Ghana Community Teachers’ Program (CTP)
  
 
Final Evaluation of the Ghana Community Teachers Program
Authored by:  Lynda Diane Mull, M&E Consultant 
 
Page ii 
FINAL EVALUATION OF THE GHANA COMMUNITY TEACHERS PROGRAM 
Cooperative Agreement No. 641-A-00-09-00008-00 
Cognizant Technical Officer: Emmanuel Mensah-Ackman 
Prepared by:
L. Diane Mull, Monitoring and Evaluation Consultant 
International Initiative to End Child Labor (IIECL) 
For:
International Foundation for Education and Self-Help 
5040 East Shea Boulevard, Suite 260 
Scottsdale, Arizona 85254 
Toll Free: (800) 835-3530 
Phone: (480) 443.1800 
Fax: (480) 443.1824 
http://www.ifesh.org 
Email: information@ifesh.org 
DISCLAIMER 
The views expressed in this publication do not necessarily reflect the views of the United States Agency for 
International Development or the United States Government.
 
Page iii 
Contents
Acronyms .....................................................................................................................................iv
Acknowledgements .......................................................................................................................v
List of Figures...............................................................................................................................vi
List of Tables................................................................................................................................vi
EXECUTIVE SUMMARY........................................................................................................VII
CHAPTER 1: BACKGROUND....................................................................................................1
1.1 Evaluation Objectives .........................................................................................................1
1.2 Evaluation Methodology.....................................................................................................1
1.3 Brief Overview of Education Improvement Strategies in Ghana .......................................2
1.4 Overview of the Ghana Community Teachers’ Program (CTP).........................................7
1.5 Contents of this Report .....................................................................................................12
CHAPTER 2: KEY FINDINGS..................................................................................................13
2.1 Extent to Which the CTP Met its Objectives ....................................................................13
2.2 Contributions to Reducing Teacher Shortages in MIDA-Targeted Schools.....................18
2.3 Factors that Contribute to the Success of the CTP............................................................19
2.4 Limits to the Effective Functioning of the CTP................................................................23
2.5 Contributions of Experience .............................................................................................25
2.6 Potential for Replication ...................................................................................................27
2.7 Prospects for Sustainability...............................................................................................30
2.8 Cost-effectiveness .............................................................................................................31
2.9 Contributions to USAID IOs and Gender Diversity of Teachers......................................35
CHAPTER 3: BEST PRACTICES AND LESSONS LEARNED ...........................................43
3.1 Actions in Support of Addressing Teacher Shortages / Teacher Training........................43
3.2 Actions in Support of Effective Practice at the School / Community Levels ...................44
3.3 Actions for Achieving Sustainability with Quality...........................................................45
CHAPTER 4: RECOMMENDATIONS ....................................................................................47
4.1 Further Assistance is Needed for Current UCTs to Achieve a DBE ................................47
4.2 Potential Models for a Way Forward for a Community Teachers Program in Ghana.....48
4.3 Research Needed to Aid GES Budgetary Decisions to Address Teacher Shortages ........50
4.4 Refinements to CTP Are Needed......................................................................................50
APPENDICES ..............................................................................................................................52
5.1 Final Evaluation Scope of Work.......................................................................................52
5.2 Evaluation Matrix .............................................................................................................53
5.3 Final Evaluation Itinerary .................................................................................................58
5.4 Documents Reviewed .......................................................................................................61
5.5 List of Persons Interviewed / Participatory Group Discussions / Off-site Observation...62
5.6 CTP UCT Training, Exam and Monitoring Schedule.......................................................67
5.7 Lesson Observation Evaluation Sheet: UCT Off-site Observation Form .........................69
5.8 UTDBE Syllabus...............................................................................................................70
5.9 Proposed CTP Three-year Syllabus for DBE....................................................................71
5.10    Analysis of Results of 1st Year, 1st and 2nd Semester UTC Exam Scores......................72
5.11    Analysis of Results of 2nd Year, 1st Semester UCT Exam Scores ..................................73
5.12    Distribution of Modules....................................................................................................74
5.13    IFESH Distribution of Donated Books .............................................................................75
5.14    Other Tables of Analysis ..................................................................................................76
 
Page iv 
Acronyms
COE College of Education 
CST Community Support Teachers’ Program 
CTG Community Teachers for Ghana Program 
CTP Community Teachers Program 
DBE Diploma in Basic Education 
DCS District Circuit Supervisors 
DDEs District Directors of Education 
DEOs District Education Officers 
DTOs District Training Officers 
EFA Education for All 
EMIS Education Management Information System 
EQUALL Education Quality for All (Teacher Training Modules) 
GES Ghana Education Service 
GOG Government of Ghana 
HIV/AIDS Human Immunodeficiency Virus / Acquired Immunodeficiency Syndrome 
ICT Information Communication Technology 
IEFA International Educators for Africa 
IFESH International Foundation for Education and Self-Help 
MiDA Millennium Development Authority 
MCC Millennium Challenge Corporation 
MOESS Ministry of Education, Science and Sports 
NYEP National Youth Employment Program 
ODC Office of Defense Cooperation 
PTAs Parent Teacher Association 
QUIPS Quality Improvement in Primary Schools 
SMCs School Management Committees 
SSDE Senior Secondary Diploma in Education 
TED Teacher Education Division 
TOT Trainers of Trainers 
TLMs Teaching and Learning Materials 
TTC Teacher Training College 
UCC/IE University of Cape Coast / Institute of Education 
UCT Untrained Community Teacher 
USAID United States Agency for International Development 
USG United States Government 
UTDBE Untrained Teacher Diploma in Basic Education 
 
Page v 
Acknowledgements
The evaluator would like to take this opportunity to acknowledge and thank the many individuals that made this 
evaluation possible. To begin with, my thanks to the staff in the Education Office of USAID-Ghana, Bob 
Davidson and Emmanuel Mensah-Ackman, for their time, review and consultation that aided to shape key 
aspects of the evaluation and report. 
I would also like to express my sincere appreciation to the staff of IFESH and the CTP program, Emmanuel 
Ojameruaye, IFESH Director of Program Development and Monitoring and Evaluation, Kwesi Dzidzienyo, 
IFESH Ghana Country Representative, and Seth Koranteng, CTP Coordinator. Through your open and 
forthcoming support I was able to obtain the documentation needed in order to carry out the evaluation, identify 
and receive support in organizing visits to district offices and schools, and answer the many questions posed 
over the course of the evaluation. 
 I am very grateful to many agencies. In particular, my thanks to the CEO, Mr. Martin Eson-Benjamin, and 
staff, Mr. Albert Dodoo, of the Millennium Development Authority. Also, I would like to extend my thanks to 
the officials and staff from the Ministry of Education (MOE) for taking time from their busy schedules to meet 
with me. These include: Charles Tsigah and Stephen Adu of GES, E. O. Asare of TED, Vincent Sam Brew, 
Coordinator of Pre-Service Teacher Training, Chris Dowuona-Hammond, LIS Coordinator, and Mr. Amofa, 
Budget Analyst. In addition, I am grateful to the numerous District Directors of Education, District Training 
Officers, District Circuit Supervisors that I had the opportunity to interview. A special acknowledgement is 
needed for the head teachers at MiDA-assisted schools and the DTO’s who assisted my reaching distant, 
remote locations and gathering additional data for analysis from student and school records. 
I am very grateful to the College of Education Directors and Tutors, and Cape Coast University Director of the 
Institute of Education, Professor Opare, and staff, N. K Kutor and Seth Kofi Nti. Your valuable input and 
perspective added greatly to identifying best practices, lessons learned and discerning a way forward. 
Also, I want to extend my thanks to the numerous community chiefs, SMC / PTA representatives, and other 
community members. Your perspective and input was insightful and invaluable. A special thanks to the Bulbia 
and surrounding communities for their special honor, hospitality and warm reception. 
Last, but certainly not least, my gratitude and sincere appreciation and respect to the UCTs themselves who are 
the targeted beneficiaries of the CTP. Without your perspectives and contributions, the final evaluation would 
not have been possible. A highlight of the evaluation was having the opportunity to visit some of the rural, 
remote locations and viewing the situation and conditions under which the UCTs teach. This provided a special 
insight and appreciation for the challenges and unique commitment that these individuals have made being a 
part of this program. 
All of these individuals provided invaluable background and insights that were of great use in helping me to 
generate the evaluation findings. I thank each and every one of the individuals for their time and contributions. 
L. Diane Mull 
 
Page vi 
List of Figures
Figure 1: Ghana Teacher Training Structure Allowing Untrained to Achieve Diploma in Basic Education .........6
Figure 2: Participating Colleges of Education and Assigned UCTs .....................................................................11
Figure 3: Comparison of UCT Attendance Performance by Payment of Stipend ................................................20
Figure 4: CTP Training Methodology...................................................................................................................27
Figure 5: SMC/PTA and Others Trained by CTP.................................................................................................40
List of Tables
Table 1: MiDA Reported School-related Activities in Ghana ................................................................................3
Table 2: Districts with UCT Placements.................................................................................................................7
Table 3: Roles and Responsibilities of Key Partners in the CTP............................................................................9
Table 4: UCT Source of Stipend Support .............................................................................................................11
Table 5: CTP Performance Against Indicators .....................................................................................................13
Table 6: UCT Overall Exam Performance............................................................................................................17
Table 7: Distribution and Stipend Support of UCTs in Ghana .............................................................................18
Table 8: UCT Reliability as Evidenced by Attendance Record from October 2009 to February 2011................21
Table 9: UCTs Scores Based on Off-site Observations by Subject for Years 1 and 2..........................................26
Table 10: Estimated Unit Cost for CTP ................................................................................................................32
Table 11: Estimated Annualized Cost Comparison Between CTP and UTDBE in Ghanaian Cedes...................34
Table 12: Percent of Girl Students by Class Passing English, Math and Ghanaian Language Exams for 
Academic Year 2009/2010....................................................................................................................................36
Table 13: Average Scores of UCTs Most Recent Off-site Observations by District for Math, English and 
Ghanaian Languages .............................................................................................................................................37
Table 14: Comparison of Pre and Post-test Score for UCTs.................................................................................39
Table 15: Overall Progress Comparing Pre and Post Test Results of UCTs ........................................................39
Table 16: Types and Number of Textbooks and Learning Materials Donated for Use by CTP..........................41
Table 17: No. of UCTs Referred and passed by Subject Area - 1st Semester ......................................................72
Table 18: No. of UCTs Referred and passed by subject area - 2nd semester .......................................................72
Table 19: Number of UCTs Taking Exams ..........................................................................................................73
Table 20: Number of UCTs Referred by Subject Area - 1st Semester .................................................................73
Table 21: Number of UCTs who Passed the Exam - 1st Semester .......................................................................73
Table 22: Number of UCTs Referred by Number of Papers - 1st Semester .........................................................73
Table 23: CTP Distribution of Modules................................................................................................................74
Table 24: IFESH Distribution of Donated Textbooks and Learning Materials ....................................................75
Table 25: Classroom Attendance Performance by Type of UCT Stipend Payment .............................................76
Table 26: Residential Training Attendance Performance by Type of UCT Stipend Payment..............................76
Table 27: Cluster Meeting Attendance Performance by Type of UCT Stipend Payment.....................................76
 
Page vii 
Executive Summary
Background
Evaluation Objectives 
On February 3, 2011, the International Initiative to End Child Labor (IIECL) was contracted by IFESH to 
conduct an evaluation of the Community Teachers Program (CTP) in Ghana, a $1.5 million, USAID/Ghana￾funded program that began in March 2, 2009 and ended on March 1, 2011. A one-person team consisting of Ms. 
L. Diane Mull conducted the final evaluation. Ms. Mull is a staff member IIECL who was contracted through 
IIECL by IFESH as an independent evaluator to perform the evaluations. 
The evaluation had three objectives: 
1. determine the extent the CTP achieved its respective objectives, 
2. identify lessons learned and best practices as a contribution to the development knowledge in 
education, and 
3. proffer recommendations and suggestions for future programming. 
The evaluation scope contained 51 questions relating to performance, effectiveness, efficiency, impact, 
sustainability, best practices, lessons learned, and models for future programming/replication.
Evaluation Methodology 
The CTP final evaluation included a desk review and fieldwork. The evaluation protocol, instruments, methods, 
and itinerary were developed prior to any data collection in Ghana. 
The desk review, which was completed prior to the field work, included reviews of several documents: the CTP 
Cooperative Agreement; first and second annual implementation plans; the Performance Management Plan; the 
Mid-term Evaluation Report; the baseline Survey Report; and seven quarterly reports submitted by IFESH to 
USAID-Ghana as of January 30, 2011. (The list of documents reviewed may be found in Appendix 5.4.) 
Fieldwork in Ghana, which was conducted from February 14-28, 2011, included interviews and the collection 
of qualitative and quantitative data from a wide variety of stakeholders, including the Government of Ghana 
Ministry of Education and district level education officials, head teachers, tutors from the participating colleges 
of education, examination officers from Cape Coast University, and MIDA staff. Interviews and observations of 
tutors and district training officers conducting training of the CTP teachers (hereinafter referred to as UCTs) and 
UCTs’ performance in the actual classroom setting were also conducted. (The full list of individuals 
interviewed may be found in Appendix 5.5.) 
 
Page viii 
To ascertain the best practices and lessons learned, the methodology used for the final evaluation relied 
primarily on the Kirkpatrick1
 model that includes four levels of evaluation: 
¾ Reaction: Were key stakeholders pleased with the program? 
¾ Learning: What did the UCTs learn in the program? 
¾ Behavior: Did the UCTs implement more effective teaching content and methods? 
¾ Results: Did the change in teaching positively affect education for students, schools and 
communities? 
Using this methodology, best practices and lessons learned were derived. Further, based on the observations and 
input from the broad spectrum of stakeholders, possible models for replication of the program for training for 
current and future UCTs are provided. 
Key Findings:   Extent to Which the CTP Achieved Its Respective Objectives
Overall, the CTP was very successful in meeting its objectives of recruiting, training, and supporting the UCTs 
to provide increased and effective instruction while pursuing their DBE. By the end of the program, all UCTs 
were placed in 60 MiDA-targeted schools within 14 districts in the Northern, Eastern, Central, and Ashanti 
regions. A total of 260 untrained community members were recruited into the program with 258 (99%) of 
UCTs remaining in the program at the end of the project. In two locations in the Northern region, the UCTs 
were functioning, not only as teachers, but as head teachers. Factors that were found to contribute significantly 
to these successes relate to recruitment, payment based on performance, quality of tutoring at residential and 
cluster meetings, successful cooperation and support from district and community levels, supplemental 
technical support and material assistance, and monitoring of off-site performance by DEOs and tutors. 
Despite these successes, a number of problems created limits to the overall effective implementation of the 
CTP: quality and timeliness of the baseline study; the initial placement of UCTs at non-MIDA schools; 
untimely reporting; irregular payment of UCT stipends; insufficient residential and cluster meeting time; lack of 
synchronization of the syllabus content with exams; and needed improvements in ICT and Ghanaian language 
content and methods of instruction modules. 
Lessons Learned and Best Practices
The CTP experiences provide a rich laboratory from which to draw lessons learned and best practices. The 
lessons learned and best practices can be divided into three categories: actions in support of addressing teacher 
shortages/teacher training; actions in support of effective practice at the school/community level; and actions for 
achieving sustainability with quality. 
Actions in Support of Addressing Teacher Shortages/ Teacher Training 
Recruitment from and placement back into rural, remote communities is an effective method for addressing 
teacher shortages in those same areas. Of the 260 UCTs recruited, all were drawn from the communities in and 
 
1
Kirkpatrick, Donald L., 1994: Evaluating Training Programs, The Four Levels. Berret-Koehler Publishers, San Francisco, 
231 pp. 
 
