News

Training and Equipping Teachers: Nexus for success of new SHS, SHTS and STEM curriculum. With the reopening of schools, Ghana is set to roll out the new Standards-Based Curriculum for Senior High, Senior High Technical and Science, Technology, Engineering and Mathematics (STEM) schools. The introduction of the new curriculum is a significant milestone in Ghana’s efforts at delivering 21st-century education.The new curriculum is designed to prepare learners for the world of work, responsible adulthood and further academic studies by equipping them with 21st-century skills, competencies, character qualities and shared Ghanaian values.  The curriculum strongly focuses on the learner, requiring teachers to be effective facilitators. As facilitators, teachers will oversee learning, both inside and outside the classroom, ensuring practical teaching which helps learners to create knowledge within a relatable, learner-focused and disciplined environment. Indeed, teachers are the fulcrum of any effective education system. Recognising this, teachers have been prioritised by the Ministry of Education and its agencies -National Council on Curriculum and Assessment (NaCCA), Ghana Education Service (GES), West African Examinations Council (WAEC), National Teaching Council (NTC) and National School Inspectorate Authority (NaSIA)—as key agents to drive the successful implementation of the new curriculum. This prioritisation led to the introduction of Professional Learning Communities (PLC) sessions in all public secondary schools in May 2023. Teachers across all these schools have been meeting every week, supported by accompanying training materials to ensure that they understand the new curriculum.  This is in addition to the development of a Curriculum Microsite to support teaching and learning and the production of Teacher Manuals and Learner Materials. These interventions aim to ensure that teachers have the requisite knowledge, skills and competencies for effective curriculum delivery. Professional Learning Communities (PLC): PLCs are weekly meetings held in schools, where teachers discuss and explore how to integrate interactive pedagogies, differentiated assessment strategies and other soft skills to improve learners’ experience and ensure learners grasp concepts adequately and can apply knowledge in real-life situations.In these weekly PLCs, teachers discuss the curriculum in-depth focusing on the content, pedagogy and assessment in the subject-specific curriculum. The sessions are guided by PLC handbooks, departmental PLC handbooks, subject-specific PLC handbooks, teacher manuals and learning planners. These interactions among teachers have provided an enhanced institutionalised structure for continuous professional development at no cost to teachers, which ensures that peer learning and sharing of real classroom experiences strengthen and improve lesson delivery. PLC sessions also provide an opportunity for teachers to discuss the curriculum in depth, focusing on integrating 21st-century skills and competencies, Gender Equality and Social Inclusion (GESI), Social and Emotional Learning (SEL) and shared Ghanaian values. This holistic approach ensures that the curriculum is relevant and inclusive.       “We are building a critical mass of teachers to deliver high-quality education that is relevant, value-oriented and impactful to the country’s present and future development needs” says Prof. Jonathan Fletcher, Founding Dean of the School of Education and Leadership at the University of Ghana and Key Advisor on Curriculum to NaCCA.    He further explained, “The new curriculum’s success is a shared and collective responsibility, and teachers, as the primary implementors are being supported to navigate its complexities through comprehensive training and professional development opportunities”. Teacher Manual Another key document that will support teachers is the Teacher Manual. Subject Specific Teacher Manuals contain all the content, pedagogy and assessment information needed by teachers to plan and deliver their lessons effectively each week based on the curriculum. These manuals systematically break down the curriculum into teachable parts, where teachers are provided with the appropriate pedagogies, teaching and learning resources and the learning tasks associated with a given lesson. Curriculum writers, comprising of over three hundred experts drawn from all walks of life including secondary school teachers, College of Education tutors, University faculty and industry professionals have meticulously and thoroughly developed these manuals to signpost teachers and learners on the demands and expectations of what is required of them when engaging with the curriculum. To make these manuals usable, a