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MPhil vs MSc vs MA vs MEd vs MBA in Ghana: Which Master’s Degree Is Better for an Academic Career?

October 6, 2026

MPhil vs MSc vs MA vs MEd vs MBA in Ghana explained. Compare research, PhD pathways, lecturer prospects and career value of each master’s degree.

By Ferdinand Ellis | EducateGhana.com

Choosing a master’s degree is one of the most important decisions for anyone planning an academic career in Ghana.

For a graduate who wants to become a lecturer, researcher, professor or university academic, the question is often framed as:

MPhil, MSc, MA, MEd or MBA: Which one is best?

The answer is more nuanced than simply saying that an MPhil is better than an MSc, MA, MEd or MBA.

All five qualifications can be academically valuable. The better choice depends on your discipline, research interests, intended PhD pathway, teaching career, professional goals and the requirements of the institutions where you hope to work.

There is, however, an important distinction. An MPhil is normally designed as a strongly research-oriented master’s qualification, while MA, MSc, MEd and MBA programmes can be either research-oriented or more professionally/coursework oriented depending on the institution and programme.

That distinction can become extremely important when you are preparing for a PhD or an academic career.

Article Information

Field	Details
Publication	EducateGhana.com
Category	Higher Education / Careers / Research & Academic Writing
Article Type	Academic Career and Master’s Degree Guide
Target Audience	Graduates, teachers, researchers, postgraduate students and aspiring lecturers
Geographical Focus	Ghana
Primary Keyword	MPhil vs MSc vs MA vs MEd vs MBA in Ghana
Academic Focus	Master’s degrees and academic careers
Content Type	Evergreen Educational Resource
Editorial Status	Current guidance based on Ghanaian university and GTEC sources

Fact Check & Editorial Review

There is no universal rule in Ghana that says an MPhil is always superior to an MA, MSc, MEd or MBA.

The academic value of a master’s qualification depends on the programme, institution, discipline, research component and the requirements of the next academic stage.

For example, the University of Cape Coast’s 2026/2027 graduate admissions recognise an MPhil or research MA/MEd/MSc/MBA as a route into PhD study. UCC also provides another route for holders of MA, MEd, MSc or MBA degrees with a specified CGPA and Research Methods performance.

The University of Ghana similarly allows applicants with a relevant master’s degree from a recognised or accredited university to apply for PhD programmes, subject to programme requirements.

This means the critical question is not simply:

“Which degree has the better name?”

The better question is:

“Which programme gives me the strongest preparation for the academic career and PhD pathway I want?”

GTEC also plays an important role in Ghana’s tertiary education system, including quality assurance and qualification evaluation. It provides credential evaluation services for local and foreign qualifications and maintains information on recognised institutions.

Key Takeaways

MPhil is generally the strongest traditional choice for a research-intensive academic pathway, particularly where the programme has substantial original research.
MSc can be excellent for academia, especially in science, technology, quantitative and applied disciplines, provided the programme has strong research training.
MA can be an excellent academic qualification, particularly in humanities, languages, social sciences, communication and related disciplines.
MEd is highly relevant to education academics, especially curriculum, pedagogy, teacher education, educational leadership and related fields.
MBA is primarily designed for management and business leadership, but it can support an academic career in business-related disciplines when it has adequate research preparation.
The research component of the specific programme matters more than the letters alone.
A master’s degree does not automatically make someone a lecturer.
For a long-term academic career, the PhD, research record, publications and academic experience eventually become increasingly important.
Before choosing a programme, check whether it provides a suitable pathway to the PhD you intend to pursue.

In Brief

If your primary goal is to become a research-oriented university academic, an MPhil or a research-intensive MA/MSc/MEd may give you a particularly strong foundation.

If your goal is to become an academic in education, an MEd or MPhil in an education-related field may be appropriate.

If your goal is to become a lecturer in business administration, management, finance or a related field, an MBA can be relevant, although its academic usefulness depends heavily on the programme’s research component and the requirements of your intended academic career.

The letters after your name matter.

But what you learned, researched and demonstrated through the degree matters even more.

1. What Is an MPhil?

MPhil means Master of Philosophy.

Despite the word “Philosophy”, an MPhil is not necessarily a degree in the academic discipline of philosophy.

It is used across many disciplines as a research-oriented master’s qualification.

Examples include:

MPhil Curriculum Studies
MPhil Educational Administration
MPhil Mathematics
MPhil Chemistry
MPhil Economics
MPhil Development Studies
MPhil English
MPhil Agricultural Science.

An MPhil normally involves substantial research, a thesis or dissertation and advanced academic training.

For someone intending to pursue a PhD, this research orientation can be particularly valuable.

Strengths of the MPhil

Strong research orientation
Preparation for doctoral study
Extensive thesis research
Development of academic writing skills
Research methodology training
Development of subject specialisation
Strong foundation for scholarly publication.

Potential limitation

Not every MPhil programme is identical.

The title MPhil alone does not tell you everything about the quality or research intensity of the programme.

You should examine the curriculum, research requirements, supervision arrangements and thesis requirements.

2. What Is an MSc?

MSc means Master of Science.

It is commonly associated with scientific, technological, quantitative and applied disciplines, although the title is also used in many social science and professional fields.

Examples include:

MSc Mathematics
MSc Computer Science
MSc Statistics
MSc Economics
MSc Information Technology
MSc Environmental Science
MSc Data Science
MSc Finance.

An MSc can prepare a student for either professional practice or academic research.

That distinction is important.

One MSc may be heavily coursework-based with a professional project, while another may have a substantial research dissertation.

For an aspiring academic, the second type may provide a stronger foundation for doctoral research.

3. What Is an MA?

MA means Master of Arts.

It is widely used in:

Humanities
Languages
Social Sciences
Communication
International Relations
Development Studies
History
Political Science
Sociology
Arts-related disciplines.

An MA can be an excellent preparation for academia.

However, prospective lecturers should investigate whether the specific programme is:

coursework-based, research-based or a combination of both.

This distinction becomes particularly important when applying for a PhD.

The University of Cape Coast’s current graduate admission framework explicitly recognises research MA degrees as one route to PhD admission. It also provides a route for holders of non-research master’s degrees to qualify subject to specified academic performance requirements.

4. What Is an MEd?

MEd means Master of Education.

It is particularly relevant to professionals working in education.

Examples include:

MEd Curriculum Studies
MEd Educational Leadership
MEd Educational Psychology
MEd Measurement and Evaluation
MEd Science Education
MEd Mathematics Education
MEd Teacher Education
MEd Educational Administration.

For someone intending to become a lecturer in:

Colleges of Education
Faculties of Education
Schools of Education
Teacher education programmes
Curriculum studies
Educational leadership
Educational psychology

an MEd can be highly relevant.

However, once again, the specific programme matters.

A research-oriented MEd can provide a stronger foundation for doctoral research than a programme with limited research training.

5. What Is an MBA?

MBA means Master of Business Administration.

It is primarily designed for advanced training in business and management.

Typical areas include:

Finance
Marketing
Human Resource Management
Strategic Management
Entrepreneurship
Operations
Business Analytics
Leadership.

An MBA can therefore be highly appropriate for someone pursuing a professional career in business.

But what if the person wants to become a lecturer?

An MBA can support an academic career in business-related disciplines, particularly if the programme provides strong research preparation and the candidate subsequently develops a research profile.

However, an MBA should not automatically be assumed to be equivalent to a research master’s in every academic context.

The specific PhD and lecturer requirements matter.

6. MPhil vs MSc vs MA vs MEd vs MBA: Quick Comparison

Degree	Typical Orientation	Common Fields	Research Potential	Academic Career Value
MPhil	Research-intensive	Broad range of disciplines	Very strong	Excellent
MSc	Scientific/professional/research	Sciences, technology, economics, finance and applied fields	Varies by programme	Strong when research-oriented
MA	Humanities/social sciences/professional	Arts, humanities, social sciences and related fields	Varies by programme	Strong when research-oriented
MEd	Education/professional/research	Education and teacher education	Varies by programme	Excellent for education academia
MBA	Business/professional	Management and business	Varies by programme	Strong for business academia when research-oriented

The table should not be interpreted as a universal ranking.

Programme design matters.

➡️ Related: MPhil vs PhD in Ghana: Which One Should You Choose?

7. So Which Is Best for an Academic Career?

If we are talking specifically about a research-intensive academic career, the answer is:

First choice: A strong research-oriented master’s degree

This could be:

MPhil

Research MA / MSc / MEd / MBA

depending on your discipline.

The most important question is whether the degree develops your ability to conduct independent research.

Therefore, instead of asking:

MPhil or MSc?

Ask:

Which programme will give me the strongest research preparation for my intended PhD and academic discipline?

That is a much better academic question.

➡️ Related: How to Become a Lecturer in Ghanaian Universities and Colleges of Education

8. Is MPhil Better Than MSc for a Lecturer?

Not automatically.

Suppose two candidates apply for a university position.

Candidate A has:

MPhil Mathematics

Candidate B has:

MSc Mathematics

The institution may not automatically choose Candidate A.

It may consider:

PhD status
research area
publications
teaching experience
research experience
relevance of qualifications
academic performance
interview performance
institutional requirements.

A research-intensive MSc may actually provide stronger preparation than a poorly designed or weakly research-oriented MPhil.

Therefore:

Do not choose MPhil merely because the title sounds more academic.

Investigate the programme.

9. MEd vs MPhil for Education Lecturers

This is particularly important for teachers and education professionals in Ghana.

Suppose someone wants to become a lecturer in:

Curriculum Studies

They might consider:

MEd Curriculum Studies
MPhil Curriculum Studies
MA Education
MPhil Education
another relevant research master’s degree.

Which is best?

There is no universal answer.

If the MPhil has a substantial research component and the MEd is primarily coursework-based, the MPhil may provide stronger research preparation.

But if the MEd is research-intensive and directly aligned with the candidate’s intended PhD, it may be an excellent choice.

For a person targeting teacher education or Colleges of Education, an MEd may also provide highly relevant professional and disciplinary preparation.

10. MBA vs MPhil for Business Academia

This comparison requires even more care.

An MBA is often designed for people who want to become:

managers
entrepreneurs
consultants
business leaders
financial managers
human resource professionals.

An MPhil in a business-related field may be more directly research-oriented.

Therefore, if the primary objective is:

Corporate leadership

an MBA may be the better fit.

If the primary objective is:

Academic research and doctoral study

a research-oriented MPhil may provide a more direct foundation.

However, a research-intensive MBA can also provide a pathway to doctoral study.

UCC’s current PhD admission requirements explicitly include research MA/MEd/MSc/MBA degrees among the recognised master’s routes, while holders of non-research versions may qualify under specified academic conditions.

11. The Most Important Question: Is the Master’s Research-Based?

This may be the single most important question in this entire article.

Before enrolling, ask the university:

Does the programme include a thesis?

How much research methodology is taught?

Is there a substantial dissertation?

Can graduates progress directly to the relevant PhD?

What are the programme’s PhD progression requirements?

Are students expected to publish?

Who will supervise the research?

What research facilities are available?

These questions can tell you much more than the degree title.

12. Your Master’s Degree Should Lead Somewhere

Do not choose a master’s degree simply because it sounds prestigious.

Build a pathway.

For example:

Education academic

B.Ed → MPhil/MEd Education → PhD Curriculum and Teaching → Lecturer → Senior Lecturer → Associate Professor → Professor

Science academic

BSc → MSc/MPhil → PhD → Lecturer → Senior Lecturer → Associate Professor → Professor

Business academic

BBA/BCom → MBA/MPhil → PhD → Lecturer → Senior Lecturer → Associate Professor → Professor

The exact pathway will vary according to discipline and institution.

But the principle is the same:

Your master’s degree should support your long-term academic identity.

13. What Matters More Than the Master’s Degree Title?

For a serious academic career, several factors can become more important than the master’s title itself.

1. Your PhD

The doctorate becomes increasingly important for academic progression.

2. Your research

What problems are you investigating?

3. Your publications

Have you contributed to scholarly literature?

4. Your teaching experience

Can you teach effectively at tertiary level?

5. Your academic specialisation

What are you known for?

6. Your research methodology

Can you conduct credible research?

7. Your supervision experience

Can you guide students through research?

8. Your academic service

Have you contributed to departments, faculties, institutions and professional communities?

GTEC’s ongoing review of academic staff promotion guidelines highlights the importance of transparent and evolving standards for academic progression across Ghana’s tertiary institutions.

14. What Does Ghana’s Academic System Tell Us?

Ghana’s tertiary sector does not operate on a simplistic model where one master’s degree automatically guarantees academic employment.

GTEC is currently reviewing guidelines for promotion of academic staff because of disparities in promotion practices across universities. The stated objective is to develop harmonised and transparent guidelines aligned with international best practices and evolving academic standards.

This is important for aspiring academics.

Your career should therefore be built around academic competence, not simply collecting credentials.

15. Can an MA, MSc, MEd or MBA Lead to a PhD?

Yes.

But the precise conditions depend on the university and programme.

For example, the University of Cape Coast’s 2026/2027 admissions state that candidates may enter PhD programmes with:

an MPhil
a research MA
a research MEd
a research MSc
a research MBA

or, under specified conditions, an MA, MEd, MSc or MBA with the required CGPA and Research Methods performance. Applicants must also satisfy additional departmental requirements.

The University of Ghana similarly accepts relevant master’s degrees from recognised/accredited universities for PhD applications, subject to programme requirements.

Therefore, the statement:

“Only an MPhil can take you to a PhD”

is too broad.

16. What If You Already Have an MSc?

Do not assume that you need to abandon it and start another master’s degree simply because you want to enter academia.

First determine:

Was the MSc research-based?
Did you complete a substantial dissertation?
Did you take Research Methods?
Is your degree relevant to the intended PhD?
What are the PhD admission requirements?
Do you have publications?
Can your master’s research be developed into doctoral research?

You may already have an excellent foundation.

17. What If You Already Have an MA?

The same principle applies.

An MA can be a strong academic qualification, particularly in fields where MA programmes are the normal postgraduate route.

Before enrolling for another master’s degree, investigate whether your existing MA qualifies you for the PhD you want.

A second master’s degree is not automatically a better academic strategy.

18. What If You Have an MEd?

If you are an education professional, an MEd may be highly relevant.

The important question is whether your MEd aligns with your intended doctoral specialisation.

For example:

MEd Curriculum Studies → PhD Curriculum and Teaching

could represent a coherent academic trajectory.

Similarly:

MEd Educational Psychology → PhD Educational Psychology

may provide a logical progression.

Academic coherence matters.

19. What If You Have an MBA?

An MBA can be a strong qualification, especially for professional and management careers.

If you want to enter academia, however, investigate the research requirements of your intended PhD.

Ask whether:

your MBA included a substantial research project
Research Methods was included
your dissertation meets the institution’s requirements
your proposed PhD is related to your master’s field.

UCC’s current PhD admissions framework specifically provides routes for MBA holders, including research MBA holders and certain non-research MBA holders who meet specified academic requirements.

➡️ Related: How to Write an Academic CV for Lecturer Jobs in Ghana

20. Should You Do Another Master’s Before a PhD?

Not necessarily.

This is one of the most common mistakes postgraduate students make.

Someone may have:

MSc → wants PhD → hears MPhil is better → starts another MPhil.

That may be unnecessary.

Before enrolling in another master’s degree, contact the intended PhD department.

Ask:

“Does my current master’s qualification satisfy the entry requirements for your PhD programme?”

If the answer is yes, you may be better off investing your time in:

research
publications
conference participation
academic networking
research proposal development
teaching experience
PhD preparation.

21. A Better Way to Choose Your Master’s Degree

Use this five-question test.

Question 1: What do I want to become?

Lecturer?

Researcher?

Professor?

Corporate executive?

Education administrator?

Consultant?

Question 2: What discipline do I want to specialise in?

Your master’s should align with it.

Question 3: What PhD do I eventually want?

Work backwards from the doctorate.

Question 4: Does the master’s programme provide strong research preparation?

Look beyond the title.

Question 5: What do my target universities require?

This is the final test.

22. Best Master’s Degree by Career Goal

Career Goal	Potentially Suitable Master’s Options
University research career	MPhil, research MA, research MSc, research MEd, relevant research MBA
Education lecturer	MPhil Education, MEd, relevant MA/MSc
College of Education lecturer	MPhil/MEd in Education or relevant discipline, depending on vacancy
Science lecturer	MPhil/MSc in relevant scientific field
Humanities lecturer	MPhil/MA in relevant field
Business lecturer	MPhil/MSc/MBA/MA in relevant business field, depending on institution
Corporate management	MBA
Educational leadership	MEd / relevant MA or MPhil
Research organisation	MPhil / research MA / MSc / MEd depending on field
Professional practice	MSc / MA / MEd / MBA depending on profession

This is a career-planning guide, not a universal employment rule.

