghana’s education sector was the introduction of the four-year Bachelor of Education (B.Ed.) programme in 2018.
The reform aimed to align initial teacher education with:
The National Teachers’ Standards (NTS)
The National Teacher Education Curriculum Framework (NTECF)
Ghana’s Standards-Based Curriculum
International best practices in teacher preparation
The B.Ed. curriculum moved away from knowledge transmission alone and placed greater emphasis on developing professional competencies.
Student teachers are now expected to demonstrate proficiency in:
Planning and delivering effective lessons.
Managing inclusive classrooms.
Assessing learner progress.
Integrating digital technologies into teaching.
Reflecting critically on their own practice.
Upholding professional ethics.
The National Teacher Education Curriculum Framework (NTECF)
The National Teacher Education Curriculum Framework (NTECF) provides the overarching framework for all initial teacher education programmes in Ghana.
Developed through collaboration among the Ministry of Education, the National Teaching Council, the former National Council for Tertiary Education and development partners, the framework establishes common standards for teacher preparation across all public Colleges of Education.
The NTECF seeks to ensure that every graduate teacher possesses the knowledge, skills and professional values required to improve learning outcomes in Ghanaian schools.
The framework is organised around three broad domains:
Professional Values and Attitudes
Professional Knowledge
Professional Practice
These domains are closely aligned with the National Teachers’ Standards and guide curriculum design, teaching, assessment and practicum experiences.
➡ Related: National Teacher Education Curriculum Framework (NTECF): Complete Guide
➡ Related: National Teachers’ Standards (NTS): A Guide for Student Teachers
Supported Teaching in School (STS): A New Model of Practicum
A key innovation introduced under the Bachelor of Education programme is Supported Teaching in School (STS).
Traditionally, teaching practice occurred mainly at the end of teacher preparation. Under STS, student teachers participate in school-based experiences throughout the four-year programme.
STS follows a developmental model that includes:
Classroom observation.
Assisted teaching.
Guided lesson delivery.
Independent teaching.
Reflective evaluation.
Student teachers work closely with:
College tutors.
School-based mentors.
Headteachers.
Professional learning communities.
This approach strengthens the connection between theory and classroom practice while promoting reflective professional learning.
Fees and Financial Considerations
Although public Colleges of Education receive government support, students are responsible for certain costs associated with their education.
Possible expenses include:
Tuition-related charges
Accommodation
Learning materials
Technology requirements
Personal expenses
Teacher trainees may also benefit from government support policies when available.
Financial arrangements can change based on national education policies and government decisions.
➡ Related: Teacher Trainee Allowance in Ghana: History, Policy and Current Status
➡ Related: Cost of Studying in Ghana’s Public Colleges of Education
Admission Opportunities for Non-Traditional Learners
Ghana’s Colleges of Education increasingly support broader participation in teacher education.
Opportunities may include:
Mature student admission
Professional upgrading programmes
Continuing education pathways
Further studies after graduation
These pathways contribute to building a stronger and more diverse teaching workforce.
➡ Related: Colleges of Education Act, 2012 (Act 847): History and Impact
➡ Related: Ghana Tertiary Education Commission (GTEC): Role in Higher Education Regulation
The Role of Mentoring Universities
A mentoring university provides academic oversight and support to affiliated Colleges of Education.
Its responsibilities include:
Curriculum Oversight
The university works with Colleges of Education to ensure that programmes follow approved national standards.
This includes:
Course structure
Learning outcomes
Assessment requirements
Academic content
 Examination Moderation
Mentoring universities support academic quality by reviewing assessment processes.
This involves:
Moderating examination papers
Reviewing marking schemes
Ensuring fairness and consistency
Monitoring academic standards
Certification
Although students study primarily at Colleges of Education, degree certification is linked to the approved university affiliation arrangement.
Successful graduates receive recognised Bachelor of Education qualifications.
Academic Guidance
Universities provide guidance in areas such as:
Research supervision
Lecturer development
Academic planning
Institutional improvement
How the Affiliation System Benefits Students
The affiliation arrangement provides several advantages for student teachers.
Recognition of Qualifications
Graduates receive qualifications recognised within Ghana’s tertiary education system and accepted for professional progression.
Improved Academic Standards
University involvement helps ensure that teacher education programmes meet national and international expectations.
Access to Research Culture
Students and tutors benefit from stronger connections to university research activities.
Pathways for Further Education
Graduates can progress into postgraduate programmes such as:
Master of Education (M.Ed.)
Master of Philosophy (MPhil)
Doctor of Philosophy (PhD)
 Relationship Between Colleges of Education and GTEC
The Ghana Tertiary Education Commission (GTEC) plays an important regulatory role in ensuring quality across tertiary institutions.
Its responsibilities include:
Accreditation of programmes
Institutional monitoring
Quality assurance
Regulatory compliance
Approval of academic arrangements
GTEC ensures that Colleges of Education operate according to national tertiary education standards.
Relationship Between Colleges of Education and the National Teaching Council
The National Teaching Council (NTC) focuses on the professional regulation of teachers.
Its responsibilities include:
Teacher registration
Professional licensing
Professional standards
Continuous professional development
Graduates of Colleges of Education are expected to meet the requirements for professional teacher registration.
Colleges of Education and the Bachelor of Education Programme
The affiliation system became particularly important after the introduction of the four-year Bachelor of Education programme.
The B.Ed. programme requires stronger academic coordination because it combines:
College-based coursework
School-based practical experience
Research activities
Professional assessment
University partnerships help ensure that these components meet national standards.
Examples of University Partnerships
Historically, different Colleges of Education have partnered with public universities across Ghana.
Common mentoring universities have included:
University of Cape Coast
University of Education, Winneba
Kwame Nkrumah University of Science and Technology
University for Development Studies
These partnerships have supported the growth of professional teacher education across Ghana.
Challenges Associated with the Affiliation System
Although the affiliation model has strengthened teacher education, it has also presented some challenges.
Administrative Coordination
Managing relationships between multiple institutions can create delays in:
Academic approvals
Assessment processes
Programme changes
Institutional Autonomy
As Colleges of Education continue to mature as tertiary institutions, questions remain about how much academic independence they should have.
Resource Differences
Some colleges face challenges related to:
Libraries
Laboratories
Digital infrastructure
Research facilities
These differences can affect the quality of academic delivery.
Future Direction: Greater Institutional Autonomy
As Ghana’s Colleges of Education continue to develop, discussions about increased autonomy are likely to continue.
A stronger autonomy model could enable colleges to:
Develop specialised programmes
Expand research activities
Build stronger academic identities
Respond more quickly to local educational needs
However, autonomy must be balanced with effective quality assurance to protect the standards of teacher preparation.
EducateGhana Analysis
The university affiliation system has played an important role in Ghana’s transition from traditional teacher training to modern tertiary teacher education.
It provided the academic support required for Colleges of Education to successfully introduce degree programmes while maintaining national standards.
The next phase of development should focus on strengthening institutional capacity. Colleges of Education need greater investment in research, digital infrastructure, academic staff development and innovation.
A mature College of Education system should not only prepare teachers but also become a centre for educational research, community engagement and policy contribution.
➡ Related: Bachelor of Education Programme in Ghana: Structure and Requirements
➡ Related: Teacher Education Reforms in Ghana: Past, Present and Future
Student Life, Fees, Allowances and Campus Experience in Ghana’s Colleges of Education
Life in Ghana’s Colleges of Educationextends beyond classroom learning. As tertiary institutions responsible for preparing professional teachers, these colleges provide an environment where students develop academic knowledge, teaching competence, leadership skills and professional values.
A student teacher’s experience is shaped by academic work, Supported Teaching in School (STS), campus activities, accommodation arrangements, financial support systems and interactions with college communities.
Although each institution has its own identity and traditions, the general student experience across Ghana’s public Colleges of Education follows a similar structure.
Academic Life in Colleges of Education
The academic experience in Colleges of Education combines professional education courses, subject specialisation and practical classroom experience.
Students are expected to engage in:
Lectures and tutorials
Group discussions
Assignments
Presentations
Research activities
Teaching practice
School-based learning
The Bachelor of Education programme requires students to balance theoretical knowledge with practical application.
Unlike ordinary undergraduate programmes where students may focus mainly on academic disciplines, student teachers are trained to translate knowledge into effective classroom practice.
The Role of Supported Teaching in School (STS) in Student Experience
Supported Teaching in School is one of the most important parts of student life in Colleges of Education.
STS exposes student teachers to real school environments from the early stages of their programme.
Through STS, students participate in:
Classroom observation
Lesson preparation
Teaching demonstrations
Assessment activities
School-community engagement
Reflective discussions
The experience allows students to understand the realities of teaching beyond textbooks.
Student teachers learn about:
Classroom management
Learner diversity
School administration
Teacher professionalism
Community expectations
➡ Related: Supported Teaching in School (STS) in Ghana: Complete Guide
➡ Related: Teaching Practice in Ghana: History, Challenges and Reforms
Accommodation and Campus Facilities
Most public Colleges of Education provide residential facilities for students, although accommodation availability varies among institutions.
Common campus facilities include:
Student residential halls
Lecture halls
Libraries
Computer laboratories
Science laboratories
Demonstration schools
Dining facilities
Sports facilities
Health services
The quality and availability of facilities differ from one college to another due to variations in institutional age, funding and infrastructure development.
Older colleges often have historic buildings and traditions, while newer colleges may have recently developed facilities.
Student Leadership and Campus Governance
Student leadership forms an important part of campus life.
Most Colleges of Education have student representative structures that allow students to participate in institutional activities.
Student leaders often represent their colleagues in areas such as:
Academic concerns
Welfare issues
Accommodation matters
Student activities
Campus development discussions
Leadership experiences help student teachers develop communication, organisation and responsibility skills that are valuable in their future teaching careers.
Student Associations and Extracurricular Activities
Beyond academics, Colleges of Education provide opportunities for students to develop personal and professional skills.