Page ix 
around where MiDA-targeted schools were located. Ninety-seven (97) were community pupil teachers with 
prior teaching experience, and 163 were untrained non-teachers. 
Including SMC/PTA members in the recruitment of community members for CTP slots was effective. While 
finding individuals who met the minimum requirements was an initial challenge, engaging community 
members, particularly SMC/PTA and local head teachers, was critical to identifying community members that 
met the requirements, particularly females. 
Building upon the UTDBE approach to teacher training was effective with modifications. Although the UTDBE 
is considered an effective model for improving the quality of instruction with existing teachers, it does not 
address teacher shortages in critical rural remote areas and relies heavily upon teachers paying for much of their 
training costs. The CTP model offers an effective method that builds upon the existing UTDBE model and that 
also can affect teacher shortages in critical areas and provides critical support that is needed for unsalaried 
individuals from rural, remote locations without economic means to attain a DBE on their own. In addition, 
CTP is shorter and focuses more on key content areas needed by UCTs and less on general broad knowledge. 
Overall, the CTP has the potential of offering untrained community members the opportunity to achieve a DBE 
in three years of teacher training that includes three years of teaching practicum. 
Payment based on performance in attendance in training and classroom instruction is effective. Regular 
monthly stipends seem to encourage regular teachers to improve their performance and attendance records. 
Based on interviews with UCTs, head teachers, district staff and tutors and SMC/PTA members, the UCTs are 
very punctual and have demonstrated reliable attendance for trainings and classroom teaching since the 
inception of the program. Actions in Support of Effective Practice at the School / Community Levels 
Positive teacher attitude, including an increase in self-esteem, confidence, and commitment, is key to successful 
teacher performance. Through residential training, cluster meetings, off-site observations, and other support, the 
CTP did a very good job of building self-esteem, confidence, and commitment in participating UCTs. The CTP 
has demonstrated that it is not sufficient to just focus on assisting teachers to acquire new teaching skills, but 
providing valuable support that recognizes the tremendous challenges that the teachers face when working in 
rural, remote locations. 
Working in rural, remote locations requires well planned strategies and commitment to address challenges.
Many of the locations where UCTs were located were inaccessible during certain parts of the year, particularly 
the rainy season. Designing an approach that takes these challenges into account is critical. 
Approaching training as a continuous process to effect change in teacher practices is important. The CTP does 
not rely solely on UCTs’ performance based on exam scores, but implemented a proactive approach to 
monitoring the UCTs’ application of their learning in their real life situations in rural school classrooms with 
their students. The systematic approach to off-site observations conducted by a variety of key players—DTOs, 
DCS and tutors—helped to inform the ongoing training process to ensure that remedial / follow-up training is 
strategic and timely at cluster meetings. 
Monitoring for continuous improvement can generate unintended benefits on multiple levels. The CTP 
approach, which relies on active and timely district-based monitoring of daily attendance recordkeeping, 
achieved improvement of attendance not only for UCTs but for regular teachers as well. 
 
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Actions for Achieving Sustainability with Quality 
A valid and proven technical approach is fundamental. Although the program is technically solid and offers a 
design that can effectively address teacher shortages in rural, remote locations, as USAID funding has come to 
an end, is to finding ways for the UCTs to complete their DBE without USAID funding, be recruited into the 
GES system for remuneration, and be replicated and sustained without compromising the key elements that 
make the program strong is a challenge. 
Being staffed with qualified individuals that can provide quality tutoring, monitoring and quality control are key 
for sustainability and quality. The CTP was fortunate to have access to some of the COE’s top tutors to assist 
with the residential and cluster trainings for UCTs. These resources may not be available for future trainings. 
Ensuring sustainability requires a pro-active approach that constantly seeks out multiple venues for support.
Although the CTP did an excellent job of progressively building its technical base (at the end of the program, 
for example, has 5 master trainers, 15 district-based COE tutors, 14 DTOs, 60 head teachers and 177 
SMC/PTAs members that it can tap for future training and recruitment opportunities; it also has a cadre of 258 
motivated UCTs who are committed to completing their DBE and serve as models for other rural, remote 
communities desirous of addressing their teacher shortages in a similar manner), the CTP failed to develop a 
strategy for sustainability that draws upon revenue from other sources, such as District Assemblies, foundations, 
or companies that would enable UCTs to complete their DBEs. Finally, the CTP did not take the steps to 
establish a link with the MOE GES to sustain the programs’ approach to training of untrained community 
members as teachers not currently in the system. 
In implementing a program of this nature, it is helpful to have on one’s staff individuals who are known and 
respected who can accompany the process and have preexisting relationship with districts of education. CTP 
brought together a team of experienced and capable technical and managerial personnel with knowledge and 
experience at the MOE, district, and school levels. Because of this, the CTP staff was able to quickly forge 
partnerships with 14 districts, 60 MiDA schools, three colleges of education, and the UCC-IE. 
Key for sustainability is having buy-in and support for the approach from all levels of the system. While the 
CTP achieved recognition at national, district, and local levels, it failed to establish buy-in and an “institutional” 
home for the program during its two years of funding. An important element of USAID-Ghana’s project 
strategy is sustainability and cost effectiveness, which is demonstrated by a lessening demand for USG funding￾support while achieving key performance objectives. 
Recommendations
Ghana has received much acclaim for its strategy to improve the quality of instruction by increasing the 
qualifications of its cadre of teachers. Since 2005, Ghana has made a large investment in supporting strategies 
to assist its current teaching workforce to obtain a DBE by 2015. Ghana’s strategy for addressing teacher 
shortages, however, largely relies on offering free tuition for prospective teachers to pursue a DBE through a 
network of 38 Colleges of Education across Ghana and the subsequent deployment of graduates to locations 
where teacher are needed. While this strategy may work fairly well for the urban areas, it appears to be less 
successful for rural areas, especially remote locations with limited infrastructure. In light of these 
considerations, the following recommendations are offered for consideration to address teacher shortages in 
rural, remote locations in Ghana and for the continuation or expansion of a Community Teachers Program in the 
future. 
 
Page xi 
Provide Further Assistance for Current UCTs to Achieve a DBE 
There are basically two options for assisting the current group of UCTs: 
Option 1: On an accelerated schedule, the UCTs could achieve their DBE in one additional year if additional 
residential and cluster training time is allotted. For example, 6 weeks (summer), three weeks (Christmas) and 3 
weeks (Easter) for residential training, and monthly cluster trainings of two days per month during the school 
terms would enable the UCTs to achieve the remaining credit hours to obtain their DBE in one year covering all 
of the subjects and methods remaining in the syllabus (see Section 3.2, Potential Models for a Way Forward for 
a Community Teachers Program in Ghana.) 
Option 2: Adopt an addendum to the current Memorandum of Understanding between GES and USAID that 
stipulates that the UCTs must be brought into the GES and that remuneration is provided. Steps to enrol the 
successfully passing UCTs under the UTDBE program with remuneration by the GES for their stipend support 
would enable the UCTs to achieve their DBE in two additional years. This would have the UCTs largely 
following the three 3-week residential training schedule during the summer, Christmas and Easter breaks. 
However, cluster meetings would be needed to allow UCTs to pick up on courses that they missed due to their 
accelerated training approach under the CTP or allow that these courses could be covered during residential 
training when subjects that UCTs have already taken are presented. 
Consider Potential Models for a Way Forward for a Community Teachers Program in Ghana 
The CTP has proven that it has the potential to improve access to quality basic education in selected 
underserved communities by drawing prospective teachers from those same communities and providing them 
with critical training and support to fill a critical teaching shortage while obtaining the qualifications and 
experience needed to provide quality instruction. It is clear that the continuation of program of this kind is 
needed and that those UCTs left hanging in the balance need to be assisted to complete their DBE. Four 
possible options for how the CTP can continue in a more cost effective and sustainable manner include: 
¾ Grants to Colleges of Education to support Community Teachers’ Program Scholarships. 
¾ Grant to GES to manage the Community Teacher Program coordinated centrally or from one of the 
targeted districts involved. 
¾ Grant to University of Cape Coast’s Institute of Education, WINEBA or other nationally accredited 
university or college (Jackson College not yet accredited), that awards a DBE using a distance 
education approach, to support full and partial scholarships for untrained community teachers to 
achieve a DEB (three-year program) working collaboratively with the colleges of education to provide 
residential and cluster trainings and district offices of education to assist with recruitment and 
monitoring. 
¾ Use of a lower cost national or international NGO as the conduit for program administration and 
monitoring and evaluation. 
Provide Research Needed to Aid GES Budgetary Decisions to Address Teacher Shortages 
As the country faces budgetary constraints, critical decisions regarding allocations of funding to support teacher 
training are being deliberated within the Ministry of Finance. Some donors are reported to feel that there are 
already a sufficient number of teachers available or that the system in place can meet the future need for 
 
Page xii 
teachers. More data are needed about out-of-school children, pupil-to-teacher ratios (particularly as affected by 
teacher attrition, absenteeism, and number of teachers needed to maintain a classroom size of 35), GES staff’s 
ability to present critical arguments to maintain or potentially increase budget funding levels is difficult.2 And 
service to rural, remote schools. 
Refine CTP 
Suggested CTP program refinements relate to the syllabus, the content, exams, scheduling, and trainee and tutor 
payment. 
 
2 Interview with Mr. Stephen Adu, Acting Deputy Director General Basic Education.
 
Page 1 
Chapter 1: Background
The background section includes an overview of the evaluation objectives and methodology, a summary of the current 
status of Government-sponsored programs to address teacher shortages in Ghana, an overview of the Community 
Teachers Program (CTP), and structure of this report. 
1.1 Evaluation Objectives
On February 3, 2011, the International Initiative to End Child Labor (IIECL) was contracted by IFESH to conduct an 
evaluation of the CTP in Ghana.3
The CTP is a US$1,495,083 program funded by USAID/Ghana that began in March 
2, 2009 and ended on March 1, 2011. A one person team consisting of Ms. L. Diane Mull, who has over 10 years of 
experience in conducting research, monitoring and evaluating various international development programs in Ghana 
and other parts of West Africa, conducted the mid-term and final evaluations. Ms. Mull is a staff member of IIECL 
and was contracted through IIECL by IFESH as an independent evaluator to perform the evaluations. 
The evaluation has three objectives (see Appendix 5.1 Final Evaluation Scope of Work): 
1. Determine the extent the CTP achieved its respective objectives. 
2. Identify lessons learned and best practices as a contribution to the development knowledge in 
education. 
3. Proffer recommendations and suggestions for future programming. 
The evaluation scope contains 51 questions relating to performance, effectiveness, efficiency, impact, sustainability, 
best practices, lessons learned, and models for future programming/replication. The full list of questions may be found 
in Appendix 5.2. 
1.2 Evaluation Methodology  
The final evaluation of the CTP included a combination of a desk review and fieldwork. The evaluation protocol, 
instruments, methods, and itinerary were developed prior to any data collection in Ghana (see Appendix 5.3 Itinerary). 
The desk review, which was completed prior to the field work , included reviews of CTP Cooperative Agreement, first 
and second annual implementation plans, the Performance Management Plan, the Mid-term Evaluation Report, the 
baseline Survey Report, and seven quarterly reports submitted by IFESH to USAID-Ghana as of January 30, 2011. 
The list of documents reviewed may be found in Appendix 5.4. 
Fieldwork in Ghana for the evaluation was carried out from February 14-28, 2011. Interview responses and qualitative 
and quantitative data were collected from a wide variety of stakeholders, including the Government of Ghana Ministry 
of Education and district level education officials; head teachers; tutors from the participating colleges of education; 
examination officers from Cape Coast University; and MIDA staff. Interviews and observations of tutors and district 
training officers conducting training of the CTP teachers, hereinafter referred to as UCTs, and UCTs performance in 
the actual classroom setting were also conducted. The full list of individuals interviewed may be found in Appendix 
5.5. 
 
3
IECL was also contracted to perform the mid-term evaluation of the CTP , which was completed in March of 2010. 
 
Page 2 
To ascertain the best practices and lessons learned, the methodology used for the final evaluation relied primarily on 
the Kirkpatrick4
 model that includes four levels of evaluation: 
¾ Reaction: Were key stakeholders pleased with the program? 
¾ Learning: What did the UCTs learn in the program? 
¾ Behavior: Did the UCTs implement more effective teaching content and methods? 
¾ Results: Did the change in teaching positively affect education for students, schools and communities? 
Using this methodology, best practices and lessons learned were derived. Further, based on the observations and input 
from the broad spectrum of stakeholders, possible models for replication of the program for training for current and 
future UCTs are provided. 
1.3 Brief Overview of Education Improvement Strategies in Ghana
Ghana continues to be a strategic country for continued international development assistance from the United States. 
Ghana has demonstrated its commitment to not only a positive policy environment and effective program 
implementation, but serves as a regional economic anchor in West Africa. As a candidate country under the 
Millennium Challenge Act5
 section 606(a) (22 U.S.C. 7705(a)), Ghana has been selected as one of six countries to 
receive assistance in fiscal year 2011. Since Ghana has consistently performed well relative to the Millennium 
Challenge Corporation (MCC) indicator criteria, continued its track record of democratic governance as demonstrated 
by its regular ranking among the top LIC performers in the Ruling Justly category, is on track with its implementation 
of the Ghana Compact, has managed the investment by a strong Ghanaian-led and staffed team, and generated tangible 
interest from the private sector, the MCC has chosen to support a second compact with Ghana that offers opportunities 
for deeper investment. 
Aligned with the deeper investment is the continued development of the education sector. Further investment in 
education is a key requisite for achieving the United Nations’ Millennium Development Goals and supporting the 
continued success of the Ghana Compact. Since 2007, the Millennium Development Authority (MiDA) has made 
significant strides to address the documented school infrastructure needs in rural, deprived and underserved 
communities that do not have the necessary education facilities (e.g., classrooms, school furniture, school toilets, safe 
drinking water and community support) to improve the quality of education (i.e., improving teaching and learning 
environments) for children in Ghana. To date, MiDA has reported accomplishing the following: 
 
 
4
Kirkpatrick, Donald L., 1994: Evaluating Training Programs, The Four Levels. Berret-Koehler Publishers, San Francisco, 231 
pp. 
5 Millennium Challenge Act of 2003, Pub. L. 108 199, Division D, (the "Act") (22 U.S.C 7707(d)(1)).
 
Page 3 
 Table 1: MiDA Reported School-related Activities in Ghana 
Education Infrastructure Water and Sanitation 
Sub-Projects 
Tamale Water Project 
(Future) 
School Blocks Reconstructed / 
Rehabilitated 176 
# Districts benefitting from 
water facilities 25 Districts to benefit 3 
# 2-Unit Classroom Blocks 106 
# Districts benefitted from 
boreholes 20 
Communities to 
benefit 19 
# 3-Unit Classroom Blocks 41 
# Districts benefitted from 
pipe extensions 6 
# 6-Unit Classroom Blocks 29 
# Districts benefitted from 
STWS 9 
# Toilet / Urinal 153 
# Communities benefitting 
from water facilities 124 
# Teacher Accommodation 1 
# Communities benefiting 
from boreholes 96 
# Districts benefitted from ed. 
facilities constructed 30 
# Communities benefitting 
from pipe extensions 15 
# Communities benefitted 
from ed. Facilities constructed 151 
# Communities benefitting 
from STWS 13 
The MiDA program is targeted to end in February 2012. MiDA’s strategy included only one teacher accommodation 
and no funds for securing qualified teachers for the MiDA-supported schools.6
 As part of the implementing 
agreement, the Ministry of Education (MoED) agreed to provide teachers for schools/classroom blocks built or 
renovated. However, other than its normal teacher deployment methods, it does not appear that GES has implemented 
any special strategy to fill vacancies in the rural, remote areas. 
Further, while the classrooms in some rural, remote areas have been renovated or newly built, school furniture 
continues to be lacking in many areas visited. It was not uncommon to see students in the UCTs classrooms sitting on 
the floor without desks or benches. This may be due, in part, to UCTs being assigned to the older classrooms without 
school furniture and to the lack of school furnishings having been provided at this stage of the MiDA program. 
As a result, there continues to be significant inequities in basic education, particularly in rural areas of the country. 
Low primary enrolment rates, untrained personnel at all levels, teacher absenteeism and, for many, unaffordable 
school fees continue to contribute to a “deterioration of the quality of classroom instruction.”7
 Moreover, the 
HIV/AIDS pandemic has worsened teacher shortages, particularly in the Ashanti and Eastern regions of Ghana.8
The demand for education in Ghana continues to remain high with a primary enrolment rate of 85% nationwide. 
However, just 52% of the school-age population currently reaches the sixth grade. Of those who complete their 
primary education, only 23% become proficient in the English language, the official language of Ghana and the main 
language of instruction. The northern region of the country has the dubious distinction of the lowest rate of school 
 
6 Interviews with Mr. Martin Eson-Benjamin, MiDA CEO, and Mr. Albert Dodoo, MiDA Community Development Officer.
7 USAID/Ghana Country Strategic Plan, 2004-2010, p. 70.
8 Anarfi, J.K., Appiah, E.N., Mitigating the Impact of HIV/AIDS in Ghana: The Role of Education, Institute of Statistical, Social
and Economic Research, University of Ghana, Legon, July, 2004.
 