23. The Academic Career Formula

For someone serious about becoming a lecturer, think beyond the master’s degree.

A useful model is:

Relevant Bachelor’s Degree

↓

Research-oriented Master’s Degree

↓

Research Experience

↓

Publications and Conference Participation

↓

PhD

↓

Tertiary Teaching Experience

↓

Lecturer

↓

Research + Publications + Supervision + Academic Service

↓

Senior Lecturer

↓

Associate Professor

↓

Professor

The precise order can vary.

Some people begin tertiary teaching before completing the PhD. Others enter academia after completing the doctorate.

24. Final Ranking: If Academia Is Your Main Goal

If the question is:

“Which master’s degree should I choose if I want to become an academic?”

A sensible ranking is not simply:

1. MPhil
2. MSc
3. MA
4. MEd
5. MBA

That would be misleading.

A better ranking is:

1. A research master’s directly aligned with your intended academic discipline

This could be an MPhil, research MA, research MSc, research MEd or research MBA.

2. A master’s that gives you a clear route into your intended PhD

This is critical.

3. A master’s that develops strong research methodology

Research competence matters.

4. A master’s that gives you opportunities to publish or present research

This helps establish your scholarly identity.

5. A master’s from a recognised/accredited institution and programme

GTEC advises students and the public to verify institutional and programme recognition before enrolling.

➡️ Related: How to Choose a PhD Programme in Ghana

Frequently Asked Questions

Is MPhil better than MSc for becoming a lecturer?

Not automatically. A research-oriented MPhil may provide stronger preparation for academia than a coursework-heavy MSc, but a research-intensive MSc can also be an excellent academic qualification.

Is MPhil higher than MSc?

They are different master’s qualifications. You should not treat the titles as a universal hierarchy. The structure, research component, discipline and institutional requirements matter.

Can I become a lecturer with an MSc?

Yes, depending on the institution, academic rank and vacancy. For a long-term academic career, progressing to a PhD and developing research and publication experience is generally important.

Can I become a lecturer with an MA?

Yes. An MA can be an appropriate academic qualification, particularly in humanities and social sciences. Its usefulness for doctoral study depends on whether it is research-oriented and on the requirements of the intended PhD programme.

Is MEd good for becoming a lecturer?

Yes, especially for education-related academic careers. An MEd in an appropriate field can provide a strong foundation for teacher education, curriculum studies and other education disciplines.

Can an MBA lead to a PhD?

Yes. Some Ghanaian universities recognise MBA qualifications for PhD admission, subject to specific requirements. UCC’s 2026/2027 requirements expressly include research MBA qualifications and provide another route for certain non-research MBA holders who meet specified academic conditions.

Should I choose MPhil if I want to become a professor?

An MPhil can be a strong research foundation, but becoming a professor requires much more than the master’s degree. Doctoral research, publications, teaching, supervision, academic leadership and sustained scholarly contribution become increasingly important.

Should I do an MPhil after completing an MSc?

Not necessarily. First determine whether your MSc qualifies you for your intended PhD. If it does, another master’s may not be the most efficient academic investment.

Which master’s degree is best for a College of Education lecturer?

It depends on the discipline and vacancy. An MPhil or research-oriented MEd can be highly relevant for education fields, while a relevant MPhil, MSc or MA may be appropriate for subject-specialist positions. Always follow the specific vacancy requirements.

➡️ Related: How to Publish Your First Academic Research Paper

Conclusion

There is no universal winner among MPhil, MSc, MA, MEd and MBA.

The best master’s degree for an academic career is the one that gives you strong disciplinary expertise, serious research training and a credible pathway to the PhD and academic position you ultimately want.

If you are choosing purely for research preparation, an MPhil can be an excellent choice.

If your field is science, technology, mathematics, economics or another applied discipline, a research-oriented MSc can be equally strategic.

If your discipline falls within the humanities or social sciences, a research-oriented MA can provide a strong academic foundation.

For education professionals, an MEd can be highly relevant, particularly when it aligns with your intended area of doctoral research.

For business and management professionals, an MBA can be an excellent professional qualification and can also support a doctoral academic pathway when its research preparation and subsequent PhD requirements align.

The central lesson is therefore simple:

Do not choose a master’s degree because of the letters after your name. Choose it because of the academic future it makes possible.

For an aspiring lecturer, the real objective is not merely to obtain an MPhil, MSc, MA, MEd or MBA.

It is to build an academic profile that eventually demonstrates:

expertise + research + publications + teaching + scholarship + service.

That is the foundation of a sustainable academic career.

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst who writes on teacher education, curriculum, higher education, educational research, policy and academic development.

Through EducateGhana.com, he focuses on making Ghanaian education information more accessible, analytical and useful to teachers, students, researchers and education professionals.

Editorial Note

This article provides general academic and career guidance. Requirements for master’s admission, PhD admission, lecturer appointments and academic promotion vary among Ghanaian universities, Colleges of Education, disciplines and academic ranks.

Prospective postgraduate students should consult the current requirements of their intended institution and department before making an academic decision.

The University of Ghana and University of Cape Coast demonstrate that master’s-to-PhD pathways can accommodate different master’s qualifications, subject to programme-specific requirements.

GTEC also advises prospective students to verify the recognition and accreditation status of tertiary institutions and programmes before enrolling.

Sources and Further Reading

Ghana Tertiary Education Commission, tertiary education regulation and qualification evaluation resources.
GTEC, review of guidelines for promotion of academic staff in tertiary institutions.
University of Ghana, 2026/2027 Graduate Admissions.
University of Cape Coast, 2026/2027 Graduate Admissions.

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How to Become a Lecturer in Ghanaian Universities and Colleges of Education

Ferdinand Ellis

October 5, 2026

Learn how to become a lecturer in Ghanaian universities and Colleges of Education, including qualifications, PhD requirements, experience, publications, applications and career progression.

By Ferdinand Ellis | EducateGhana.com

Becoming a lecturer in Ghana is a major academic and professional achievement, but the pathway is more demanding than simply obtaining a postgraduate degree.

For many aspiring academics, the journey involves progressing from a relevant bachelor’s degree to a research-based master’s degree and, increasingly, a PhD, while developing competence in teaching, research, academic writing, student supervision and university or college service.

The exact requirements vary according to the institution, discipline, academic rank and vacancy. However, recent recruitment notices from Ghanaian universities and Colleges of Education show several recurring expectations, including advanced academic qualifications, relevant teaching experience, research competence and evidence of scholarly work.

Article Information

Field	Details
Publication	EducateGhana.com
Category	Careers / Higher Education / Teacher Education
Article Type	Career and Academic Guidance
Target Audience	Graduates, teachers, master’s students, PhD candidates and aspiring academics
Primary Keyword	How to become a lecturer in Ghana
Geographical Focus	Ghana
Academic Sector	Universities and Colleges of Education
Content Type	Evergreen Educational Resource
Editorial Status	Fact-checked against current institutional and GTEC sources

Fact Check & Editorial Review

Editorial position: There is no single qualification that automatically makes a person a lecturer in every Ghanaian university or College of Education.

Academic appointments are governed by institutional statutes, approved staffing structures and specific vacancy requirements. GTEC regulates Ghana’s tertiary education sector, while individual institutions establish their own recruitment and promotion procedures within the applicable regulatory framework. GTEC also began a 2026 review of academic-staff promotion guidelines because of differences in promotion practices across universities.

Recent 2026 recruitment notices demonstrate this variation. For example, Gambaga College of Education advertised lecturer positions requiring a PhD or, in that particular advertisement, allowing applicants with a research master’s degree to apply. Akrokerri College of Education’s 2026 lecturer vacancy required a PhD, a professional teaching qualification and at least two years of tertiary teaching experience. St. Joseph’s College of Education similarly specified a PhD, tertiary teaching experience, publications and a teacher education qualification or PGDE.

Therefore, applicants should always read the specific vacancy announcement rather than assuming that one qualification guarantees appointment everywhere.

Key Takeaways

A relevant bachelor’s degree is normally the foundation of an academic career.
A research-based master’s degree is an important step towards academic employment and doctoral study.
A PhD is increasingly important for lecturer-level appointments, particularly in universities and many Colleges of Education.
Teaching or academic experience can strengthen an application and may be expressly required.
Research competence and scholarly publications are important components of an academic career.
Applicants without an education background may need a PGDE or another recognised professional teaching qualification for some College of Education positions.
Foreign qualifications may require GTEC evaluation or other institutional verification.
A strong academic CV should demonstrate qualifications, teaching, research, publications, supervision, conferences and professional service.
The vacancy notice remains the final authority on the requirements for a particular position.

In Brief

If your ambition is to become a lecturer in Ghana, the most reliable long-term pathway is to build expertise in a specific academic discipline, obtain appropriate research qualifications, develop teaching experience, conduct research, publish scholarly work and apply for academic positions that match your qualifications.

For many aspiring university academics, this means progressing towards a PhD. For Colleges of Education, recent vacancies also show strong demand for academics who combine advanced subject knowledge with teacher education, tertiary teaching and research competence.

Introduction

Lecturing is one of the most respected professional pathways in Ghana’s education system.

A lecturer is not simply someone who stands before students and delivers lessons. Academic staff are generally expected to contribute to several areas of institutional life, including teaching, research, student supervision, curriculum development, academic administration, community engagement and professional service.

The University of Ghana’s academic appointment framework, for example, describes lecturer appointments in terms of research training evidenced by a higher research degree, preferably a doctorate or equivalent higher professional qualification.

This means that anyone planning an academic career should begin preparing for academic life, rather than merely preparing to obtain a job title.

1. Understand What a Lecturer Does

Before pursuing an academic career, it is important to understand what the job involves.

A lecturer may be expected to:

teach undergraduate or postgraduate courses
prepare lecture materials
design assessments
mark examinations and assignments
supervise undergraduate projects
supervise postgraduate research where qualified
conduct independent and collaborative research
publish scholarly articles
participate in conferences and academic seminars
contribute to curriculum development
mentor students
participate in departmental committees
contribute to community or professional service
undertake academic administration.

Recent College of Education vacancy notices illustrate this broad role. Akrokerri College of Education, for example, lists teaching, supervision of student projects, research, publication, mentoring, committee work and community service among the responsibilities of a lecturer.

➡️ Related: How to Write an Academic CV for University and College of Education Jobs

2. Start With a Strong Bachelor’s Degree

The first stage is obtaining a relevant bachelor’s degree.

Your undergraduate qualification should normally be connected to the academic discipline in which you eventually want to teach.

For example:

Intended Academic Area	Possible Undergraduate Background
Mathematics Education	Mathematics / Mathematics Education
English	English / English Education
Curriculum Studies	Education / Curriculum Studies / related discipline
Economics	Economics / Economics Education
Accounting	Accounting / Accounting Education
Computer Science	Computer Science / related computing discipline
Physics	Physics / Physics Education
Geography	Geography / Geography Education
Educational Psychology	Psychology / Education / related field

The important principle is academic alignment.

If your qualifications move too far away from the subject you want to teach, an institution may question whether your academic background sufficiently matches the position.

3. Obtain a Research-Based Master’s Degree

For an aspiring academic, the master’s degree is not simply another certificate.

A research-based master’s degree, such as an MPhil or another recognised research master’s qualification, can provide the foundation for doctoral study and academic research.

At this stage, you should develop competence in:

research methodology
academic writing
literature review
theoretical frameworks
qualitative and quantitative research
data analysis
academic referencing
research ethics
scholarly presentation
publication development.

The University of Ghana’s academic appointment framework recognises research training through a higher research degree in its lecturer appointment provisions.

This is why prospective lecturers should take their master’s research seriously.

Your thesis should not simply be viewed as a requirement for graduation. It can become the beginning of your research identity.

➡️ Related: MPhil vs MSc vs MA in Ghana: Which Master’s Degree Is Better for an Academic Career?

4. Work Towards a PhD

For anyone who wants a long-term university academic career, a PhD should generally be treated as a major career objective.

A doctorate demonstrates advanced expertise and the capacity to conduct independent research.

Recent GTEC recruitment for teaching faculty with terminal qualifications specifically called for academics with PhD and equivalent qualifications.

Several 2026 Colleges of Education recruitment exercises also required PhDs for lecturer positions. Akrokerri College of Education, for instance, required a PhD in the relevant subject area for its advertised lecturer positions.

However, the important qualification is this:

A PhD does not automatically guarantee a lecturer appointment.

Institutions may consider:

relevance of the PhD
quality of academic training
teaching experience
research record
publications
professional qualifications
supervision experience
institutional needs
performance at interview
references and recommendations.

5. Develop a Specialisation

Do not try to become an expert in everything.

Academic careers are built around areas of specialisation.

For example, an education scholar might specialise in:

Curriculum Studies
Teacher Education
Educational Leadership
Educational Psychology
Science Education
Mathematics Education
Assessment and Evaluation
Educational Technology
Special Education
Comparative Education
Language Education
Educational Policy.

Your specialisation should become visible across your:

Bachelor’s degree → Master’s degree → PhD → research → publications → teaching experience → academic applications.

A coherent academic identity can make your CV considerably stronger.

6. Build Teaching Experience

Academic institutions may require applicants to demonstrate teaching experience, particularly for lecturer positions.

Recent College of Education advertisements show this clearly.

Gambaga College of Education’s 2026 lecturer advertisement required at least two years of teaching experience in a recognised tertiary institution.

Akrokerri College of Education similarly specified a minimum of two years of tertiary teaching experience.

Other institutions may specify three years or another period depending on the position.

Teaching experience can be gained through:

assistant lecturer appointments
teaching assistant positions
graduate teaching roles
part-time tertiary teaching
tutorial roles
recognised academic teaching assignments.

However, teaching at the basic or secondary school level and teaching at tertiary level are not necessarily treated as equivalent.

Therefore, teachers who want to transition into academia should deliberately seek opportunities to teach at the tertiary level where possible.

7. If You Are Not an Education Graduate, Consider a PGDE

This is particularly important for people who want to work in teacher education.

Some Colleges of Education require lecturers to possess a professional teaching qualification.

For example, Akrokerri College of Education’s 2026 vacancy required a professional teaching qualification such as a PGDE, B.Ed or Diploma in Education.

St. Joseph’s College of Education also specified a teacher education certificate or PGDE for its lecturer position.

This means that a person with a strong disciplinary background but no professional teacher education qualification may need additional professional preparation.

The exact requirement depends on the vacancy.

8. Start Publishing Before You Become a Lecturer

One of the biggest mistakes aspiring academics make is waiting until they become lecturers before beginning research publication.

Start early.

Your research journey can progress through:

Research project → conference presentation → working paper → journal article → research profile → academic collaboration.

Publications can demonstrate your ability to:

identify research problems
review literature
collect and analyse evidence
develop arguments
communicate scholarly findings
contribute to academic debates.

Some institutions explicitly identify publications as an advantage or requirement.

Akrokerri College of Education, for example, lists research and publications among the additional strengths for lecturer applicants, while St. Joseph’s College of Education required evidence of publications for its advertised position.

Do not, however, pursue publications merely to increase the number on your CV.

Quality, relevance and credible publication outlets matter.

9. Learn How Academic Research Works

A lecturer is expected to contribute to knowledge.

You should therefore become comfortable with:

Research methodology

Understand qualitative, quantitative and mixed-methods research.

Academic literature

Learn how to search, evaluate and synthesise scholarly literature.

Data analysis

Develop appropriate skills in statistical analysis or qualitative data analysis according to your research field.

Academic writing

Learn to write journal articles, conference papers, research reports and academic books.

Referencing

Become proficient in APA, Chicago, Harvard or the referencing style required by your discipline.

Research ethics

Understand ethical requirements governing research involving human participants, institutions and sensitive information.

These skills become increasingly important as you progress towards PhD study and academic employment.

10. Build an Academic CV

An academic CV is different from an ordinary employment CV.

Your academic CV should normally highlight:

Personal and professional information
Academic qualifications
Professional qualifications
Teaching experience
Research experience
Publications
Conference presentations
Academic projects
Research supervision
Professional memberships
Grants and research funding
Academic awards
Community or professional service
ICT and research skills
Referees.

For lecturer applications, your publications should be clearly listed.