structured template (Learning Planner) has been developed to ensure that teachers plan their lessons by considering the cross-cutting issues championed by the new curriculum. In addition, these subject-specific manuals are expansive and provide further digital links for teachers to research, plan and deliver lessons that integrate 21st-century skills and competencies, Shared Ghanaian Values, Differentiation, ICT, Gender Equality and Social Inclusion, and Social and Emotional Learning. Learner Materials Learner materials are resources that provide learners with the opportunity to access educational materials both in school and at home, thereby enhancing their learning experiences. Working with the teacher unions, the Ghana National Association of Teachers (GNAT), the National Association of Graduate Teachers (NAGRAT) and the Concerned Teachers of Ghana (CCT-GH), as well as subject associations, learner materials have been developed to ensure that learners have reference materials that will not only enable them to come to the class prepared but will also make the classrooms more efficient places of learning. These learner materials are structured to align with the teacher manuals, ensuring that both teachers and learners can effectively navigate the curriculum. The learner materials are designed to be interactive and engaging, incorporating a variety of activities that cater to different learning styles and needs. This approach supports the academic growth of learners and encourages independent learning and critical thinking. The development of these materials addresses the significant issue of the ‘no textbooks’ gap that often accompanies the introduction of a new curriculum. Learner Materials are available for free on the Curriculum Microsite and are also being loaded onto the tablets being supplied to Senior High Schools.   Curriculum Microsite A microsite has been developed by the Ministry of Education, GES and NaCCA. The microsite is a resource trove that serves as a hub for all teaching and learning resources developed for the curriculum, including Teacher Manuals, PLC Handbooks and Learner Materials and includes a host of interactive links for further materials. With this microsite, teachers are empowered at the click of a button with all they need to succeed

Ghana set to roll out new SHS curriculum …beginning 2024-2025 academic year Director-General of the National Council for Curriculum and Assessment (NaCCA), Prof. Yayra Dzakadzie The Ministry of  Education, through its agencies, the National Council for Curriculum and  Assessment (NaCCA) and Ghana Education Service (GES), has announced its readiness to roll out the new secondary education curriculum when school reopens for the 2024-2025 academic year. The new curriculum covers Senior High School (SHS), Senior High Technical School (SHTS) and Science, Technology, Engineering and Mathematics (STEM) nationwide. Over the past two years, NaCCA, the agency responsible for developing curricula in the country has been meticulously planning and working with GES for the development and rollout of the new curriculum. The preparation has involved extensive stakeholder engagements to gather insights on what the curriculum should emphasise and achieve and a collaborative process which saw the involvement of over 300 experts from across the country, all contributing to the development of a robust curriculum designed to shape the future of education in Ghana.Speaking about the new curriculum, in Accra yesterday, the Director-General of the National Council for Curriculum and Assessment (NaCCA), Prof. Yayra Dzakadzie, said “The new curriculum is very transformative and designed to shape the next generation of Ghanaian leaders.” He said “The new curriculum is not just an update but a groundbreaking shift towards equipping learners with the essential skills needed to succeed in the fast-paced modern world. At the heart of the curriculum lies a commitment to nurturing critical thinking, fostering creativity, and honing problem-solving abilities.” He further explained that this was the first time that Ghana had developed a Senior High School Curriculum that focuses on Shared Ghanaian values, attempting to educate a generation of Ghanaian youth who would love and be proud of our country as well as contribute effectively and efficiently towards its development. The curriculum implementation, he said would commence at the beginning of the 2024/2025 academic year, and was expected to redefine the future of Ghana’s education. A critical component of the planning phase has been the focus on teacher preparation. Weekly Professional Learning Community (PLC) sessions are continuously organised to equip teachers with the necessary skills to implement the curriculum effectively.   “Additionally, teacher manuals that align with the new curriculum across all subjects have been developed through a partnership of the Ministry of Education and various subject associations. This is to ensure that educators have the right tools to guide their students,” he said. Mr Dzakadzie said the new curriculum had been designed with three primary outcomes. “First, it aims to equip learners with essential 21st-century skills, ensuring that they are well-prepared for the demands of modern life. Second, it lays the groundwork for learners to pursue further education by providing them with a strong academic foundation,” he said. He said “Lastly, the curriculum is focused on preparing learners for the world of work, instilling in them the competencies and character qualities needed to thrive in their future careers and contribute positively to society. Ultimately, the curriculum will prepare learners to live responsible adult lives, further their education and enter the world of work.” SOURCE: GHANAIAN TIMES

Download the Directors’ Report here

Co-creating solutions to improve Inclusive Education at Mampong School for the Deaf. The National Council for Curriculum and Assessment (NaCCA) has written an ambitious new Senior High School (SHS), Senior High Technical School (SHTS) and Science, Technology, Engineering and Mathematics (STEM) curriculum that aims to ensure that all Ghanaian young people gain the 21st Century skills and competencies to progress in further studies, the world of work and adult life. This curriculum will be rolled out nationally from the start of the 2024/25 academic year. The Ministry of Education (MoE), NaCCA and Ghana Education Service (GES) have therefore identified 33 schools to trial the curriculum before national roll-out and one of these schools is Mampong School for the Deaf. NaCCA and GES’s commitment to Inclusive Education is demonstrated by the inclusion of Mampong School for the Deaf in the curriculum trial and the establishment of an Inclusive Education Expert Advisory Panel. This Panel, constituted by NaCCA in December 2023, is tasked with ensuring that the curriculum is inclusive and provides equal opportunities so that learners with disabilities can access quality education. In February 2024 Mampong School for the Deaf convened a comprehensive 3-day planning session to prepare for the new curriculum. This session involved the school’s management and board, community and parents, students, teaching and non-teaching staff. The session was facilitated by representatives from GES and Transforming Teaching, Education and Learning (T-TEL) using a set of participatory approaches called ‘Managing for Learning’. **** “The programme was good and in the right direction because the officials came to sit with us to come out with the needs of the school in order of importance and we also noted that it was the first time Deaf learners have been directly involved in things that affect us.” – Master Anthony Ayandoo, Boys School Prefect, Mampong School for the Deaf Group photo of learners at Mampong School for the Deaf after the three-day planning session. Master Anthony Ayandoo, Boys School Prefect (middle) in the front row  Managing for Learning is based on the principle that schools and the stakeholders involved in their management, operations and governance are best placed to understand the issues inhibiting student attainment and that, with support and facilitation, they can take the lead in owning and developing solutions to their challenges. This approach allowed community leaders, parents, management, teachers and learners to collectively identify key issues affecting learning outcomes and prioritize solutions in a costed action plan. The first day was dedicated to stakeholder identification, developing responsibility audit and mapping out those involved in improving learning and the extent to which these stakeholders were currently fulfilling their expected roles. The second day was focused on identifying and prioritizing issues and reaching agreement on these amongst all stakeholder groups. Stakeholders during plenary sessions  A facilitator writing down issues identified by the Parents and Community group Teaching and non-teaching staff group discussing issues identified On day three stakeholders thoroughly discussed each prioritized issue and developed practical solutions which were subsequently developed into a costed Curriculum Readiness Plan. This plan serves as a collective document outlining activities aimed at supporting the school in effectively implementing the new curriculum.  