Page 4 
completion and student performance, with literacy as low as 5%, and 40% of school-age children out of school.9
 The 
need to bridge the gap between access and achievement and a strategy to improve the teacher deployment strategy of 
the GES to ensure the availability of teachers in the rural, remote communities continues. 
The GES strategy for teacher preparation in Ghana appears to largely fall between two strategies, 1) training for 
prospective teachers, and 2) upgrading the skills of individuals currently serving as teachers (an estimated 27,000 
untrained teachers in the public schools). In the past, prospective teachers were trained in the Teacher Training 
Colleges (TTCs) and the Universities. Those preparing to teach at basic levels of education fell into different 
categories based on their qualifications entering teaching and years of formal training: 
¾ Four-year Certificate “A” (Post-Middle School); 
¾ Two-year Certificate “B” (Post-Middle School); 
¾ Two-year Certificate “A” (Post Certificate B); 
¾ Two-year Certificate “A” (Post-Senior Secondary); and 
¾ Three-year Certificate “A” (Post-Senior Secondary). 
All the programs leading to the above qualifications have been phased out and replaced with a three-year program 
leading to the award of a Diploma in Basic Education (DBE). This is currently considered the minimum professional 
qualification for teaching in primary (public) schools. GES has stated that, as of 2015, teachers who do not meet the 
minimum qualification level (DBE) will be dropped from the GES payroll and no longer eligible to teach in public 
schools. Currently, the GES offers three routes to achieve a DBE for prospective teachers and those currently teaching 
but do not meet minimum qualifications. Figure 1: Ghana Teacher Training Structure Allowing Untrained Teachers to 
Achieve a Diploma in Basic Education, on next page, provides a picture of the structure used in Ghana. 
1. Prospective Teachers: Three-year residential training for post-secondary graduates to achieve a DBE 
(prospective teachers) and an additional one year spent in practicum in a school setting (year three of the four 
years). This is a full-time residential program at TTCs or universities for individuals who have a Senior 
Secondary School certificate. Tuition is free to students; however others cost are the responsibility of students. 
2. Improving Teacher Qualifications: Four-year distance education program for untrained teachers to achieve a 
DBE that combines periodic face-to-face residential training and follow-up meetings on a monthly basis. 
Residential trainings occur during holidays (Easter and Christmas) and summer breaks when school is not in 
session. This program is commonly known as the Untrained Teachers Diploma in Basic Education (UTDBE). 
The program is offered for those pupil teachers currently in the GES payroll system but who do not have a 
Certificate “A”. Since 2005, the program has been offered in four phases with groups graduating in 2008 
(Upper East, Upper West and Northern Regions), 2009 (Ashanti and Brong-Ahafo), 2010 (Central, Western 
and Eastern Regions) and 2012 (Greater Accra and Volta Regions). 
3. Improving Teacher Qualifications: Two-year DBE for those with any of the Certificate “A” qualifications 
listed above. This program assists “pupil teachers” to upgrade their qualification to a DBE level. This training 
can take the form of full-time residential for two years or a “sandwich” mode. 
 
9 www.unesco.org/uil/literacyprogrammes/05a_en.html
 
Page 5 
Only one of the GES strategies (#1) addresses reducing future teacher shortages. There are approximately 9,000 
individuals who annually enter the 38 Colleges of Education seeking a DBE; however, only 7,500-8,000 actually 
complete. Unfortunately, of that number, not all enter teaching in public schools. Further, the attrition rate for teachers 
is high with approximately 5,000 teachers leaving the GES system each year. Some leave public schools to take 
employment in private schools, enter other sectors of employment, or retire or die. A further compounding factor is 
that more schools are being established yearly, including private, District Assembly, MiDA and other. As the country 
faces budgetary constraints, critical decisions regarding allocations of funding to support teacher training are being 
deliberated within the Ministry of Finance. Some donors are reported to feel that there are already a sufficient number 
of teachers available or that the system in place can meet the future need for teachers. However, without research that 
provides a clear picture of the population of out-of-school children, pupil to teacher ratios (particularly as affected by 
teacher attrition, absenteeism, and number of teachers needed to maintain a classroom size of 35); GES staff’s ability 
to present critical arguments to maintain or potentially increase budget funding levels is difficult.10 Further, the 
problems associated with the GES “deployment” of teachers continues to leave the rural, remote schools in jeopardy 
and without stable education personnel. Research is needed that would provide a greater understanding of the impact 
of such deployment problems in rural, remote locations and strategies that influence teacher stability. 
 
10 Interview with Mr. Stephen Adu, Acting Deputy Director General Basic Education.
Page 6 
Figure 1: Ghana Teacher Training Structure Allowing Untrained to Achieve Diploma in Basic Education
Diploma in Basic Education Institution UTDBE Institution UCTs Institution 
3 years 38 Colleges of Education 4 years with 38 Colleges of Education 4 years DBE with OLA College of Ed. 
 Teaching Practicum inclusive Teaching Practicum inclusive Abetifi College of Ed. 
 Tamale College of Ed. 
Entry Qualifications: With pay by Government 3 years DBE with 38 Colleges of Education 
Core 3: English Language, Mathematics, Science and any Teaching Practicum inclusive Teaching Practicum inclusive 
 other elective 3 subjects with aggregate of 24 Feeding & Accommodation by individuals 
 Tutorials & Modules 
2 years in residence and 1 year Teaching Practicum with 
 allowance 
Sandwich (Top Up) Institutions 
For Certificate A (2 years) Winneba & Cape Coast 
Diploma in Basic Education (2 years) 
Cape Coast University (Distance) Institutions 
Distance for untrained teachers – 3 years Winneba & Cape Coast 
Access for students who do not have all of the requirements to 
 enter college with an aggregate of 24 
Aggregate 24 or better who couldn’t enter into the COEs 
Trained Teacher Certificate ‘A’ work toward DBE 
DBE holders to pursue post graduate beyond DBE
 
Page 7 
While very worthwhile and noted as a model approach, the other two strategies (#2 and #3) employed by GES are 
working to improve the qualifications of existing teachers already in the system. The challenge facing the GES is that 
while the UTDBE and sandwich programs helped a large number of teachers toward obtaining their DBE, a 
significant percent failed to pass the requirements to achieve a DBE and a significant number of untrained teachers 
still remain in the GES system.11 At the time of the final evaluation, while requests have been put forward, the 
Ministry of Finance had not made the decision to continue the UTDBE program. 
The net effect of this situation continues to demonstrate the need for a strategy that identifies and recruits prospective 
teachers from rural, remote communities that can serve as teachers while engaging in distance education to achieve the 
required minimum qualifications of a DBE. The concept of the community teacher program continues to have merit as 
a valuable strategy that directly addresses the need to address the unmet need of placement of teachers in rural, remote 
school locations, particularly those that have received assistance through MiDA and for areas where new school 
facilities are being proposed. 
1.4 Overview of the Ghana Community Teachers’ Program (CTP)
USAID/Ghana awarded the International Foundation for Education and Self-Help (IFESH) a Cooperative Agreement 
# 641-A-00-09-00008-00 on March 2, 2009 to implement the Community Teachers’ Program (CTP) in Ghana over a 
two-year period, March, 2009 – March, 2011. The goal of the agreement was to recruit, train, place and support 260 
un-trained community teachers to teach at schools that were built or rehabilitated by the Millennium Development 
Authority in rural and underserved communities in Ghana while these untrained teachers worked toward the 
achievement of a DBE. 
The CTP was strategically focused to work in the MiDA targeted schools in northern, eastern, central and Ashanti 
regions of Ghana. A total of 14 districts were targeted. The CTP supported a high priority area for government in 
providing teachers to serve in rural, remote areas; with priority being given to those newly built or renovated schools 
with no teachers. 
 Table 2: Districts with UCT Placements 
The principal goal of the CTP was to improve access to quality 
basic education, with particular emphasis on improving 
methodology for teaching through the recruitment, training and 
deployment of 260 community teachers following intensive 
training over a period of two years. The primary targets of the 
program were to: 
Recruit and train 260 UCTs in teaching skills and content for 
primary basic education instruction and place and support the 
UCTs in schools recently constructed or rehabilitated by MiDA in 
deprived and underserved areas in Ghana. 
Support the best performing UCTs to enrol and complete their 
teaching diploma training program (DBE) to enable them to join 
the formal GES professional teaching cadre. 
Build the capacity of DEOs, head teachers, and SMCs / PTAs 
 
11 Interview with Daniel Amofa, GES Budget Officer.
Region District 
Kwahu North 
Kwahu South 
Kwahu East 
Eastern
Akwapim South 
Savelugu Nanton 
Tolon Kumbungu 
West Mamprusi 
Karaga 
Northern
Tamale Metro 
Gomoa West 
Gomoa East 
Central
Awutu-Senya 
Ashanti Sekyere East 
Sekyere Afram Plains 
 
Page 8 
members in the targeted districts to support the UCTs as a means of addressing the shortage of qualified teachers in 
rural primary schools through the development of plans of actions to address further shortages. 
At the end of the CTP, 260 UCTs were to have been trained to improve their competencies, thereby improving the 
quality of instruction provided to primary and junior secondary students in the target area schools. Of this number, at 
least 130, or 50 percent, were to be assisted to gain admission into a two-year teacher training program leading to the 
award of a Diploma in Basic Education (DBE) to enable them to join the GES professional teaching cadre. 
The program was organized to roll out in three phases. These phases included: 1) the recruitment and selection of 
UCTs; 2) orientation of District-based Tutors to serve as trainers for the UCTs; and 3) training and support to build 
UCTs capacity to serve as teachers in targeted primary schools (see Appendix 5.6 CTP UCT Training, Exam and 
Monitoring Schedule). Throughout the program, a system of monitoring and evaluation was conducted at various 
levels during each phase. Mechanisms were put into place to track the performance of UCTs, including their 
classroom teaching and training attendance, exam scores to access content knowledge in key subject areas, and off-site 
observations to assess the application of effective methods of teaching content in classroom settings (see Appendix 5.7 
Lesson Observation Evaluation Sheet UCT Off-site Observation Form). 
For overall performance management and monitoring and evaluation purposes, the following six objectives were 
identified for the CTP: 
1. To recruit, identify, train, and place untrained community teachers (UCTs) in the MiDA targeted areas 
and schools; 
2. To assist UCTs through the provision of instructional support through qualified tutors from the key 
colleges of education; 
3. To provide opportunity for UCTs to qualify for further training leading to induction into the cadre of GES 
professional teaching; 
4. To support UCTs through the provision of learning materials and technical training on TLM development; 
5. Build capacity of DEO, Head Teachers and SMC/PTAs to support UCTs as a means to address the 
shortage of qualified teachers in rural primary schools; and 
6. To implement a rigorous monitoring and evaluation mechanism to ensure achievement of expected 
results. 
The CTP included a partnership between IFESH and the University of Cape Coast’s Institute of Education (UCCIE), 
three colleges of education (Tamale College of Education, OLA College of Education and ABETIFI College of 
Education), and the 14 district offices of education overseeing the 60 MiDA targeted schools where UCTs were 
placed. 
Each partner played a critical role in carrying out the training and support for UCTs. The role for each group is 
outlined as follows: 
 
Page 9 
 Table 3: Roles and Responsibilities of Key Partners in the CTP 
Program 
Activity IFESH District Education 
Offices 
Colleges of 
Education 
University of 
Cape Coast 
Technical 
Support and 
Assistance 
Establish agreements with 
key partners 
Provide training and 
orientation regarding CTP 
Develop reporting and 
monitoring guidelines and 
tools 
Conduct baseline study 
Conduct training with 
DTOs and community 
SMC chairs 
Establish method of 
payment of stipends for 
non-salaried UCTs 
Purchase EQUALL 
modules and distribute to 
UCTs 
Distribute donated books 
and materials among UCTs 
and districts 
Distribute materials and 
conduct training for UCTs 
on use of TLMs 
 Provide input 
regarding 
recommended 
eligibility criteria 
for UCTs 
Provide input 
into the design of 
the syllabus 
Provide input to 
UCCIE on key 
content areas for 
training for 
UCTs 
Develop syllabus 
for UCT training 
Work with COE 
tutors to 
synchronize 
syllabus and 
training 
Train COE tutors 
on key content 
areas for training 
of UCTs 
Recruitment 
and 
Placement 
Establish criteria for UCT 
eligibility and recruitment 
Coordinate placement at 
MiDA schools 
Distribute 
announcements to 
communities/ 
schools/ SMCs, 
collect and screen 
applications, 
interview potential 
candidates, and 
make 
recommendation of 
UCT candidates 
Identify MiDA 
schools with need 
for teachers 
Register UCTs 
for training at 
COE 
Register UCTs 
for exams 
Training and 
Assessment 
Work with UCCIE to 
develop syllabus and 
coordinate training for COE 
tutors 
Orient DEOs on monitoring 
and evaluating UCTs 
attendance in classroom 
Conduct training 
with UCTs based on 
observations of 
performance in the 
classroom relative to 
content and methods 
of teaching, use of 
Conduct 
residential 
training of UCTs 
(4 weeks 
summer; 3 weeks 
Christmas; and 3 
weeks Easter) 
Develop exams 
Certify exam 
results 
Award credit 
hours 
 
Page 10 
Program 
Activity IFESH District Education 
Offices 
Colleges of 
Education 
University of 
Cape Coast 
and cluster meeting 
trainings, and performance 
in classroom using 
attendance and off-site 
observation forms 
TLMs, etc. 
Conduct training at 
cluster meetings 
Conduct cluster 
meetings / 
training with 
UCTs (6 cluster 
meetings of 2.5 
days held on 
weekends) 
Monitoring 
for 
Continuous 
Improvement 
Monitoring the 
performance of UCTs, 
including: 
Classroom instruction 
attendance; 
Attendance in residential 
training; 
Attendance in cluster 
meetings; 
Individual exam scores of 
UCTs by subject by 
semester and resit; 
Progress of application of 
content and methods of 
teaching following training 
as reflected in off-site 
observations conducted by 
DEOs. 
Conduct regular off￾site observations of 
UCTs performance 
in the classroom 
Collect daily 
attendance records 
of UCTs at schools 
and submit to 
IFESH monthly 
Conduct off-site 
observation of 
UCTs in actual 
classroom setting 
Review syllabus 
for 
synchronization 
of teaching and 
exam content. 
Observe tutors 
instruction with 
UCTs 
Obtain feedback 
on syllabus 
Monitor exam 
results 
Evaluation Contract for mid-term and 
final evaluation conducted 
by independent consultant. 
Participation in mid￾term and final 
evaluation. 
Participation in 
mid-term and 
final evaluation. 
Participation in 
mid-term and 
final evaluation. 
A total of 260 UCTs were enrolled into the program. Females comprised 43% (112) of the UCTs who enrolled and 
remained in the program until the end with no dropping out. The two males UCTs that dropped out, one entered a 
polytechnic school to continue his education and the other entered full-time employment outside the education field. 
Most of the UCTs are fairly young (89.2% between the ages of 18 and 30), nearly all (99.6%) have ten years of 
education or more, and 45.4% were not employed by the GES or NYEP at the time of entering the program. Other 
general characteristics of the UCTs are as follows: 
• 10.38% were aged 20 years and under, 
• 57.69% aged between 21 – 25 years, 
• 21.15% aged between 26 and 30 years, 
• 10.77% aged 31 years and over, 
• 0.38% have 8 to 9 years of education, 
• 99.62% had 10 years and above education, 
• 35.8% of the UCTs were GES supported, and 
• 18.8% of the UCTs were NYEP supported. 
 