Where possible, distinguish between:

peer-reviewed journal articles
book chapters
books
conference papers
technical reports
policy papers
working papers.

➡️ Related: Academic CV Format for Lecturer Jobs in Ghana

11. Understand GTEC and Qualification Evaluation

The Ghana Tertiary Education Commission is the national regulator of tertiary education in Ghana.

GTEC oversees matters relating to tertiary institutions, accreditation and quality assurance. Its current institutional database lists recognised Colleges of Education and other tertiary institutions.

This matters particularly when your qualifications were obtained outside Ghana.

GTEC’s Credential Evaluation Management Service evaluates local and foreign educational qualifications and produces reports indicating their equivalence within the Ghanaian education system.

Therefore, applicants with foreign qualifications should carefully check whether a vacancy requires a GTEC evaluation or equivalent documentation.

12. Know the Difference Between University and College of Education Lecturing

Although both are tertiary academic careers, their contexts can differ.

Area	University	College of Education
Main focus	Broad higher education, research and professional education	Teacher education and professional preparation
Typical students	Undergraduate and postgraduate students	Mainly teacher trainees
Research	Often highly emphasised	Increasingly important
Teaching	Discipline-specific and interdisciplinary	Strongly connected to teacher education
Professional education	Depends on discipline	Often particularly important
PhD	Increasingly important for lecturer appointments	Frequently required for lecturer positions
Publications	Often important for appointment and promotion	Increasingly important and sometimes expressly required
Teaching experience	Institution-specific	Often specified in vacancies
Academic service	Important	Important
Field experience	Discipline-dependent	Particularly useful in teacher education

The distinction should not be interpreted as meaning that every university or College of Education follows exactly the same requirements.

Institutional regulations and vacancy notices remain decisive.

13. Understand the Academic Career Ladder

A typical academic career may progress through several ranks.

These can include:

Teaching Assistant → Assistant Lecturer → Lecturer → Senior Lecturer → Associate Professor → Professor

Not every institution uses exactly the same structure or terminology.

The University of Ghana’s academic framework, for example, contains provisions for Assistant Lecturer and Lecturer appointments and sets requirements concerning research training and probation.

Promotion normally involves more than simply remaining in the job for a certain number of years.

Academic progression may consider:

teaching effectiveness
research
publications
postgraduate supervision
academic leadership
community service
professional contribution
administrative responsibilities.

GTEC is currently reviewing academic staff promotion guidelines because of disparities among universities, which reinforces the importance of checking the rules of the institution where you work.

14. Prepare for Academic Interviews

Getting shortlisted is not the same as getting appointed.

A lecturer interview may test your:

subject knowledge
teaching philosophy
research agenda
communication skills
understanding of the institution
knowledge of current developments in your discipline
ability to supervise students
curriculum knowledge
academic leadership potential.

You may also be asked to deliver a teaching demonstration or presentation.

Prepare a concise explanation of:

Who you are academically, what you teach, what you research, what problem your research addresses and how your expertise will contribute to the institution.

15. Prepare a Research Agenda

A PhD thesis alone should not be your entire research identity.

Develop a research agenda.

For example:

Broad field: Teacher Education

Specialisation: Practicum and teacher professional learning

Research programme: School-based teacher preparation

Possible themes:

teaching practicum
mentoring
reflective practice
teacher identity
school-university partnerships
professional learning
curriculum implementation.

This makes it easier to explain what you intend to contribute to academia.

16. Develop Digital and Technology Skills

Modern lecturers increasingly work in technology-supported environments.

Develop competence in:

Learning Management Systems
Microsoft Office
presentation software
academic databases
reference-management tools
statistical software where relevant
qualitative analysis software where relevant
online teaching platforms
AI-assisted research tools
academic integrity and responsible AI use.

ICT competence is already appearing explicitly in some College of Education lecturer advertisements. Gambaga College of Education, for example, included proficiency in ICT and modern teaching technologies among its requirements.

17. Build Academic Networks

Academia is not built entirely from your office.

Build relationships with:

supervisors
lecturers
researchers
professional associations
research groups
universities
education organisations
conferences
journal editors
postgraduate researchers.

Academic collaboration can lead to:

joint publications
research projects
conference invitations
research networks
mentorship
postgraduate opportunities.

But networking should complement academic competence, not replace it.

18. Apply Strategically for Lecturer Vacancies

Do not apply for every academic vacancy simply because the title says “Lecturer.”

Read the vacancy carefully.

Check:

Qualification

Does your degree match the required discipline?

Research qualification

Does the institution require MPhil, research master’s, PhD or equivalent?

Experience

Does your experience meet the stated requirement?

Publications

Are publications required or advantageous?

Professional qualification

Is PGDE, B.Ed or another professional qualification required?

Documentation

Are certificates, transcripts, referee reports or GTEC evaluation documents required?

Application format

Does the institution require hard copies, electronic applications or both?

Deadline

Has the closing date passed?

Recent Ghanaian College of Education advertisements have required application letters, CVs, certified certificates and transcripts, referee reports and, in some cases, GTEC evaluation documentation.

19. What If You Have an MPhil but No PhD?

This is one of the most important questions for aspiring lecturers.

The answer is:

An MPhil does not automatically exclude you from every academic position, but it also does not guarantee appointment as a lecturer.

Institutional requirements differ.

For example, a 2026 Gambaga College of Education vacancy stated that applicants with a research master’s degree could apply alongside PhD holders. Another 2026 vacancy from E.P. College of Education, Bimbilla similarly stated that MPhil or research master’s holders could apply for its lecturer positions.

However, other institutions explicitly require a PhD.

Therefore:

MPhil + relevant experience + research + publications can create opportunities, but PhD remains the stronger long-term qualification for an academic career.

20. What If You Are Already a Teacher?

Teachers in Ghana can transition into tertiary education, particularly where their academic qualifications and professional experience align with teacher education.

A teacher who wants to become a lecturer should consider building a pathway such as:

Teaching experience → Master’s degree → research competence → publications → PhD → tertiary teaching experience → lecturer application

For someone interested in Colleges of Education, experience in curriculum implementation, teacher education, mentoring, assessment, practicum and classroom practice can be particularly relevant.

However, applicants should still meet the academic requirements stated in the vacancy.

A Practical Lecturer Career Roadmap

Stage	Main Objective	What to Build
Stage 1	Bachelor’s degree	Strong disciplinary foundation
Stage 2	Research master’s	Research and academic writing
Stage 3	Early research	Conference papers and publications
Stage 4	Tertiary teaching	Teaching and supervision experience
Stage 5	PhD	Advanced subject and research expertise
Stage 6	Lecturer application	Academic CV, publications, referees and teaching record
Stage 7	Lecturer	Teaching, research, supervision and service
Stage 8	Senior Lecturer	Stronger research, publications, supervision and leadership
Stage 9	Associate Professor	Sustained scholarly contribution and academic leadership
Stage 10	Professor	Distinguished scholarly contribution and academic leadership

What Makes a Strong Lecturer Candidate?

A strong candidate is not necessarily the person with the longest list of certificates.

A competitive academic profile usually combines:

Academic qualification + subject expertise + teaching ability + research competence + publications + professional experience + communication + academic service.

The strongest candidates can demonstrate what they will contribute to the institution rather than merely what qualifications they possess.

Common Mistakes Aspiring Lecturers Should Avoid

1. Assuming a master’s degree automatically makes you a lecturer

It does not.

The vacancy determines the requirements.

2. Collecting degrees without developing research competence

Academic careers are research-intensive.

3. Publishing in questionable journals

Not every journal that promises rapid publication is academically credible.

4. Ignoring teaching experience

Some institutions expressly require tertiary teaching experience.

5. Using the same CV for every application

Tailor your academic CV to the position.

6. Applying outside your academic specialisation

Your qualifications should make a convincing case for the position.

7. Ignoring the vacancy deadline

Late applications are normally not considered.

8. Failing to prepare referees

Academic appointments frequently require confidential referee reports.

9. Assuming all institutions use identical criteria

They do not.

10. Treating the PhD as the end of the journey

For an academic, the PhD can be the beginning of a longer research career.

Frequently Asked Questions

Can I become a lecturer in Ghana with an MPhil?

Yes, depending on the institution and specific vacancy. Some 2026 College of Education advertisements allowed applicants with research master’s qualifications to apply, while others specified a PhD.

Is a PhD compulsory to become a lecturer in Ghana?

Not in every advertised position. However, a PhD is increasingly important, particularly for long-term university academic careers and many lecturer positions in Colleges of Education.

Can a teacher become a university lecturer?

Yes. A teacher can transition into academia by obtaining relevant advanced academic qualifications, developing research competence and meeting the requirements of specific academic vacancies.

Do I need a PGDE to become a lecturer?

Not universally. However, some Colleges of Education specifically require a professional teaching qualification such as a PGDE, B.Ed or Diploma in Education.

Do lecturers need publications?

Requirements vary. However, research and publication are important components of academic careers, and some institutions expressly require or give significant weight to publications.

Can someone with a foreign degree become a lecturer in Ghana?

Yes, provided the qualification meets the relevant institutional and regulatory requirements. GTEC provides credential evaluation services for local and foreign qualifications.

Can I become a lecturer without teaching experience?

It depends on the institution and position. Some vacancies require tertiary teaching experience, while others may have different entry requirements.

What is the difference between a lecturer and a professor?

Lecturer and professor are different academic ranks. A professor is normally a much more senior academic rank reached through sustained scholarly achievement, research, publications, academic leadership and other institutional requirements.

Conclusion

Becoming a lecturer in Ghana is best understood as a career pathway rather than a single qualification.

The journey normally begins with a strong academic foundation, develops through research-based postgraduate education and grows through teaching, research, publication, supervision and academic service.

For aspiring university lecturers, pursuing a PhD and developing a credible research profile can significantly strengthen long-term prospects. For those targeting Colleges of Education, combining advanced disciplinary knowledge with teacher education, tertiary teaching experience and research competence can be particularly valuable.

Most importantly, aspiring academics should never assume that one qualification applies universally. Read the vacancy, understand the institution’s requirements and build your academic profile deliberately.

GTEC’s role in regulating Ghana’s tertiary education system also means that applicants should pay attention to accreditation and qualification recognition, particularly when qualifications are obtained outside Ghana.

The ultimate goal should not simply be to obtain the title Lecturer.

It should be to become an academic who can teach effectively, conduct credible research, supervise emerging scholars, contribute to knowledge and improve society through scholarship.

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst with professional experience in Ghana’s education sector. He writes on teacher education, curriculum implementation, higher education, educational policy, research and emerging developments in education.

EducateGhana.com is an education intelligence platform providing education news, resources, research, policy analysis and career information for Ghana and beyond.

Editorial Note

This guide is intended for general career and academic guidance. Academic appointment requirements vary among institutions, disciplines and ranks.

Applicants should always consult the specific vacancy announcement and applicable institutional requirements before applying.

GTEC is Ghana’s tertiary education regulator, while individual universities and Colleges of Education have their own appointment procedures and requirements. Recent 2026 vacancy notices demonstrate that requirements can differ significantly between institutions.

Official Reference Points

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Teachers’ Strike: GES Targets Monday Deadline to Submit Promotion Data to CAGD

Ferdinand Ellis

October 5, 2026

GES Director-General update on teacher promotion data submission to CAGD GES Directs Regions to Identify Overstaffed Schools and Declare Excess Teachers GES Clears Three Years of Academic Intervention Arrears for SHS and SHTS Staff GES Director- Committee General Prof. Ernest Kofi Davis addressing SHS celebration guidelines in Ghana — GES targets 4 p.m. on October 5 to submit promoted teachers' data to CAGD for payroll processing.

GES Director-General Prof. Ernest Kofi Davis says the Service is working to submit promoted teachers’ data to CAGD by 4 p.m. on October 5.

Article Information

Field	Details
Publication	EducateGhana.com
Category	Teacher Welfare / GES / Education Policy
Article Type	Breaking Education News / Teacher Strike Update
Primary Keyword	GES teacher promotion data October 5
Deadline	Monday, October 5, 2026, at 4:00 p.m.
Responsible Institution	Ghana Education Service
Receiving Institution	Controller and Accountant-General’s Department
Key Issue	Promotion data submission for payroll processing
Strike Status	Nationwide teachers’ strike remains ongoing

Fact Check & Editorial Review

The Ghana Education Service is working toward a 4:00 p.m. Monday, October 5, 2026 deadline to submit details of promoted teachers to the Controller and Accountant-General’s Department for payroll processing.

According to GES Director-General Professor Ernest Kofi Davis, the Service is doing everything possible to meet the deadline.

However, the Director-General clarified that any decision to process the information electronically rests with the Controller and Accountant-General’s Department.

Editorial clarification: The October 5 deadline concerns the submission of promotion information for payroll processing. It should not be interpreted as a guarantee that all affected teachers will receive their new salaries or outstanding arrears on October 5.

Key Takeaways

GES is targeting 4:00 p.m. on Monday, October 5, 2026 to submit outstanding promotion data to CAGD.
GES Director-General Prof. Ernest Kofi Davis says the Service is doing everything possible to meet the deadline.
Electronic processing of the submitted information will depend on CAGD.
Regional directors and input officers have been supporting the data exercise.
Representatives of the teacher unions are also participating in the process.
The deadline is for data submission and payroll processing, not a guaranteed payment date.
Salary placement and payment of applicable arrears remain central issues in the ongoing teachers’ strike.

In Brief

The Ghana Education Service is working against a 4:00 p.m. Monday, October 5, 2026 deadline to submit promotion information for affected teachers to the Controller and Accountant-General’s Department.

GES Director-General Professor Ernest Kofi Davis says the Service is doing everything possible to complete the exercise on time.

The development forms part of government efforts to address delays in placing promoted teachers on their appropriate salary grades, one of the issues underpinning the ongoing nationwide teachers’ strike.

While GES is targeting the Monday deadline, the Director-General has made clear that electronic processing of the information will depend on CAGD.

GES Targets October 5 Deadline for Promotion Data

The Ghana Education Service is working to submit details of promoted teachers to CAGD by 4:00 p.m. on Monday, October 5, 2026.

The exercise is intended to provide CAGD with the information required to process the salaries of affected teachers on their appropriate grades.

GES Director-General Professor Ernest Kofi Davis said the Service is making every effort to meet the deadline.

“We are doing everything possible to meet the deadline,” he said.

The statement comes at a critical stage in efforts to resolve the dispute between government and teacher unions over the placement and payment of promoted teachers.

Electronic Processing Will Depend on CAGD

One of the important points raised by the GES Director-General concerns how quickly the submitted information can be processed after it reaches CAGD.

Asked about the prospect of electronic processing, Professor Davis said:

“That is my wish, but that depends on CAGD.”

The comment highlights the distinction between the work being undertaken by GES and the subsequent payroll-processing responsibilities of CAGD.

GES is responsible for compiling and submitting the relevant promotion information, while CAGD is responsible for the subsequent payroll processing within its mandate.

Consequently, meeting the October 5 submission deadline does not by itself establish the date on which every affected teacher’s new salary grade or arrears will appear in payroll.

What the October 5 Deadline Actually Means

The October 5 deadline is particularly important because of the possibility of confusion between data submission, payroll processing and payment.

These are separate stages.

Stage	What It Means
Promotion data preparation	GES compiles the required information on promoted teachers
Submission to CAGD	GES sends the information to CAGD for payroll processing
Validation/processing	CAGD undertakes the relevant payroll processes
Salary placement	Eligible teachers are reflected on the appropriate salary grade
Arrears processing	Applicable outstanding amounts are processed
Payment	Salaries and applicable arrears are credited through payroll

Therefore, October 5 is the stated target for submission of the promotion information, not a universal payment deadline.

This distinction is important for teachers following the development closely.

Regional Directors and Input Officers Supporting Exercise

The promotion-data exercise involves officials at different levels of the Ghana Education Service.

Regional directors and input officers are expected to support the process of compiling and submitting the necessary information.

Representatives of the teacher unions are also participating in the exercise.

Their involvement is significant because the promotion-placement issue has been one of the principal concerns raised by the unions during the ongoing industrial action.

How the Promotion Issue Relates to the Teachers’ Strike

The nationwide teachers’ strike began on September 25, 2026.

The industrial action involves:

Ghana National Association of Teachers (GNAT)
National Association of Graduate Teachers (NAGRAT)
Pre-Tertiary Teachers Association of Ghana (PRETAG)

The unions have raised several issues concerning teachers’ conditions of service and remuneration.