Common student activities include:
Religious Associations
Many colleges have Christian and Muslim student associations that support spiritual development and community activities.
Academic Clubs
Students may participate in:
Subject associations
Debate clubs
Reading groups
Research groups
Cultural Activities
Cultural events help preserve Ghanaian traditions through:
Music
Drama
Dance
Festivals
Language activities
Â
Sports activities contribute to student wellbeing and encourage teamwork.
Common sports include:
Football
Volleyball
Basketball
Athletics
Fees and Financial Responsibilities
Public Colleges of Education receive government support, but students still have financial responsibilities during their studies.
Students may be required to pay charges related to:
Academic services
Registration
Accommodation
Feeding arrangements
Learning materials
Information technology services
Personal expenses
The exact cost of education varies depending on government policies, institutional charges and individual student needs.
Applicants should always consult official college communication channels for current fee information.
 Teacher Trainee Allowance in Ghana
The teacher trainee allowance has been one of the most discussed issues in Ghana’s teacher education system.
The allowance was introduced to support students undergoing professional teacher preparation and to encourage enrolment into Colleges of Education.
Over the years, the policy has experienced changes due to government priorities and education financing decisions.
The allowance has been:
Restored after suspension periods
Reviewed under different administrations
Linked to broader discussions about teacher supply and public expenditure
For many students, financial support remains an important factor affecting access and retention in teacher education.
➡ Related: Teacher Trainee Allowance in Ghana: History, Policy Changes and Current Status
➡ Related: Education Financing in Ghana: Challenges and Policy Options
Accommodation Challenges Facing Students
Despite progress in infrastructure development, some Colleges of Education continue to experience accommodation pressure.
Common challenges include:
Limited hostel spaces
Increasing student population
Ageing residential facilities
Maintenance needs
These challenges require continued investment to ensure that students have safe and supportive learning environments.
Digital Learning Experience
Digital technology has become increasingly important in Ghana’s Colleges of Education.
Students now engage with:
Online learning platforms
Digital research resources
Electronic academic materials
Computer-based assessments
The expansion of digital learning has increased opportunities for blended learning and access to global educational resources.
However, challenges remain, including:
Internet connectivity
Device availability
Digital skills gaps
Infrastructure costs
 Life After Graduation
Graduation from a College of Education marks the beginning of a professional journey rather than the end of learning.
Graduates may pursue careers as:
Basic school teachers
Curriculum specialists
Education officers
School administrators
Education researchers
Teacher educators
Many graduates continue their education through:
Postgraduate diplomas
Master’s programmes
Professional development courses
The teaching profession increasingly requires continuous learning as curriculum reforms, technology and educational needs continue to change.
 Challenges Affecting Student Experience
Although Colleges of Education have improved significantly, students continue to face challenges such as:
Financial Pressure
Some students struggle with personal expenses despite available government support.
Academic Demands
The combination of coursework, research and STS responsibilities requires effective time management.
Infrastructure Limitations
Some institutions need improved:
Libraries
Laboratories
ICT facilities
Accommodation
Employment Concerns
Graduates often monitor government recruitment policies and teacher employment opportunities after completion.
EducateGhana Analysis
Student life in Ghana’s Colleges of Education represents a transition from general education to professional identity formation.
The most effective teacher preparation does not occur only through lectures. It develops through interaction among academic learning, school experience, mentorship, reflection and participation in professional communities.
Future improvements should focus on creating stronger student support systems, expanding digital learning opportunities and ensuring that every student teacher experiences high-quality school-based learning.
A strong teacher education system depends not only on curriculum reform but also on the daily experiences of the students who will eventually enter Ghana’s classrooms.
➡ Related: Teacher Recruitment in Ghana: GES Jobs, Requirements and Opportunities
➡ Related: Bachelor of Education Graduates: Career Pathways and Further Studies
Career Opportunities After Graduating from Colleges of Education in Ghana
Graduating from a College of Education marks the beginning of a professional teaching journey. The Bachelor of Education (B.Ed.) programme prepares graduates with academic knowledge, pedagogical skills and practical classroom experience required to contribute effectively to Ghana’s education system.
While classroom teaching remains the primary career pathway, graduates of Colleges of Education also have opportunities in education leadership, curriculum development, research, administration, private education and further academic advancement.
The changing nature of Ghana’s education sector has expanded the career possibilities available to professionally trained teachers.
Becoming a Professional Teacher in Ghana
Graduates from Colleges of Education are prepared to enter the teaching profession after completing the required professional processes established by education regulatory bodies.
The pathway generally involves:
Completion of the Bachelor of Education programme.
Meeting professional requirements established by the National Teaching Council (NTC).
Obtaining teacher registration and professional licensing.
Applying for available teaching opportunities.
Professional recognition ensures that teachers meet national standards for classroom practice.
Teachers increasingly need competence in educational technologies, online learning platforms and digital resources.
Research Skills
Ability to collect, analyse and interpret educational information improves professional decision-making.
Communication Skills
Teachers work with learners, parents, colleagues and education authorities.
Leadership Skills
Leadership ability supports progression into administrative and supervisory roles.
Continuous Professional Learning
Education changes constantly. Effective teachers must continue developing their knowledge and skills.
EducateGhana Analysis
The career value of Colleges of Education extends beyond securing an initial teaching appointment. These institutions prepare professionals who can influence education at classroom, institutional and national policy levels.
However, career sustainability requires continuous professional development. The future education workforce will need teachers who combine pedagogical knowledge with digital competence, research ability and leadership capacity.
As Ghana continues to reform education, graduates of Colleges of Education will play a central role in improving learning outcomes and shaping the future of the education system.
➡ Related: GES Recruitment in Ghana: Requirements, Application Process and Updates
➡ Related: How to Become a Lecturer in Ghana’s Colleges of Education
Challenges Facing Colleges of Education in Ghana
Ghana’s Colleges of Education have undergone significant transformation over the past two decades, moving from teacher training institutions into tertiary institutions offering Bachelor of Education programmes. Despite these achievements, several challenges continue to affect their ability to provide world-class teacher preparation.
These challenges are connected to funding, infrastructure, academic capacity, research development, technology integration and the changing demands of the teaching profession.
Addressing these issues is essential because the quality of teachers produced by Colleges of Education directly influences learning outcomes in Ghana’s basic education system.
Infrastructure and Learning Facilities
Infrastructure remains one of the major challenges facing several Colleges of Education.
The transition from Teacher Training Colleges to tertiary institutions increased student enrolment and expanded academic expectations. However, infrastructure development has not always matched this growth.
Some institutions continue to experience pressure on:
Lecture halls
Student accommodation
Libraries
Laboratories
ICT facilities
Demonstration schools
Recreational facilities
Adequate infrastructure is particularly important because modern teacher education requires spaces that support practical learning, research and technology-based instruction.
 Funding and Financial Sustainability
Sustainable financing remains a major concern for Colleges of Education.
Although government funding supports public institutions, colleges must manage increasing demands associated with:
Academic delivery
Infrastructure maintenance
Digital transformation
Staff development
Research activities
Student services
The move to degree-level teacher education has increased institutional responsibilities. Colleges now require stronger financial systems to support tertiary-level academic operations.
Limited funding can affect:
Research output
Innovation projects
Library development
Staff training
Acquisition of teaching resources
 Capacity Development of Teacher Educators
Teacher educators play a central role in preparing future teachers. However, strengthening the capacity of tutors remains an ongoing challenge.
Modern teacher education requires tutors who possess:
Strong academic qualifications
Research competence
Digital teaching skills
Curriculum expertise
Practical classroom experience
Some institutions face challenges related to:
Limited numbers of highly qualified academic staff
Heavy teaching workloads
Limited research opportunities
Access to professional development
Continuous investment in tutor development is necessary to maintain quality teacher preparation.
 Research Capacity and Knowledge Production
Historically, many Colleges of Education focused mainly on teaching and professional training rather than research.
However, tertiary status requires institutions to contribute to educational knowledge through research.
Current research challenges include:
Limited research funding
Few research collaborations
Inadequate research infrastructure
Limited publication opportunities
Heavy academic workloads
Strengthening research capacity would enable Colleges of Education to contribute evidence-based solutions to national education challenges.
Areas where colleges can contribute include:
Classroom interaction
Curriculum implementation
Teacher professional development
Educational assessment
Inclusive education
Digital learning
 Digital Transformation Challenges
Technology has become an essential component of modern teacher education.
Colleges of Education are increasingly expected to prepare teachers who can use digital tools effectively in classrooms.
However, digital transformation faces challenges such as:
Limited internet connectivity
High cost of digital infrastructure
Inadequate access to devices
Digital skills gaps among some users
Maintenance challenges
The growth of artificial intelligence, online learning and digital assessment has increased the urgency for stronger technology integration.
Future teacher education must prepare teachers not only to use technology but also to evaluate its educational value.
Challenges in Supported Teaching in School (STS)
Supported Teaching in School represents a major improvement in Ghana’s teacher preparation system. However, its implementation also presents practical challenges.
Effective STS requires strong cooperation among:
Colleges of Education
Partner schools
Mentors
College tutors
Education authorities
Challenges may include:
Availability of Effective Mentors
School-based mentors require adequate preparation and support to guide student teachers effectively.
Monitoring and Supervision
Large numbers of student teachers can make regular supervision difficult.
School Conditions
Student teachers may be placed in schools with different levels of resources and support.
Improving STS requires continuous strengthening of partnerships between colleges and schools.
Student Welfare Challenges
Student welfare remains an important area of concern.
Common issues include:
Accommodation shortages
Financial pressure
Feeding challenges
Limited learning resources
Transportation difficulties during STS
A supportive learning environment is essential because students preparing to become teachers require both academic and personal support.
Graduate Employment Concerns
Although teacher education remains important, graduate employment has become a major concern among some Colleges of Education graduates.
The expansion of teacher preparation has increased the number of qualified teachers entering the labour market.
Employment opportunities depend on:
Government recruitment decisions
Teacher demand
Budget availability
Subject shortages
Regional staffing needs
A balanced approach is needed to ensure that teacher supply matches national education requirements.