Page 11 
The UCTs were grouped based on residential proximity to three regional training centers that are part of the 38 
Colleges of Education in Ghana. The three strategically located colleges of education served as central residential 
training sites for UCTs and the source of district-based tutors. UCTs perception of being affiliated with the colleges of 
education served to increase their esteem within their communities and value of self-worth. The colleges of education 
and assigned number of UCTs were: 
 Figure 2: Participating Colleges of Education and Assigned UCTs 
Tamale Training Center (Tamale College of Education)—83 UCTs 
Ajumako Training Center: Ajumako College of Education 
(First Residential Training only)—77 UCTs 
OLA Training Center: Our Lady of Angels College of Education 
(Second and Subsequent Residential Trainings)—77 UCTs (same) 
Abetifi Training Center (Abetifi College of Education)—100 UCTs 
The three Colleges of Education worked directly with the University of Cape Coast’s Institute of Education (UCCIE). 
UCCIE served as the certifying body that managed the design of the syllabus, coordinated and synchronized training 
with exams, issued exam scores/credit hours, and potentially awards the DBE. 
The UCTs are further grouped according to how they are paid stipends or salary that supported their ability to 
participate in the program. The stipend / salary support breaks down into the following four groups: 
 Table 4: UCT Source of Stipend Support 
Stipend/Salary Support 
Provided by: Number of UCTs Stipend Duration 
CTP Support (IFESH) 167 Throughout program 
GES Salaried 41 Throughout program 
NYEP 49 Ended February 2010 
World Vision 3 Ended February 2010 
The source that provided the stipends for UCTs, while helping to reduce the overall cost of the program, ultimately 
generated conflicting results overall and was a source of extreme hardship for some UCTs. In some instances, stipend 
support that was regularly paid, such as those UCTs that were GES salaried, received their stipends on a regular 
monthly basis and at a level higher than other UCTs (150 cedi per month). A total of 41 UCTs were GES salaried. 
They were paid their salary regardless of their attendance performance, as their salary was set by the GES. However, 
in some cases, some district directors mentioned delaying distribution of their payments if attendance performance 
was less than expected. 
UCTs that were enrolled at the beginning of the program under the National Youth Employment Program (NYEP) 
were paid a salary for the first year but, beginning in March 2010, received no further salary support from NYEP. The 
NYEP typically offers salaried employment for two years for young people to serve as teachers in schools (70 cedi per 
month). These UCTs had only been in the NYEP for one year when their salary support stopped. A total of 49 UCTs 
were under the NYEP. 
World Vision offered to support three (3) UCTs with stipend support while they participated in the CTP. However, 
after the first year, their stipend support ceased. 
 
Page 12 
For the CTP’s UCTs, their stipend support was provided for the duration of the program and was based on their actual 
attendance performance. The level of stipend support was set at an amount between the GES and NYEP (120 cedi per 
month). However, the regularity and timeliness of the receipt of payments was reported by UCTs as a persistent 
problem throughout the two years. Most UCTs reported receiving their payments twice per term (basically two months 
in arrears), as opposed to monthly. All UCTs reported that receiving monthly stipends payments would help them to 
more reasonably manage their expenses. 
The CTP has 258 (99.2%) of the 260 UCTs that have completed two years of distance education toward achieving 
their DBE while performing a practicum in the MiDA-school classrooms. According to UCCIE, the UCTs have 
earned a total of 45 of the 84 credit hours needed to receive a DBE. With the closure of the CTP, these individuals are 
left in a precarious and incomplete status. For those with successful performance, they are in need of continuing 
assistance to fully achieve a DBE. Of the 258, approximately 88% are successfully passing all subject areas. Their 
performance is considered better than those graduating under the UTDBE or the sandwich programs, and their exam 
scores are comparable to students in the full-time residential, four-year degree program. 
1.5 Contents of this Report
 The report is organized into five chapters. The first chapter provides background on the objectives and methodology 
for the evaluation, overview of the current approaches to teacher training in Ghana and of the Ghana CTP. The second 
chapter presents key findings examining the extent to which the CTP met its objectives, achievement of indicators of 
performance, factors that contribute to the success and limits of the CTP, potential for replication, prospects for 
sustainability, cost-effectiveness, and contributions to USAID IOs and gender diversity objectives. The third chapter 
includes recommendations that include possible models for future teacher training in Ghana. Chapter four identifies 
lessons learned and best practices noted from the program. Appendices follow with supportive documentation. 
 
Page 13 
Chapter 2: Key Findings
Based on the review of extensive documentation and the many interviews that were carried out as part of the 
evaluation, it is the considered opinion of the evaluator that the CTP met a majority of its objectives. However, the 
program is considerably hampered by its lack of sustainability and cost effectiveness. 
2.1 Extent to Which the CTP Met its Objectives
Overall, the CTP was very successful in meeting its objectives of recruiting, training and supporting the UCTs to 
provide increasing effective instruction while pursuing their DBE. By the end of the program, all UCTs were placed in 
60 MiDA-targeted schools within 14 districts in the Northern, Eastern, Central and Ashanti regions. 
A total of 260 untrained community members were recruited into the program with 258 (99%) of UCTs remaining in 
the program at the end of the project. All 258 were still teaching in the classrooms at the end of February 2011. Two 
individuals had dropped from the program, with one entering college to pursue a DBE on their own and the second 
entering full-time employment outside of teaching. 
Only the prospective non-teachers, those not compensated by the GES, NYEP and World Vision, were provided 
stipends under the CTP. The NYEP and World Vision teachers experienced difficulty during the program due to the 
fact that their stipend support ended one year into the program (in March 2010). For the second year of the program, 
these individuals received no compensation from any source. This affected 52 UCTs. 
 Table 5: CTP Performance Against Indicators 
No. Indicator Baseline LOP 
Target
End of 
Project Remarks 
1.1 Number of untrained and 
prospective teachers 
(UCTs) recruited and 
entered into training 
0 260 258 
(99.2%)
262 recruited for the 260 slots; 
2 dropped in first months and were replaced; 
2 dropped in second year (both males); 
258 in training at end of project; 
145 Males (56%) 
113 Females (44%) 
Of those that dropped, two had admission into 
Polytechnics and learned of their acceptance early in 
the program, 1 found employment; and 1 entered COE 
to pursue DBE on their own. 
 Number of UCTs 
recruited for MiDA 
schools 0 260 258 
260 placed in schools; 
At mid-term it was determined that some UCTs had 
been placed at non-MiDA schools. Subsequently, the 
CTP moved all teachers to MiDA schools. 
Two individuals dropped during the second year of the 
 
Page 14 
No. Indicator Baseline LOP 
Target
End of 
Project Remarks 
program. 
As of the end of program, 258 UCTs were functioning 
as classroom teachers at MiDA schools. 
 Number of UCTs trained 
for MiDA schools 0 260 258 
260 participated in training for one full-year; and 
258 participated in training for two full-years. 
1.2 Percentage of UCTs who 
Completed Two-year 
Associate Diploma in 
Basic Education12
0 100% 99.23%
At mid-term it was learned that Cape Coast University 
withdrew the award of an Associate Diploma in Basic 
Education due to a GES policy change. The 99.23% 
represents the 258 of the 260 UCTs actively engaged in 
the program at the end of the project in February 2011 
2.1 Number of Tutors 
oriented 
0 15 36 
Cumulative: 36 tutors were trained during the project: 
15 were trained in March 2009 to Feb. 2010. 
Another set of 21 tutors were trained from March to 
Feb 2010. Additional tutors trained related to change in 
content/subjects being taught in syllabus. 
2.2 Percentage of district￾based Tutors evaluated to 
be effective in providing 
training and technical 
support for UCTs 
0% 100% 100% 
All tutors trained in consultation with Cape Coast 
University and provided support and monitoring by 
Cape Coast personnel. 
2.3 Number of cluster 
meetings performed by 
Tutors with UCTs 
0 6 6 
Cumulative: The project in collaboration with the 
District-based Tutors and DTOs organized cluster 
meetings at 8 centers throughout the operational area 
between residential trainings. Training held 2.5 days 
over weekends (3 per year). 
2.4 Percentage of UCTs 
effectively implementing 
content and methods 
learned during residential 
and cluster training 
0 85% 95% 
Off-site observation records documented progress of 
UCTs performance in content, methods and classroom 
management. The off-site observations were 
conducted by the DTOs and District Tutors. Each 
UCTs received individualized observation multiple 
times over the two-year period. 
2.5 Percentage of UCTs who 
passed all exams in 
EQUALL modules 
0 80% 95.6% 
 This represents the exam results of UCTs for whom 
their second semester year two exam results were 
available. Abetifi COE had not submitted the exam 
 
12 The ADBE was expected to be equivalent to the Certificate A but the ADBE is not an officially recognized diploma.
 
Page 15 
No. Indicator Baseline LOP 
Target
End of 
Project Remarks 
results by the time of the final evaluation. Prior to this 
exam, 88.1% of UCTs were passing all of their exams 
in the EQUALL modules. 
2.6 Percentage of UCTs who 
complete CTP training 
and continue teaching in 
targeted MiDA schools 
0 
100% 
(260) 
99.23% 
(258) 
All 258 UCTs were teaching in MiDA schools at the 
end of the project. 
3.1 Percentage of UCTs who 
complete CTP program 
that pursue further 
education towards 
achieving a Diploma in 
Basic Education 0% 50% 0% 
It was planned to provide a scholarship of $200 to the 
best 50% of the graduating UCTs to enroll for a DBE 
program. However, this plan was abandoned because 
a) There was no DBE program the successful UCTs 
could “graduate” into because the proposed ADBE or 
“CTP certificate of participate” is not an officially 
recognized diploma”; b) IFESH applied for, and had 
hoped to secure, a two-year extension of the CTP 
which would have enabled all 258 UCT to continue to 
the DBE level 
3.2 Number of UCTs who 
receive some financial 
support to pursue a 
Diploma in Basic 
Education 0 50% 0 
While largely successful overall, the one failing area of 
the CTP lies with the lack of efforts made to ensure the 
continuation of the training for UCTs before the end 
of the program, working with the GES to support the 
stipends of the UCTs, and/or assisting the GES to 
adopt more effective methods for recruitment and 
deployment of teachers to targeted rural, remote area 
schools.13
4.1 Number of books and 
other learning material 
provided by IFESH for 
UCTs and MiDA schools 
0 
4248 
18,462
4,248 
18,462 
EQUALL modules for each subject area were provided 
to all UCTs and Tutors at start of program and prior to 
training (4,248 modules distributed); and 
18,462 donated textbooks and learning materials 
distributed by IFESH. 
All UCTs received materials (poster paper/markers) 
and instruction on how to develop and use low cost, 
local materials to develop a portfolio of TLMs. 
 
13 IFESH reported that they did not pursue this indicator because: (a) expectation that USAID/Ghana would approve its 
application for a two year extension of the CTP leading to DBE for all 258 UCTs; (b) since the “ADBE” was not an officially 
recognized diploma, it could not be regarded as an equivalent to Cert A for admission into a two-year program; (c) UCCIE 
advised that a special DBE program be run for the UCTs who have completed the two-year CTP; and (e) IFESH no longer had 
funds to provide the needed financial assistance even if the 130 UCTs were admitted to another two-year DBE program.
 
Page 16 
No. Indicator Baseline LOP 
Target
End of 
Project Remarks 
4.2 Percentage of UCTs 
developing personal 
portfolio of TLMs for 
use as a professional 
teaching assert 
0 100% 90% 
All UCTs have developed their own TLMs for 
teaching. Of the small sample of UCTs visited during 
final evaluation, 90% of UCTs observed were 
effectively using TLMs as part of their classroom 
instruction. TLMs posted on walls of the classroom 
were also observed. 
5.1 Percentage of targeted 
districts with action plans 
to address teacher 
shortages 
0 0% 50% 
Out of 14 districts, 7 districts submitted action plans to 
IFESH: 
1.Awutu Senya 
2. Tolon Kumbungu 
3. Akuapim South 
4. West Mamprusi 
5. Sekyere Afram Plains 
6. Karaga 
7. Tamale Metropolitan 
5.2 Percentage of target 
districts (DEOs) with 
action plans for 
implementation by the 
DEOs, SMCs and PTAs 
0% 60% TBD 
At the time of the final evaluation, while plans were 
submitted, it was not possible to determine if the seven 
districts had undertaken actions to implement their 
plans. However, of those districts visited that had 
submitted action plans, the most common activity 
reported to have been taken included regular meetings 
of the SMC/PTAs, and provision of some form of 
support for the CTP teachers, such as supplemental 
food or making some form of housing available. 
Evidence that support the implementation of action 
plans should include two or more of the following: 
Apply to DIG to support future teacher shortages; 
Improve school facilities; 
Improve general conditions of service for teachers; and 
Quarterly meetings for SMCs and/or PTAs. 
 Number of DTOs or 
representatives trained 0 74 713 
14 DTOs, 60 head teachers and 639 members of 
SMC/PTAs trained 
6.1 Frequent and regular site 
observations of UCTs in 
classroom with students 
Results of Off-site 
Observation 
Once a quarter 
 
Page 17 
No. Indicator Baseline LOP 
Target
End of 
Project Remarks 
6.2 Mid-Term Evaluation Report on Mid-term 
Evaluation 
 Completed March-April 2010 
6.3 Final Evaluation Report of the Final 
Evaluation 
 Completed February-March 2011 
The training syllabus for the UCTs included all of the content areas identified within the UTDBE-approved syllabus. 
The training syllabus was developed by University of Cape Coast Institute of Education (UCCIE), in collaboration 
with the three COEs, Tamale, OLA and ABETIFI, However, because the CTP was an accelerated program to 
complete the requirements of the DBE in a shorter timeframe, the order of subjects and content varied somewhat (see 
Appendix 5.8: UTDBE four-year syllabus and Appendix 5.9: CTP Proposed Three-year Syllabus). Based on the 
comparison of the syllabus, it can be seen that the UCTs have covered subjects in two years that results in a total of 45 
credits toward the 84 credits needed to achieve a DBE. As compared to the UTDBE syllabus, the UCTs focused on 
content in primary subject areas involving English, Math/Science, Ghanaian Language, Environmental and Social 
Studies, ICT, HIV/AIDS, and Methods of Teaching these subject areas. Some of the course work covered by the 
UCTs is drawn from the third and fourth year syllabus of the UTDBEs. However, UCTs also have missed some other 
content and still require other subject area content and methods. 
UCTs performance in terms of passing the required exams was very good. As shown in the table below, 95% of UCTs 
were passing all subjects for those with whom data was available. Prior to the year two second semester exam, 88.1% 
of all UCTs were passing. Failure of any one exam results in a failure. Those UCTs that fail one or more exams are 
allowed up to three opportunities to resit for the exam over a three-year period. Following analysis, it appears that only 
two UCTs may be experiencing difficulty such that they may not be able to pass all their resit exams. 
Table 6: UCT Overall Exam Performance 
Exams Total 
UCTs Tamale Passed OLA Passed Abetifi Passed Dropped 
Total 
Percentage 
Passed 
2009 (1) 260 83 55 77 47 100 74 67.7% 
2009(2) 260 83 62 77 69 100 89 84.6% 
Resit 2009 
(1) 
260 
25 24 30 28 26 26 96.3% 
Resit 2009 
(2) 
260 
21 20 8 6 11 11 92.5% 
2010 (1) 260 83 69 77 68 100 92 88.1% 
2010 (2) 258 83 80 75 71 * * 2 95.6%* 
* At the time of the final evaluation, Abetifi COE had not submitted the exam results for 2nd Semester Year 2 for its UCTs. 
Further analysis of the UCTs performance by subject area and COE was prepared by UCCIE and is contained in 
Appendix 5.10 and 5.11. The results of the analysis shows that the UCTs overall performance was improving with 
each semester exam and that attendance at training and cluster meetings was extremely good, especially for those 
receiving a stipend from the CTP.
 
Page 18 
2.2 Contributions to Reducing Teacher Shortages in MIDA­Targeted Schools
The 260 UCTs were placed in 60 schools within 14 districts in the Northern, Eastern, Central and Ashanti regions of 
Ghana. In the schools where UCTs were placed, the resulting effect was demonstrable in reducing teacher shortages in 
these schools. The following outlines the placement of the UCTs at MiDA-targeted schools: 
 Table 7: Distribution and Stipend Support of UCTs in Ghana 
District NYEP 
Paid 
Non-Teachers 
Paid by IFESH 
World 
Vision 
Paid 
Pupil Teachers 
Paid by GES Total 
Central Region 
Awutu Senya - - - 3 3 
Gomoa East 3 13 - 3 19 
Gomoa West - 11 - 1 12 
Total - Central 3 24 - 7 33 
Ashanti Region 
Sekyere East - 20 - - 20 
Sekyere Afram Plains - 16 - 1 17 
Total - Ashanti - 36 - 1 37 
Northern Region 
Tamale - 9 - 8 17 
Tolon Kumbungu 6 4 3 1 14 
Karaga 4 13 - 0 17 
West Mamprusi 6 11 - 5 22 
Savelugu Nanton 5 4 - 4 13 
Total - Northern 21 41 3 18 83 
Eastern Region 
Akwapim South 24 11 - 8 43 
Kwahu South 1 5 - 1 7 
Kwahu East - 13 - 3 16 
Kwahu North - 37 - 3 40 
Total - Eastern 25 66 - 15 106 
Grand Total 49 167 3 41 260 
During the final evaluation, it was found that in two locations in the Northern region, the UCTs were functioning, not 
only as teachers, but as head teachers. In one of the locations, the UCT is the only teacher at the school and attempting 
to manage instruction for Primary Class 1 through 4 on his own. In this instance, without the UCT, the MiDA school 
building would be empty and no education would be available for the children in the community. 
When examining the CTP contribution to reducing teacher shortages on a broader national or even regional level, the 
small number of 260 UCTs has limited impact. The CTP strategy, however, does show potential for ensuring that 
teachers drawn from the rural, remote communities have greater likelihood to remain in the communities and provide 
increasingly valuable instruction that would otherwise not exist. 
 