Among the key demands are:

Appropriate salary placement for promoted teachers.
Payment of outstanding promotion arrears.
Conclusion of a new Collective Agreement.
Implementation of the 20% Deprived Area Allowance.

The promotion-data exercise is therefore directly connected to one of the central issues in the industrial dispute.

Why the Monday Deadline Matters to Teachers

For teachers awaiting placement following promotion, the deadline represents another important stage in the government’s efforts to resolve the payroll issue.

However, teachers should distinguish between progress on the administrative process and actual payment.

If GES submits the required information by the deadline, CAGD would then have to undertake the relevant processing.

The eventual appearance of a teacher’s new grade or applicable arrears in payroll would therefore depend on the completion of the subsequent processes.

This is why the October 5 deadline should be understood as an important processing milestone, rather than an automatic payment date.

What Teachers Should Watch After October 5

Following the deadline, teachers will be watching for several developments.

1. Confirmation of GES submission

The first question will be whether GES successfully submits the outstanding promotion information to CAGD by the stated deadline.

2. CAGD processing

The next stage will involve CAGD processing the information received from GES.

3. Salary placement

Affected teachers will want to know when their appropriate salary grades will be reflected in payroll.

4. Promotion arrears

Teachers will also be monitoring the processing and payment of applicable arrears.

5. Union response

The teacher unions are expected to assess developments and determine their position in accordance with their internal processes.

What Teachers Should Not Assume

Teachers should avoid interpreting the October 5 deadline as meaning:

all affected teachers will be paid on October 5;
all arrears will automatically be credited on October 5;
every promotion case has already been validated;
every teacher’s payroll issue has been resolved.

The deadline is specifically connected to the submission of promotion information to CAGD.

Any subsequent payment depends on the processing of the submitted information and the applicable payroll arrangements.

Frequently Asked Questions

What is the GES October 5 deadline about?

The deadline concerns the submission of promotion information for affected teachers to the Controller and Accountant-General’s Department for payroll processing.

What time is the deadline?

GES is targeting 4:00 p.m. on Monday, October 5, 2026.

Does October 5 mean teachers will be paid on that day?

No. The deadline concerns data submission and should not be interpreted as a guaranteed payment date.

Who is responsible for processing the information after GES submits it?

The information is to be submitted to the Controller and Accountant-General’s Department, which handles the relevant payroll processing.

Will the information be processed electronically?

GES Director-General Professor Ernest Kofi Davis indicated that electronic processing is his wish but that it depends on CAGD.

Why is this issue connected to the teachers’ strike?

The delayed placement of promoted teachers on their appropriate salary grades and payment of outstanding promotion arrears are among the issues raised by the teacher unions.

Which teacher unions are involved in the strike?

The industrial action involves GNAT, NAGRAT and PRETAG.

What other issues are part of the unions’ demands?

The unions are also demanding the conclusion of a new Collective Agreement and implementation of the 20% Deprived Area Allowance.

Conclusion

The Ghana Education Service is working toward a 4:00 p.m. Monday, October 5, 2026 deadline to submit outstanding promotion information to the Controller and Accountant-General’s Department.

GES Director-General Professor Ernest Kofi Davis says the Service is doing everything possible to meet the deadline, while acknowledging that the subsequent electronic processing of the information depends on CAGD.

For affected teachers, the development represents an important step in the promotion-placement process. However, the distinction between submission, payroll processing and payment remains critical.

Meeting the October 5 deadline would constitute progress in the administrative process, but it would not by itself mean that every affected teacher has been paid.

The next major developments will therefore be the confirmation of GES submission, CAGD processing, salary placement and the treatment of applicable promotion arrears, alongside the teacher unions’ response to the government’s actions.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on Ghana’s education system, teacher welfare, GES policies, promotion, curriculum implementation and education policy.

Editorial Note

This report is based on statements attributed to the Ghana Education Service Director-General, Professor Ernest Kofi Davis, concerning the October 5 deadline for submission of promotion data to CAGD.

EducateGhana.com distinguishes between data submission, payroll processing, salary placement and actual payment. Readers should therefore avoid interpreting the submission deadline as a guaranteed payment date.

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Teachers’ Strike: Haruna Iddrisu Questions Paper-Based Processing of Promoted Teachers’ Data

Ferdinand Ellis

October 4, 2026

Haruna Iddrisu questions paper-based processing of promoted teachers data Government to Introduce 20% Rural Posting Allowance for Teachers, Education Minister Announces — Education Minister Haruna Iddrisu calls for an electronic system to improve the processing of promoted teachers' data.

Education Minister Haruna Iddrisu has questioned the paper-based processing of promoted teachers’ data and called for an electronic system.

Article Information

Field	Details
Publication	EducateGhana.com
Category	Teacher Welfare / GES / Education Policy
Article Type	Education News / Policy and Process Update
Primary Keyword	Haruna Iddrisu teacher promotion processing
Key Issue	Paper-based processing of promoted teachers’ data
Proposed Direction	Electronic/IT-based processing system
Institutions Involved	GES and CAGD
Context	Ongoing nationwide teachers’ strike
Deadline Mentioned	4:00 p.m. Monday, October 5, 2026

Fact Check & Editorial Review

Education Minister Haruna Iddrisu has questioned the continued use of paper forms in processing information on promoted teachers and called for the adoption of an electronic system.

The comments were made during a visit to Ghana Education Service staff working on the compilation and processing of promoted teachers’ data for submission to the Controller and Accountant-General’s Department.

The Minister’s comments concern the efficiency and modernisation of the administrative process. They do not, by themselves, establish that an electronic system has already been approved or implemented.

Key Takeaways

Education Minister Haruna Iddrisu has questioned the continued use of paper forms in processing promoted teachers’ data.
He said the process should be supported by an information technology infrastructure system.
The Minister made the comments while visiting GES staff working on the promotion-data exercise.
The current exercise involves compiling information for submission to CAGD for payroll processing.
Mr Iddrisu said he would raise the issue with the relevant authorities.
His comments come amid efforts to address teacher-promotion concerns linked to the ongoing nationwide strike.
The proposed electronic approach is a call for future improvement and should not be confused with an already implemented system.

In Brief

Education Minister Haruna Iddrisu has raised concerns about the use of paper forms to process information on teachers who have been promoted.

The Minister made the comments during a visit to Ghana Education Service officials working to compile and process promotion data for submission to the Controller and Accountant-General’s Department.

Mr Iddrisu questioned why teachers and officials should continue to handle large volumes of paper when an electronic system could potentially make the process more efficient.

His comments come as GES works to meet a 4:00 p.m. Monday deadline for submitting promotion information to CAGD, amid the ongoing nationwide teachers’ strike.

Haruna Iddrisu Calls for Electronic Teacher Promotion Processing

Education Minister Haruna Iddrisu has questioned the continued reliance on paper forms in processing the details of promoted teachers.

The Minister raised the concern during a visit to GES staff who are currently working on the compilation and processing of promotion data for submission to CAGD.

The exercise is part of efforts to complete the administrative processes required to have the promotion details of affected teachers captured for payroll processing.

Mr Iddrisu argued that the process should be modernised through the use of information technology.

“We must find a way of doing this better than we are doing. Why are we doing that? Why should teachers at this age be filling forms?”

He said an IT-based system could provide a more efficient way of handling the information and reduce the burden associated with the current paper-based process.

➡️ Related: Teachers’ Strike: GES Targets October 5 Deadline to Submit Promotion Data to CAGD

Minister Questions Volume of Paperwork

During the visit, Mr Iddrisu also drew attention to the volume of documents and other materials being handled by officials working on the exercise.

He questioned how such a large amount of paperwork could be transported and managed efficiently.

“But how can we carry all this material? How can we carry all this?”

The Minister said the continued reliance on physical forms was no longer appropriate for a modern administrative system.

“We cannot be filling forms by this age,” he added.

His comments point to a broader concern about the administrative burden associated with collecting, checking, transferring and processing large volumes of teacher promotion information.

Minister Proposes IT-Based Approach

Mr Iddrisu said the way forward should involve an information technology infrastructure system.

“The only way we can do so is using an IT infrastructure system,” the Minister said.

The proposed approach would seek to reduce dependence on physical forms and improve the movement and management of promotion information between the relevant institutions.

However, the Minister’s comments should be understood as a call for modernisation. They do not mean that a new electronic teacher-promotion processing system has already been introduced.

Mr Iddrisu said he would raise the matter with the relevant authorities and push for a better system to be adopted in the future.

“I’ll raise questions about this and I think that we must find a better way of doing it than this manner,” he said.

Why the Paper-Based Process Matters in the Current Teacher Strike

The Minister’s comments come at a particularly important time for Ghana’s education sector.

The nationwide teachers’ strike has included concerns over the processing and placement of promoted teachers on their appropriate salary grades and the payment of applicable promotion arrears.

GES is currently working to compile and submit the necessary information to CAGD.

The exercise is therefore not simply an administrative exercise. Its outcome is connected to one of the major issues at the centre of the ongoing industrial dispute.

For affected teachers, the immediate concern remains whether their promotion information will be successfully processed and reflected in payroll.

For government, the episode has also exposed questions about whether the existing administrative system is sufficiently efficient for handling large-scale promotion exercises.

From Paper Forms to Digital Processing

The Minister’s intervention raises a broader question about the digitalisation of teacher administration in Ghana.

A fully electronic system could potentially reduce the need for:

Large volumes of physical forms.
Manual movement of documents.
Repeated data entry.
Physical storage of records.
Manual transfer of information between institutions.
Delays associated with handling paper documentation.

However, moving from a paper-based process to a digital system would require more than simply replacing forms with computers.

An effective system would need reliable data infrastructure, secure authentication, accurate staff records, interoperability between relevant institutions and mechanisms for correcting errors.

It would also need clear responsibility for data verification and approval.

➡️ Related: GES Promotion Data and CAGD Payroll Processing: Understanding the Steps Teachers Should Watch

GES Promotion Data Exercise Under Deadline Pressure

The Minister’s comments came while GES staff were working toward a 4:00 p.m. Monday, October 5, 2026 deadline for processing and submitting promotion information to CAGD.

Regional directors and input officers have been involved in supporting the exercise, with representatives of teacher unions also participating.

The immediate objective is to ensure that the required information reaches CAGD for the relevant payroll processes.

However, submission of the data does not automatically mean that all affected teachers will be paid on the same day.

There is a distinction between:

data compilation → submission → validation and processing → salary placement → payment of applicable arrears.

This distinction remains important as teachers follow developments surrounding the strike.

What the Minister’s Proposal Could Mean for Future Promotions

If an electronic system is eventually developed and adopted, it could change how teacher promotion information is managed.

Instead of relying heavily on physical forms, relevant information could potentially move through an integrated digital workflow.

Such a system could allow authorised officials to:

Access verified teacher records.
Update promotion information electronically.
Upload required supporting documents.
Validate information before submission.
Track the progress of individual cases.
Identify incomplete records.
Transfer approved information electronically to the next stage.

The actual design, implementation and institutional responsibilities would, however, need to be determined by the relevant authorities.

The Immediate Issue Remains the October 5 Deadline

While the Minister’s comments have opened an important conversation about modernising teacher promotion administration, the immediate issue remains the ongoing promotion-data exercise.

GES is working to meet the October 5 deadline for submission to CAGD.

For teachers awaiting promotion placement and applicable arrears, the immediate questions are whether the data will be submitted on time, whether CAGD will process it and when affected teachers will see the resulting changes in their payroll.

The longer-term question is whether the current experience will lead to reforms in the way teacher promotion data is collected and processed.

Frequently Asked Questions

Why did Haruna Iddrisu question the paper-based process?

The Education Minister questioned why teachers and officials were still required to handle large volumes of paper forms and argued that technology could make the process more efficient.

What system did the Minister propose?

Mr Iddrisu called for the use of an IT infrastructure system to improve the processing of teacher promotion information.

Has the electronic system already been introduced?

Not according to the information available in the Minister’s comments. He said he would raise the issue with the relevant authorities and push for a better system to be adopted in future.

Why are promoted teachers’ details being processed?

The information is being compiled for submission to CAGD as part of the payroll-processing arrangements for affected promoted teachers.

What is the October 5 deadline?

GES is working toward a 4:00 p.m. Monday, October 5, 2026 deadline for submitting the relevant promotion information to CAGD.

Does submission of the data mean teachers will be paid immediately?

No. Submission is one stage of the process. CAGD would still have to undertake the relevant payroll processing before salary placement and applicable payments are reflected.

Why is the issue important to the teachers’ strike?

The delayed processing and placement of promoted teachers, together with outstanding promotion arrears, are among the issues raised by the teacher unions during the ongoing industrial action.

Conclusion

Education Minister Haruna Iddrisu has questioned the continued reliance on paper forms in processing information on promoted teachers and called for a more technology-driven approach.

His comments came during a visit to GES officials working under pressure to compile and process promotion data for submission to CAGD.

The immediate exercise is focused on meeting the October 5 deadline. But the Minister’s intervention raises a broader issue about the efficiency of Ghana’s teacher-administration systems.

For the current promotion exercise, the priority remains completing the data process and ensuring that the relevant information reaches CAGD. Beyond the immediate crisis, however, the call for an electronic system could become an important starting point for discussions on digitalising teacher promotion and payroll-related administrative processes.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on teacher welfare, GES policies, teacher promotion, curriculum implementation and education policy in Ghana.

Editorial Note

This article reports comments attributed to Education Minister Haruna Iddrisu during a visit to GES officials working on the processing of promoted teachers’ data.

The proposed electronic approach is presented as the Minister’s call for future improvement. It should not be interpreted as confirmation that an electronic teacher-promotion processing system has already been approved or implemented.

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GES Director II and Director I Applications: About 800 Applicants Asked to Reconfirm Contact Details

Ferdinand Ellis

October 4, 2026

GES says about 800 Director II and Director I applicants have not received updates because their application contact numbers are unreachable. See what to do.

Article Information

Field	Details
Publication	EducateGhana.com
Category	GES / Teacher Promotion / Career Opportunities
Article Type	Official Update / Promotion Application
Primary Keyword	GES Director II and Director I applications
Affected Applicants	Approximately 800, according to GES
Issuing Office	GES Headquarters
Issued By	Daniel Fenyi, GES HQ
Action Required	Affected applicants should submit updated contact details

Fact Check & Editorial Review

This report is based on an update attributed to Daniel Fenyi of GES Headquarters concerning applicants for the ranks of Director II and Director I.

According to the update, messages outlining the next steps have been sent to applicants. However, approximately 800 applicants reportedly did not receive the messages because the telephone numbers provided in their applications could not be reached.

GES is asking affected applicants to submit their full name, staff ID and an active telephone number through the designated contact channels.

The figure of approximately 800 applicants is presented as stated in the GES update and has not been independently audited by EducateGhana.com.

Key Takeaways

GES has issued an update concerning applicants for Director II and Director I.
Applicants were reportedly sent messages explaining the next steps in the process.
Some applicants did not receive the messages because their application contact numbers were unreachable.
GES says approximately 800 applicants are affected.
Affected applicants are being asked to provide their full name, staff ID and active phone number.
The information can be sent to gespromotionexams@gmail.com or to 0593385729.
Applicants should ensure that the phone number they provide is active and reachable.

In Brief

The Ghana Education Service has issued an important update for teachers who applied for the ranks of Director II or Director I and have not yet received feedback regarding the next stage of their applications.

According to an update from GES Headquarters, all applicants have been sent messages outlining the next steps. However, approximately 800 applicants reportedly did not receive the communication because the telephone numbers provided in their applications were unreachable.

GES is therefore asking affected applicants to submit their full names, staff IDs and active telephone numbers so that the team can re-establish contact and provide the necessary information.

GES Director II and Director I Applicants Asked to Check Their Contact Details

Applicants who applied for the ranks of Director II or Director I and have not received any feedback from GES are being advised to take note of the latest communication.

The update indicates that messages have already been sent to applicants to inform them about the next steps in the process.

However, not every applicant received the communication.

According to GES, the reason is that some of the telephone numbers provided during the application process could not be reached.

➡️ Related: GES Promotion Examinations: Important Updates for Teachers Applying for Promotion

➡️ Related: GES Promotion Application and Examination: What Teachers Should Know About the Process

About 800 Applicants Reportedly Affected

GES says approximately 800 applicants are affected by the communication problem.

The Service indicates that attempts have been made by the team to contact the affected applicants, but those attempts have been unsuccessful because the contact numbers supplied during the application process were unreachable.