The plan contains four objectives: Improving teaching and learning resources – including the purchase of ICT equipment such as projectors, laptops, and printers as well as supporting teachers to develop low cost and no-cost teaching and learning resources. Making teaching and learning more practical – the school will adopt project-based learning methodologies. This approach will be complemented by organizing exhibitions where community members can view students’ showcased work. Regular refresher training sessions will be organised for teachers to effectively implement Universal Design for Learning (UDL) principles in their teaching approaches. Enhancing infrastructure and the school environment – this includes purchasing desks and beds for students as well as conducting maintenance and repairs. The lighting system in the school will also be improved. Improving relevant policies and advocacy for Deaf education – stakeholders identified areas where they will work with agencies such as the Ministry of Education, NaCCA and GES to ensure that curriculum and assessment methods take account of the needs of Deaf learners, including the introduction of a Ghanaian Sign Language curriculum; ensuring that more teachers are proficient in Ghanaian Sign Language (GSL) and enabling Deaf learners to benefit from both academic and technical education. GES has pledged to allocate GHS 350,000 to Mampong School for the Deaf to support implementation of the Curriculum Readiness Plan. The school community came together to collectively agree on how this funding is to be allocated across the various objectives and activities in the plan. Sharing her experience, the Queen Mother of Mampong expressed her delight at the prospect of the school receiving such assistance from GES. She noted that her long-term commitment to the school made this support particularly meaningful: “this support from GES is huge and I am happy because it will make a significant change. While the school still has further needs, this support is a big step. I am delighted to see the positive impact it will have on the school community. Everyone, including the learners share in this happiness, knowing that brighter days lie ahead for Mampong School for the Deaf.”  Nana Akua Perbea, Queen Mother of Mampong.   The Queen Mother, Nana Akua Perbea (second from left) in a group photo with management of Mampong School for the Deaf Mr. Erasmus Ayikwei, Assistant Headteacher Academic, described the entire stakeholder engagement process as an “eye-opener” leading the school to develop their own collective solutions to improve learning. He reassured stakeholders of management’s commitment to using the funds for their intended purpose. “The stakeholder engagement was the first of its kind organized in the school. It was an eye-opener, educative, and exciting to have all stakeholders engage themselves, resulting in crafting out a home-made strategic plan for implementation in the school. We are grateful to all stakeholders… contributions toward the crafting of the strategic plan were valuable and indispensable. Management wishes to assure all stakeholders that funds released

Creating role models to inspire tomorrow’s scientists: A.M.E Zion Girls’ Senior High School Celebrates International Day of Women and Girls in Science Students from A.M.E Zion SHS and University of Education Winneba gather in a classroom, ready to learn how to make low-cost and no-cost science experiments. February 11 marks International Day of Women and Girls in Science (IDWGIS), a significant occasion recognized by the United Nations to highlight the importance of gender equality in the field of science. This annual observance serves as an opportunity to celebrate the contributions of women in science and to encourage young girls to explore opportunities in STEM fields. This year’s theme, “Women and Girls in Science Leadership – a New Era for Sustainability,” emphasizes the significant role of female representation in driving sustainable development through science. To mark IDWGIS, Transforming Teaching, Education, and Learning (T-TEL) collaborated with the French Ambassador for Europe’s two largest science teaching networks – Science on Stage and Scientix – Michael Gregory to share hands-on science with teachers across senior high schools. Michael supports teachers and learners to conduct low-cost science experiments to make science lessons engaging, exciting, and effective. He was supported by Mr. Emmanuel Annan, Coordinator for the Resource Centre at Accra College of Education. They visited A.M.E Zion Girls’ Senior High School to spend some time teaching Form 3 female students how to perform Michael’s newest show “Particle Detectives” (www.scienceonstage.fr/particle-detectives), which he developed for CERN – the European Organization for Particle Physics. Wednesday started with Michael performing Particle Detectives for an audience of approximately 25 Form 3 students, 5 teachers and 13 student teachers from nearby University of Education, Winneba.  