Balancing Tradition and Innovation
Many Colleges of Education have strong historical identities built around discipline, professional values and community service.
However, modern teacher education requires institutions to adapt to new realities.
Colleges must balance:
Traditional strengths:
Professional ethics
Community engagement
Teacher identity formation
With emerging priorities:
Digital education
Research innovation
International collaboration
Artificial intelligence
Data-informed teaching
Governance and Institutional Autonomy
As tertiary institutions, Colleges of Education continue to develop their governance structures.
A major policy discussion concerns how institutions can achieve greater autonomy while maintaining quality standards.
Greater autonomy could support:
Faster decision-making
Programme innovation
Research development
Stronger institutional identity
However, autonomy must operate within effective regulatory frameworks to protect academic quality.
Climate Change and Sustainable Education
Emerging global challenges are also influencing teacher education.
Colleges of Education must prepare teachers to address issues such as:
Environmental sustainability
Climate awareness
Disaster preparedness
Sustainable community practices
Teachers will increasingly play a role in helping learners understand and respond to environmental challenges.
EducateGhana Analysis
The challenges facing Colleges of Education are closely connected to Ghana’s broader education development goals.
The transformation from teacher training colleges into tertiary institutions has created new opportunities, but it has also introduced higher expectations. Colleges are now expected to produce professional teachers, conduct research, support innovation and contribute to national education policy.
Future investment should focus on five priority areas:
Strengthening infrastructure and digital facilities.
Developing teacher educator capacity.
Expanding research and innovation.
Improving STS implementation.
Building sustainable financing models.
A strong College of Education system is essential for improving the quality of Ghana’s education system because every future classroom depends on the quality of teachers prepared today.
➡ Related: Teacher Education Reforms in Ghana: Past, Present and Future
➡ Related: Challenges Facing Ghana’s Education System and Policy Solutions
The Future of Colleges of Education and Teacher Education in Ghana
The future of Ghana’s Colleges of Education will be shaped by how effectively these institutions respond to changing educational demands, technological developments and national development priorities.
The role of the teacher is expanding. Modern teachers are no longer expected only to deliver curriculum content. They must become facilitators of learning, researchers, digital practitioners, mentors and contributors to community development.
As Ghana continues to reform its education system, Colleges of Education will remain central to preparing the professional workforce required to improve learning outcomes.
Moving Towards Research-Oriented Colleges of Education
The transition from Teacher Training Colleges to tertiary institutions created an expectation that Colleges of Education would contribute to educational research.
In the future, stronger research cultures will be necessary for colleges to become centres of educational innovation.
Research priorities may include:
Effective classroom practices
Curriculum implementation
Teacher professional development
Inclusive education
Educational technology
Learning assessment
School leadership
Developing research capacity will require:
Research funding
Academic staff development
Research partnerships
Publication opportunities
Institutional research centres
A research-oriented College of Education can contribute practical solutions to challenges facing Ghanaian schools.
Artificial Intelligence and Digital Transformation in Teacher Education
Artificial intelligence (AI) and digital technologies are changing education globally.
Future teachers will need the ability to use technology responsibly to support teaching and learning.
Colleges of Education will increasingly need to prepare teachers who can:
Use digital learning platforms
Create technology-supported lessons
Evaluate online resources
Apply AI tools ethically
Use educational data to improve instruction
AI may support teachers through:
Lesson planning assistance
Learning resource development
Personalised learning support
Assessment analysis
Administrative efficiency
However, teacher education must ensure that technology supports professional judgement rather than replacing the human relationship at the centre of teaching.
Strengthening STEM and Digital Education
Ghana’s development priorities require stronger emphasis on Science, Technology, Engineering and Mathematics (STEM).
Colleges of Education will have an important role in preparing teachers who can promote:
Scientific inquiry
Problem-solving
Creativity
Innovation
Digital competence
Future teacher preparation will require improved:
Science laboratories
ICT facilities
Practical learning environments
STEM teaching resources
Teachers who understand STEM approaches will be better positioned to support Ghana’s ambitions in science and technology development.
Expanding Inclusive Education
The future of teacher education must continue to focus on ensuring that every learner receives quality education.
Inclusive education requires teachers who can support learners with different:
Abilities
Learning needs
Social backgrounds
Languages
Cultural experiences
Colleges of Education will need to strengthen preparation in:
Special education
Differentiated instruction
Universal Design for Learning
Classroom diversity management
A future teacher must be prepared to teach diverse classrooms effectively.
Strengthening School-College Partnerships
The success of teacher preparation depends heavily on the relationship between Colleges of Education and basic schools.
The future of STS will require stronger partnerships involving:
Colleges of Education
Partner schools
Ghana Education Service
School leaders
Teacher mentors
Effective partnerships can create professional learning communities where:
Student teachers learn from experienced teachers.
Teachers engage in continuous professional development.
Colleges receive feedback from classroom realities.
Research findings inform practice.
Greater Institutional Autonomy and Specialisation
As Colleges of Education continue to mature, future reforms may involve greater institutional autonomy.
Greater autonomy could enable colleges to:
Develop specialised academic programmes.
Establish research centres.
Create stronger institutional identities.
Respond to regional education needs.
Some colleges may develop areas of specialisation such as:
However, increased autonomy must be supported by strong quality assurance systems.
International Collaboration and Global Partnerships
Teacher education is increasingly influenced by international knowledge exchange.
Future Colleges of Education may strengthen partnerships with:
Universities abroad
Teacher education networks
International development organisations
Research institutions
Such partnerships can support:
Research collaboration
Staff development
Curriculum improvement
Student exchange programmes
Educational innovation
Ghana’s experience in teacher education can also contribute to wider African education development.
Preparing the Future Teacher
The teacher of the future will require a broader professional identity.
Future teachers will need to be:
Reflective Practitioners
Teachers must continuously evaluate and improve their classroom decisions.
Digital Educators
Teachers must understand how technology can improve learning.
Researchers
Teachers must use evidence to solve classroom problems.
Inclusive Practitioners
Teachers must support learners with diverse needs.
Community Leaders
Teachers must contribute to social development beyond the classroom.
Lifelong Learners
Teachers must continue developing throughout their careers.
Policy Priorities for the Next Decade
To strengthen Colleges of Education, Ghana may need to prioritise:
1. Sustainable Financing
Long-term funding models are required to support infrastructure, research and innovation.
2. Lecturer Development
Teacher educators require continuous academic and professional growth.
3. Digital Infrastructure
Reliable internet access, devices and technology training should become standard across institutions.
4. Research Investment
Colleges should receive stronger support to produce educational knowledge.
5. Stronger Practicum Systems
STS should continue developing as a model for professional practice learning.
6. Data-Driven Decision Making
Education reforms should increasingly rely on research evidence and institutional data.
EducateGhana Analysis
The future of Ghana’s Colleges of Education depends on their ability to move beyond their traditional role as teacher preparation institutions and become centres of educational innovation.
The challenges facing education today require teachers who can adapt, investigate problems, use technology wisely and respond to diverse learning needs.
The next generation of Colleges of Education should combine their historic commitment to professional values with modern approaches to research, digital learning and innovation.
A stronger College of Education system will not only produce teachers. It will contribute to building a knowledge-driven education system capable of supporting Ghana’s long-term development.
➡ Related: Artificial Intelligence in Ghana Education: Opportunities and Challenges
➡ Related: The Future of Teaching Profession in Ghana: Skills Every Teacher Will Need
EducateGhana Expert Analysis: The Strategic Importance of Colleges of Education in Ghana
Why Colleges of Education Matter to Ghana’s Education System
Colleges of Education occupy a central position in Ghana’s education development because they determine the quality of teachers entering the classroom.
Every education reform, curriculum innovation and national learning improvement strategy depends on teachers who can translate policy intentions into meaningful classroom experiences.
A well-prepared teacher influences:
Learner achievement
Classroom engagement
School culture
Curriculum implementation
Community development
National human capital development
For this reason, investment in Colleges of Education is not only an investment in teacher preparation. It is an investment in the future quality of Ghana’s entire education system.
Colleges of Education as the Foundation of Basic Education Quality
The foundation of every successful education system is strong basic education.
Kindergarten, primary and junior high school education provide learners with the knowledge, skills and attitudes required for further education and participation in society.
Since Colleges of Education prepare teachers mainly for basic education, their contribution directly affects:
Literacy development
Numeracy achievement
Scientific understanding
Social and emotional learning
Lifelong learning habits
A country cannot achieve sustainable improvement in education outcomes without strengthening the institutions responsible for preparing teachers.
The Link Between Teacher Quality and Learning Outcomes
Educational research consistently demonstrates that teachers are among the most important school-based factors influencing learner achievement.
However, teacher quality involves more than possessing academic qualifications.
Effective teachers require:
Strong subject knowledge
Pedagogical competence
Assessment skills
Classroom management ability
Professional ethics
Reflective practice
The transformation of Ghana’s Colleges of Education into tertiary institutions reflects recognition that teacher preparation requires deeper academic and professional development.
Colleges of Education and National Development
Teachers contribute to national development by preparing future citizens, professionals and leaders.
A teacher’s influence extends beyond the classroom into:
Communities
Families
Local economies
Social development
Through their graduates, Colleges of Education contribute to:
Human capital development
Social mobility
Equal educational opportunities
National productivity
The quality of teachers therefore has implications for Ghana’s economic and social progress.
The Importance of Professional Practice Learning
One of the strongest developments in Ghana’s teacher education reform is the increased emphasis on professional practice learning.
The Supported Teaching in School (STS) model recognises that teaching competence develops through meaningful engagement with real classrooms.
Professional learning occurs through the interaction of:
Academic knowledge
Classroom experience
Mentorship
Reflection
Professional communities
This approach moves teacher education closer to international understanding of how professionals develop expertise.
The Need for Stronger Research Culture
For Colleges of Education to fully function as tertiary institutions, research must become a stronger part of their identity.