This means affected applicants should not simply wait for another message.

They are being asked to take action by submitting an active contact number to the designated GES team.

What Affected Applicants Should Do

Applicants who applied for Director II or Director I and have not received the expected communication should provide the following information:

Full name
Staff ID
Active phone number

The information should be submitted through either of the following channels provided in the GES update:

Email: gespromotionexams@gmail.com

Phone/WhatsApp contact: 0593385729

Applicants should ensure that the telephone number provided is active and can receive calls or messages.

Why the Active Phone Number Matters

The latest update highlights the importance of maintaining accurate contact information during GES promotion processes.

Where an applicant’s telephone number cannot be reached, important communication concerning the next stage of the process may not get to the applicant.

Teachers who have changed their telephone numbers since submitting their applications should therefore pay particular attention to the update.

An active number should be one that the applicant regularly uses and can readily answer or access.

What Happens After Affected Applicants Submit Their Details?

According to the GES update, the team is on standby to reach out to the affected applicants and establish contact.

Applicants should therefore provide accurate information and remain available on the active number submitted.

They should also avoid sending incomplete information.

For identification purposes, applicants are specifically being asked to provide their:

Full name
Staff ID
Active phone number

Important Advice to Director II and Director I Applicants

Applicants should exercise caution when responding to promotion-related messages.

The contact details provided in this update should be treated as the channels communicated by GES for the affected applicants.

Applicants should also avoid sharing sensitive personal information beyond what is requested through the designated channel.

If an applicant receives a message requesting payment or other unusual information, the applicant should verify the request through an appropriate GES channel before taking action.

Frequently Asked Questions

Who is affected by this GES update?

The update concerns teachers who applied for the ranks of Director II or Director I and have not received the expected feedback from GES.

Why have some applicants not received messages?

According to GES, some of the telephone numbers provided in the applications are unreachable.

How many applicants are affected?

GES indicates that approximately 800 applicants are affected.

What information should affected applicants submit?

They should provide their full name, staff ID and active phone number.

Where should the information be sent?

The GES update provides the email gespromotionexams@gmail.com and the telephone contact 0593385729.

What should I do if my number is active but I still have not received a message?

If you applied for Director II or Director I and have not received feedback, you should follow the update and provide your full name, staff ID and active phone number through the designated channel.

Will GES contact the affected applicants?

According to the update, the team is on standby to contact affected applicants and establish communication.

Conclusion

The Ghana Education Service has issued a communication update for applicants seeking promotion to the ranks of Director II and Director I.

While GES says messages outlining the next steps have been sent to applicants, approximately 800 applicants reportedly could not be reached because the contact numbers provided in their applications were unreachable.

Affected applicants are therefore being asked to submit their full names, staff IDs and active telephone numbers through the designated GES contact channels.

Teachers who fall within this group should act promptly and ensure that the contact information they provide is accurate and reachable.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on Ghana’s education system, teacher professional development, GES policies, promotion, curriculum implementation and education opportunities.

Editorial Note

This article is based on the GES update attributed to Daniel Fenyi of GES Headquarters. The statement that approximately 800 applicants are affected is presented as reported by GES.

Applicants should rely on official GES communication for any subsequent changes to the process, deadlines or contact arrangements.

Colleges of Education Fees 2026/2027: 2025/2026 Fees, Total Costs and What Fresh Students Should Know

Ferdinand Ellis

October 4, 2026

Accra College of Education (AcCE): Complete Profile, Admission, Courses, Fees, History and Campus Guide (2026)

How much are Colleges of Education fees in Ghana? See the 2025/2026 fee structure, estimated total costs and what 2026/2027 fresh students should know.

Article Information

Field	Details
Publication	EducateGhana.com
Category	Teacher Education / Admissions / Colleges of Education
Academic Year	2026/2027
Article Type	Fees Guide / Admissions Information
Primary Keyword	Colleges of Education fees 2026/2027
Fee Schedule Referenced	2025/2026 Provisional Fees
Target Audience	Prospective teacher trainees, fresh applicants, continuing students, parents and guardians
Geographic Focus	Ghana

Fact Check & Editorial Review

The fee schedule reproduced in this article is headed “Provisional Fees Structure for All Public Colleges of Education for the 2025/2026 Academic Year” and is attributed to the Conference of Principals of Colleges of Education, Ghana.

The document lists separate charges for Level 100, Levels 200 and 300, and Level 400. It also identifies additional charges for examination fees, residential accommodation, digital resources and the TTAG project levy.

Important: These figures should not be presented as a newly approved 2026/2027 fee structure. They represent the 2025/2026 provisional fee schedule and are relevant to the current 2026/2027 admission discussion because Colleges have been directed to use the previous fee structure temporarily while awaiting approval of the new fee schedule.

Applicants should therefore confirm the final fees communicated by their individual College of Education when the new 2026/2027 fee structure is officially approved.

Key Takeaways

The supplied fee schedule covers all public Colleges of Education for the 2025/2026 academic year.
The listed basic institutional charges for Level 100 total GH¢3,948.81.
Levels 200 and 300 have a listed total of GH¢2,172.60.
Level 400 has a listed total of GH¢1,531.65.
Feeding fees are identified separately as part of students’ allowance and are to be paid by the Government to Colleges.
Examination fees are charged by the affiliate university and average GH¢1,060 per year, according to the document.
Residential accommodation is listed at GH¢500 per semester for students in College hostels.
A GH¢600 annual Digital Resources Fee is listed for each student.
A GH¢30 annual TTAG Project Levy is also listed.
The 2025/2026 figures should not be confused with a final approved 2026/2027 fee structure.

In Brief

Prospective teacher trainees preparing to enter Ghana’s public Colleges of Education for the 2026/2027 academic year are understandably interested in how much they will be required to pay.

A fee document issued for the 2025/2026 academic year provides a useful reference point.

The document sets out different charges according to students’ levels. Level 100 students have the highest listed institutional charges because of admission, registration and orientation-related costs, while Levels 200, 300 and 400 have lower listed totals.

In addition to the main institutional charges, students may have to account for examination fees, residential accommodation, digital resources and the TTAG project levy.

The important distinction is that these are 2025/2026 provisional figures. They should therefore not be described as the final approved fees for 2026/2027.

2025/2026 Provisional Colleges of Education Fee Structure

According to the supplied fee document, the main charges were as follows:

Description	Level 100	Levels 200 & 300	Level 400
Admission, Registration, Orientation	GH¢478.22	GH¢38.26	GH¢38.26
Academic and Professional Training	GH¢1,566.17	GH¢1,090.05	GH¢839.12
Health and Sanitation	GH¢160.26	GH¢160.26	GH¢60.26
Others, including SRC dues, Reprographic Fees and Miscellaneous	GH¢1,744.16	GH¢884.03	GH¢594.01
Total	GH¢3,948.81	GH¢2,172.60	GH¢1,531.65

These figures represent the main charges shown in the supplied 2025/2026 provisional fee structure.

➡️ Related: Colleges of Education Admission List 2026/2027: First Batch, Subsequent Batches and What Applicants Should Do

➡️ Related: Colleges of Education Admission Status: What “Successful”, “Pending” and “Not Admitted” Can Mean

How Much Does a Level 100 Student Pay?

The listed Level 100 total is GH¢3,948.81.

This includes:

GH¢478.22 for admission, registration and orientation
GH¢1,566.17 for academic and professional training
GH¢160.26 for health and sanitation
GH¢1,744.16 for other charges, including SRC dues, reprographic fees and miscellaneous items

The figure does not represent every possible cost a student may incur during the academic year.

Students may also have to account for examination, residential accommodation, digital resources and other applicable charges.

How Much Do Level 200 and Level 300 Students Pay?

The fee structure groups Levels 200 and 300 together.

The listed total is:

GH¢2,172.60

This comprises:

GH¢38.26 for admission, registration and orientation
GH¢1,090.05 for academic and professional training
GH¢160.26 for health and sanitation
GH¢884.03 for other charges

Again, this is the main institutional fee total shown in the document and does not automatically represent the student’s entire annual financial obligation.

How Much Does a Level 400 Student Pay?

The listed Level 400 total is:

GH¢1,531.65

The components are:

GH¢38.26 for admission, registration and orientation
GH¢839.12 for academic and professional training
GH¢60.26 for health and sanitation
GH¢594.01 for other charges

Additional applicable charges may still need to be considered.

Other Fees Students Should Know About

The document identifies several charges outside the main institutional fee totals.

1. Examination Fees

The document states that examination fees are charged by the affiliate university.

It gives an average of:

GH¢1,060 per year

Because this is an average stated in the document, students should confirm the exact examination charge applicable to their programme and affiliate university.

2. Residential Fee

Students who stay in College hostels are required, according to the document, to pay:

GH¢500 per semester

For two semesters, this would amount to:

GH¢1,000 per academic year

This applies to students using College hostel accommodation.

Students who do not reside in College hostels should not automatically assume that they have to pay the residential fee.

3. Digital Resources Fee

The document states:

GH¢600 per student per year

as the Digital Resources Fee.

This is listed as an annual charge.

4. TTAG Project Levy

The document also states that each student shall pay:

GH¢30 per year

as the TTAG Project Levy.

Estimated Overall Cost for Students

If all of the additional charges listed in the document apply, an approximate calculation can be made.

For example, a Level 100 student paying the listed institutional total, the average examination fee, two semesters of residential accommodation, the Digital Resources Fee and the TTAG Project Levy would have:

Component	Amount
Level 100 institutional charges	GH¢3,948.81
Average examination fee	GH¢1,060.00
Residential fee for two semesters	GH¢1,000.00
Digital Resources Fee	GH¢600.00
TTAG Project Levy	GH¢30.00
Illustrative total	GH¢6,638.81

For Levels 200 and 300:

Component	Amount
Institutional charges	GH¢2,172.60
Average examination fee	GH¢1,060.00
Residential fee for two semesters	GH¢1,000.00
Digital Resources Fee	GH¢600.00
TTAG Project Levy	GH¢30.00
Illustrative total	GH¢4,862.60

For Level 400:

Component	Amount
Institutional charges	GH¢1,531.65
Average examination fee	GH¢1,060.00
Residential fee for two semesters	GH¢1,000.00
Digital Resources Fee	GH¢600.00
TTAG Project Levy	GH¢30.00
Illustrative total	GH¢4,221.65

Important qualification

These calculations are illustrative, not official final bills.

They assume that the student pays the average examination fee and stays in a College hostel for two semesters. Actual charges may differ according to the student’s circumstances, programme, affiliate university and the final approved fee schedule.

What About Feeding Fees?

One of the important notes on the fee document concerns feeding.

It states that feeding fees form part of students’ allowance and that this component would be paid by the Government to the Colleges.

This means feeding should not simply be added to the listed student fee totals as another amount payable directly by the student based on this document.

Applicants should nevertheless follow the official arrangements communicated by their College.

Are These the Final 2026/2027 Fees?

No.

This distinction is extremely important.

The document supplied to EducateGhana.com is explicitly headed:

“Provisional Fees Structure for All Public Colleges of Education for the 2025/2026 Academic Year.”

Therefore, it should not be presented as the final approved fee structure for 2026/2027.

The relevance of the document to the current admission cycle is that the previous fee structure has been referenced as the temporary basis for charges while the new 2026/2027 fees await approval.

Once the new fee structure is officially approved and communicated, applicants should use the new figures rather than assuming that the 2025/2026 rates will remain unchanged.

➡️ Related: GTEC Directs Public Colleges of Education to Begin 2026/2027 Admissions

What Should 2026/2027 Fresh Applicants Do?

Applicants who have received or expect to receive admission should take the following steps.

Confirm your admission

First establish that the applicant has genuinely been offered admission by the College.

Read the admission letter

The admission letter and accompanying instructions should be carefully reviewed.

Wait for the authorised fee instructions

Applicants should not rely on figures circulating on WhatsApp, Facebook or other unofficial platforms when making payments.

Confirm the payment channel

Before paying any amount, verify the authorised payment method with the College.

Keep receipts

Every payment should be properly documented and receipts or official confirmations retained.

Ask about the new fee schedule

If a new 2026/2027 fee structure has not yet been communicated, applicants should seek clarification from the College rather than assuming that an unofficial figure is correct.

Why the Fee Structure Matters for Applicants

Understanding the fee structure helps prospective students and parents distinguish between different categories of charges.

For example, a student may see a figure such as GH¢3,948.81 and assume that this is the complete amount required for the academic year.

That may not be the case.

The document separately identifies examination fees, residential accommodation, digital resources and the TTAG project levy.

This is why applicants should look beyond the headline institutional total when estimating the full cost of attending a College of Education.

Frequently Asked Questions

How much is the 2026/2027 Colleges of Education fee?

The final approved 2026/2027 fee structure should be confirmed from the official communication of the relevant authorities and College. The fee document currently referenced in this guide is the 2025/2026 provisional structure.

How much was the Level 100 fee in the 2025/2026 structure?

The listed Level 100 institutional total was GH¢3,948.81.

How much were the fees for Levels 200 and 300?

The listed institutional total for Levels 200 and 300 was GH¢2,172.60.

How much was the Level 400 fee?

The listed institutional total for Level 400 was GH¢1,531.65.

How much is accommodation?

The 2025/2026 document states a residential fee of GH¢500 per semester for students in College hostels.

Is feeding included in the fees?

The document states that feeding fees are part of the students’ allowance and that the component would be paid by Government to Colleges.

How much is the Digital Resources Fee?

The document lists a GH¢600 annual Digital Resources Fee per student.

How much is the TTAG Project Levy?

The document lists a GH¢30 annual TTAG Project Levy per student.

Are these figures the final 2026/2027 fees?

No. The supplied document is explicitly a 2025/2026 provisional fee structure. Applicants should confirm the final 2026/2027 approved fees when officially communicated.

Conclusion

The 2025/2026 provisional fee structure for Ghana’s public Colleges of Education provides an important reference for understanding the different categories of costs associated with teacher education.

The listed institutional charges were GH¢3,948.81 for Level 100, GH¢2,172.60 for Levels 200 and 300, and GH¢1,531.65 for Level 400.

Students may also need to account for examination fees, residential accommodation, digital resources and the TTAG project levy, depending on their circumstances.

For the 2026/2027 academic year, however, applicants should exercise caution when using these figures. They are not the final approved 2026/2027 fee schedule. The relevant authorities and individual Colleges should be treated as the final reference point once the new fees are formally approved.

For prospective teacher trainees, the safest approach is therefore to confirm the admission, verify the current authorised fee instructions and pay only through approved channels.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on teacher education, curriculum implementation, admissions, examinations and education policy in Ghana.

Editorial Note

The fee figures in this article are based on the 2025/2026 provisional fee structure shown in the document supplied to EducateGhana.com. They are presented for reference and should not be mistaken for a final 2026/2027 fee schedule.

Where the new academic year’s fees are subsequently approved, applicants should use the officially communicated figures and payment instructions.

Colleges of Education Admission Status: What “Successful”, “Pending” and “Not Admitted” Can Mean

Ferdinand Ellis

October 4, 2026

Colleges of Education Admission Guide 2026/2027: Requirements, Cut-Off Points, Courses, Fees and How to Apply

What does your Colleges of Education admission status mean? Learn what successful, pending and not admitted can mean for 2026/2027 applicants.

Article Information

Field	Details
Publication	EducateGhana.com
Category	Teacher Education / Admissions / Colleges of Education
Academic Year	2026/2027
Article Type	Admissions Guide / AEO Explainer
Primary Keyword	Colleges of Education admission status
Target Audience	2026 WASSCE applicants, prospective teacher trainees, parents and guardians
Geographic Focus	Ghana
Status	2026/2027 Admission Exercise

Fact Check & Editorial Review

Admission-status terminology can vary between Colleges of Education and their respective admission systems. Terms such as “Successful,” “Pending” and “Not Admitted” should therefore be interpreted in the context of the particular institution or admission platform displaying the status.

This guide explains the general meaning applicants can attach to these common status descriptions. Applicants should always follow the specific instructions issued by their selected College of Education before concluding that an application has been accepted or rejected.

Key Takeaways

Successful generally indicates that an applicant has been offered admission.
Pending generally means that the application has not yet received a final admission outcome or requires further processing.
Not Admitted generally indicates that an admission offer has not been made at the time the status is displayed.
A pending status should not automatically be interpreted as rejection.
Applicants should verify their status through the appropriate official admission channel.
Successful applicants should act quickly because admission offers may come with deadlines.
Applicants should never pay individuals who promise to change a pending or unsuccessful status.