Following the performance, students were divided into groups to specialise in one of the experiments which they would perform the next day to basic school learners.  The rest of the day was spent testing out the experiments, advancing their understanding, and practicing to be ready for their performances the next day.   Michael Gregory conducting science experiments at A.M.E Zion Girls SHS Thursday started with the 25 Form 3 students performing for an audience of over 50 Form 3 students. After a brief debrief, Michael, Emmanuel and the students headed to the A.M.E Zion Basic School where they had another performance for over 50 Primary 6 students. The following science experiments were done: 1 – Paper Race 2 – Bernoulli Effect 3 – Air Vortex 4 – Coloured Fluorescence 5 – Hoop Glider Experiment 1: Paper Race Box text on experiments is based on the Particle Detectives experiment guide, published by CERN here: https://zenodo.org/records/10611185 The approach of training SHS students to conduct the experiments at the basic school was to offer the young learners relatable role models from their immediate surroundings and also facilitate effective communication between the SHS students and their primary school counterparts. The SHS students were able to communicate effectively with the primary school students, even using the local language where necessary. A.M.E Zion Girls students conducting science experiment in a basic school “This was a really special event for me – I’ve performed experiments at countless schools, but this event combined several ideas I’ve been working on for years.  I’ve had various science clubs based on the model of students teaching students, and even inspired many new science clubs here in Ghana, notably through my YES! International network. Using science performance to make cutting-edge research more accessible was a key part of the PERFORM project I worked on as a UNESCO volunteer in 2019” said Michael Gregory. “As you may have noticed, young kids (and even some adults) can have a very hard time understanding foreign accents here in Ghana.  Teaching older students to perform a science show for younger students provides an innovative way for my ideas to be shared with the younger ones in a more accessible and relatable way. Targeting girls was the last piece of the puzzle to come into place.  The idea started when I was speaking to people at the International Particle Physics Outreach Group.  They run a series of Masterclasses, and the past couple years have started off their season with girls-only masterclasses, led by female scientists, around the International Day of Girls and Women in Science.  At first glance, it seems like a great idea, but the more people I talked to, the more I learned about places where this actually compounds the problem of under representation of females in subsequent masterclasses, because both scientists and students who have already completed the girls’ masterclass are less likely to attend the mixed classes covering the same material later on.  I sought to create an alternative – instead of simply segregating and running the same program, creating something different, which can ideally increase, rather than decrease, girls’ interest in participating in other programing.  Teaching them to perform Particle Detectives seems to do just the trick!”   Students from A.M.E Zion Girls SHS and their teachers pose for a photo with Michael Gregory and Emmanuel Annan after the science experiment sessions

Universities Council for the Education of Teachers (UCET) Akwasi Addae-Boahene presenting at the UCET Conference Annual Conference 2023 On November 15th, 2023, a team from Ghana made up of Akwasi Addae-Boahene–Chief Technical Advisor T-TEL, Bea Noble-Rogers–Key Advisor T-TEL, Eric Ananga–Key Advisor T-TEL, Nana Akosua Owusu-Ansah-University of Education Winneba, Joyce Anku–University of Ghana, Rebecca Arthur- University of Education Winneba presented at the UCET 2023 Conference in Leeds United Kingdom. The theme for the 2023 Conference is Promoting Quality in Teacher Education, and the title of the presentation was “Senior High School Education in Ghana: The challenging path to Reform”. Introduction to the presentation The secondary education reform in Ghana aimed at providing high-quality relevant secondary education to equip graduates with 21st century skills and competencies, social and emotional learning, and character development in addition to literacy and numeracy. Central to this reform is the design of a new SHS/SHTS/STEM curriculum to produce graduates for the world of work, adult life, and further studies. The reforms introduce flexible pathways for progression to facilitate