Research enables institutions to:
Understand classroom challenges
Evaluate educational reforms
Develop locally relevant solutions
Influence policy decisions
Teacher educators should increasingly contribute research on issues such as:
Teaching effectiveness
Curriculum implementation
Assessment practices
Educational technology
Inclusive education
Teacher professional learning
A stronger research culture will allow Colleges of Education to contribute directly to national education improvement.
Policy Recommendations for Strengthening Colleges of Education
1. Increase Sustainable Investment
Government and stakeholders should continue investing in:
Infrastructure
Digital facilities
Libraries
Laboratories
Research resources
Tertiary teacher education requires resources that match its academic responsibilities.
2. Strengthen Teacher Educator Development
The quality of teacher preparation depends greatly on the competence of teacher educators.
Colleges should prioritise:
Advanced academic qualifications
Research skills
Digital teaching competence
International collaboration
Professional learning opportunities
Teacher educators must also remain connected to classroom realities.
3. Expand Research and Innovation
Colleges should develop stronger research systems through:
Institutional research centres
Research grants
Academic collaborations
Publication support
Research findings should inform teaching practice and education policy.
4. Improve School Partnerships
The relationship between Colleges of Education and partner schools should be strengthened.
Schools should not be viewed only as places where student teachers practise. They should become active partners in professional learning.
This requires:
Better mentor preparation
Stronger supervision systems
Regular communication
Joint professional development activities
5. Promote Digital Transformation
Digital competence should become a central feature of teacher preparation.
Colleges should ensure that every student teacher develops the ability to:
Use educational technologies
Evaluate digital resources
Apply AI responsibly
Support technology-enhanced learning
6. Strengthen Graduate Career Pathways
Teacher education policies should consider the complete professional journey of graduates.
This includes:
Effective recruitment systems
Continuous professional development
Career progression opportunities
Postgraduate pathways
A motivated and supported teaching workforce is essential for education quality.
The Future Vision for Colleges of Education in Ghana
The future College of Education should become:
A Centre for Professional Teacher Development
Preparing teachers who demonstrate competence, confidence and ethical commitment.
A Centre for Educational Research
Generating knowledge that responds to Ghana’s educational challenges.
A Centre for Innovation
Developing new approaches to teaching, learning and assessment.
A Community Partner
Supporting schools and communities through professional engagement.
A Contributor to National Policy
Providing evidence that informs education decisions.
Final EducateGhana Perspective
Ghana’s Colleges of Education represent one of the country’s most important investments in education.
Their transformation from teacher training colleges into tertiary institutions demonstrates a national commitment to improving teacher quality. However, institutional status alone cannot guarantee excellence. Continuous investment, strong leadership, research development and effective partnerships are necessary to realise their full potential.
The future of Ghana’s education system will depend greatly on the teachers prepared today. Strengthening Colleges of Education therefore remains one of the most strategic pathways for improving learning outcomes, advancing educational equity and supporting national development.
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 EducateGhana Summary
Ghana’s Colleges of Educationhave evolved from traditional teacher training institutions into important tertiary institutions responsible for preparing professional educators.
For students considering teaching as a career, these institutions provide a structured pathway combining academic learning, practical classroom experience and professional development.
For the country, strengthening Colleges of Education remains essential because the quality of teachers determines the quality of future education outcomes.
References and Academic Sources (APA 7th Edition)
The development of Ghana’s Colleges of Education has been shaped by national education policies, legal reforms, teacher education frameworks and international research on professional learning and teacher preparation.
The following sources provide the academic and policy foundation for this article.
 References
Akyeampong, K. (2003). Teacher training in Ghana: Does it count? Multi-site teacher education research project. University of Sussex Centre for International Education.
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Billett, S. (2011). Vocational education: Purposes, traditions and prospects. Springer.
Billett, S. (2014). Mimesis: Learning through everyday activities and interactions at work. Human Resource Development International, 17(3), 269–284.
Dewey, J. (1938). Experience and education. Macmillan.
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273.
Ghana Tertiary Education Commission. (2022). Guidelines for quality assurance in tertiary education institutions in Ghana. Accra: GTEC.
Government of Ghana. (1961). Education Act, 1961 (Act 87). Accra: Government Printer.
Government of Ghana. (2012). Colleges of Education Act, 2012 (Act 847). Accra: Government Printer.
Government of Ghana. (2019). Education strategic plan 2018–2030. Ministry of Education.
International Labour Organization. (2012). International standard classification of occupations: ISCO-08. Geneva: International Labour Office.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Ministry of Education Ghana. (2018). National teacher education curriculum framework: The essential elements of initial teacher education. Accra: Ministry of Education.
Ministry of Education Ghana. (2018). National teachers’ standards for Ghana: Guidelines. Accra: Ministry of Education.
National Teaching Council. (2017). National teachers’ standards for Ghana. Accra: NTC.
Organisation for Economic Co-operation and Development. (2019). TALIS 2018 results: Teachers and school leaders as lifelong learners. OECD Publishing.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Teacher Education Reform Secretariat. (2019). Transforming teacher education and learning in Ghana: Implementation guidelines. Accra: Ministry of Education.
Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: A review of the higher education literature. Studies in Higher Education, 37(3), 365–384.
UNESCO. (2015). Education 2030: Incheon declaration and framework for action. UNESCO.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO.
World Bank. (2018). World Development Report 2018: Learning to realize education’s promise. World Bank.
 Key Policy Documents Used
The article draws particularly from the following Ghanaian education documents:
1. Colleges of Education Act, 2012 (Act 847)
This legislation established Colleges of Education as tertiary institutions and provided the governance framework for their development.
2. National Teacher Education Curriculum Framework (NTECF)
The NTECF provides the foundation for Ghana’s Bachelor of Education programme by defining the knowledge, skills and professional values expected of teacher graduates.
3. National Teachers’ Standards (NTS)
The NTS defines professional expectations for teachers in Ghana under three broad areas:
Professional values and attitudes
Professional knowledge
Professional practice
4. Education Strategic Plan 2018–2030
The Education Strategic Plan provides Ghana’s long-term policy direction for improving access, quality and relevance in education.
Suggested Citation for EducateGhana.com Article
Ellis, F. (2026). Colleges of Education in Ghana: Complete List, History, Programmes, Admission Guide and Future of Teacher Education. EducateGhana.com.
 Academic Note
This article combines historical analysis, education policy documents and research literature on professional learning to explain the evolution and future direction of Ghana’s Colleges of Education.
The analysis is informed by established theories of professional learning, particularly:
Experiential learning (Kolb, 1984)
Reflective practice (Schön, 1983)
Situated learning (Lave & Wenger, 1991)
Workplace learning (Billett, 2011)
Professional identity development (Trede et al., 2012)
These perspectives are relevant because effective teacher preparation involves more than acquiring theoretical knowledge. It requires participation in authentic teaching environments, mentorship, reflection and professional community engagement.
Editorial Verification Statement
EducateGhana.com recognises the Ghana Tertiary Education Commission (GTEC) as the primary authority for institutional verification in this article. The database has been structured using official institutional classifications while considering regional changes following the creation of Ghana’s new regions in 2019. (GTEC)
Readers are encouraged to verify admission decisions, programme availability, and accreditation updates directly with GTEC and the respective Colleges of Education because institutional arrangements may change over time. (GTEC)
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, lecturer and education policy analyst with professional experience in teaching, teacher education and education communication.
He holds an MPhil in Curriculum and Pedagogic Studies from the University of Education, Winneba, where his research focused on the implementation of Supported Teaching in School (STS) in Ghana’s Colleges of Education.
His academic and professional interests include:
Teacher education and professional practice learning
Curriculum implementation
Classroom interaction
Instructional strategies
Education policy analysis
Educational research
Artificial intelligence in education
Ferdinand has experience teaching at the basic education level and supporting teacher education through university-level instruction in Supported Teaching in School.
His work focuses on connecting educational research, policy and classroom practice to support evidence-based improvement in Ghana’s education system.
 About EducateGhana.com
EducateGhana.comis Ghana’s education intelligence platform providing reliable information, analysis and resources on education, examinations, admissions, careers, teacher development and education policy.
The platform publishes:
Education news
Admission guides
Examination updates
Research-based analysis
Teacher education resources
Education policy explainers
Academic writing resources
EducateGhana.com aims to bridge the gap between education policy, research evidence and public understanding.
Why Trust This Article
This article was developed using:
Official Education Sources
Information is based on recognised education institutions and policy documents, including:
Ministry of Education publications
Ghana Tertiary Education Commission documents
National Teaching Council standards
Education reform frameworks
Relevant legislation
Academic Research
The analysis incorporates established educational research on:
Teacher preparation
Professional learning
Experiential learning
Reflective practice
Professional identity formation
Education Sector Experience
The article reflects practical understanding of Ghana’s education system, including classroom realities and teacher preparation processes.
 Editorial Standards
EducateGhana.com applies an evidence-based editorial approach that prioritises:
Accuracy
Context
Transparency
Educational value
Continuous updating
Education policies, admission requirements and institutional information may change over time. Readers are encouraged to confirm time-sensitive information through official institutional channels.
 Article Information
Article Title: Colleges of Education in Ghana: Complete List, History, Programmes, Admission Guide and Future of Teacher Education
Ghana’s Colleges of Education represent the foundation of professional teacher preparation in the country. Their transformation from traditional teacher training institutions into tertiary institutions offering Bachelor of Education programmes reflects a broader national commitment to improving teacher quality.
The future of these institutions depends on continued investment in infrastructure, research, technology, academic staff development and strong partnerships with schools.
As Ghana seeks to improve learning outcomes and develop a skilled workforce, Colleges of Education will remain central to producing teachers capable of shaping future generations.
A stronger teacher education system begins with stronger institutions that prepare teachers not only to teach, but also to think, research, innovate and lead.
Dr. William Kwame Amankrah, Ashanti Regional Director of Education, addressing students of Obuasi Secondary Technical School after the unrest that led to the temporary closure of the school.