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2.3 Factors that Contribute to the Success of the CTP
From the review and key informant interviews, several factors were identified that contributed significantly to the 
success of the CTP. These fall into the following categories: 
• Recruitment 
• Payment based on performance 
• Quality of tutoring at residential and cluster meetings 
• Successful cooperation and support from district and community levels 
• Supplemental technical support and material assistance 
• Monitoring of off-site performance by DEOs and Tutors 
Recruitment: A recruitment strategy that relied on a multi-tier input process was used for the recruitment of 
individuals to participate in the CTP. A clear criterion of eligibility was set based on input from UCCIE and COEs. 
The minimum eligibility was that each applicant must have a Senior Secondary School certificate and be from the 
targeted rural, remote areas where the MiDA-targeted schools were located. The only preference that was given was to 
females. Once established and district-level staff had been briefed on the program, guidelines for recruitment, 
including application forms and documentation requirements, the District staff met with SMC/PTA representatives 
from MiDA-targeted communities to brief them on the opportunity for individuals from their community who met the 
eligibility requirements to apply for consideration. Individuals from targeted communities were recommended that 
included the combined input of SMC/PTA members, head teachers, DTOs and District Circuit Supervisors. 
Individual candidates had the responsibility to complete the application form and submit all required documentation to 
the District Office of Education by the established deadline. From the pool of applicants, candidates underwent 
individual interviews at the District level. Following interviews, top applicants were referred to CTP staff for review 
and final approval to ensure that criteria had been followed. The schools to be targeted and the placement of the UCTs 
were based on the recommendation of need provided by the District education staff. 
The eligibility criteria ensured that individuals with minimum qualifications that could function well with the 
strenuous aspects of the distance education program were selected. This also meant that most all candidates were 
functioning at a similar level when entering training. Further, to the extent possible, selections were made on the basis 
of qualifications and location of the individuals as opposed to other potentially political reasons. Engaging the 
SMC/PTA members in the process helped to ensure that eligible candidates from the targeted communities where the 
teachers would be located were recognized and their names put forward. With preference being given to community 
members and females, this helped to ensure that these individuals were on equal footing with those from the larger 
towns closer to the location of the District education offices. Individuals coming from those communities also viewed 
that this opportunity was made available to them because of their own communities’ recommendation, creating a sense 
of obligation to the community which helps to create ties that can exist after the DBE is obtained by the prospective 
teacher. 
Payment based on classroom teaching attendance performance: One of the more difficult problems facing rural, 
remote community schools is the lack of reliability of teachers’ classroom teaching attendance, particularly during 
rainy seasons when the areas are not accessible. Teacher attrition and absenteeism is a common problem noted by 
SMC/PTA members and head teachers. An approach that was adopted by the program included making it clear to 
UCTs that their stipend support would be evaluated on the basis of their attendance performance, not only at trainings 
sponsored by the program, but also their time spent in the classrooms. As part of the agreement, head teachers and 
 
Page 20 
DTO were assigned the responsibility to keep close records of the attendance performance of all UCTs, including 
those that were not being paid a stipend. UCTs understanding that this was a key criteria of evaluation of their 
performance and the strong attention paid by head teachers, DTOs and CTP staff to track this on an on-going and 
regular basis, helped to reinforce the importance. Further, SMC/PTAs received training on their responsibility to 
monitor and evaluate the UCTs attendance as well. The following figure shows the overall average attendance 
performance of the UCTs by type of activity monitored by IFESH throughout the two-year program on the basis of 
how the UCT’s stipend was paid: 
 Figure 3: Comparison of UCT Attendance Performance by Payment of Stipend 
Consistently, UCTs paid on the basis of performance (actual attendance) resulted in a higher reliability of attendance 
at nearly all CTP monitored activities. In particular, the attendance of the UCTs in direct classroom instruction with 
students is most notable as that demonstrates the reliability of teacher presence in the classroom for students in MiDA 
schools as compared with GES or NYEP paid UCTs. It should be noted that while the NYEP UCTs stopped receiving 
any stipend support as of March 2010, their attendance still was fairly good, averaging over 85% attendance rate at the 
three activities monitored. Based on the results of tracking teacher attendance, one district director of education in the 
Eastern Region reported that, “they think that this approach should be used by the GES for all teachers.” 
When interviewing SMC/PTA representatives as part of the final evaluation, the common comment received about the 
UCTs included, “they are more reliable than the other teachers” and “they are a role model for students and other 
teachers as they are nearly always there and on time.” The overall average attendance rate of CTP-monitored 
classroom instruction and residential and cluster meeting training activities was 93% over the two years. 
The following table shows the UCTs participation rates in program sponsored activities for the CTP overall: 
 
 
Page 21 
Table 8: UCT Reliability as Evidenced by Attendance Record from October 2009 to February 2011 
Months Expected 
Attendance 
Average 
Attendance Percent
October & November 2009 43 40 93% 
December, March & April 2010 44 41 93% 
March & April 2010 32 29 91% 
May & June 2010 32 32 100% 
July 2010 20 19 95% 
September & October 2010 29 28 97% 
November & December 2010 32 30 94% 
January & February 2011 35 33 94% 
Total 271 253 93% 
Quality of tutoring at residential and cluster meetings: UCCIE noted that the quality of the instruction provided by 
the tutors at the COEs was extremely good, as well as the supplemental training provided by the DTOs. The smaller 
class sizes with cluster meetings also made the follow-up training more individualized, allowing the tutors and DTOs 
time to address specific areas where UCTs were experiencing problems. The quality of the tutoring was also aided by 
the coordinated discussions that took place between the DTOs, head teachers and tutors as facilitated by the off-site 
observations completed by DTOs and followed up by tutors. The tutors, themselves, made the effort to travel to the 
rural, remote locations where the UCTs were teaching to observe them in the classroom setting. This exposure helped 
to sensitize the tutors to the challenges that the UCTs were experiencing and helped to improve their understanding 
when assisting the UCTs with methods of teaching. Having tutors visit UCTs at their rural, remote locations helped 
them to be able to incorporate methods that are more practical and realistic to those faced by UCTs in their classrooms 
and communities. 
As part of the evaluation, it was learned that the CTP paid a slightly higher amount for the hours of tutoring that was 
provided by COE staff and helped to supplement the DTOs cost for fuel. As a result, some of the better tutors at the 
COEs were attracted to providing instruction under the CTP for residential and cluster meetings. The CTP paid tutors 
just under 6.7 cedi per hour while the UTDBE paid 4 cedi. As a result, tutors were more motivated to participate with 
the CTP instruction, including cluster meetings on weekends and off-site visits to observe UCTs in their actual 
classroom settings. 
Successful cooperation and support from districts and communities: The CTP has engaged districts and 
SMC/PTAs in the recruitment of UCTs and the monitoring of their attendance and performance in the MiDA schools. 
As a result, the districts are assisting the CTP with site observations and collecting and processing attendance records 
and exam scores. Further, the district training officers and circuit supervisors are serving to provide mentoring and 
training support for UCTs based on their observations of their performance in the classroom and review of lesson 
plans. The districts have expressed enthusiasm regarding the CTP and the performance of the UCTs. Critical to the 
success of the program is the cooperation and support of the district education staff and local head teachers/mentors. 
 
Page 22 
Supplemental technical support and material assistance: The supplemental technical support and materials 
assistance came in the form of the timely provision of EQUALL modules, education-oriented books that were 
donated, materials and supplies for the UCTs to create their own teaching and learning materials, and training for 
SMC/PTAs and DTOs. 
 Consistently, UCTs, tutors and district staff all commented about how beneficial it was for all key players to have the 
EQUALL modules in hand for training. Apparently, this is not the case for others participating in the UTDBE or 
sandwich program. Because all key players had the modules, UCTs, tutors and district staff were on track with the 
syllabus of training that was being provided at residential and cluster meetings, and with the content and methods that 
were being implemented in the classroom by the UCTs. A pivotal person in this strategy is the DTO, who was the 
individual who served as the link setting up and monitoring the cluster meetings, conducting the off-site observations 
and collecting the attendance records of the UCTs. Their monthly reports to the CTP provided a summary of the 
progress of each UCT under their purview. 
Monitoring of UCTs performance: The use of monitoring and evaluation of the performance of UCTs should not be 
undervalued for its contribution to the overall success of the program. The CTP locally-based monitoring for 
continuous improvement shows strength as a sustainable model. The CTP used several data collection mechanisms to 
retrieve the required information needed to assess the progress of the UCTs acquisition of knowledge of content and 
the application of improved teaching methods in the classroom in addition to exam scores. The process used was 
locally-based and supported by a variety of actors at the district, community and school levels. Below are number of 
the forms that the CTP used to capture information that was ultimately included within a Microsoft Access database: 
• Application Forms for Admission into Community Teachers Program 
• Applicant Characteristics (Demographics of UCTs) 
• Registration Form for 1st Day at Residential Training Session 
• Attendance Register for District Based Tutors and UCTs at Residential Training Session and Cluster 
Meetings 
• Format for Monitoring 
• Participants Evaluation Form during Training Sessions 
• Continuous Assessment Forms 
• UCT Off-site Observation Form 
• Distribution of EQUALL Teaching Modules to Master Trainers, District Based Tutors and UCTs (Receipt 
for Acceptance of Teaching Modules) 
The program was comprehensive in its collection of documentation to account for the outcomes associated with the 
UCTs. This required a considerable amount of the CTP staff’s time to manage, collect, maintain and analyze the data 
generated. Unfortunately, it was late in the second year of the program before the CTP hired an individual to assist 
with the management of the data and compiling the data into a database that would be more efficient for timely 
reporting of results. 
Aside from the data management issues of CTP staff, the UCTs considered the intensive monitoring as a positive. The 
UCTs consistently reported that the monitoring made them feel “valued” and that there appeared to be “real concern 
for the work they were doing” and “progress they were making.” Further, the UCTs expressed that the technical 
 
Page 23 
training and support that followed the off-site observations was “directly linked to their needs” and that this made the 
training by DTOs, head teachers, and tutors “very helpful.” 
For those districts that applied a heightened proactive approach to monitoring the performance of the UCTs, they 
reported that attendance of UCTs was very good as compared to regular teachers. This comment was also mirrored by 
the SMC/PTA representatives from a majority of the communities visited. As one district director reported, “an 
unintended benefit [from the CTP] was the attendance of regular teachers improved because of the increased 
monitoring of the UCTs.” However, not all districts applied a heightened proactive approach to monitoring indicating 
that their limited budgets for fuel, distance to remote locations and the inaccessibility of some locations during rainy 
season made the monitoring of the UCTs difficult. In these cases, monitoring of UCTs was often left to head teachers 
and the SMC/PTA members in the local communities. 
2.4 Limits to the Effective Functioning of the CTP
While the program overall functioned well, a number of problems created limits to the overall effective 
implementation of the CTP. These fall into the following four categories: 
Quality and timeliness of baseline study: Baseline studies, by nature, should be completed within the first months of 
a project and prior to the implementation of program activities. The design of a baseline should represent the 
collection of data that provides the starting point from which the program can be measured for impact on the basis of 
key program measures, such as enrolment rates of students in targeted MiDA community schools where UCTs would 
be placed, exam scores in key subject areas of students that UCTs would teach, census of teachers at targeted schools 
and general performance, etc. During the CTP, two attempts at conducting a baseline study were undertaken. The first 
baseline study was conducted by IFESH CTP staff that included a survey of 15 of the 102 MiDA targeted schools 
(14.7%). CTP staff used as its sampling frame “individual community [primary] schools with a total number of three 
or less serving teachers” (Baseline/School Needs Assessment Survey Report (July 2009). The sampling did not 
include schools from all regions (Ashanti and Central region schools were not included and included only schools 
where there were no trained teachers. The sample was not considered representative. 
The second study was conducted by an outside contractor, DAK Data Consult, Ltd. of Ghana. The second study was 
more comprehensive to include all regions and districts. Unfortunately, the scope of the data collection in the study 
was too broad to provide accurate data needed for comparison of impact. For example, data collected for enrolment 
rates of students represented cumulative enrolment data for the whole district as opposed to the targeted school by 
class levels. As a result, it was not possible to use the baseline data to make comparisons since the number of UCT 
teachers and MiDA-targeted schools comprise only a small percentage of each within the district. 
As a result, the quality of the two studies was not sufficient to provide adequate data to serve as a baseline. 
Initial placement of UCTs at non-MiDA schools: The CTP staff largely relied on the District Office of Education 
staff to recommend placement of the UCTs. While the placement of the UCTs were intended to be at only MiDA￾supported schools, there appears to have been some confusion as to whether future (potentially) targeted schools could 
be included for UCT placement. Following the mid-term, UCTs that has been assigned to non-MiDA schools were 
reassigned to MiDA-targeted schools in a near geographic area. This reassignment created some difficulties not only 
for the UCTs, but for the schools where UCTs departed and adjustments for those receiving the UCTs n the second 
year of the program. By the end of the program, all 258 UCTs were dispersed within 60 MiDA-assisted schools in 14 
districts within four regions. 
On-going problem of timely reporting: The CTP budget included the hiring of a statistician to help manage and 
analyze the large volume of data generated by the program. Much of this data was critical for the on-going monitoring 
of the progress of UCT’s performance in the classroom and in training. However, the statistician consultant was not 
 
Page 24 
hired by the program until later in the second year. Given the short time frame of the program, it was critical that not 
only timely submission of data from the field occurred but also timely analysis was completed. While the CTP 
managed fairly well with very few staff, if a trained statistician had been available from the beginning, a more 
streamlined and time efficient reporting mechanism could have been devised easing reporting and data collection 
requirements. Further, the tabulation and analysis of such data would have helped to better guide program staff in 
making strategic and critical responses when needed and timelier reporting of the results. 
Problems associated with payments of UCT’s stipends: Of the 260 UCTs, enrolled in the program, 167 (or 64.23%) 
were paid a stipend by IFESH under the CTP. The remaining 93 UCTs was paid salaries or stipends by the GES (41 
UCTs) , NYEP (49 UCTs) and World Vision (3 UCTs). The untimely payment of stipends was a persistent concern 
expressed by UCTs at the mid-term and again at the final evaluation. While some improvements were evident, such as 
the hiring of an accountant that helped to resolve some issues, the frequency of the payments left many UCTs 
expressing that they faced financial difficulty. Typical comments reported by UCTs included, “I have to borrow 
money waiting for my payment, then when I get the payment, I pay everyone back and then I am without money 
again,” or “If we could get paid monthly like other teachers, it wouldn’t be so bad, especially since we get paid less.” 
In some cases, the untimely payments were not the fault of the CTP, but due to personnel changes or lapses at the 
district levels. The attendance documentation method established by the CTP was for DTO’s to collect attendance 
records from head teachers monthly and submit signed forms to the CTP staff to estimate stipends and process 
payments. While the payment being based on performance was a motivating factor in several ways, the ease of 
collecting the information and timeliness in processing payments proved a challenge for the program.
Insufficient residential and cluster meeting time: The current CTP program was designed on the basis of the 
UTDBE program that would result in UCTs achieving a DBE in four years. The CTP followed the UTDBE syllabus 
(see Appendix 5.8) and consistently offered residential training three times a year in a sequence of 4 weeks (summer), 
3 weeks (Christmas) and 3 weeks (Easter) for the first year but dropped one week of residential in the summer the 
second year. Further, for the cluster trainings, while the UTDBE offered a minimum of two-days of training per month 
when school was in session and, for some subjects, two 2-days training per month, the CTP offered only two 3-day 
trainings twice per term. Despite the shortened training time, the UCTs have performed quite well, but complained 
that the schedule was “very difficult” and left them with little opportunity for “a life other than studying.” However, 
the UCTs were quick to say that they didn’t mind as they were hopeful that this opportunity would provide them with 
a means to “reach their goal of becoming a teacher and getting paid a regular salary.” Any future program should take 
into consideration the provision of more time needed for face-to-face instruction, by increasing the number of weeks 
of residential and frequency of cluster trainings. Recommended most frequently was 6-3-3 weeks residential for the 
three years with 3 days per month cluster trainings or 5-3-3 weeks residential for the three years with 2-days of cluster 
trainings twice monthly. 
Synchronization of syllabus content with exams: Given the level of required coordination associated with the 
design of the syllabus, instruction presented to UCTs by COE tutors, and exams supervised by UCCIE, the program of 
instruction overall has done well. This is due in part to the use of the EQUALL modules and adhering largely to the 
UTDBE syllabus. However, variations from the UTDBE syllabus occurred and therein lay the problem of 
synchronization of the syllabus with the content of the exams. However, the problem can be resolved with the chief 
examiner making modifications. This was reported to have occurred largely in one subject area, Information 
Communication Technology (ICT), but other subjects were noted by UCTs as well. A review to ensure 
synchronization of syllabus with content of exams is needed to ensure symmetry throughout. 
Improvements needed in ICT and Ghanaian language content and methods of instruction modules: The CTP 
reasonably relied on the EQUALL modules as the basis for teacher instruction, as the syllabus for the UTDBE is 
based on the EQUALLs. While the updating of the EQUALL modules was outside the scope of the CTP, the content 
and methods modules for ICT and Ghanaian language were repeatedly recommended to be reviewed and updated. 
 