the choice of subjects in new SHS, SHTS and STEM curriculum. The emphasis on 21st century skills and competencies, character development, national values, Social and Emotional Learning (SEL), Information Communications Technology, Gender Equality and Social Inclusion (GESI) in the curriculum is aimed at producing graduates who can compete in the global knowledge economy. In addition, Assessment – formative and summative has been incorporated into the curriculum and aligned with the learning outcomes throughout the three-year programme. Ongoing Secondary Education Reforms in Ghana The presentation focused on the on-going reform process and the challenges likely to be faced in the implementation of the new curriculum. The presentation therefore focused on previous experiences and lessons learnt from the development of the primary school and JHS curricula, and how these have become important learning points for the new programme. The writing of the curriculum brought together subject experts from universities, schools, Colleges of Education, employers’ associations, and other experts in curriculum within the education sector. The draft curriculum was also subjected to an international experts’ panel review for feedback before it was finalized. Key activities undertaken in preparation for implementation include the trialing of the draft curriculum in schools including various stakeholders engagements to secure the necessary legal and political support of Cabinet. Additionally, weekly professional development (PD) sessions have been introduced in all Senior High Schools (SHSs), Senior High Technical Schools (SHTSs), and STEM schools across the country There are also plans to redesign the Secondary School Teacher Education Curriculum to focus on the delivery of the new curriculum. This will require a curriculum that prepares teachers in the use of learner centered pedagogical approaches and strategies, GESI responsive pedagogies, assessment and Supported Teaching in School to adequately equip them to deliver the new curriculum. Participants at the presentation got the opportunity to watch a compiled video of the curriculum trialing in selected schools where learners and teachers shared their experiences after the teachers trialed the curriculum in their classrooms. Post presentation workshop After the presentation a workshop was organized to elicit the views of the participants on the following issues: What steps have we missed?What should we be mindful of, addressing the challenges?What are the unforeseen challenges?What other strategies should we deploy? The workshop generated conversations among the participants. They shared their views and experiences from other contexts. Some participants stated that the curriculum as was presented is very good, promising, and ambitious. Some participants also highlighted the important issue of stakeholder ownership, and how this can be used against political transition in Ghana in 2025. In the view of the participants, the stakeholder engagement process carried out will positively guarantee the successful implementation of the curriculum notwithstanding the government in power. This according to some participants stemmed from their individual experiences of the curriculum implementation when there are changes in government. Others also cautioned on the ability of the government to provide the resources needed to implement the curriculum effectively. Some participants also spoke about teacher orientation, retraining and retention and suggested the government works hard to motivate and change the mindset of teachers to implement the curriculum successfully. In response to the comments and suggestions, the Chief Technical Advisor of T-TEL emphasized that since 2023, there has been a national rollout of professional development sessions in all Senior High Schools, Senior High Technical Schools, and STEM Schools across the country. This is done through weekly school based Professional Learning Communities with structured materials developed to introduce teachers to the key principles, philosophy, pedagogical and assessment approaches introduced in the curriculum. A participant suggested that apart from the professional development materials, teachers should be encouraged to form subject based professional learning communities beyond their schools to support each other throughout the implementation of the curriculum. A participant who had had several years of working in Ghana suggested that a lot of attention should be paid to the northern sector of Ghana when implementing the curriculum. Some participants also raised concerns about assessment. The participants asked about the plans that have been put in place to instill confidence in the proposed assessment system.  