Ashanti Regional EducationDirector Dr. William Kwame Amankrah has shut down Obuasi Sec Tech after unrest and warned students they will pay for destroyed school property.
Addressing students after the disturbance, Dr. Amankrah directed all students to leave the school and return home while investigations continue.
“We are shutting down the school and sending all of you home. When you go home, tell your parents that you shall pay for everything you destroyed,” he told the students.
The directive follows an incident in which students allegedly attacked the school headmaster and damaged parts of school property after allegations circulated on campus concerning the burial of a baby on the school premises.
Education Director Orders Immediate Closure of School
Dr. Amankrah explained that the decision to shut down the school was necessary to restore calm and allow authorities to conduct investigations into the incident.
According to him, students could not continue academic activities after engaging in acts of violence and destruction.
He urged students to inform their parents about the situation and understand that consequences would follow for those found responsible for damaging school facilities.
The closure affects normal academic activities at the institution while education authorities and security agencies assess the situation.
Students Accused of Destroying School Property
During his address, the Regional Director stated that several school properties were damaged during the unrest.
The reported damages include:
The headmaster’s bungalow
The senior housemistress’ vehicle
Other school properties
Dr. Amankrah emphasised that public school facilities belong to the state and the destruction of such property affects the entire education system.
He indicated that students responsible for the destruction would be required to account for their actions.
➡ Related: School Discipline in Ghana: Policies, Responsibilities and Challenges
➡ Related: Ghana Education Service Guidelines for Student Conduct
He reminded them that the Ashanti Region has many senior high schools and that no institution is above the law.
“We have over 150 SHSs in the Ashanti Region. You are not the only school to be acting this way. You can’t take laws into your own hands,” he added.
The Regional Director encouraged students to rely on proper channels when they have concerns rather than resorting to actions that threaten safety and discipline.
Police Investigation Into Obuasi Sec Tech Incident
The education authorities’ intervention comes as the Ghana Police Service continues investigations into the events at Obuasi Sec Tech.
Police have confirmed that the body of a male infant, estimated to have been buried for between two and three days, was exhumed from the school campus for forensic examination.
Six students have also reportedly been arrested in connection with the disturbances.
Authorities are expected to establish:
The circumstances surrounding the baby’s death
How the body was buried on school premises
Individuals connected to the incident
Responsibility for violence and property destruction
No final conclusions have been released regarding the investigation.
Education Authorities Call for Calm and Discipline
The incident has renewed discussions about student discipline, school security and crisis management within Ghana’s senior high schools.
Education authoritieshave consistently maintained that students have the right to express concerns, but such concerns must be addressed through lawful and established procedures.
Violence against school administrators and destruction of school property undermine the learning environment and create additional challenges for schools.
EducateGhana Analysis
The Obuasi Sec Tech incident highlights the delicate balance between responding to student concerns and maintaining discipline within educational institutions.
Schools are communities where thousands of students, teachers and administrators interact daily. When allegations arise, especially those involving serious matters, they require careful investigation by competent authorities.
The response from the Ashanti Regional Director reflects the Ghana Education Service’s position that accountability must accompany student actions. Damage to school property creates financial burdens that affect resources available for teaching and learning.
Beyond the immediate disciplinary measures, the incident raises broader questions about student leadership, conflict resolution mechanisms and the preparedness of schools to manage crises.
Strengthening communication channels between students, school authorities and parents remains important in preventing misunderstandings from escalating into violence.
 Why You Can Trust This Information
This article is based on statements attributed to the Ashanti Regional Director of Education, Dr. William Kwame Amankrah, regarding the closure of Obuasi Secondary Technical School and the response to the unrest.
EducateGhana.comseparates confirmed statements from ongoing investigations and updates reports when new official information becomes available.
Frequently Asked Questions (FAQs)
1. Why was Obuasi Sec Tech shut down?
Obuasi Sec Tech was temporarily shut down following unrest on campus involving allegations, violence and destruction of school property.
2. Who ordered the closure of Obuasi Sec Tech?
The closure was announced by Dr. William Kwame Amankrah, the Ashanti Regional Director of Education.
3. What did the Regional Director tell students?
He warned students that they would pay for the damages caused during the incident.
4. What properties were reportedly damaged?
Reported damages include the headmaster’s bungalow, the senior housemistress’ car and other school properties.
5. How many senior high schools are in Ashanti Region?
The Regional Director stated that Ashanti Region has over 150 senior high schools.
6. Did police investigate the incident?
Yes. The Ghana Police Service began investigations into the incident.
7. Were students arrested?
Police confirmed the arrest of six students in connection with the disturbances.
8. Can students take action against school authorities without investigation?
No. Concerns should be reported through established school and legal channels rather than through violence.
The temporary closure of Obuasi Secondary Technical School marks a significant response by education authorities following unrest that resulted in alleged violence and destruction of property.
Dr. William Kwame Amankrah’s warning reflects the need for accountability and discipline within Ghana’s education system.
As police investigations continue, attention will focus on establishing the facts surrounding the alleged burial incident, the student unrest and the destruction of school property.
The restoration of calm and the protection of students, teachers and school facilities remain central to resolving the situation.
 Source(s)
Ashanti Regional Directorate of Education
Ghana Police Service
EducateGhana.com reporting
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, where he publishes evidence-based analyses on curriculum development, teacher education, education policy, assessment reforms and institutional developments within Ghana’s education sector.
Ellis holds a Master of Philosophy (MPhil) in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include curriculum innovation, teacher professional learning, practicum, educational assessment and education policy. Through EducateGhana.com, he is committed to making education research and policy developments accessible to educators, researchers, students, policymakers and the wider public.
Obuasi Sec Tech Closed After Police Exhume Buried Baby as Six Students Arrested
Police have exhumed the body of a baby buried on the Obuasi Secondary Technical School campus as investigations continue. Six students have been arrested and the school has been temporarily closed.
Obuasi, Ashanti Region — The Obuasi Secondary Technical School (Obuasi Sec Tech) has been temporarily closed after police exhumed the body of a baby buried on the school’s campus as part of an ongoing investigation into an incident that sparked unrest among students.
The development follows confirmation by the Obuasi Police Commanderthat the remains of a male infant estimated to have been buried for between two and three days were exhumed for forensic and investigative purposes.
Police have also confirmed the arrest of six students in connection with disturbances that occurred on the school campus.
The incident has drawn widespread public attention and prompted investigations by law enforcement authorities.
➡ Related: School Safety in Ghana: Policies, Challenges and Best Practices
The closure follows tensions that escalated after reports of the discovery of the buried infant on the school premises.
Police are expected to determine the circumstances surrounding the death of the child, how the body came to be buried on the campus and whether any criminal offences were committed.
At the time of publication, investigators had not released findings regarding the cause of death or identified any suspects connected to the baby’s death.
➡ Related: Understanding School Crisis Management in Ghana
➡ Related: Student Discipline and School Security Guidelines
Earlier on Wednesday, reports indicated that a group of students confronted and physically assaulted the headmaster of Obuasi Secondary Technical School following allegations circulating on campus concerning the buried infant.
Videos shared on social media appeared to show students assaulting the headmaster before he was rescued.
At this stage, there is no evidence released by police linking the headmaster to the death of the child or to the burial of the body. The allegations made by students remain unverified, and the police investigation is ongoing.
EducateGhana.com had earlier reported on the unrest after the incident attracted significant public attention.
Police have confirmed the arrest of six students following the disturbances on campus.
Although authorities have not publicly detailed the specific offences under investigation, the arrests are believed to relate to the violence and disorder that occurred during the incident.
Investigators are expected to interview witnesses, review available video footage and gather additional evidence.
EducateGhana Analysis
The Obuasi Sec Tech incident highlights the serious consequences that can arise when allegations circulate before official investigations establish the facts.
While concerns surrounding the discovery of a buried infant understandably generated anxiety within the school community, the assault on the headmaster demonstrates the risks associated with taking action before due process has been completed.
Educational institutions have established procedures for reporting suspected criminal activity, and such incidents require coordinated responses involving school authorities, the Ghana Education Serviceand law enforcement agencies.
As investigations continue, it remains essential that verified information guides public discussion and that the rights of all individuals involved are respected until the facts are established.
 Why You Can Trust This Information
This report is based on information confirmed by the Obuasi Police Commander regarding the exhumation of the baby’s body, the temporary closure of the school and the arrest of six students.Information concerning earlier events has been clearly identified as reports or allegations where official findings have not yet been released.
EducateGhana.com follows editorial standards that distinguish confirmed facts from unverified claims and updates stories as new official information becomes available.
Frequently Asked Questions
1. Why has Obuasi Sec Tech been closed?
The school has been temporarily closed following unrest and an ongoing police investigation into the discovery of a buried infant on campus.
2. What has the police confirmed?
Police have confirmed that the body of a male infant was exhumed for investigation and that six students have been arrested following disturbances.
3. Has anyone been charged over the baby’s death?
As of publication, police have not announced any charges relating to the baby’s death.
4. Is the headmaster a suspect?
There is no official confirmation that the headmaster is a suspect. Allegations circulating among students remain unverified.
5. Why was the baby’s body exhumed?
The body was exhumed to allow forensic examinations and support the police investigation.
 Source(s)
Ghana Police Service (Obuasi Police Command)
Eyewitness reports
EducateGhana.com reporting
 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, where he publishes evidence-based analyses on curriculum development, teacher education, education policy, assessment reforms and institutional developments within Ghana’s education sector.
Ellis holds a Master of Philosophy (MPhil) in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include curriculum innovation, teacher professional learning, practicum, educational assessment and education policy. Through EducateGhana.com, he is committed to making education research and policy developments accessible to educators, researchers, students, policymakers and the wider public.
Ada College of Education (AdaCoE): Admission, Courses, History, Fees and Complete Guide 2026
Discover everything about Ada College of Education, including its history, admission requirements, Bachelor of Education programmes, campus facilities, student life, fees, and application guide for 2026/2027.