In Brief

Checking an admission status can be one of the most anxious moments for a prospective teacher trainee.

After applying to a College of Education, an applicant may encounter terms such as “Successful,” “Pending” or “Not Admitted.” For applicants who are unfamiliar with the admission process, these terms can create uncertainty about what to do next.

The most important point is that each status has a different implication.

A successful status generally means the applicant has received an admission offer. A pending status normally means that the application is still being processed or that a final decision has not yet been communicated. A not admitted status generally means that no admission offer has been made at that point.

However, applicants should always confirm the exact meaning and next steps with the relevant College of Education.

What Does “Successful” Mean?

When an admission system shows “Successful,” it generally means that the applicant has been offered admission.

This is the status applicants are normally hoping to see after submitting an application.

However, seeing a successful status is not necessarily the end of the admission process.

The applicant may still need to:

Download or obtain the admission letter.
Read the admission instructions.
Confirm the programme and institution.
Take note of the reporting or registration date.
Pay approved fees through the authorised channel.
Prepare the required documents.
Complete registration within the stated period.

Applicants should therefore treat a successful status as an instruction to proceed with the next stage, rather than simply as information to be celebrated.

What Does “Pending” Mean?

A pending admission status generally means that a final admission decision has not yet been communicated.

The application may still be undergoing processing.

For example, an applicant may be waiting for the institution to complete part of its admission process before a final status is displayed.

A pending status therefore should not automatically be interpreted as a rejection.

Applicants with pending status should:

Confirm that their application details are correct.
Continue checking the authorised admission platform.
Monitor communication from the College of Education.
Avoid paying anyone who claims they can “change” the status.
Wait for an official update before making assumptions.

Where an institution releases admission in batches, some applicants may also need to wait for subsequent admission decisions.

Does “Pending” Mean You Will Definitely Be Admitted?

No.

A pending status does not guarantee admission.

It simply means that the applicant’s final outcome has not been communicated or completed through the relevant admission process.

Applicants should therefore avoid both extremes.

They should not conclude:

“I have been rejected.”

But they should also not conclude:

“I am definitely going to be admitted.”

The appropriate position is to wait for the official decision while continuing to monitor the admission process.

What Does “Not Admitted” Mean?

When an applicant sees “Not Admitted,” it generally means that the applicant has not been offered admission at the time the status is displayed.

However, applicants should establish whether the status represents a final admission decision or whether the institution is still processing applications and releasing admission lists in stages.

This distinction is important during an admission exercise involving multiple batches.

If an applicant is not included in an initial admission list, the applicant should first determine whether additional admission lists are expected.

Does “Not Admitted” Mean the Application Is Over?

Not necessarily in every situation.

The answer depends on the institution and the stage of the admission exercise.

If the College of Education has officially concluded its admission process and communicated that no further admissions will be made, then the status may represent a final outcome.

If admission processing is still ongoing, however, applicants should seek clarification from the institution before drawing a final conclusion.

The safest rule is:

Do not treat an admission-status label as final without understanding the institution’s admission process and official communication.

Successful vs Pending vs Not Admitted

The three statuses can be understood broadly as follows:

Status	General Meaning	What the Applicant Should Do
Successful	Admission offer has generally been made	Follow admission and registration instructions
Pending	Final decision has not yet been communicated or processing is incomplete	Continue monitoring official updates
Not Admitted	No admission offer has been made at the time of the status	Check whether the admission exercise is still ongoing and seek official clarification

These descriptions are general guidance. The exact interpretation should come from the institution displaying the status.

What Should Successful Applicants Do?

Applicants who receive a successful admission status should move quickly.

Step 1: Verify the admission

Confirm that the admission belongs to the applicant and that the name, programme and institution are correct.

Step 2: Obtain the admission letter

Where the institution provides an admission letter, applicants should obtain it through the authorised channel.

Step 3: Read every instruction

Applicants should carefully review all instructions relating to fees, registration, reporting and required documents.

Step 4: Observe deadlines

Missing an admission or registration deadline could create unnecessary difficulties.

Step 5: Prepare for registration

Applicants should gather the documents required by the institution before reporting for registration.

What Should Applicants With Pending Status Do?

Applicants with pending status should remain attentive but avoid panic.

The best approach is to establish whether the institution is still processing applications or releasing admission lists.

Applicants should:

Check the official admission platform regularly.
Monitor the selected College of Education’s official communication.
Keep their application information available.
Avoid changing or submitting information unnecessarily unless instructed.
Do not pay unofficial agents.
Wait for an authorised update.

A pending status is a reason to monitor, not a reason to panic.

What Should Applicants Who Are Not Admitted Do?

Applicants whose status indicates not admitted should first determine whether the result is final.

They should check:

Whether the College has released only the first batch.
Whether subsequent batches are expected.
Whether the admission exercise remains open.
Whether the applicant’s programme or institution has specific admission arrangements.
Whether the institution has provided an appeal, reconsideration or other procedure.

If the institution confirms that the admission process has ended and the applicant was not selected, the applicant should consider the available alternatives rather than paying someone who claims to have a way around the decision.

Beware of Admission Agents Who Promise to Change Your Status

Applicants should be especially careful during the admission season.

Someone may contact an applicant and claim:

“Your admission is pending because you have not paid.”

Or:

“I can change your status to successful.”

Such claims should be treated with extreme caution.

Applicants should not send money or personal credentials to unknown individuals based on such promises.

An admission status should be confirmed through an authorised institutional channel.

Why Applicants Should Keep Checking Official Updates

Admission lists may be released progressively.

A first batch may be followed by additional batches depending on the institution’s admission process and available spaces.

This means applicants should avoid relying on a single screenshot or social media post.

The best practice is to check the relevant institution’s official communication and verify any admission offer before taking financial or registration-related action.

Frequently Asked Questions

What does “Successful” mean on the Colleges of Education admission portal?

It generally means that the applicant has been offered admission. The applicant should read the admission instructions and complete the next required steps.

What does “Pending” mean?

It generally means that the application has not yet received a final admission decision or remains under processing.

Does pending mean I will be admitted?

No. A pending status does not guarantee admission. It means the final outcome has not yet been communicated.

What does “Not Admitted” mean?

It generally means that the applicant has not received an admission offer at the time the status is displayed. Applicants should establish whether the status is final.

Can my status change from pending to successful?

It can, depending on the institution’s admission process and the outcome of the application. Applicants should wait for official updates rather than relying on unofficial promises.

Can a “Not Admitted” applicant still be considered in a subsequent batch?

This depends on the College of Education and the stage of its admission exercise. Applicants should check official information about subsequent batches.

Should I pay someone to change my admission status?

No. Applicants should not pay unofficial individuals who claim they can guarantee or manipulate admission outcomes.

What should I do after receiving successful admission?

Verify the offer, obtain and read the admission letter, note all deadlines, prepare the required documents and follow the institution’s authorised registration and payment procedures.

Conclusion

Understanding admission-status terminology is important for every prospective teacher trainee participating in the 2026/2027 Colleges of Education admission exercise.

A successful status generally means an admission offer has been made. A pending status generally indicates that the applicant’s final outcome is still being processed or has not yet been communicated. A not admitted status generally means that no admission offer has been made at that point.

Applicants should nevertheless interpret these labels within the context of the particular College of Education and the stage of its admission exercise.

The most reliable approach is simple: verify, monitor official updates and act only on authorised information.

Applicants should also remember that admission decisions are not something that should be purchased from intermediaries. Anyone promising to guarantee or manipulate an admission status should be treated with caution.

EducateGhana.com will continue to provide updates and practical guidance throughout the 2026/2027 Colleges of Education admission cycle.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on teacher education, curriculum implementation, education policy, admissions, examinations and developments across Ghana’s education sector.

Editorial Note

This article explains common admission-status terminology for prospective Colleges of Education applicants. The precise meaning of a status may vary according to the institution and admission system.

Applicants should always verify admission decisions, deadlines, fees and registration instructions through the relevant College of Education’s authorised communication channels.

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Colleges of Education Admission List 2026/2027: First Batch, Subsequent Batches and What Applicants Should Do

Ferdinand Ellis

October 4, 2026

Colleges of Education admission list 2026/2027 first and subsequent batches in Ghana — Guide to the 2026/2027 Colleges of Education admission list, first batch, subsequent batches and next steps for applicants.

Check the latest Colleges of Education admission list for 2026/2027. Learn about first and subsequent batches, admission status, next steps and what applicants should do.

Article Information

Field	Details
Publication	EducateGhana.com
Category	Teacher Education / Admissions / Colleges of Education
Academic Year	2026/2027
Article Type	Admissions Guide / Education News
Primary Keyword	Colleges of Education admission list 2026/2027
Status	First and subsequent admission batches
Target Audience	2026 WASSCE applicants, prospective teacher trainees, parents and guardians
Geographic Focus	Ghana

Fact Check & Editorial Review

This article provides a general guide to the 2026/2027 Colleges of Education admission process, with particular attention to first-batch and subsequent admission lists.

Applicants should note that admission lists may not be released by all Colleges of Education at the same time. The publication of a first batch by one college does not necessarily mean that every college has released its list.

Applicants should therefore rely on admission information published or communicated by their selected College of Education and relevant official admission channels.

Key Takeaways

Colleges of Education may release admission offers in batches rather than in one single list.
Being absent from the first batch does not automatically mean an applicant has been unsuccessful.
Subsequent batches may be released as admission processing continues and vacancies become available.
Applicants who receive admission should carefully follow the instructions contained in their admission notices.
Applicants should verify admission information before making payments.
Prospective students should be cautious of individuals who request money in exchange for admission.
Applicants should monitor their selected Colleges of Education and official admission communication channels regularly.

In Brief

The 2026/2027 Colleges of Education admission process is expected to attract significant interest from applicants seeking to pursue teacher education in Ghana.

As admission processing progresses, Colleges of Education may publish their successful applicants in different batches. The first batch generally represents the initial group of applicants whose admission decisions have been processed and released.

However, applicants who do not find their names in the first batch should not immediately conclude that they have been rejected. Further admission batches may be released depending on the progress of the admission exercise and available spaces.

This EducateGhana guide explains what applicants should understand about the first batch, subsequent batches and the steps to take after receiving an admission offer.

Colleges of Education Admission List 2026/2027

The admission list for the 2026/2027 academic year is an important document for prospective teacher trainees who applied to Colleges of Education in Ghana.

The list identifies applicants who have been offered admission to begin their teacher education programme for the academic year.

Admission information may be released through different channels depending on the College of Education. Applicants should therefore avoid relying exclusively on social media posts or unofficial lists.

The safest approach is to confirm an admission offer through the relevant College of Education or its officially designated admission platform.

What Does the First Batch of the Admission List Mean?

The first batch is the initial group of applicants whose admission decisions have been released.

A first-batch admission list does not necessarily represent the complete admission exercise.

Colleges may continue processing applications after the first list has been released. This can lead to the publication of additional lists.

Applicants should therefore distinguish between:

Admission Stage	What It Generally Means
First Batch	Initial group of successful applicants released
Second Batch	Additional applicants admitted after the first release
Subsequent Batches	Further groups released as processing continues
Waiting/Processing	Application may still be under consideration
Not Admitted	Applicant has not received an admission offer at that stage

The exact terminology and admission arrangements may differ from one institution to another.

Will There Be Subsequent Admission Batches?

There may be subsequent batches where Colleges of Education continue their admission process after the first release.

This can happen for several reasons, including the continued processing of applications and the management of available admission spaces.

However, applicants should not assume that every College of Education will necessarily release the same number of batches.

The important point is that the absence of an applicant’s name from a first-batch list should not automatically be interpreted as final rejection unless the institution has clearly communicated that the admission exercise has been concluded.

➡️ Related: Colleges of Education Admission Status: What “Successful”, “Pending” and “Not Admitted” Can Mean

What Applicants Should Do After Receiving Admission

Applicants who receive admission should act promptly.

1. Confirm the admission offer

Carefully verify the name, programme, College of Education and other details on the admission notice.

2. Read the admission instructions

Admission letters normally contain important instructions concerning reporting, registration, fees, documentation and other requirements.

Applicants should read the entire document rather than relying on information circulated on social media.

3. Confirm the deadline

If a deadline is stated, applicants should take note of it and complete the required process within the specified period.

4. Prepare the required documents

Applicants should keep their relevant academic and identification documents available for registration.

These may include documents such as examination results, identification documents, photographs and the admission letter, depending on the institution’s requirements.

5. Make payments only through authorised channels

Applicants should verify the official payment instructions before making any payment.

No applicant should transfer money to a private individual merely because the person claims to have connections with a College of Education.

What If Your Name Is Not in the First Batch?

Do not panic.

If an applicant does not find their name in the first batch, the next step should be to obtain accurate information from the selected College of Education.

The applicant should:

Confirm that the correct admission list has been checked.
Verify the spelling of the applicant’s name.
Check the application or admission status through the appropriate official channel.
Continue monitoring subsequent admission announcements.
Keep application details and supporting documents available.
Avoid paying anyone who promises to “insert” the applicant’s name into an admission list.

Most importantly, absence from an initial list should not be treated as final rejection without confirmation from the institution.

➡️ Related: What to Do If Your Name Is Missing From the Colleges of Education Admission List

First Batch Does Not Mean Final Batch

One of the most important issues applicants should understand is the difference between the first admission list and the final admission outcome.

A College of Education may release an initial group of successful applicants and continue processing other applications.

Consequently, applicants should avoid statements such as:

“My name is not in the first batch, so I have failed.”

That conclusion may be premature.

The appropriate response is to verify the applicant’s status and monitor official communication from the institution.

How Applicants Can Avoid Admission Scams

Admission periods often create opportunities for fraudsters to target applicants and their parents.

Applicants should be particularly careful when receiving messages claiming that an admission slot can be secured in exchange for money.

Warning signs include:

Requests to send money to personal mobile money numbers.
Claims that an admission can be “guaranteed”.
Requests for payment before an applicant’s status can be verified.
Unofficial admission letters circulated through WhatsApp.
Individuals claiming to work for a College of Education without verifiable institutional identification.
Pressure to make immediate payments.

An applicant should always verify admission information through an official institutional channel before making payments.

What Parents and Guardians Should Know

Parents and guardians also have an important role to play during the admission process.

They should encourage applicants to verify information rather than relying on rumours.

Where a payment is required, the family should confirm:

What the payment is for.
The amount required.
The authorised payment channel.
The payment deadline.
Whether an official receipt or confirmation will be issued.

This can significantly reduce the risk of admission-related fraud.

➡️ Related: Colleges of Education Fees 2026/2027: What Fresh Applicants Should Check Before Payment

Important Admission Advice for 2026/2027 Applicants

Applicants should keep the following principles in mind throughout the admission period:

Verify before you pay.

Read before you accept.

Check official information before sharing it.

Do not assume that a first batch is the final batch.

Do not give personal login details to strangers.

Do not pay individuals who promise guaranteed admission.

Admission decisions are institutional processes. Applicants should therefore depend on official communication rather than unofficial assurances.

Frequently Asked Questions

When will the 2026/2027 Colleges of Education admission list be released?

Admission lists may be released at different times by individual Colleges of Education. Applicants should monitor their selected institution’s official communication channels.

What is the first batch admission list?

It is the initial group of applicants whose admission offers have been released by a College of Education.

If my name is not in the first batch, have I been rejected?

Not necessarily. Applicants should confirm their status and monitor official information about subsequent admission batches.

Will Colleges of Education release second or subsequent batches?

This depends on each institution’s admission process and available spaces. Applicants should not assume that every College will follow exactly the same batch-release schedule.

What should I do if I receive admission?

Confirm the admission, read the instructions carefully, note deadlines, prepare the required documents and follow the institution’s authorised registration and payment procedures.

How can I avoid admission scams?

Use official admission channels, verify payment instructions and avoid individuals who request money in exchange for guaranteed admission.

Can someone guarantee my admission if I pay them?

Applicants should be extremely cautious about such claims. Admission should be verified through the relevant institution’s authorised channels.

Conclusion

The 2026/2027 Colleges of Education admission exercise is an important stage for prospective teacher trainees across Ghana.

Applicants should understand that the release of a first batch does not necessarily mean that the entire admission exercise has ended. Where subsequent batches are released, applicants who were not included in the initial list may still need to monitor official communication and verify their status.

Successful applicants should also act promptly after receiving admission by following the instructions of their respective Colleges of Education.

Above all, applicants and parents should prioritise verification, timely action and caution against admission-related fraud.