Spotlight on Faustina Yankson: Newly-Qualified Teacher from OLA College of Education and former T-TEL/TTAG Intern. Faustina Yankson during her graduation from OLA College of Education Faustina Yankson, a graduate of OLA College of Education, is among the first batch of Bachelor of Education (B.Ed.) teachers who graduated from the 46 public Colleges of Education (CoEs) following the introduction of the new B.Ed. in Initial Teacher Education in 2018. This is her story Faustina narrates how she excelled in college, graduated with First Class Honours and also emerged as the Best Graduating Student in ICT. In her words, “I am bent on breaking barriers and look forward to being a transformative teacher”. For many people, the journey of life and decision of programme to pursue is triggered by circumstances and events beyond their control. For others, like Faustina, the choice to read Information and Communication Technology (ICT) and minor in Mathematics was driven by practical experience and understanding. Prior to entering College Faustina worked at a printing press for 9 months where she learnt how to use the computer for different printing jobs including graphic designing. This helped to influence her choice of programme to study at College. Faustina receiving an award for academic excellence A key part of the 4-year B.Ed. programme is an off-campus teaching practice called Supported Teaching in School (STS). This takes place every year across the four years of the B.Ed., culminating in a 12 week placement in Year 4 Semester 1. For her Year 4 STS Faustina was assigned to Kwabena Fori M/A JHS to teach ICT. However, when she arrived at school she faced a major challenge as there were no computers in the ICT lab. She recalls how challenging it was to teach ICT without computers or any other ICT devices. “They [students] only know the ICT devices in books but they have neither touched nor used them. Some don’t even know how computers and laptops work.”  To tackle this, Faustina approached some of the teachers in the school to find out if they had laptops which they could bring to school. At her first time of asking two teachers agreed to bring laptops to school for her to use.  Faustina continued to talk to the other teachers and was able to persuade them to bring three additional laptops. This meant she now had five laptops for the ICT class and one of the teachers also brought a projector from home. With ICT tools now available, Faustina’s next task was how to get the learners excited about the subject. She decided that ensuring practical teaching would help to encourage learning.  As she narrates: “I started from basic keyboard skills and then advanced to teaching them other techniques including how to set up google email addresses. I also gave take home exercises and encouraged the class to visit the community internet cafes to do their assignments. Within a week, I started seeing improvement in my class and a learner who had no interest in ICT started contributing in class. She enjoyed typing even though she was not very fast at it.” Faustina’s efforts and initiative continued to yield positive results. Management of the school sent letters to some people in the community, and they contributed to buy a projector for the school. A teacher in Faustina’s schools integrating ICT in his teaching Faustina enjoyed the time she spent at Kwabena Fori M/A JHS doing her STS. She loved teaching at the school so much that she asked to be posted there again to do her one-year national service after College. This time she was assigned to teach mathematics. The first few weeks were tough as she realized the students did not like math and showed little interest in the subject. She felt that this was partly because of the time the mathematics lessons took place, always in the afternoon when the learners were already tired. When she saw this, she spoke to the academic board to change math lessons from afternoon to morning. She noticed that in the morning, the students were more active and engaged. She also used downloaded and interactive videos to teach math as she noticed that “the learners want to be like the people in the videos.” Faustina and her students at Kwabena Fori M/A JHS. Faustina wants to overcome misconceptions about mathematics being difficult especially for girls. She said girls should be encouraged to participate in class. “Teachers should use positive language in the classroom to inspire both boys and girls to learn.” Faustina constantly reminds herself that she’s a role model in the classroom and in her community and will continue to give everyone in her class the opportunity to learn and explore. Internship at Transforming Teaching, Education & Learning (T-TEL) The internship scheme is a collaborative partnership between T-TEL and the Teacher Trainees’ Association of Ghana (TTAG) offered to final year student teachers twice a year for four weeks during College of Education vacation periods. Faustina was selected and had the opportunity to do an internship at T-TEL and believes it played a big role in shaping her mindset and approach to teaching.  Reflecting on her time at T-TEL, Faustina said “I knew very little about government reforms in education, but it is different now, a lot is happening to improve our education system.” She also observed Professional Learning Community (PLC) sessions being held at a number of Senior High Schools which surprised her because she thought PLC sessions were only done at the basic schools. She was able to contribute and add value to these sessions because of the knowledge and experience that she had gained through her B.Ed. Overall Faustina believes that her training, her practical experience of STS and her internship at T-TEL have all helped to prepare her to be an excellent teacher who can make a difference in the lives of her learners for years to come.

Building foundational literacy and numeracy in Busiya D/A Basic School.