Ada College of Education (AdaCoE) is one of Ghana’s leading public Colleges of Educationand among the country’s designated Science and Technical Colleges of Education. Located at Ada Foah in the Ada East District of the Greater Accra Region, the college has trained professional teachers since 1965 and now offers Bachelor of Education programmes that combine academic excellence with practical school-based training. (AdaCoE)
Ada College of Education has established itself as one of Ghana’s foremost institutions for preparing professional teachers, particularly in science, technical, vocational, and primary education. The college continues to play an important role in producing competent teachers for Ghana’s basic education system through competency-based teacher education and Supported Teaching in Schools (STS). (AdaCoE)
🟦 ➡ Related: Complete List of Public Colleges of Education in Ghana
Ada College of Education was established in 1965 following the implementation of Ghana’s Education Act of 1961, which introduced Free Compulsory Universal Primary Education. The rapid expansion of basic education created an urgent demand for professionally trained teachers, leading to the establishment of several teacher training colleges across the country, including Ada College of Education. (AdaCoE)
The people of Ada responded positively to the government’s call for communities willing to host new teacher training institutions. Under the leadership of Mr. J. M. T. Dosoo, the founding Principal, the college admitted its first batch of 24 students on 26 November 1965. Initially, the institution operated as an all-male teacher training college and was housed in facilities previously occupied by the Presbyterian Middle Girls’ School at Ada Foah. (AdaCoE)
The college faced significant challenges during its early years. Following the 1966 change of government, admissions were suspended for two academic years as the future of several newly established teacher training colleges came under review. Despite these difficulties, the college continued to develop its infrastructure through the commitment of its leadership, staff, students, and the local community. Pioneer students even formed a voluntary workers’ brigade to help construct classrooms, dormitories, and other essential facilities. (AdaCoE)
Admissions resumed in 1968, and the college continued to grow steadily. In subsequent years, it transitioned from a four-year post-middle teacher training institution to a three-year post-secondary college, later becoming a diploma-awarding institution. Today, Ada College of Education delivers the four-year Bachelor of Education programme under Ghana’s teacher education reforms and has earned recognition for its emphasis on science, technical, and vocational education. (AdaCoE)
🟦 ➡ Related: History of Teacher Education in Ghana
Ada College of Education is committed to developing competent, innovative, and professionally grounded teachers who can respond to the evolving needs of Ghana’s education system. The college combines academic excellencewith practical teacher preparation, research, and community service to produce graduates capable of making meaningful contributions to national development.
Vision
The vision of Ada College of Education is:
To become a centre of excellence in teacher education, producing highly competent, innovative, and professionally committed teachers for Ghana and beyond.
This vision underscores the college’s commitment to quality assurance, continuous improvement, and the preparation of teachers who can thrive in a rapidly changing educational environment.
Mission
The college’s mission is:
To train competent and dedicated professional teachers through quality teaching, research, innovation, and community engagement using modern educational approaches and technology.
Through this mission, Ada College of Education seeks to ensure that graduates possess the knowledge, skills, values, and attitudes needed to improve learning outcomes in Ghana’s basic schools.
Core Values
The college promotes values that shape both institutional culture and professional practice. These include:
Professionalism
Integrity
Discipline
Excellence
Innovation
Teamwork
Accountability
Respect for Diversity
These values are embedded throughout academic programmes, student leadership, community outreach, and campus life.
🟦 ➡ Related: National Teachers’ Standards (NTS): Complete Guide
Ada College of Education currently offers the four-year Bachelor of Education (B.Ed.) programme under its affiliation with the University of Education, Winneba (UEW). The programmes follow the national teacher education curriculum approved by the Ghana Tertiary Education Commission (GTEC) and the Ministry of Education.
The curriculum combines:
Professional Education Studies
Subject Content Knowledge
Pedagogical Studies
Educational Technology
Inclusive Education
Educational Research
Assessment and Evaluation
Supported Teaching in Schools (STS)
The emphasis is on producing reflective, research-informed teachers who can effectively implement Ghana’s Standards-Based Curriculum.
Bachelor of Education Programmes
The college offers programmes in areas such as:
Bachelor of Education (Primary Education)
Bachelor of Education (Junior High School Education)
Bachelor of Education (Early Childhood Education), subject to programme availability
Science and Technical Education options offered in line with the college’s mandate and approved admissions
Programme availability may vary from year to year depending on national teacher education policies and admission guidelines.
🟦 ➡ Related: Bachelor of Education Programmes in Ghana Explained
Academic activities at Ada College of Education are organised through specialised departments that support teaching, learning, research, and professional development.
These include:
Department of Education Studies
Department of Mathematics and ICT Education
Department of Science Education
Department of Languages
Department of Social Sciences
Department of Technical and Vocational Education
Department of Creative Arts Education
Department of Early Childhood Education
Each department contributes to preparing teacher trainees with strong content knowledge and effective classroom teaching skills.
Faculty members actively support students through:
Academic advising
Research supervision
Teaching practice mentoring
Professional development activities
Community engagement projects
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Admission Requirements
Prospective applicantsseeking admission into Ada College of Education must satisfy the admission requirements approved for Ghana’s public Colleges of Education.
Eligible applicants include:
WASSCE holders
SSSCE holders
GCE Advanced Level holders
TVET applicants
Mature applicants
Applicants with recognised foreign qualifications
Applicants must meet the required grades for their chosen programme and complete the online admission process within the stipulated application period. Official admission guidelines should always be consulted before applying.
Admission Checklist
Before submitting your application, ensure that you have:
Purchased an official admission voucher.
Selected your preferred programme carefully.
Prepared your academic certificates or result slips.
Obtained a valid passport-sized photograph.
Used an active phone number and email address.
Reviewed your application thoroughly before submission.
Submitting complete and accurate information greatly improves the chances of successful processing.
Ada College of Education has experienced significant growth in its physical infrastructure since its establishment in 1965. Today, the college provides an environment that supports quality teaching, learning, research, innovation, and student welfare.
The institution continues to improve its facilities to meet the demands of twenty-first century teacher education and to create an enabling environment for academic excellence. These facilities support both classroom instruction and practical teacher preparation.
Modern Library
The college library serves as the academic heart of the institution.
It provides access to:
Education textbooks
Reference materials
Academic journals
Curriculum documents
Teaching and learning resources
Electronic information resources
Students use the library for independent study, research projects, group discussions, and lesson preparation. The library also supports lecturers in teaching and research activities.
As digital education continues to expand, the college is strengthening access to electronic learning materials and online academic databases.
ICT Laboratory
Information and Communication Technology plays a central role in modern teacher education.
Ada College of Education provides ICT laboratories where trainees develop competencies in:
Computer literacy
Educational technology
Internet research
Digital lesson planning
Multimedia presentations
Online teaching tools
Learning Management Systems (LMS)
The integration of technology prepares graduates to teach confidently in digitally enabled classrooms.
Science Laboratories
As one of Ghana’s recognised Science and Technical Colleges of Education, Ada College of Education places considerable emphasis on practical science education.
The science laboratories allow trainees to:
Conduct practical experiments.
Demonstrate scientific concepts.
Develop inquiry-based teaching skills.
Prepare practical lessons.
Improve laboratory safety practices.
These experiences help future teachers deliver engaging science lessons in Ghana’s basic schools.
Technical and Vocational Workshops
The college also provides facilities that support practical instruction in technical and vocational education.
Students gain hands-on experience using appropriate tools and equipment while learning instructional methods suitable for technical education at the basic school level.
This practical approach aligns with Ghana’s emphasis on STEM and TVET education.
Lecture Halls and Classrooms
Teaching and learning take place in spacious lecture halls and classrooms equipped to facilitate learner-centred instruction.
Lecturers employ a variety of teaching approaches, including:
Interactive lectures
Group discussions
Micro-teaching
Demonstrations
Project-based learning
Technology-assisted instruction
These approaches encourage active participation and critical thinking among teacher trainees.
Student Accommodation
Ada College of Education provides residential accommodation for students through halls of residence located on campus.
Residential life offers opportunities for:
Collaborative learning
Leadership development
Peer mentoring
Cultural exchange
Academic support
Students also benefit from organised hall activities that promote discipline, teamwork, and community living.
Sports and Recreation
The college recognises sports as an important component of holistic education.
Students participate in activities including:
Football
Volleyball
Basketball
Athletics
Indoor games
Inter-hall competitions, sports festivals, and inter-college tournaments provide opportunities for physical fitness and talent development.
Health Services
Student health and well-being remain a priority.
The college provides access to basic healthcare services while collaborating with nearby health facilities for specialised medical care when necessary.
Health education programmes are also organised periodically to promote healthy lifestyles among students.
🟦 ➡ Related: Student Life in Ghana’s Colleges of Education
Life at Ada College of Educationextends well beyond lectures and examinations. The institution encourages students to develop leadership skills, social responsibility, creativity, and professional values through active participation in campus activities.
The college community is diverse, bringing together students from different regions and cultural backgrounds across Ghana.
Students’ Representative Council (SRC)
The SRC serves as the official voice of students.
It represents student interests while organising programmes such as:
Orientation for fresh students
Leadership workshops
Academic seminars
Sports competitions
Cultural festivals
Health awareness campaigns
Community outreach activities
Participation in SRC activities enables students to develop leadership and organisational skills that are valuable throughout their professional careers.
Clubs and Associations
Students have opportunities to join various clubs and associations, including:
Academic clubs
Religious fellowships
Debate societies
Cultural groups
Environmental clubs
Volunteer organisations
These groups provide platforms for networking, talent development, and community service.
Academic Support Services
Ada College of Education provides several academic support systems to enhance student success.
These include:
Academic advising
Departmental mentoring
Research supervision
Peer learning groups
Study skills support
Guidance and counselling services
These initiatives help students overcome academic challenges and achieve their educational goals.
🟦 ➡ Related: Study Tips for College of Education Students
Supported Teaching in Schools (STS) is one of the most important components of the Bachelor of Education programme at Ada College of Education.