Page 25 
This was recommended consistently by the ICT and Ghanaian COE tutors. Further, the UCTs expressed frustration 
when instruction related to ICT, suggesting that ICT training should occur only at residential trainings so that UCTs 
have more time using computers. Because many of the schools where UCTs are teaching do not have the 
infrastructure to support computers or other technologies requiring electricity, strategies that consider supporting 
alternative ways to bring technology to these schools may help to bridge the technology gaps for these deprived 
communities. The use of mobile technology strategies that can transport and access remote areas should be explored, 
as well as alternative non-electrical technologies that can help build students’ skills for computer use in the future, 
such as providing keyboards or manual typewriters, for example. Teaching basic typing skills is a first step in a 
process for using many types of technology. 
2.5 Contributions of Experience
Some of the factors that contributed to the success of the program also emerged as best practices for consideration for 
future programs. The most notable best practices include: 
Engaging district education offices and local community SMCs/PTAs in the recruitment process: The CTP’s 
approach was to work through district offices of education and relying on local SMC/PTAs to assist with the 
recruitment of potential candidates from their communities. A total of 906 applicants were interviewed from which the 
original 260 UCTs were recruited and placed into the training program. The district directors of education played a 
critical role in promoting the CTP, working with local SMC/PTA chairs to encourage applicants to apply, and help 
applicants to understand that the CTP was an educational program for individuals interested in being teachers, not just 
an employment opportunity. Fourteen district directors of education interviewed the top applicants, recommended the 
candidates from the MiDA-targeted communities, and helped to process their candidates’ applications. In addition, the 
district education staff helped to disseminate information about the results of the selection to the successful candidates 
and monitor the progress of the UCTs in their districts on an on-going basis. The results of the recruitment yielded 260 
candidates made up of 97 individuals who were serving as teachers (59 males and 38 females) and 163 non-teachers 
(86 males and 69 females) from the rural, remote areas in the 14 targeted districts. 
Establishing strict and consistently applied criteria of eligibility for applicants: The recruitment process was 
considered strategic by all key stakeholders, noting that the clear eligibility criteria helped to ensure that it was 
consistently applied by all districts, and that individuals with the qualifications needed to be successful in the program 
were selected. The minimum eligibility criteria required that the individual must possess a Senior Secondary School 
Certificate. Suggestions have been made that future criteria should also require that such candidates should also be 
able to show that in addition to their SSS certificate, they should be able to also prove that they passed their English, 
Math and Ghanaian Language exams. 
Payment based on attendance performance: Linking UCTs’ payment of stipends to classroom attendance requires 
closer monitoring of the attendance performance of teachers in schools. This heightened monitoring of UCTs 
generated an unintended benefit for improving the attendance of other teachers in schools where UCTs were placed. 
District education staff expressed that the CTP approach of payment based on performance (attendance in classroom 
instruction and trainings) has convinced them that the regular and frequent monitoring of the progress and 
performance of teachers has resulted in considerable improvement in teacher attendance and use of effective teaching 
methods in the classrooms for the regular salaried teachers as well. While not tied to stipend payments, the CTP 
included performance-based monitoring of other areas of performance including the results of UCTs’ pupil exam 
scores, quality of lesson notes, TLMs, etc. 
Proactive off-site monitoring of performance: The level of content and knowledge acquired by the UCTs has been 
shown be evidence of the exam scores they have achieved during the course of the two years of training. To this point, 
we now understand what the UCTs learned in the program. To assess whether their behaviour, i.e., whether the UCTs 
 
Page 26 
implemented more effective teaching content and methods can only be accessed through direct observation. From 
previous discussions, exams scores provide insight into the content that was learned by UCTs, showing that their level 
of acquisition of knowledge was increasing over the two years. Following the training process model, the CTP is 
actively and regularly monitoring the UCTs progress not only through exams but through off-site observations of their 
performance in the classroom setting. To the extent practical and in an attempt to achieve uniformity and consistency 
in the evaluation of classroom instruction of UCTs in the various schools, the CTP developed an off-site observation 
form that is being used by district training officers (circuit supervisors) and head teachers/mentors. This form is used 
for reviewing the UCTs lesson notes and observing their classroom teaching methods. Completed forms for each 
individual UCT for each observation are submitted to the CTP. District training officers and head teachers/mentors 
have assisted with implementing off-site observations of the UCTs. The effectiveness of the off-site observations is 
dependent on the commitment of the DTO and their consistently and regularly completing the observations and 
submitting their reports in a timely manner. Generally, one to three UCTs failed to receive an off-site observation. 
Periodic off-site observations were completed for all 260 UCTs. In the second year, observations included various 
subjects, but not necessarily all subjects. The method used during the second year appeared to focus on new subjects 
introduced and less on those subjects previously observed. In some cases, UCTs were not teaching all subject areas 
but used to target certain subjects. As a result, all UCTs in the second year would not necessarily have a review of all 
subjects. Out of the 260 UCTs, only two UCTs were absent for their Math observations in Year 1. The assistance of 
head teachers, DTOs and tutors to complete the off-site observations demonstrates active support for the UCTs and the 
CTP. Tutors from the COEs found that actually seeing the environments within which the UCTs teach provided them 
with a “new found respect and admiration” for the UCTs. It further helped to “challenge us to be more creative with 
the development of TLMs for the UCTs to use.” 
Based on those UCTs observed, the following table shows the rising percent of UCTs whose performance is 
increasing as measured through off-site observations conducted while UCTs were providing classroom instruction in 
English and Math subjects. A copy of the off-site observation instrument used by the CTP may be found in Appendix 
5.7. 
Table 9: UCTs Scores Based on Off-site Observations by Subject for Years 1 and 2 
Center Tamale (83) OLA (77) ABETIFI (100) 
Subject Math English Math English Math English 
Score Yr 1 Yr 2 Yr 1 Yr 2 Yr 1 Yr 2 Yr 1 Yr 2 Yr 1 Yr 2 Yr 1 Yr 2 
Excellent 
(100 – 90) 2 (3%) 
Very Good 
(89 – 80) 
5 
(6%) 
12 
(15%) 
14 
(18%) 
7 
(27%)
16 
(21%) 
5 
(25%) 
5 
(16%) 
1 
(1%) 
4 
(22%)
Good 
(79–60) 
31 
(38%) 
32 
(84%) 
41 
(53%) 
12 
(75%) 
45 
(58%) 
18 
(69%)
51 
(66%) 
15 
(75%) 
1 
(1%) 
27 
(84%) 
68 
(68%)
14 
(78%)
Fair 
(59–40) 
39 
(47%) 
6 
(16%) 
27 
(25%) 
4 
(25%) 
15 
(21%) 
1 
(4%) 
7 
(9%) 
99 
(99%) 
31 
(31%)
Poor 
(39 - 1) 
7 
(8%) 
3 
(4%) 
3 
(4%) 
 1 
 
Page 27 
2.6 Potential for Replication
CTP’s recruitment approach and training design is strategic and has potential as a replicable model
The CTP represents a model approach to bridging the gap between teacher shortages in rural, remote locations that 
offers prospective teachers from these same communities an opportunity to earn a DBE while serving their community 
as a practicing teacher. Recruiting prospective teachers from within the communities where these same teachers will 
be stationed makes logical sense yielding a greater likelihood that these teachers will remain in the communities after 
they have achieved their DBE. The model builds upon the UTDBE model used by government to assist existing 
teachers to improve their qualifications by achieving a DBE. The CTP model demonstrates that a similar model can be 
utilized to recruit and place teacher in rural, remote locations where critical teacher shortages exist. Further, the model 
offers a proactive strategy for districts to utilize to address future teacher vacancies that can be anticipated due to 
attrition. Enhancing the collaboration between the existing network of colleges of education and government district 
offices of education also enables a partnership for enhancing on-going monitoring for continuous improvement in 
continuing teacher education. 
The CTP has designed a strategic and effective approach to training and supporting the UCTs while they are attending 
training and while they are functioning as teachers in the classroom. The training approach largely follows the 
training results chain. A variety of training and support opportunities for the UCTs, community members and district 
education office personnel was offered during the two years. The chart below documents the trainings and other CTP 
sponsored support activities conducted over the two years. 
Figure 4: CTP Training Methodology 
 
Page 28 
Training Results
Training inputs are being provided through the CTP sponsored orientations, residential and cluster meetings for UCTs. 
The output learning is being measured through the UCTs exam results, as well as pre and post tests, and the 
application of their learning in the classroom. The outcome, the UCTs improvements in applying effective teaching 
methods, is being monitored and supported through the off-site observations that take place with head teachers / 
mentors providing direct on-site training. This is supported by the district education officers and circuit supervisors 
making periodic visits to monitor UCT attendance and offering additional ad hoc trainings as needed. 
The CTP is supporting the capacity building of master trainers, district-based tutors and other district-based staff. 
These individuals, in turn, are assisting the UCTs and head teachers/mentors. The CTP has instituted a mechanism to 
build capacity and engage district and regional college of education staff in supporting the training of UCTs while 
building the capacity of the district based staff. 
Bridging Assumptions
Assessments of the capacity of the UCTs were undertaken by the CTP as part of pre-tests conducted at the time of 
recruitment and at the first residential training. The assessments were geared to the specific subjects that the UCTs 
would be applying in the classroom and relevant specifically to their needs as teachers. The curriculum used is the 
national teacher’s curriculum and is directly related to the curriculum being taught in Ghanaian schools. The tutors 
were selectively drawn from the colleges of education, chosen by the district education staff and oriented by the 
master trainers, also drawn from the UCC-IE and MOE. The curriculum and didactic methods are appropriate for 
application of effective teaching methodologies and the UCTs understanding of how to apply learned skills and 
knowledge in the classroom is being monitored and provided on-going support as needed. The UCTs are highly 
motivated and desirous of achieving the goal of attaining their DBE. 
Training Process
The UCTs were strategically screened and selected, with a uniform set of criteria being followed by all district 
directors of education. The curriculum, pedagogy and opportunity for application of learning in the classroom, 
supported by on-going diagnosis of further training needs are present. The varied types of CTP needs assessment, 
trainings and trainers that are providing capacity building at the district and school levels, as well as training and 
support for the UCTs that occurred during the program are as follows: 
Master Trainers 
Five master trainers were recruited to assist with the orientation and training of the 16 COE tutors affiliated with the 
colleges of education. Two of the master trainers are from the UCC-IE and three from the Ministry of Education. The 
master trainers, along with the district directors of education were brought together for an orientation on the CTP and 
to prepare them for training the COE tutors in year 1. 
Two-day Residential Orientation for Master Trainers and District Directors of Education: 
A two-day residential meeting for the five master trainers and 14 DDEs was held to provide a briefing on the CTP 
structure and implementation strategy; training requirements; use of modules for Ghanaian Language and Culture, 
English Language, Mathematics, and Education; cluster meetings/trainings; and schedule for assessments, including 
pre-test, post-test, end of training examinations, and continuous assessment through off-site observations and other 
progress reports. The participants then trained the COE tutors. 
 
Page 29 
COE Tutors 
In consultation with the Ministry of Education, 16 COE tutors (also known as district based tutors) from the three 
Colleges of Education were identified to train the UCTs during the residential training sessions. These same tutors 
also handled the cluster trainings. Three out of the 16 tutors were academic college vice-principals at the colleges of 
education. Each tutor represented key content and methodology areas of study related to the core syllabus. 
Three-day Residential Training for COE Tutors: 
The five master trainers organized a three-day residential training for the 16 COE tutors on the use of the EQUALL 
training modules; implementation strategy; training requirements; use of modules for Ghanaian Language and Culture, 
English Language, Mathematics, Education, Environmental and Social Studies, Integrate Science, Principles and 
Methods of Teacher, ICT and HIV/AIDS; and schedule for assessments (pre-test, post-test, end of training 
examination, off-site observations and other continuous assessment). 
DTOs 
First Orientation for District Training Officers and UCTs: 
At the beginning of the four week residential training that took place in August, 2009, the 16 COE tutors organized an 
orientation for 12 district training officers and the 260 UCTs. All districts were represented with the exception of 
Gomoa West and Gomoa East, whose orientation occurred later in November 2009. 
UCTs 
Assessing the Training Needs of the 260 UCTs: 
During the first four week residential training session, tutors of each subject conducted assessments to measure the 
level of knowledge of UCTs. This was done to establish a baseline to measure increases in knowledge of content for 
each subject area and to assist tutors to be able to prepare for their approach to instruction for the UCTs. This process 
helped to facilitate the tutor’s and DTOs abilities to monitor for continuous improvement. The assessments included 
pre and post tests, quizzes and class tests to measure progress over time. 
Six Residential Trainings for UCTs Held in Years 1 and 2: 
Six residential trainings for UCTs occurred over the two year period, three in the first year and three in the second 
year. Training focused on teaching content and methods based on the EQUALL modules. These modules included 
content and methods related to Ghanaian Language and Culture, English Language, Mathematics, Education Studies, 
Integrated Science, Environmental and Social Studies, Principles and Methods of Teacher in Basic School, 
Introduction to ICT and HIV/AIDS. Residential training is scheduled for multiple weeks held over periods when 
public schools are closed on breaks, such as summer, Christmas/New Year and Easter. Sixteen tutors conducted the 
training each at their respective training centers. UCTs were housed on the college campus in the student dormitories. 
UCTs are required to provide their own mattress and linens, but meals are provided by the training centers. As 
previously reported, UCT attendance at residential trainings was very good during the residential trainings. The 
residential trainings were conducted during breaks during the public school terms, including 4 weeks during summer, 
3 weeks during Christmas and 3 weeks during the Easter breaks. A consistent recommendation has been that the 
length of the residential training should be extended during the summer break to either five or six weeks each year. 
Cluster Meetings / Mentor Trainings: 
Between residential trainings, supplemental training was provided over 3 days twice per term for each of the three 
terms. This resulted in 18 days of training. The content of these trainings focused on key content areas and methods of 
 
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instruction. Further, training was provided on lesson planning, classroom management and the development and use of 
teaching and learning materials (TLMs). The cluster meetings and trainings also were used to assist UCTs having 
individual difficulties in key content areas. Cluster meetings were organized by DTOs and training was largely 
provided by COE tutors and supplemented by training offered by some DTOs. The need for adding additional cluster 
meetings occurring at least once or twice monthly was recommended. 
SMC/PTA and DTOs 
During the second year of the program, training was provided to the SMC/PTA chair from the targeted communities 
and the DTOs to explore the role of monitoring and evaluation and how to plan for filling future teacher shortages 
through the development of a local /district plan. About half of the districts followed through with developing a 
written plan. However, at the time of the final evaluation it was not clear that any district had taken specific actions to 
implement their plan. Further, the timing for the training was held in the second year, when strategically it may have 
been more beneficial to ensure sustainability if the training had been implemented in the first year with follow-up 
support to ensure that districts began taking steps to implement their plan of actions. 
2.7 Prospects for Sustainability
While the CTP achieved some elements that bode well for sustainability, overall the program has not achieved its goal 
of creating an on-going mechanism to sustain an untrained community teacher training program. As a result, while 
some areas show promise for sustainability, the critical one that assists untrained community teachers to meet 
minimum teacher qualifications while teaching in rural, remote communities was not. 
Those areas that augers well for sustainability relate primarily to the personnel impact that the program appears to 
have had on individuals who have been associated with the program—UCTs training under the program achieving 48 
of the 84 hours needed for the DBE; SMC/PTA and district personnel trained in monitoring and evaluation; and 
district personnel that have seen the impact that applying these approaches can have on teachers and students. 
The approach to training and technical support to UCTs is technically sound resulting in effective implementation of 
content and methods of instruction in the classroom that has resulted in students’ improvement in performance as 
evidenced by increases in exam scores (see section xxx that follows for further discussion). 
By design, the CTP had the potential to be sustainable; however critical actions were not undertaken or initiated too 
late in the program to ensure traction within the GES or TED. Some of the key problems that influenced the program 
failing to achieve overall sustainability may be contributed to the following: 
UCTs are counted as teachers in the district reports but not budgeted by the districts: 
If districts are able to count the teachers but not budget for them, then the districts need for teachers in rural, remote 
areas is underestimated. Without showing the critical shortages that exist, budgetary decisions will not likely be taken 
to address critical gaps. 
No efforts were made to establish the missing link to work out a system of how the UCTs could become factored in as 
part of the remuneration system within the GES: The program had two years within which to work out an agreement 
with the GES to register the UCTs into their remuneration system. However, no work appears to have been undertaken 
to take these steps. Most work appears to have been targeted at the district level but not necessarily related to 
registering UCTs under the GES system. Some steps were taken to try to get the 49 UCTs that had been on the NYEP 
rolls to be picked up and allowed to serve the second year of their two-year employment. However, it is unclear that 
with the end of the CTP whether these UCTs will ultimately be brought back into the program. 
 