EducateGhana.com will continue to provide education and teacher-training admission updates as official information becomes available.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education policy, teacher education, curriculum implementation, examinations, admissions and developments across Ghana’s education sector.

Editorial Note

This article is intended to provide applicants and families with a clear guide to understanding Colleges of Education admission batches for the 2026/2027 academic year.

Admission information can change as institutions update their lists and instructions. Applicants should therefore confirm institution-specific requirements, deadlines, fees and registration procedures through authorised institutional channels before taking action.

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Akatsi College of Education Releases First Batch of 2026/2027 Admission List

Ferdinand Ellis

October 4, 2026

Akatsi College of Education Releases First Batch of 2026/2027 Admission List

Akatsi College of Education has released the first batch of its 2026/2027 admission list, marking a significant stage in the admission process for prospective teacher trainees.

Article Information

Field	Details
Publication	EducateGhana.com
Category	Teacher Education / Admissions / Colleges of Education
Academic Year	2026/2027
Article Type	Admissions News
Status	First Batch Released
Primary Keyword	Akatsi College of Education admission list 2026/2027

Fact Check & Editorial Review

Akatsi College of Education has released the first batch of its admission list for the 2026/2027 academic year.

The release provides an important update for prospective students who applied for admission to the College for the 2026/2027 academic year.

Applicants are advised to confirm their admission status through the College’s official admission communication and approved channels and to carefully follow any instructions accompanying an admission offer.

Editorial caution: The release of a first batch should not automatically be interpreted as the completion of the entire admission exercise. Applicants whose names do not appear in the first batch should continue to monitor official College communication for further updates.

Key Takeaways

Akatsi College of Education has released its first batch admission list for 2026/2027.
The admission list concerns applicants seeking admission for the 2026/2027 academic year.
Applicants should verify their individual admission status through official channels.
Being absent from the first batch does not necessarily mean an applicant has been unsuccessful.
Successful applicants should follow the College’s instructions on acceptance, documentation, fees and registration.
Applicants should be cautious of unofficial admission lists and individuals requesting money to secure admission.

In Brief

Akatsi College of Education has released the first batch of its 2026/2027 admission list, marking a significant stage in the admission process for prospective teacher trainees.

Applicants can now check their admission status through the appropriate official channels and, where admission has been offered, proceed according to the instructions issued by the College.

Those not included in the first batch should continue monitoring official updates for possible subsequent releases.

Introduction

The admission process for prospective teacher trainees seeking places at Akatsi College of Education for the 2026/2027 academic year has moved forward with the release of the College’s first batch admission list.

For applicants who have been waiting to know the outcome of their applications, the release provides an opportunity to confirm whether they have been offered admission.

However, because the College has described the release as the first batch, applicants should distinguish between an initial admission release and the conclusion of the entire admission exercise.

Akatsi College of Education Releases First Batch Admission List

Akatsi College of Education has released the first batch of applicants admitted for the 2026/2027 academic year.

The development is expected to be particularly important to applicants who selected the College as part of their preferred institutions during the 2026/2027 Colleges of Education admission exercise.

Applicants should check their admission status using the official channel provided by the College rather than relying on information circulated through unofficial social media platforms.

Successful applicants should also carefully examine their admission details and comply with all instructions and deadlines attached to their admission.

What the First Batch Admission List Means

The term “first batch” is significant because it indicates that the current release represents an initial group of applicants whose admission decisions have been released.

It does not necessarily mean that every applicant who applied to Akatsi College of Education has already received a final admission decision.

Consequently, applicants who do not find their names in the first batch should not immediately conclude that their applications have been unsuccessful.

They should continue monitoring official College announcements for subsequent admission releases or further instructions.

➡️ Related: Colleges of Education Admission List 2026/2027: First Batch, Subsequent Batches and What Applicants Should Do

What Successful Applicants Should Do

Applicants who have been offered admission should carefully read the admission information provided by the College.

Depending on the specific instructions issued by Akatsi College of Education, successful applicants may need to complete several steps before their admission is fully secured.

These may include:

Confirming the admission offer.
Obtaining or printing the admission letter.
Paying approved fees within the specified deadline.
Preparing the required academic and personal documents.
Completing registration as instructed by the College.
Reporting to the College on the designated date.

Applicants should rely on the College’s official instructions for the exact requirements and deadlines.

Applicants Who Did Not Find Their Names

Not finding a name in the first batch should not automatically be treated as a rejection.

Because the current release is identified as the first batch, applicants whose names are absent should continue to monitor official communication from Akatsi College of Education.

Applicants should also avoid paying individuals who claim they can guarantee admission or place a name on a subsequent admission list.

Only official communication from the College should be treated as authoritative concerning an applicant’s admission status.

How Applicants Can Protect Themselves from Admission Scams

The release of admission lists often creates opportunities for fraudulent individuals to target prospective students and their families.

Applicants should therefore:

Verify admission information through official College channels.
Avoid paying unofficial agents to confirm admission.
Be cautious about admission letters received from unknown sources.
Confirm payment instructions before making any payment.
Keep copies of admission documents and receipts.
Avoid sharing sensitive personal information with unverified individuals.

An applicant should not assume that a social media post, WhatsApp message or forwarded admission list is authentic simply because it contains the name or logo of a College.

What Applicants Should Watch Next

The next important developments may include further admission batches, registration instructions, reporting arrangements and other academic-year commencement information.

Applicants should therefore remain attentive to official communication from Akatsi College of Education.

For applicants who have already received admission, the priority should be to comply with the College’s stated requirements within the applicable deadlines.

For applicants awaiting admission, the priority should be to continue checking official updates rather than relying on speculation.

Frequently Asked Questions

Has Akatsi College of Education released the 2026/2027 admission list?

Yes. Akatsi College of Education has released the first batch of its admission list for the 2026/2027 academic year.

Does the first batch contain all admitted applicants?

Not necessarily. Since it is identified as the first batch, applicants should not assume that it represents the complete admission outcome for everyone who applied.

What should I do if my name is on the admission list?

Confirm the details of your admission and carefully follow the official instructions provided by Akatsi College of Education concerning acceptance, fees, documentation, registration and reporting.

What if my name is not in the first batch?

Continue monitoring official College communication. The absence of your name from the first batch does not, by itself, establish that your application has been unsuccessful.

Should I pay someone to help me secure admission?

No. Applicants should use official admission channels and avoid unofficial individuals who claim they can guarantee admission or influence the admission process.

Conclusion

The release of the first batch of the Akatsi College of Education 2026/2027 admission list marks an important development in the current Colleges of Education admission cycle.

Applicants who have received admission should carefully follow the College’s official instructions and observe all applicable deadlines.

Those who have not been included in the first batch should remain patient and continue monitoring official communication for further admission updates.

EducateGhana.com will continue to monitor developments in the 2026/2027 Colleges of Education admission process and provide relevant updates to applicants as new information becomes available.

About the Author

Ferdinand Ellis is an education researcher, curriculum specialist, teacher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on teacher education, admissions, curriculum implementation, education policy and Ghana’s education system.

Editorial Note

This report is based on the reported release of the first batch of the 2026/2027 admission list by Akatsi College of Education. Applicants should verify their individual admission status through the College’s official communication channels and should not treat unofficial lists or third-party claims as final confirmation.

Filed by Ferdinand Ellis

Check admission list Here

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How to Write a GES Lesson Plan in 2026: Complete Format, Examples and Teacher’s Guide

Ferdinand Ellis

October 4, 2026

How to Write a GES Lesson Plan in 2026: Complete Format, Examples and Teacher's Guide

Learn how to write a GES lesson plan for Ghanaian basic schools in 2026. Includes the lesson plan format, curriculum alignment, sample lesson, assessment and practical tips.

Category: Teacher Education

Article Type: Teacher Resource / Practical Guide

Article Information

Item	Details
Subject	Lesson planning for Ghanaian basic schools
Target audience	KG, primary and JHS teachers, student teachers, mentors and curriculum leads
Curriculum context	Ghana’s standards-based and competency-oriented curriculum
Academic year	2026
Purpose	To guide teachers in preparing structured, learner-centred, curriculum-aligned lesson plans
Key reference institutions	Ghana Education Service (GES), National Council for Curriculum and Assessment (NaCCA), Ministry of Education (MoE)

Fact Check & Editorial Review

This guide is based on Ghana’s published curriculum resources and lesson-planning guidance. NaCCA’s curriculum information identifies the standards-based curriculum, its learning areas, core competencies and learner-centred approach. Its teacher resource materials explain how curriculum strands, sub-strands, standards, indicators, exemplars, teaching resources and assessment inform lesson planning. The Ministry of Education’s curriculum microsite provides teacher resources for basic education, while NaCCA maintains a lesson-plan resource page.

Important: This is a comprehensive practical format, not a claim that every GES school uses one identical lesson-plan form. Teachers should follow any current official template, district directive, school policy or instructional-supervision requirement applicable to their school.

Key Takeaways

A lesson plan translates the curriculum into a purposeful, teachable learning experience.
Teachers should plan from the approved curriculum, rather than selecting activities first and trying to fit them into the curriculum afterwards.
A sound lesson plan identifies the class, subject, topic, curriculum reference, learning outcomes, resources, teaching and learning activities, assessment and reflection.
Learning outcomes should be clear, observable and appropriate to the learners’ level.
Learners should actively engage with the lesson through discussion, questioning, investigation, practice, collaboration and application.
Assessment should be integrated throughout the lesson, not left only to the final minutes.
Teachers should use available teaching and learning materials, adapt activities to learner needs and reflect on evidence of learning after the lesson.

In Brief

A GES basic school lesson plan should show what learners are expected to learn, how the teacher will facilitate that learning, what resources will be used, how achievement will be assessed and what follow-up action may be required.

The most useful planning sequence is:

Curriculum → Learning outcomes → Prior knowledge → Resources → Teaching and learning activities → Assessment → Reflection

This approach helps teachers maintain curriculum alignment while making lessons purposeful, participatory and responsive to learners.

1. What Is a Lesson Plan?

A lesson plan is a teacher’s written guide for organising and delivering a particular lesson. It outlines the intended learning, the content to be covered, the activities learners will undertake, the resources required and the methods the teacher will use to assess learning.

In Ghana’s basic schools, lesson planning is linked to the approved curriculum and its expectations for learner achievement. The plan should therefore do more than list what the teacher intends to explain. It should show how learners will develop the knowledge, skills, attitudes and competencies specified in the curriculum.

A well-prepared lesson plan helps a teacher to:

Focus instruction on the intended curriculum outcomes.
Organise lesson time and teaching activities.
Select suitable teaching and learning resources.
Engage learners in meaningful classroom experiences.
Identify and address differences in learners’ abilities and needs.
Gather evidence of learning during the lesson.
Reflect on the effectiveness of instruction and plan appropriate follow-up.

A lesson plan is not simply a record of what the teacher says. It is a plan for what the teacher and learners will do to achieve the intended learning.

➡️ Related: Ghana’s NaCCA curriculum framework provides the broader curriculum context for lesson preparation.

2. Understand the Curriculum Before Writing the Lesson Plan

The first step in lesson planning is to consult the approved curriculum for the subject and class. Teachers should avoid relying exclusively on downloaded lesson notes, textbooks or previously prepared plans, because these may not match the current curriculum or the specific learning needs of the class.

NaCCA’s published curriculum materials organise learning through curriculum components such as:

Strand: A broad area of learning within a subject.
Sub-strand: A more specific area within a strand.
Content standard: The expected level of learning or achievement for a specified period. Its also the general objectives expected to be achieved withing a duration and not necessarily during a specific lesson. The standards can be targed to be achieved withing four weeks etc.
Indicator: A statement describing the specific learning performance expected of learners. This is the specific objective expected to be achieved during a lesson. It is derived from the standards set for the four weeks. this time , only an aspect of the standards is set to be achieved withing this lesson. The objective must be Specific, Measurable, Achievable, Realistic, and Time Bound (SMART)
Performance Indicator (PI): This is the small, measurable thing you check to know if a learner has achieved the content indicator. It is stated in the lesson plan and always preceeds the indicator statement with.. “Learners can……. then proceed with the indicator.
Exemplar: A suggested example, task or learning experience that can support teaching and learning. These are the activities that the teacher takes the learners through in achieving the indicators during a specific lesson. It entails the pedagogies used, teaching styles, etc that helps learners to benefit from the teaching ang learning process.

The exact terminology and arrangement may vary by subject and curriculum document. Teachers should use the wording and codes in the relevant approved curriculum.

How to identify the curriculum reference

Before drafting the lesson, check:

Curriculum element	What the teacher should identify
Learning area or subject	The subject to be taught
Class or level	KG, Basic 1–6 or JHS 1–3, as applicable
Strand	The broad curriculum area (Sections/Aspects)
Sub-strand	The specific area within the strand (Main Topic derived from Strand)
Content standard	The relevant expected learning standard (General Objective)
Indicator	The specific performance or learning expectation (Specific Objective)
Exemplar	A suggested activity or task, where provided ( Teacheing and Activities)

The curriculum reference should guide the lesson content and learning outcomes. Do not invent curriculum codes or copy a code from a different class or subject.

➡️ Related: The NaCCA curriculum resources provide subject and level-specific curriculum materials.

3. The Complete Practical GES Lesson Plan Format

The following template is a comprehensive working format for basic school lesson preparation. Adapt it to the current form required by your school, circuit or district.

A. General Information

Field	What to write
Name of school	Official name of the school
Name of teacher	Full name of the teacher
Date	Date the lesson will be taught
Week	Relevant school week
Term	First, second or third term
Year	Academic year
Class	KG, Basic 1–6 or JHS 1–3
Subject	The learning area or subject
Duration	Planned lesson time
Number of learners	Number of learners in the class
Strand	Curriculum strand
Sub-strand	Curriculum sub-strand
Content standard	Relevant curriculum standard
Content Indicator/Performance Indicator	Relevant curriculum indicator/ measurable thing you check to know if a learner has achieved the content indicator
Lesson topic	Specific focus of the lesson
Reference	Approved curriculum, teacher’s manual, textbook or other relevant resource

B. Learning Outcomes or Objectives

State what learners should know, understand or be able to do by the end of the lesson.

Use observable verbs such as:

identify
describe
classify
compare
explain
demonstrate
construct
calculate
investigate
evaluate

Avoid vague statements such as “learn about plants” or “understand the environment” unless they are supported by specific, assessable outcomes.

Example:

By the end of the lesson, learners can be able to:

Identify three common materials found in the classroom.
Classify the materials according to their observable properties.
Explain one everyday use of each material.

The outcomes should be realistic for the class, the time available and the curriculum indicator.

C. Core Competencies

Identify the relevant core competencies the lesson is intended to develop. Select those that genuinely connect to the lesson rather than listing every competency automatically.

Depending on the curriculum and subject, these may include:

Critical thinking and problem-solving
Creativity and innovation
Communication and collaboration
Cultural identity and global citizenship
Personal development and leadership
Digital literacy

The teacher should make the competency visible in the planned learning activity. For example, group classification tasks may develop communication and collaboration, while comparing evidence may promote critical thinking.

D. Key Words or Vocabulary

List the important terms learners are expected to encounter or use during the lesson.

Examples for a Science lesson on materials might include solid, liquid, gas, property, texture and flexibility.

Introduce vocabulary in context and check that learners understand the terms rather than merely copying definitions.

E. Teaching and Learning Resources

List the materials required to support the lesson. These may include:

Real objects and locally available materials
Charts, pictures and models
Textbooks and teacher manuals
Worksheets and activity cards
Measuring instruments
Digital resources, where available
The chalkboard or whiteboard

Select resources that are safe, accessible and suitable for the learners’ age and the intended activity. Where possible, use familiar local examples to connect classroom learning to everyday life.

F. Previous Knowledge

State the knowledge, experiences or skills learners are expected to bring to the lesson.

For example:

“Learners have previously observed common objects made from wood, metal, plastic and cloth.”

Use a brief oral question, demonstration or starter task to establish whether learners actually possess the expected prior knowledge.

G. Introduction or Starter Activity

Plan how to capture learners’ attention and connect the lesson to prior learning or everyday experiences.

A useful introduction may include:

A short review question
A real-life situation
A picture or object
A demonstration
A short story or problem
A prediction question

The introduction should lead naturally to the lesson’s learning outcomes. It should not consume so much time that learners have insufficient opportunity to practise or demonstrate learning.

H. Teaching and Learning Activities

This is the central part of the lesson plan. It should show the sequence of activities, the teacher’s facilitation and the learners’ participation.