Unlike the traditional model where teaching practice occurred only towards the end of training, STS allows students to experience classroom teaching throughout their four-year programme.
Teacher trainees progressively develop their professional competence through supervised placements in partner basic schools.
During STS, students learn to:
Observe experienced teachers.
Prepare lesson plans.
Deliver classroom instruction.
Assess learners.
Manage classrooms effectively.
Reflect on their teaching practices.
Receive constructive feedback from mentors and college tutors.
The programme bridges the gap between educational theory and classroom practice while ensuring that graduates meet the expectations of the National Teachers’ Standards (NTS).
Because of Ada College of Education’s strong emphasis on science and technical education, STS also enables trainees to develop practical teaching strategies for STEM-related subjects.
🟦 ➡ Related: Complete Guide to Supported Teaching in Schools (STS)
Ada College of Education has earned a strong reputation for producing competent, innovative, and professionally prepared teachers.
Prospective students may consider the college for several reasons.
Rich History
With more than sixty years of teacher education experience, the college has contributed significantly to the development of Ghana’s education sector.
Science and Technical Focus
Its recognised role as a Science and Technical College of Education provides unique opportunities for students interested in STEM and technical education.
University Affiliation
The college’s affiliation with the University of Education, Winneba ensures that its academic programmes meet national quality assurance standards.
Practical Teacher Preparation
Supported Teaching in Schools provides extensive classroom experience that prepares graduates for professional practice.
Strategic Location
Situated in Ada Foah, the college offers a serene learning environment while remaining accessible to neighbouring districts and the Greater Accra Region.
Student Development
The institution promotes leadership, discipline, innovation, research, and community engagement, helping students develop beyond academic achievement.
🟦 ➡ Related: Best Public Colleges of Education in Ghana
Ada College of Education is located at Ada Foah in the Ada East District of the Greater Accra Region. The campus is situated in a peaceful coastal community that provides a conducive environment for teaching, learning, and research.
2. When was Ada College of Education established?
The college was established in 1965 to help address the growing demand for professionally trained teachers following Ghana’s expansion of basic education after the Education Act of 1961.
3. Which university is Ada College of Education affiliated with?
Ada College of Education is affiliated with the University of Education, Winneba (UEW) for the delivery of its Bachelor of Education programmes.
4. What programmes are offered at Ada College of Education?
The college offers Bachelor of Education (B.Ed.) programmes in approved teacher education specialisations, including Primary Education, Junior High School Education, and other programmes approved under Ghana’s teacher education framework.
5. Is Ada College of Education a Science and Technical College?
Yes. Ada College of Education is recognised as one of Ghana’s Science and Technical Colleges of Education, with a strong emphasis on STEM education and practical teacher preparation.
6. Does the college provide accommodation?
Yes. The college provides residential accommodation for students, subject to availability and the institution’s accommodation policies.
7. Is Supported Teaching in Schools (STS) compulsory?
Yes. STS is a compulsory component of the Bachelor of Education programme. Every trainee participates in supervised teaching experiences in partner schools throughout the programme.
8. How do I apply for admission?
Applications are submitted online through the official Colleges of Education Admission Portal after purchasing an admission voucher and meeting the prescribed entry requirements.
9. Can mature applicants apply?
Yes. Mature applicants who satisfy the approved admission criteria may apply during the official admission period.
10. What career opportunities are available after graduation?
Graduates may pursue careers as:
Early Childhood teachers.
Primary school teachers.
Junior High School teachers.
Curriculum specialists.
Education officers.
School administrators.
Education researchers.
Education consultants.
Those who satisfy the requirements of the National Teaching Council (NTC) may also seek employment with the Ghana Education Service (GES) or other educational institutions.
🟦 ➡ Related: Career Opportunities for Bachelor of Education Graduates
Ada College of Education has grown from a modest teacher training institution into one of Ghana’s recognised centres for science and technical teacher education. Its history reflects resilience, community support, and a sustained commitment to producing qualified teachers for the country’s basic education sector.
One of the college’s distinguishing strengths is its emphasis on practical teacher preparation through Supported Teaching in Schools(STS). By integrating classroom theory with continuous school-based practice, the institution equips graduates with the confidence and professional competence needed to succeed in modern classrooms.
The college’s affiliation with the University of Education, Winneba also ensures that its academic programmes align with national teacher education standards while maintaining high levels of quality assurance.
For applicants seeking a college that combines academic excellence, practical training, and a supportive learning environment, Ada College of Education remains an excellent option.
🟦 ➡ Related: Future of Teacher Education in Ghana
Applicants should always rely on the college’s official communication channels for information on admissions, programmes, fee schedules, and academic calendars.
Why You Can Trust This Profile
This profile has been prepared by EducateGhana.com, Ghana’s Education Intelligence Platform, using information obtained from official publications of Ada College of Education, the Ghana Tertiary Education Commission (GTEC), and nationally approved teacher education policies.
Our editorial team is committed to maintaining high standards of educational reporting through:
Verification against official institutional sources.
Regular review and updating of published information.
Clear distinction between verified facts and editorial analysis.
Professional editorial oversight by education specialists.
This approach supports accuracy, credibility, and trustworthiness for students, parents, educators, and researchers.
Conclusion
For nearly six decades, Ada College of Education has played an important role in preparing teachers who serve in schools across Ghana. From its humble beginnings in 1965 to its present status as a Bachelor of Education awarding institution under the national teacher education reforms, the college has remained committed to academic excellence, innovation, and professional teacher preparation.
Its emphasis on science and technical education, experienced faculty, modern facilities, and Supported Teaching in Schools programme provides students with a balanced learning experience that combines theory with practice.
Prospective applicants who are passionate about teaching and committed to making a positive impact in education will find Ada College of Education to be an institution that supports both academic achievement and personal growth.
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, where he publishes evidence-based analyses on curriculum development, teacher education, education policy, assessment reforms and institutional developments within Ghana’s education sector.
Ellis holds a Master of Philosophy (MPhil) in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include curriculum innovation, teacher professional learning, practicum, educational assessment and education policy. Through EducateGhana.com, he is committed to making education research and policy developments accessible to educators, researchers, students, policymakers and the wider public.
Accra College of Education (AcCE) is one of Ghana’s oldest and most respected public Colleges of Education. Located at East Legon in Accra, the college has trained thousands of professional teachers for Ghana’s basic education system. Today, AcCE offers Bachelor of Education programmes, modern teaching facilities, and extensive school-based practical training, making it one of the country’s leading teacher education institutions. (Accra College of Education)
Accra College of Education is recognised as one of Ghana’s premier teacher education institutions. Since its establishment, it has produced thousands of teachers who have served in classrooms, educational administration, public service, and leadership positions across the country. The college is affiliated with the University of Ghana for its Bachelor of Education programmes and operates under the regulatory oversight of the Ghana Tertiary Education Commission(GTEC). (Accra College of Education)
Accra College of Education was established in 1962 as the Government Teacher Training College at Accra New Town with an initial enrolment of 19 students. The institution was created to increase the supply of professionally trained teachers for Ghana’s expanding basic education sector. (Accra College of Education)
In 1985, the college relocated to its permanent campus at East Legon, providing more space for academic activities and institutional expansion. It remained Ghana’s only non-residential teacher training college until 2001, when it attained full residential status, improving student accommodation and campus life. (Accra College of Education)
Over the decades, the college has delivered several teacher education programmes, including Certificate ‘A’ Post Middle, Certificate ‘A’ Post Secondary, Diploma in Basic Education (DBE), and currently the four-year Bachelor of Education (B.Ed.) programmes. The institution was affiliated with the University of Cape Coast before transitioning to the University of Ghana under the national teacher education reforms in 2018. (Accra College of Education)
Today, Accra College of Education continues to build on its legacy by combining academic excellence with practical teacher preparation.
🟦 ➡ Related: History of Teacher Education in Ghana
The philosophy of Accra College of Education is centred on preparing highly competent, ethical, innovative, and professional teachers who can contribute meaningfully to Ghana’s education system and beyond. The institution continues to position itself as a leader in teacher education by promoting excellence in teaching, research, technology integration, and community engagement.
Vision
Accra College of Education’s vision is:
“To become the ultimate centre of excellence for quality teacher education in Ghana and beyond.” (Accra College of Education)
The vision reflects the college’s commitment to producing highly skilled professional teachers capable of meeting the changing demands of twenty-first century education.
Mission
The college’s mission is:
“To train and orient student teachers to become competent professional teachers of high calibre for pre-tertiary schools in Ghana and beyond through quality teaching and learning, research and application of modern technologies.” (Accra College of Education)
This mission demonstrates the institution’s emphasis on academic excellence, professional competence, innovation, educational research, and the integration of technology into teacher preparation.
Core Values
Accra College of Education promotes five core institutional values that guide its teaching, learning, research, and administration:
These values influence every aspect of college life, from classroom instruction and assessment to student leadership, community engagement, and institutional governance.
Accra College of Education currently offers the four-year Bachelor of Education (B.Ed.) programme under its affiliation with the University of Ghana as part of Ghana’s teacher education reforms. The programmes are designed to prepare professional teachers for Early Childhood, Primary, and Junior High School education while combining theory with extensive school-based practice. (Accra College of Education)
The curriculum integrates:
Professional Education Studies
Subject Content Knowledge
Pedagogical Content Knowledge
Educational Technology
Inclusive Education
Assessment and Evaluation
Research Methods
Supported Teaching in Schools (STS)
The college places strong emphasis on competency-based teacher preparation to ensure graduates are classroom-ready upon completion of their studies.
Major Academic Departments
Accra College of Education has several academic departments that support teaching, research, and curriculum delivery, including:
These departments work collaboratively to provide interdisciplinary teacher education that aligns with Ghana’s national curriculum reforms and international best practices.
Prospective applicants seeking admission into Accra College of Education must satisfy the minimum admission requirements prescribed for Ghana’s public Colleges of Education.