Page 31 
 USAID / GES Memorandum of Understanding needs to be appended / strengthened:
As one GES employee recommended, the Memorandum of Understanding between the GES and USAID needs an 
addendum that specifies that the UCTs will be registered and brought into the GES remuneration system. The program 
failed to take steps to ensure that the UCTs were a priority in recruitment by the GES at the district and national levels. 
Given the short timeframe of the program, the efforts to facilitate districts to develop their plans to address teacher 
shortages were implemented late in the program. While the focus of working at the district levels is a good one, the 
strategy failed to focus on District Assemblies that have funds to sponsor teacher training and teacher recruitment. 
2.8 Cost­effectiveness
The assessment of the total cost of the CTP will be based on estimates of costs that relate to delivering the program 
services (for example, the cost for delivery of training for UCTs, learning materials, other training support, staff time, 
etc.). The analysis is very basic as time and resources did not allow for a more extensive analysis of costs, particularly 
comparing the cost of the CTP as compared to other teacher training programs being undertaken in Ghana. 
The CTP was funded at a total cost of $1,495,083 for a two year project. Of this amount, a total of $1,504,568 was 
expended. This expenditure ultimately assisted 258 UCTs to achieve two of the three or four years needed for a DBE 
while enabling 60 MiDA-targeted schools to have teachers who were reliability engaged in classroom instruction 
throughout the program. 
Based on a simple calculation, averaging costs on the basis of UCTs that completed training (258), there was an 
average overall direct cost of $4,336 per UCT for two years of training. Unfortunately, the training ultimately did not 
lead to a diploma nor enabled the UCTs to be recruited into the GES system as teachers. If the program were to 
continue for two additional years, the average cost per UCT would total $8,672 per UCT to attain a DBE. This cost 
exceeds the estimated cost for a student to attend full-time residential training at a COE for four years to attain a DBE. 
However, the alternative benefit is that the UCT trainee is also providing instruction in the classroom for a full four 
years while the residential student has only one year of practicum in the classroom teaching. 
The following tables breaks down the major cost categories of the program and their average cost that results for the 
258 UCTs that remained in the program at the end (the darker shaded area denotes UCT direct training-related costs): 
 
Page 32 
Table 10: Estimated Unit Cost for CTP 
Cost Category Average Individual UCT Cost 
CTP 
Total 
Expended
UCT Training for DBE $2,532 / UCT for 2 years training
Residential Training (Feeding and Accommodation) for 
258 paid to COE 
$1,343 per UCT for 2 years / 20 wks tng 
$67/week of residential training / UCT 
(20 wks of residential training in 2 years) 
$346,405 
Stipend Support for UCTs $82 / month for 18 months $163,200 
UCT Travel Costs to Attend Training $82 / UCT $21,205 
Examination Fees (Paid to UCC-IE) $151 per UCT for 6 exams (@$25 / exam) $42,254 
Tuition and Tutor Instruction and Related Costs paid to 
COE 
$2,186 per UCT $80,295 
UCT Teaching Modules and TLM Materials $181 / UCT
EQUALL Modules $7 per module 
17 modules used in 2 years 
$31,535 
TLM and Workshop Materials $2,504 for 6 workshops $15,022 
Trainer, Tutor, DTO and SMC Training $133 / UCT
Master Trainer Workshops & Tutor Orientation for 
Syllabus Dev 
$569 / Master Trainer (5) and Tutors (16) $11,949 
DTO & SMC Workshop $22,469 
Monitoring for Continuous Improvement / Evaluation $121 / UCT
Master Trainers, Tutors and DTOs travel costs for 
cluster training / monitoring 
$341 / master trainer, tutor and DTO $11,949 
Baseline Survey – UCCIE Tutors $8,652 
Monitoring and Evaluation (Includes costs associated 
with DTOs, tutors, monitoring for continuous 
improvement and M&E consultant) 
$10,620 
IFESH Staff and Travel Costs $767 / UCT
Direct CTP Staff Costs (Includes personnel and other 
expenses, such as salaries, staff travel, lodging, office 
expenses, and equipment) 
CTP staff costs 
Vehicle cost ($42,289) 
$157,867 
All staff travels relating to CTP $39,883 
Total Average Direct* Cost per UCT Trainee $3,734 $963,299 
Total Overall Direct* Cost per UCT Trainee $4,336 $1,114,830 
Costs above do not include the negotiated indirect cost rate account (NICRA) approved by USAID for IFESH. Rather, 
it deals only with the direct program costs associated with program implementation in Ghana. Figures used for 
calculations are based on those available at time of final evaluation and provided by IFESH.
 
Page 33 
When comparing the cost of the CTP against the UTDBE program, some considerations must be taken into account: 
1. All trainees under the UTDBE are salaried by the government and paid roughly 150 cedes per month as 
compared to 120 cedes per month but depending on classroom attendance performance. 
2. The government pays for the tuition costs. 
3. Unlike the CTP, several costs that were supported for the UCTs falls on the UTDBE trainees to pay 
themselves: 
a. residential training and face-to-face meeting costs, 
b. modules, 
c. exams, and 
d. transportation. 
4. No teaching and learning materials are provided for UTDBE trainees. 
5. No transportation support to attend residential training is provided. 
 
These differences do affect the overall cost savings of the UTDBE as compared to the CTP. Given that the UTDBE 
trainee receives a higher monthly salary payment, a cost-share approach was deemed appropriate for UTDBE trainees. 
To achieve a DBE over the four years, the cost per UTDBE totalled 1752 cedes per year or 7008 cedes total over the 
four years. For the government, the cost is 1381 cedes per year (5522 cedes over four years). For the trainee, the cost 
is 371 cedes per year (1484 cedes over four years). Additionally, the trainees pay for the cost of transportation and for 
all teaching and learning materials. Distance to attend training, in terms of time and cost, would be more demanding 
for trainees from rural remote areas. 
Clearly, there is an economy of scale with any program. Given the size of the UTDBE (UTDBE has assisted over 
62,000 existing teachers to obtain their DBE over four phases of four years of training), when compared with the CTP, 
at its current level assisting 258 UCTs, making the comparative analysis of cost is difficult and questionable at best. 
To be extent possible, the following provides a comparison between the CTP and the UTDBE of estimated costs for 
training on an annualized basis. This is provided to examine costs that may be required for assisting the current set of 
UCTs to complete their DBE and for future funding considerations should the CTP be continued. 
 
Page 34 
Table 11: Estimated Annualized Cost Comparison Between CTP and UTDBE in Ghanaian Cedes 
Cost Category CTP UTDBE Differences 
Stipend 120.00 x 9 months=1080 
(3 years to attain DBE=3240)14
150.00 x 9 months=1350 
(4 years to attain DBE=5400) 
UTDBE salaried by GES/NYEP 
CTP pays trainee based on attendance 
in classroom instruction 
CTP combination of trainees paid by 
CTP, GES, NYEP and other 
Residential 
Training 
Lodging/Meals 
70 days x 4.20 = 294.00 
(3 years=882) 
70 days X 3.30 = 231.00 
(4 years=924) 
UTDBE trainee pays own cost 
CTP trainee cost paid by CTP 
Modules 17 modules x 7.00 = 119.00 
(3 years=294) 
10 modules / yr x 6.00 = 60.00 
(4 years=240) 
UTDBE trainee pays for modules 
CTP pays for modules for trainees 
Exams 3 exams x 25/ exam = 75.00 
(3 years=225) 
10 courses x 8.00 = 80.00 
(4 years=320) 
UTDBE trainee pays for exams 
CTP pays for exams for trainees 
Tuition / Tutor 
Training Costs 
1476 per UCT per year 
(3 years=4428) 
30.55 per trainee per year 
(4 years=122) 
UTDBE pays for tuition / tutor costs 
included 
Cluster 
Trainings / 
Meetings & 
Tutor Costs 
6 cluster meetings / year 
(2 days of training on variety of 
subjects) 
23 per UCT 
(3 years=69) 
9 cluster meetings / year 
(1 day of training provided by 
DTO) 
UTDBE trainee pays costs to attend 
monthly training meeting with DTO 
CTP pays for cost of tutors’ time, per 
diem and transportation 
Transportation 30.00 per residential training UTDBE trainee pays for all training 
transportation costs 
CTP pays for trainees residential 
training transportation costs 
CTP trainee pays for cluster training 
transportation costs 
Teaching and 
Learning 
Materials 
30.00 per trainee CTP pays for teaching and learning 
material for trainees 
Monitoring for 
Continuous 
Improvement 
Off-site observations: 
DTO (gas) 120/mo x 9=1080 
Tutors (120/term x 3 terms 
 =360) 
(This cost is not factored into average 
for comparison with UTDBE.) 
Costs for GES and DTO’s 
monitoring unknown 
CTP supports extra costs associated 
with enhanced monitoring of 
attendance and off-site observation of 
classroom performance (minimum one 
observation per term per subject) 
Staff/Admin 
Costs 
(This cost is not factored into average 
for comparison.)
(This cost is not factored into average 
for comparison.)
Average Cost 
Per Trainee per 
Year 
3,127 per UCT Trainee* 
(All cost supported by CTP) 
1752 per UTDBE Trainee 
(1381 for GOG and 
371 for UTDBE Trainee) 
Average Total 
Cost for DBE 
9381 per UCT for DBE in 
three years* 
7008 / UTDBE for DBE in 
four years 
*Figures presented within Tables 10 and 11 are in different currency and represent variations in costs presented. As a result, 
average cost figures will not necessarily be equal. 
 
14 A period of three years is presented for cost comparison as this is an attainable and more cost effective approach to achieving a 
DBE that is similar to the three-year full-time residency training to achieve a DBE with one year practicum in the classroom.
 
Page 35 
As a result, without the provision of ensuring a long-term sustainability strategy, the program, as implemented, was 
not cost effective. Strategies to lay the foundation to work more closely with the GES to include this group as part of 
their remuneration system, working with the 14 districts to ensure that the UCTs were included in the local 
recruitment, or engaging District Assemblies to provide cost sponsorship for some UCTs (or a combination of all three 
strategies) may have yielded more success in making the program cost effective as well as sustainable. 
A cost benefit analysis was not targeted as a goal of the final evaluation. However, to more fully understand the cost￾effectiveness of the program as compared to other teacher training programs (i.e., UTDBE, sandwich program and 
full-time residential training to attain a DBE) a cost-benefit analysis should be considered. 
2.9 Contributions to USAID IOs and Gender Diversity of Teachers
The CTP was designed to meet USAID/Ghana Strategic Objective in Basic Education (SO 8) and GOG’s 2003-2015 
Education Strategic Plan (ESP). The Basic Education Strategic Objective of USAID/Ghana (SO 8) is “Improved 
Quality of, and Access to, Basic Education” and the Intermediate Results (IRs) are: 
The CTP supports USAID/Ghana’s Strategic Objective 8 (SO 08) and contributes to its Intermediate Results, 
especially IR 8.1, IR 8.2 and IR 8.4 and the following performance indicators under the IRs: 
IR 8.1: Increased educational opportunities for girls in underserved areas
To augment the final evaluation, a small sample of UCTs in schools in the various regions was selected to examine the 
progress of girl students’ exam scores in Ghanaian language and English language literacy and Math. Table 10: 
Percent of Girl Students by Class Passing English, Math and Ghanaian Language Exams for Academic Year 
2009/2010 (on the following page) shows the progress over the academic year while UCTs were teaching. This 
academic year was selected because it is the one full year in the two year program where UCTs have the same pool of 
students in the subject areas that would encompass the exams over the three terms. Time limitations did not permit a 
more in-depth collection of data and analysis. 
% of girl pupils in targeted schools achieving local language literacy standards: 
Among the sample girl students, there was an overall 23.6% increase in the number of girls passing their Ghanaian 
language exams when comparing the first term exam scores against the third term in the 2009/2010 academic year. 
The most notable progress was experienced in the northern region among girls. At the beginning of the academic year, 
girls experienced a 100% failure rate for their exams. However, with the instruction provided by the UCTs, these same 
girls showed tremendous progress such that at the end of the academic year, in some cases, all girl students were 
passing their Ghanaian language exams. 
% of girl pupils in target schools achieving English language literacy standards: 
Among the sample of girl students, there was an overall 28.3% increase in the number of girls passing their English 
language studies exam when comparing the first term exam scores against the third term in the 2009/2010 academic 
year. Consistently, the most notable progress was experienced in the northern region among girls. At the beginning of 
the academic year, girls experienced a 100% failure rate for their exams. However, with the instruction provided by 
the UCTs, these same girls showed tremendous progress such that at the end of the academic year, in some cases, all 
girl students were passing their English language exams. 
Math exam scores increased overall 25.8% when comparing the first and third term percent of girls passing their 
exams. Girls’ progress related to passing Math exams showed a slower rate of the numbers passing in the Northern 
region as compared to the other regions.
Page 36 
 Table 12: Percent of Girl Students by Class Passing English, Math and Ghanaian Language Exams for Academic Year 2009/2010 
First Term (December 2009) Second Term (April 2010) Third Term (July 2010) 
Class Number 
Students English Math Ghanaian Language Number Students English Math Ghanaian Language Number Students English Math Ghanaian Language 
KG 12 75% 75% 75% 12 91.7% 100% 100% 12 100% 100% 100% 
KG 1 9 77.8% 77.8% 77.8% 9 77.8% 100% 100% 9 100% 100% 100% 
KG 1 13 0% 0% 0% 13 * * * 13 84.6% 69.2% 100% 
KG 2 9 0% 0% 0% 9 * * * 9 55.6% 66.7% 88.9% 
KG 2 * * * * * * * * 24 70.8% 54.2% 91.7% 
P-1 12 75% 75% 66.7% 12 100% 100% 91.7% 12 91.7% 91.7% 100% 
P-1 5 60% 20% 60% 5 80% 60% 100% 5 100% 100% 100% 
P-2 8 75% 37.5% 100% 8 100% 50% 100% 8 100% 100% 100% 
P-2 6 100% 100% 100% 6 100% 100% 100% 6 100% 100% 100% 
P-2 11 81.8% 90.9% 90.9% 13 92.3% 84.6% 92.3% 14 100% 100% 100% 
P-2 * * * * * * * * 12 91.7% 66.7% 100% 
P-3 8 75% 100% 100% 10 90% 100% 100% 10 90% 90% 100% 
P-3 5 100% 60% 100% 6 100% 83.3% 100% 6 100% 100% 100% 
P-3 5 100% 100% 100% 6 100% 100% 100% 5 100% 100% 100% 
P-4 7 57% 85.7% 85.7% 7 85.7% 85.7% 100% 7 100% 100% 100% 
P-4 4 100% 100% 100% 4 100% 100% 100% 4 100% 100% 100% 
P-4 13 53.8% 46.2% 61.5% 15 80% 66.7% 86.7% 15 93.3% 86.7% 93.3% 
P-4 * * * * * * * * 6 100% 100% 100% 
P-5 20 35% 25% 25% 20 70% 70% 65% 20 80% 65% 60% 
P-5 3 33.3% 100% 100% 3 100% 100% 100% 3 100% 100% 100% 
JHS 1 8 62.5% 8 100% 8 100% 
 158 64.6% 64.2% 73.1% 166 91.2% 87.7% 95.7% 208 92.9% 90% 96.7% 
*Data from records of exam scores not being available due to absence of head teachers.
 