The impact of Professional Learning Communities (PLCs) in Bolgatanga Senior High School

Transforming Teaching, Education and Learning (T-TEL) holds its 3rd Annual General Meeting to review progress on collaborative efforts towards education reform T-TEL Board Members, Subscribers, Key Advisors and Staff at the AGM T-TEL recently held its third Annual General Meeting (AGM) on Saturday, May 27, 2023, in Accra. The AGM provided the opportunity for Board Members, T-TEL Subscribers, Key Advisors and Senior Management toreview the organization’s operations in 2022/23, to celebrate successes and strategize as to how to overcome challenges going forward. The AGM was chaired by Professor Jophus Anamuah-Mensah, T-TEL’s Board Chair. Robin Todd, T-TEL’s Executive Director, presented the organisation’s Directors’ Report for 2022/23 on behalf of the Board. The Report covered the three focal areas in T-TEL’s strategic framework: a). Governance, administrative and regulatory compliance; b). Education technical assistance and programme delivery; and c)Financial management, sustainability, and funding diversification. Mr. Robin Todd presenting the Directors’ Report at the AGM Emphasizing T-TEL’s close collaboration with the Ministry of Education and key agencies, such as the Ghana Education Service, Ghana Tertiary Education Commission, National Teaching Council, National Council for Curriculum and Assessment, National Service Scheme and National Schools Inspectorate Authority as well as universities, Colleges of Education, and schools, Mr. Todd underscored that T-TEL’s role is to support these institutions to implement their priorities. He stated, “T-TEL’s work approach is to ensure that we support the Ministry of Education and its agencies in driving educational reforms, so that they have the leading role and are truly at the forefront of these reforms.”  Some highlights from the Director’s presentation included: Organizational Growth and insights from Employee Satisfaction Survey: T-TEL has experienced notable growth currently employing 62 full time staff, an increase of 8 since the last AGM. Additionally, 11 part-time Key Advisors provide guidance and expertise to the organization. A recent employee satisfaction survey revealed that 93% of staff were either extremely satisfied or somewhat satisfied to work in T-TEL, indicating a positive work environment and employee morale. Secondary Education Reform (Leaders in Teaching) programme: T-TEL has made significant progress with the Transforming Senior High School Education, Teaching & Learning (T-SHEL) programme which successfully came to an end in March 2023. Building upon this success, T-TEL is supporting the Government of Ghana through the Ministry of Education and its agencies to transform secondary education through the Secondary Education Reform Programme (SETP) which is being implemented in partnership with the Mastercard Foundation. As part of this secondary education reform programme, the Ghana Education Service (GES) and National Teaching Council (NTC) have introduced Professional Learning Community (PLC) sessions using structured materials in 705 Senior High Schools (SHSs) and Senior High Secondary Technical Schools (SHTSs) across Ghana. This is following the successful implementation of PLCs in 12 SHSs and SHTSs. The PLC sessions will ensure that teachers understand and embrace the new secondary education curriculum before it is rolled out nationally in the 2024/25 academic year.  Communities of Excellence Programme (CEP): T-TEL is supporting GES in implementing the CEP in three districts – Akuapem South, Lambussie and Bosome Freho. The programme which is funded by the Jacobs Foundation focuses on three key areas: Culture, Skills and Collaboration. The aim of CEP is to enhance the resources available at school and community level with focus on improving foundational literacy, increasing community and parental engagement in basic education and ensuring that teachers are delivering the curriculum as intended. During the AGM, the Board and Subscribers actively engaged in discussions, acknowledging and commending T-TEL for its remarkable achievements over the past year. Constructive feedback was provided, focusing on strengthening processes and systems for effective program delivery. As a result, the Directors’ Report received unanimous approval, reflecting the unwavering support and confidence of the Board and Subscribers. A cross-section of attendees at the AGM In conclusion, the AGM showcased T-TEL’s commitment to transforming education in Ghana through collaboration and innovative initiatives. With the approval of the Directors’ Report, T-TEL is poised to continue its journey of driving sustainable change in the educational landscape, ultimately benefitting the nation and future generations. The Directors’ Report can be downloaded at this link – https://bit.ly/43SXfF5.