A useful planning table is:

Lesson phase	Teacher’s activities	Learners’ activities	Assessment or evidence
Introduction	Presents a question, object or situation and elicits prior knowledge	Observe, respond, predict or share experiences	Oral responses and observation
Development	Guides exploration, explains key ideas and models relevant skills	Investigate, discuss, classify, practise or solve tasks	Questions, task performance and peer discussion
Application	Provides a task requiring learners to use the new learning	Apply knowledge individually or collaboratively	Completed task, explanation or demonstration
Plenary or closure	Reviews key learning and addresses misconceptions	Summarise, answer questions and reflect	Exit question, short exercise or learner explanation

These phases are a practical organising structure. Teachers should adjust them to the subject, age group, lesson duration and required school template.

I. Assessment

Specify how you will determine whether learners have achieved the intended outcomes.

Assessment methods may include:

Oral questioning
Observation
Individual written exercises
Practical demonstrations
Group tasks
Worksheets
Short quizzes
Learner explanations or presentations

Assessment should be aligned with the learning outcomes. If an outcome requires learners to demonstrate a skill, a purely written recall question may not provide sufficient evidence of achievement.

Where appropriate, include formative assessment during the lesson and use the results to provide feedback, reteach difficult concepts or extend learning.

J. Differentiation and Inclusion

Plan how learners with different abilities, learning needs, language backgrounds and levels of prior knowledge can participate meaningfully.

Possible strategies include:

Providing additional examples or guided practice.
Pairing learners strategically for collaborative tasks.
Offering extension questions to learners ready for greater challenge.
Using visual, oral, written and practical representations.
Adjusting the complexity or amount of work where appropriate.
Ensuring that classroom materials and activities are accessible and safe.

Differentiation should preserve the intended learning while responding to learners’ needs.

K. Conclusion or Plenary

Plan a short closing activity that reinforces the lesson’s main ideas.

The teacher may ask learners to summarise what they have learnt, explain a concept in their own words, demonstrate a skill or answer a final question linked to the outcomes.

Avoid ending the lesson abruptly after an activity. The conclusion should help the teacher and learners identify what has been achieved and what may require further attention.

L. Homework or Follow-up Activity

Where appropriate, provide a task that reinforces or extends the lesson.

The task should be achievable, relevant and accessible to learners. Avoid assigning activities that depend on resources learners may not have at home.

M. Teacher’s Reflection

After teaching, record brief, evidence-based reflections.

Consider:

Were the intended outcomes achieved?
Which assessment evidence supports that conclusion?
Which concepts or skills did learners find difficult?
Were the resources adequate and appropriate?
Did the timing allow learners enough practice?
Which learners need additional support or extension?
What should be changed in the next lesson?

Reflection should inform subsequent teaching rather than serve only as a formality.

4. Step-by-Step: How to Prepare a Lesson Plan

Step 1: Consult the approved curriculum

Locate the correct curriculum for the subject, class and term. Identify the relevant strand, sub-strand, content standard, indicator and exemplar, where applicable.

Step 2: Select the lesson focus

Choose the specific content or skill to address within the curriculum expectation. Avoid attempting to cover too much in one lesson.

Step 3: Write measurable learning outcomes

Use clear verbs and describe what learners should demonstrate by the end of the lesson. Check that the outcomes match the curriculum indicator and can be assessed within the available time.

Step 4: Identify prior knowledge

Determine what learners should already know and plan a brief activity to check their readiness.

Step 5: Select teaching and learning resources

Choose resources that support the outcomes and planned activities. Prepare them before the lesson and consider safe alternatives if particular materials are unavailable.

Step 6: Sequence the learning activities

Plan a logical progression from introduction to exploration, guided practice, application and closure. Make the learners’ actions explicit.

Step 7: Integrate assessment

Decide what evidence will show that learners have achieved each outcome. Include questions, observations, practical tasks or written exercises at appropriate points in the lesson.

Step 8: Plan for inclusion

Consider learners who may need additional explanation, alternative materials, more time or greater challenge. Build these supports into the lesson rather than waiting until difficulties arise.

Step 9: Allocate time

Estimate the time required for each activity. Ensure the plan allows learners enough time to engage with the content, practise and demonstrate learning.

Step 10: Review and reflect

Before teaching, check curriculum alignment, resource readiness and the clarity of the activities. After teaching, use assessment evidence to record what worked and what needs adjustment.

5. Completed Sample Lesson Plan for a Basic School

The following is an illustrative sample to demonstrate how the format can be completed. It is not an official GES lesson-plan form, and its curriculum references should be checked against the approved curriculum for the specific class and year before classroom use.

Sample: Basic 5 Science

Topic: Materials and Their Properties

General information	Sample entry
School	[Insert school name]
Teacher	[Insert teacher’s name]
Date	[Insert date]
Week / Term	[Insert week and term]
Class	Basic 5
Subject	Science
Duration	60 minutes
Number of learners	[Insert class number]
Strand / Sub-strand	Insert the exact curriculum reference
Content standard	Insert the applicable standard from the approved curriculum
Indicator	Insert the applicable indicator from the approved curriculum
Lesson topic	Materials and Their Properties
Reference	Approved Science curriculum and relevant teacher resource

Learning outcomes

By the end of the lesson, learners should be able to:

Identify selected materials found in their immediate environment.
Describe observable properties of the materials.
Group materials according to selected properties and explain their classification.

Core competencies: Critical thinking and problem-solving; communication and collaboration.

Key vocabulary: Material, property, texture, hard, soft, flexible, rigid.

Teaching and learning resources: Safe samples of wood, cloth, plastic, metal and rubber; picture cards; classification chart; worksheets; chalkboard.

Previous knowledge: Learners have encountered common objects made from different materials in their homes and school.

Introduction

The teacher displays a collection of familiar objects and asks learners what the objects are made of and how they differ. Learners share observations and predict how the objects could be grouped.

Teaching and learning activities

Phase and time	Teacher’s activities	Learners’ activities	Assessment
Introduction (10 minutes)	Displays safe sample objects and asks learners to describe them	Observe, name and describe the objects	Oral questions and responses
Exploration (15 minutes)	Organises learners into groups and guides them to examine selected materials	Handle safe samples, observe properties and discuss similarities and differences	Teacher observation and group discussion
Development (15 minutes)	Guides groups to classify materials using selected properties and models how to record findings	Sort samples, complete a classification chart and explain their choices	Review of group charts and learner explanations
Application (15 minutes)	Gives learners an individual task involving familiar objects and asks them to justify their classifications	Classify objects and explain the properties used	Individual worksheet and questioning
Plenary (5 minutes)	Reviews the main concepts and asks learners to state one new idea they have learnt	Summarise learning and answer the final question	Exit response

Assessment task

Learners classify five familiar objects according to a selected property and explain the reason for each classification.

Differentiation and inclusion

Provide picture cards and additional examples for learners who need support.
Allow learners to explain their classifications orally where writing presents a barrier.
Provide extension questions requiring learners to compare two materials and justify which property makes each suitable for a particular use.
Ensure that samples are clean, safe and appropriate for handling.

Conclusion

The teacher reinforces that materials can be described and grouped according to observable properties. Learners provide examples of materials used in their homes or school and explain one property of each.

Follow-up activity

Learners identify three objects at home, name the materials from which they are made and describe one observable property of each. The activity should not require learners to purchase materials.

Teacher’s reflection

After the lesson, the teacher records whether learners could identify, describe and classify the materials, which properties caused difficulty, whether the group task was effective and what additional support is needed in the next lesson.

6. How to Align Learning Outcomes, Activities and Assessment

One of the most important principles of lesson planning is alignment. The outcome, learning activity and assessment should all address the same intended learning.

Learning outcome	Suitable learning activity	Appropriate assessment
Identify materials	Observe and name familiar objects	Learner identifies materials from real objects or pictures
Describe properties	Examine and discuss selected samples	Learner describes observable properties
Classify materials	Group and sort samples using a stated criterion	Learner classifies items and explains the criterion

For example, if the outcome is for learners to demonstrate a practical skill, the lesson should include an opportunity to perform that skill. If the outcome is to explain, learners should have a chance to express and justify their understanding.

A mismatch can occur when a lesson plan states a practical outcome but assesses learners only through memorised definitions. Strong alignment makes it easier for the teacher to determine whether learning has actually taken place.

7. Common Lesson-Planning Mistakes to Avoid

1. Writing outcomes that are too broad

“Understand the topic” does not clearly show what learners should demonstrate. Use observable outcomes that can be assessed.

2. Copying plans without checking curriculum alignment

A lesson downloaded from the internet may use an outdated curriculum, an incorrect class level or unsuitable activities. Adapt resources to the approved curriculum and your learners’ needs.

3. Confusing teacher activities with learner activities

Writing “teacher explains the topic” throughout the lesson does not show how learners will engage with the content. Include learner discussion, investigation, practice, application or other relevant participation.

4. Listing competencies without integrating them

Do not include competencies simply to fill a section. Show how the lesson activities develop the selected competencies.

5. Treating assessment as a final exercise only

Use questions, observation and feedback during learning, as well as a closing assessment where appropriate.

6. Using resources that are unavailable or unsuitable

Plan with materials that can realistically be obtained and used safely. Identify alternatives before the lesson.

7. Ignoring learner differences

A lesson plan should consider learners who need additional support and those ready for more challenging work.

8. Omitting reflection

Reflection helps teachers use classroom evidence to improve future lessons. It should identify specific learning needs and practical next steps.

8. Using Official Curriculum Resources

Teachers can consult the following resources when preparing lessons:

Ministry of Education Curriculum Resources Microsite: A repository of curriculum and teaching resources for teachers and learners across basic and other pre-tertiary levels. Visit the microsite
NaCCA Curriculum Development: Provides information about Ghana’s curriculum structure, learning areas and core competencies. View the curriculum information
NaCCA Lesson Plan Resources: Provides subject-related lesson-plan resources. Visit the lesson-plan page
GES Resources: Provides GES resources, including curriculum-related materials. Visit GES Resources

Teachers should prioritise the current approved curriculum, relevant teacher manuals and official school or district instructions when selecting lesson content and planning formats.

9. A Quick Lesson-Plan Preparation Checklist

Before submitting or teaching a lesson, check the following:

Frequently Asked Questions

What is the correct GES lesson plan format for 2026?

Teachers should follow the current template or instructions issued by their school, circuit or district. A comprehensive lesson plan commonly includes general information, curriculum references, learning outcomes, prior knowledge, resources, teaching and learning activities, assessment, inclusion, conclusion, follow-up and reflection. The precise headings and layout may vary.

Is a lesson plan the same as a scheme of learning?

No. A scheme of learning organises curriculum content and learning expectations over a longer period, such as a term or year. A lesson plan focuses on the preparation and delivery of a particular lesson or learning session.

Should teachers include core competencies in lesson plans?

Where the applicable curriculum or school template requires them, teachers should identify the relevant competencies and connect them to the learning activities. They should avoid listing competencies that are not meaningfully addressed in the lesson.

Should a lesson plan include assessment?

Yes. Assessment is an essential part of planning because it helps teachers determine whether learners are achieving the intended outcomes. It may include questioning, observation, practical tasks, written work, peer activities or other suitable methods.

Can teachers use lesson plans downloaded from the internet?

Online resources can support preparation, but teachers should review and adapt them to the approved curriculum, class level, school requirements and learners’ needs. NaCCA’s curriculum implementation materials have highlighted the importance of teachers preparing their own plans and ensuring that downloaded materials are curriculum-aligned.

How long should a basic school lesson plan be?

There is no single length suitable for every subject and lesson. The plan should be detailed enough to guide effective instruction, but concise enough to be practical during classroom teaching. Follow the required school template and ensure that all necessary planning elements are included.

Must every lesson have homework?

Not necessarily. Follow-up work should be purposeful, age-appropriate and relevant to the learning outcomes. It should also be accessible to learners and should not depend on resources they may not have.

Conclusion

Effective lesson planning begins with a clear understanding of the approved curriculum and the learning expected of pupils. Teachers should identify the relevant curriculum references, formulate observable learning outcomes, select appropriate resources, organise purposeful teaching and learning activities, and plan assessment that provides evidence of achievement.

For Ghanaian basic school teachers, a lesson plan should be more than a completed form. It should be a practical instructional guide that supports curriculum implementation, active learner participation, inclusive teaching and continuous improvement.

The most important question to ask when preparing a lesson is:

What should learners be able to demonstrate by the end of this lesson, and what evidence will show that they have achieved it?

When the curriculum, learning outcomes, activities and assessment are aligned, the lesson plan becomes a useful tool for both classroom instruction and professional reflection.

About the Author

Ferdinand Ellis is a Ghanaian education researcher, curriculum specialist, educator and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on curriculum implementation, teacher education, classroom practice, education policy and professional development.

Editorial Note

This guide is intended as a practical professional resource for teachers. It does not replace official GES, NaCCA or district-issued templates, curriculum documents or supervisory instructions. Teachers should verify curriculum codes, indicators and current school requirements before using a sample plan for formal submission or classroom delivery.

Sources

National Council for Curriculum and Assessment (NaCCA). Development of the Ghanaian Curriculum. Curriculum structure, learning areas and core competencies.
National Council for Curriculum and Assessment (NaCCA). Teacher Resource Pack: Kindergarten. Guidance on schemes of learning, lesson planning, teaching resources, pedagogical approaches and assessment.
Ministry of Education, Ghana. Basic School Curriculum Resources Microsite. Teaching and learning resources for basic education.
Ghana Education Service. GES Resources. Official education service resource repository.

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EducationGhana

MPhil vs MSc vs MA vs MEd vs MBA in Ghana: Which Master’s Degree Is Better for an Academic Career?

Article Information

Fact Check & Editorial Review

Key Takeaways

In Brief

1. What Is an MPhil?

Strengths of the MPhil

Potential limitation

2. What Is an MSc?

3. What Is an MA?

4. What Is an MEd?

5. What Is an MBA?

6. MPhil vs MSc vs MA vs MEd vs MBA: Quick Comparison

7. So Which Is Best for an Academic Career?

First choice: A strong research-oriented master’s degree

8. Is MPhil Better Than MSc for a Lecturer?

9. MEd vs MPhil for Education Lecturers

10. MBA vs MPhil for Business Academia

11. The Most Important Question: Is the Master’s Research-Based?

Does the programme include a thesis?

How much research methodology is taught?

Is there a substantial dissertation?

Can graduates progress directly to the relevant PhD?

What are the programme’s PhD progression requirements?

Are students expected to publish?

Who will supervise the research?

What research facilities are available?

12. Your Master’s Degree Should Lead Somewhere

Education academic

Science academic

Business academic

13. What Matters More Than the Master’s Degree Title?

1. Your PhD

2. Your research

3. Your publications

4. Your teaching experience

5. Your academic specialisation

6. Your research methodology

7. Your supervision experience

8. Your academic service

14. What Does Ghana’s Academic System Tell Us?

15. Can an MA, MSc, MEd or MBA Lead to a PhD?

16. What If You Already Have an MSc?

17. What If You Already Have an MA?

18. What If You Have an MEd?

19. What If You Have an MBA?

20. Should You Do Another Master’s Before a PhD?

21. A Better Way to Choose Your Master’s Degree

Question 1: What do I want to become?

Question 2: What discipline do I want to specialise in?

Question 3: What PhD do I eventually want?

Question 4: Does the master’s programme provide strong research preparation?

Question 5: What do my target universities require?

22. Best Master’s Degree by Career Goal

23. The Academic Career Formula

24. Final Ranking: If Academia Is Your Main Goal

1. A research master’s directly aligned with your intended academic discipline

2. A master’s that gives you a clear route into your intended PhD

3. A master’s that develops strong research methodology

4. A master’s that gives you opportunities to publish or present research

5. A master’s from a recognised/accredited institution and programme

Frequently Asked Questions

Is MPhil better than MSc for becoming a lecturer?

Is MPhil higher than MSc?

Can I become a lecturer with an MSc?

Can I become a lecturer with an MA?

Is MEd good for becoming a lecturer?

Can an MBA lead to a PhD?

Should I choose MPhil if I want to become a professor?

Should I do an MPhil after completing an MSc?

Which master’s degree is best for a College of Education lecturer?

Conclusion

About the Author

Editorial Note

Sources and Further Reading

TELEGRAM

How to Become a Lecturer in Ghanaian Universities and Colleges of Education

Article Information

Fact Check & Editorial Review

$Ghana\'s Education Intelligence Platform$ EducationGhana