Eligible applicants generally include:
WASSCE holders
SSSCE holders
GCE Advanced Level holders
TVET applicants (where applicable)
Mature applicants
Applicants with recognised foreign qualifications
Applicants are encouraged to consult the official admission guidelines each year, as programme-specific requirements and application procedures may be updated. (Accra College of Education)
Accra College of Educationhas invested significantly in developing a learning environment that supports quality teacher education. Over the years, the institution has expanded its physical infrastructure to accommodate growing student enrolment while improving access to academic and welfare services.
The college provides facilities that support teaching, learning, research, recreation, and student welfare, enabling trainees to develop both academically and personally. (Accra College of Education)
Library
The college library serves as one of the principal academic resources on campus. It provides students with access to textbooks, journals, reference materials, curriculum documents, and other educational resources that support coursework and independent study.
The library also offers study spaces where students can conduct research individually or in groups. As the college continues its digital transformation, electronic learning resources are increasingly being integrated into library services. (Accra College of Education)
ICT and Digital Learning
Recognising the growing importance of technology in education, Accra College of Education integrates ICT into teacher preparation.
Student teachers receive training in:
Digital literacy.
Educational technology.
Multimedia teaching.
Online research.
Learning management systems.
Technology-supported lesson planning.
ICT laboratories provide opportunities for practical learning, helping trainees acquire the digital competencies expected under Ghana’s educational reforms. (Accra College of Education)
Science Laboratories
The college maintains science laboratories that support the teaching of Integrated Science and science education methodologies.
These laboratories enable student teachers to:
Conduct practical experiments.
Develop inquiry-based teaching skills.
Prepare laboratory demonstrations.
Strengthen science pedagogical competencies.
Practical work forms an essential component of teacher preparation, particularly for students specialising in science-related subjects.
Lecture Halls and Classrooms
Academic activities are conducted in lecture theatres and classrooms designed to support interactive teaching and learning.
Many classrooms are equipped with teaching aids that promote learner-centred instruction, presentations, discussions, and collaborative learning.
Student Accommodation
Accra College of Education is a residential institution with four main halls of residence that accommodate students.
The halls are:
Nii Anyetei Kwakwranya II Hall
Ama Hesse Hall
Narh Gberbie Hall
Christiana Bampo Henaku Hall
These halls are named after distinguished personalities who contributed to the growth of the college. Residential life provides opportunities for academic collaboration, leadership development, and social interaction among students. (Accra College of Education)
Health Services
Student welfare is supported through access to basic healthcare services on campus. The college also works with nearby health facilities to ensure that students receive appropriate medical attention when necessary. (Wikipedia)
Sports and Recreation
The college encourages students to participate in sporting and recreational activities as part of holistic development.
Students participate in activities such as:
Football
Volleyball
Basketball
Athletics
Indoor games
Inter-hall competitions and participation in inter-college sporting events contribute to campus life and leadership development.
🟦 ➡ Related: Student Life in Ghana’s Colleges of Education
Life at Accra College of Education extends beyond lectures. The college promotes a vibrant campus environment that encourages leadership, innovation, volunteerism, and community engagement.
Students have opportunities to participate in numerous academic and extracurricular activities throughout the academic year.
Students’ Representative Council (SRC)
The SRC serves as the official representative body for students.
It advocates for student welfare and organises activities including:
Orientation programmes.
Academic forums.
Leadership seminars.
Health campaigns.
Sports festivals.
Cultural celebrations.
Participation in student leadership helps trainees develop communication, organisational, and decision-making skills.
Student Associations and Clubs
Students may join various academic, religious, social, and professional associations that contribute to their personal and professional growth.
These include:
Subject-based academic associations.
Religious fellowships.
Debate and public speaking clubs.
Cultural groups.
Environmental clubs.
Community outreach initiatives.
Such organisations provide opportunities for networking, teamwork, and leadership experience.
Academic Support
The college provides academic guidance through lecturers, academic advisers, and departmental support systems.
Students receive assistance with:
Course registration.
Academic counselling.
Research projects.
Teaching practice preparation.
Study skills.
 Supported Teaching in Schools (STS)
Supported Teaching in Schools (STS) is one of the defining features of the Bachelor of Education programme at Accra College of Education.
Rather than limiting teacher preparation to classroom lectures, STS allows student teachers to gain progressive practical experience in real school settings throughout their four-year programme.
The STS model is implemented in phases, enabling trainees to observe experienced teachers, plan lessons, teach learners, reflect on their practice, and receive structured feedback from mentors and college tutors. Successful completion of 168 days of school experience is part of the programme requirements. (Accra College of Education)
Through STS, students develop competence in:
Lesson planning.
Classroom management.
Learner assessment.
Inclusive teaching.
Reflective practice.
Professional ethics.
Community engagement.
The programme strengthens the connection between educational theory and classroom practice, ensuring graduates are well prepared for professional teaching.
Prospective students choose Accra College of Education for several reasons.
Rich Heritage
With more than six decades of teacher education, the college has established a strong reputation for producing competent educators who have served in schools, educational administration, and national leadership.
Strategic Location
Situated in East Legon, Accra, the college benefits from proximity to major educational institutions, libraries, research centres, and government agencies.
Quality Academic Programmes
Affiliation with the University of Ghana ensures that the Bachelor of Education programmes meet national quality standards and reflect current developments in teacher education.
Strong Practical Training
The emphasis on Supported Teaching in Schools equips graduates with practical classroom experience before entering the teaching profession.
Holistic Student Development
Students benefit from leadership opportunities, extracurricular activities, community engagement, and professional development programmes that prepare them for careers beyond the classroom.
🟦 ➡ Related: Best Colleges of Education in Ghana
Accra College of Education is located at East Legon in the Ayawaso West Municipality of the Greater Accra Region. Its strategic location provides students with easy access to major transportation routes, educational institutions, libraries, hospitals, and other public facilities within the capital city.
2. Which university is Accra College of Education affiliated with?
Accra College of Education is affiliated with the University of Ghana for the delivery of its Bachelor of Education programmes under Ghana’s teacher education reforms. The affiliation ensures that academic programmes meet nationally approved standards and quality assurance requirements.
3. What programmes are offered at Accra College of Education?
The college offers the four-year Bachelor of Education (B.Ed.) programme with options in teacher education that prepare graduates for Early Childhood, Primary, and Junior High School teaching. Programme availability may vary depending on admissions for a particular academic year.
4. How can I apply to Accra College of Education?
Applicants must apply through the official Colleges of Education Admission Portal after purchasing an admission voucher and meeting the prescribed entry requirements. Applications are completed online during the official admission period.
5. Does Accra College of Education provide hostel accommodation?
Yes. Accra College of Education is a residential institution with four halls of residence that provide accommodation for students, subject to the college’s accommodation policies and available capacity.
6. Is teaching practice compulsory?
Yes. All Bachelor of Education students participate in the Supported Teaching in Schools (STS) programme. This school-based practicum enables trainees to gain supervised classroom experience throughout their studies.
7. Does the college admit mature applicants?
Yes. Mature applicants may apply provided they satisfy the admission requirements and any additional conditions prescribed for mature entry during the admission year.
8. How long is the Bachelor of Education programme?
The regular Bachelor of Education programme runs for four academic years, combining coursework with extensive school-based practical training.
9. Can international students apply?
Applicants with recognised foreign qualifications may apply after meeting Ghana’s admission requirements and completing any required credential evaluation.
10. How can I contact Accra College of Education?
Prospective students can contact the college through its official communication channels or visit the campus during working hours for enquiries relating to admissions, academics, and student services.
🟦 ➡ Related: How to Contact Ghana’s Public Colleges of Education
Accra College of Education occupies a unique place in Ghana’s teacher education landscape. Its long history, affiliation with the University of Ghana, strategic location in the national capital, and commitment to competency-based teacher preparation make it one of the country’s most recognised Colleges of Education.
The institution has consistently adapted to national reforms, transitioning from certificate and diploma programmes to the Bachelor of Education framework while strengthening its emphasis on digital literacy, inclusive education, reflective practice, and Supported Teaching in Schools.
Beyond producing classroom teachers, the college has nurtured graduates who have become school leaders, curriculum specialists, education officers, researchers, lecturers, and policymakers. This broad impact reflects the institution’s contribution to Ghana’s educational development over more than sixty years.
For prospective applicants seeking a well-established institution with a strong academic tradition and practical teacher preparation, Accra College of Education remains an excellent choice.
🟦 ➡ Related: The Future of Teacher Education in Ghana
Applicants are encouraged to rely on the college’s official communication channels for admission enquiries, programme updates, fee schedules, and reporting instructions.
Why You Can Trust This Profile
This institutional profile has been prepared byEducateGhana.com using verified information from official publications of Accra College of Education, national teacher education policies, and publicly available institutional records.
Our editorial team reviews institutional profiles regularly to ensure they remain current and useful for prospective students, parents, researchers, and education stakeholders.
We are committed to the principles of:
Accuracy through verification against official sources.
Authority by drawing on education research and policy expertise.
Transparency by distinguishing verified facts from editorial analysis.
Currency through regular updates whenever significant institutional changes occur.
Conclusion
Accra College of Educationhas evolved from a modest teacher training institution established in 1962 into one of Ghana’s leading centres for professional teacher education. Its strong academic foundation, experienced faculty, modern facilities, practical teaching model, and affiliation with the University of Ghana position it as an institution of choice for aspiring teachers.
Whether your goal is to teach in an Early Childhood centre, a Primary school, or a Junior High School, the college provides a comprehensive learning environment that combines academic excellence with professional practice. Prospective applicants who meet the admission requirements and are passionate about teaching will find Accra College of Education to be a rewarding place to begin their professional journey.
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, where he publishes evidence-based analyses on curriculum development, teacher education, education policy, assessment reforms and institutional developments within Ghana’s education sector.
Ellis holds a Master of Philosophy (MPhil) in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include curriculum innovation, teacher professional learning, practicum, educational assessment and education policy. Through EducateGhana.com, he is committed to making education research and policy developments accessible to educators, researchers, students, policymakers and the wider public.