Page 37 
IR 8.2: Improved instructional system
The CTP monitored the progress of UCTs through off-site observations to assess their progress in applying effective 
strategies to teaching in the classrooms. 
% of targeted teachers utilizing effective strategies to teach reading 
The CTP conducted a regular review of the teaching practices as implemented in the classroom by UCTs. The off￾site observations were conducted periodically throughout the year with from one to three observations being 
completed yearly in each of the subjects taught by the UCTs. The table below shows the average ratings that UCTs 
achieved from each of the 14 districts. With respect to teaching, the subjects of English, Ghanaian language and 
math is presented. The reviews included an examination of lesson planning, lesson presentation / delivery, class 
organization, assessment of pupil performance, conclusion and appearance and comportment. 
 Table 13: Average Scores of UCTs Most Recent Off-site Observations by District for Math, English and Ghanaian Languages 
Region District 
Number 
UCTs 
Observed
Math English 
Language 
Ghanaian 
Language 
Eastern Kwahu South 10 76.3 75.0 68.7 
Kwahu East 13 74.8 74.8 75.3 
Kwahu North 40 49.1 53.1 72.0 
Akwapin South 43 72.3 71.0 82.0 
Central Gomoa West 12 78.9 77.8 77.7 
Gomoa East 19 64.5 66.6 71.0 
Awutu Senya 3 75.0 * * 
Northern West Mamprusi 22 67.6 68.4 73.2 
Tamale 17 71.4 68.1 * 
Karaga 17 72.3 67.9 70.0 
Tolon Kumbungu 14 65.3 71.9 74.8 
Savelugu Nanton 13 67.7 67.5 74.0 
Ashanti Sekyere East 20 72.7 72.2 73.0 
Sekyere Afram Plains 17 72.5 70.9 73.5 
14 Districts / 60 MiDA Schools 260 
UCTs 
70.0 69.6 73.8 
 *Denotes no off-site observation reported for this subject. 
Overall the UCTs performance was ranked as good in all subject areas monitored. The rankings presented in Table 
11 represent the performance of UCTs in the second year of the program. As expected throughout the program, the 
UCTs performance in the classroom has steadily improved. For each observation, a total of 100 points were 
possible. The following scale was used for ranking UCT classroom performance: 
• 90 to 100 = Excellent 
• 80 to 89 = Very Good 
• 60 to 79 = Good 
• 40 to 59 = Fair 
• 1 to 39 = Poor 
• 0 = No observation or absent 
 
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Comments were also collected to note improvements needed or good performance. The same assessment tool was 
used by all observers. Observers were trained on the use of the assessment tool, however it is not possible to prevent 
subjectivity into the review process, although as much objectivity was encouraged as possible. Inevitably some 
observers may, by their nature, review more critically than others. However, given that the same individuals 
consistently conducted the observations, i.e., DTOs and head teachers, the results of the observations are fairly 
reliable. To supplement the observations performed at the district level, periodically observations were performed 
by COE tutors, DEOs, master trainers and CTP staff. Information derived from these observations was intended to 
support monitoring for continuous improvement to ensure that training in content and application of methodology 
was being correctly applied and to assist with the refinement of cluster / remedial follow-up training in topics or 
subject areas where needed. 
All 14 districts were actively engaged in reporting observations of the UCTs performance in classrooms on a regular 
basis. Additional off-site observations were reported for Creative Arts, Science and ICT, but are not reflected in the 
table above. Performance in these subject areas was comparable. 
IR 8.4: Increased community advocacy for and contribution to quality education
To support enrollment of children in the MiDA targeted schools, District Directors of Education have the 
responsibility to ensure that regular meetings of the SMC/PTAs occur. Eleven out of the 14 District DDEs reported 
to have taken steps to ensure that the SMC/PTAs of the targeted schools held monthly meetings. In 11 of the 14 
districts, regular monthly meetings are reported to be occurring. These districts include: Tolon Kumbungu, Sekyere 
Afram Plains, Gomoa West, Gomoa East, Sekyere East, Kwahu East, Kwahu North, Tamale, Awutu Senya, 
Akwapim South and Savelugu Nanton. The other 3 districts where monthly meetings are not occurring are Karaga, 
West Mamprusi and Kwahu. Interviews with SMC/PTA representatives confirmed that such meetings had been 
occurring. 
District Education Officers (DEO), head teachers and school management committees (SMC) / parent teacher 
associations (PTAs) representatives from selected districts and schools, there was consensus that there was an 
improvement in the enrollment rate of children this school year as compared to last year. It was suggested that part 
of the reason for the increase in enrollment is due to the UCTs, as well as MiDA school infrastructure 
improvements. 
Common Indicators for Basic Education
Number of teachers and educators trained with USG support: 
The CTP was successful in providing extensive training to support teachers to serve in rural, remote MiDA￾supported schools in 14 districts in four regions of Ghana with critical teacher shortages. A total of 260 untrained 
and other community teachers were provided a total of 120 hours of training that equates to 45 of 84 credit hours 
needed to achieve a DBE in Ghana. As part of preparation for the program a pre-test of their knowledge of DBE 
subjects were assessed. To determine the achievements of training derived from USG support, a post-training 
assessment was performed to determine change in understanding of DBE subjects based on comparison of test 
scores. 
 
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Table 14: Comparison of Pre and Post-test Score for UCTs 
Social/Environmental 
Studies 
Integrated 
Science 
Education 
Studies 
HIV/AIDS 
Studies 
Range of 
Scores Pre-Test Post-Test Pre-Test Post-Test Pre-Test Post-Test Pre-Test Post-Test
85 – 100% 2 (1%) 66 (26%) 0 (0%) 20 (8%) 5 (2%) 108 (42%) 3 (1%) 112 (43%)
70 – 84% 12 (.5%) 86 (33%) 1 (.4%) 88 (24%) 20 (8%) 84 (33%) 26 (10%) 43 (17%) 
60 – 69% 42 (16%) 32 (12%) 6 (2%) 60 (23%) 40 (16%) 38 (15%) 36 (14%) 36 (14%) 
50 – 59% 55 (21%) 34 (13%) 14 (5%) 29 (11%) 74 (29%) 13 (5%) 55 (21%) 42 (16%) 
49% & 
Below 144 56%) 37 (14%) 233 (90%) 57 (22%) 118 (46%) 21 (8%) 117 (45%) 18 (7%) 
IC/ABS 3 (1%) 3 (1%) 4 (2%) 4 (2%) 1 (.4%) 4 (2%) 1 (.4%) 7 (3%) 
Total 258 258 258 258 258 258 258 258 
The performance of the UCTs improved significantly when comparing the pre and post-test results for the key 
subjects of Social / Environmental Studies, Integrated Science, Education Studies and HIV/AIDS. The most 
significant areas of improvement showed in HIV/AIDS, Education and Social / Environmental Studies. Math and 
English and Ghanaian Language Studies data format prevented making a similar comparison. However, from the 
mid-term evaluation, the following table showed the overall progress between the pre and post-test results: 
Table 15: Overall Progress Comparing Pre and Post Test Results of UCTs 
Subject Education Studies English Math Ghanaian 
Language 
Shows Improvement 193 (74%) 223 (86%) 234 (90%) 184 (71%) 
Deficit in Learning 25 (10%) 10 (4%) 9 (3%) 45 (17%) 
No Change 34 (13%) 13 (5%) 1 (0.3%) 19 (7%) 
No Pre Exam Score 12 (5%) 11 (4%) 16 (6%) 12 (5%) 
No Post Exam Score 0 3 (1%) 1 (0.3%) 0 
Following a review of the pre and post test and exam scores, site observations and interviews with key informants, 
including district-based tutors, head teachers, UCTs and pupils, overwhelmingly the UCTs are showing 
improvement in their acquiring knowledge regarding the primary subject areas. Seventy-one to 90% of the UCTs 
demonstrated progress in their knowledge as compared to their pre-test scores. However, pre and post test scores 
unto themselves are not a valid indicator that progress was being made with respect to knowledge / learning gains. A 
combination of pre compared to post scores, along with exam scores and off-site observations provide a more 
comprehensive picture of the level of knowledge, skills and quality of teaching skills that the UCTs attained as a 
result of their USG-sponsored training. Clearly, the results show that the UCTs made the most of the training 
received and that they are well on their way to becoming quality teachers once they achieve their DBE. 
Number of Parent Teacher Associations or similar school governance structures supported: 
Training and capacity building of DEOs, DTOs, SMC/PTA chairs, head –teachers was performed during the first 
and second years of the CTP. Two hundred and fifty-one (251) participants (27% females) attended the training 
sessions. This included 116 male and 61 female (177) SMS/PTA members, 54 male and 6 female (60) head 
teachers, 13 male and 1 female (14) DTOs. Participants were trained in their roles and responsibilities with the CTP, 
monitoring and evaluation, and developing a plan of action on addressing teacher shortages in the future. More 
specifically, topics discussed included: 
 
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Figure 5: SMC/PTA and Others Trained by CTP 
• role of SMC/PTAs members; 
• responsibilities associated with 
monitoring school activities; 
• community support for teacher 
shortage and welfare, resource 
mobilization (income generation), 
• financial management, 
• establishing links with external 
agencies (proposal writing), 
• links with district bodies, i.e., 
District Education Office (DEO), 
District Assembly, (DA), District 
Education Oversight Committee 
(DEOC), and 
• development of Action Plans and 
School Performance 
Implementation Plan (SPIP) 
development. 
Number of textbooks and other learning materials provided with USG assistance: 
EQUALL Training Modules: 
Copies each of the training modules in the key curriculum areas were procured and distributed to all UCTs, the 14 
COE tutors, three master trainers (UCCIE) and CTP staff. A total of 4,248 modules were distributed (see Appendix 
5.12 Distribution of Modules). These included modules related to all subject areas of training and were dispersed 
among 260 UCTs (3,898 modules), 14 DEOs (196 modules), COE tutors (84 modules), master trainers (42 
modules), and CTP office staff (28 modules). 
Other Textbooks and Learning Materials: 
Further, IFESH paid for the shipping cost of a 40-foot container of books that arrived in September 2009 to support 
the CTP. The container included 573 boxes of donated library and textbooks (Table 16). A non-profit organization 
based in Atlanta, Georgia USA, Books for Africa (BFA), a partner of IFESH, provided and shipped the boxes of 
books on behalf of IFESH partner. The donated books are being used to support IFESH meeting its in-kind match 
requirement under the cooperative agreement. 
The UCTs and tutors reported receipt of the materials and books. There was reported to be a wide variety of library 
and textbooks (see Appendix 5.13: Distribution of Donated Books), but those most noted as being worthwhile were 
dictionaries, teacher education and other creative teaching tools to use with students. Further, the UCTs noted that 
the art books were very helpful for stimulating creativity with students in the classroom. Tutors reported that the 
library and textbooks were very beneficial and appreciated being included in the list of recipients. Of particular note, 
these publications have been loaned and shared within districts between DTOs, head teachers, other teachers at the 
schools where UCTs are located, and UCTs themselves. 
 
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Table 16: Types and Number of Textbooks and Learning Materials Donated for Use by CTP 
Types of Textbook and Learning Materials Total Quantity 
Literature 6,454 
General Library 1,164 
Dictionary 47 
Math 5,260 
Education Theory 1,099 
English/Communication 819 
Computer Science 842 
Science 796 
English 1,981 
Total 18,462 
Number of evaluations conducted with USG assistance: 
Two evaluations were conducted related to the CTP with USG assistance. These included a mid-term and a final 
evaluation. These were planned as part of the CTP activity and were conducted by an independent consultant to 
perform the reviews. 
Government of Ghana’s (GOG) 2003-2015 Education Strategic Plan (ESP), Policy Goals 1, 2 and 10
The CTP by its design was intended to assist the GOG in meetings its policy goals in the following areas: 
Increase access to and participation in education and training: 
The CTP has provided 258 teachers to 60 schools in rural, remote locations in 14 districts in four regions where 
critical teacher shortages existed. This has increased access to and participation in education for students in schools, 
but also afforded these 258 untrained community teachers access to further education and training. Based on a 
review of enrolment records from an 8% sample of schools for UCT classes, there was a consistent increase during 
the year of enrolment of children into their classes. Further, the largest percent of increase in enrolment was among 
girls. 
Improve quality of teaching and learning for enhanced pupil/student achievement: 
As was discussed in previously, the UCTs performance as teachers was consistently monitored and, as one tutor in 
the northern region reported, 70% are good and 30% are very good in their overall performance. The UCTs very 
good record of attendance and reliability also has served to increase the quality of teaching and learning. These are 
evidenced by the improved exam score performance of girl students in the classes of the UCTs, as previously shown 
in Table 11. Performance by both male and female students of UCTs improved during the reference academic year 
of 2009/2010. 
Provide girls with equal opportunities to access the full cycle of education: 
The CTP included 112 females (43%) the opportunity to pursue education beyond their secondary school certificate. 
These women have been very successful in their performance as UCTs and all are passing their exams and none 
have dropped from the program. These women serve as role models for girl students in all of the schools where they 
 
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are placed. In some schools, particularly in the northern regions, it is the first time that the schools have ever had a 
female teacher. The response by girl students and parents of girls has been very positive. The girl students view the 
female teachers as a figure to emulate and, as has been reported by SMC/PTA chairs, have given the girls “a goal to 
complete their education and become teachers themselves.” 
Education on HIV/AIDs: 
The CTP training for UCTs included extensive education for on HIV education. Some of the key topic areas 
included: Mother-to-Child Transmission of HIV/AIDS, Prevention of Mother-to-Child Transmission, Stages of 
HIV Infection and Diagnosis of AIDS. A total of 260 UCTs were trained in this subject area and provided modules 
for use with instruction in the classroom. All UCTs have implemented the HIV education in their respective 
classrooms and developed lessons plans and TLMs to support future instruction. 
 
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Chapter 3: Best Practices and Lessons Learned
The CTP experiences provide a rich laboratory from which to draw lessons learned and best practices. The lessons 
learned/best practices list below are not comprehensive as to list all that can be drawn from the program. The 
lessons learned/best practices are divided into three categories: for actions in support of addressing teacher shortages 
/ teacher training; action in support of effective practice at the school / community level; and actions for achieving 
sustainability with quality. 
3.1 Actions in Support of Addressing Teacher Shortages / Teacher Training
Recruitment from and placement back into rural, remote communities is an effective method for addressing teacher 
shortages in those same areas. Of the 260 UCTs recruited, all were drawn from the communities in and around 
where MiDA-targeted schools were located. Ninety-seven (97) were community pupil teachers with prior teaching 
experience and 163 were untrained non-teachers. Specific steps were taken to strategically recruit UCTs from the 
communities where the MiDA targeted schools were located. District staff, SMC/PTA members from the 
communities, as well as head teachers from targeted area schools, was engaged in screening individual applicants 
from a pool of over 900 applicants. 
Including SMC/PTA members in the recruitment of community members for CTP slots was effective. While finding 
individuals who met the minimum requirements was an initial challenge, engaging community members, 
particularly SMC/PTA and local head teachers, was critical to identifying community members that met those 
requirements, particularly females. Despite the intensive nature of the training and classroom instruction, the CTP 
set minimum requirements of education and made sure that individuals applying were aware that the program was a 
training program not an employment or temporary job. 
Building upon the UTDBE approach to teacher training was effective with modifications. The UTDBE has been 
evaluated as an effective model for improving the quality of instruction with existing teachers. However, the 
UTDBE does not address teacher shortages in critical rural remote areas and relies heavily upon teachers paying for 
much of their training costs. The CTP model offers an effective method that builds upon the existing UTDBE model 
that can affect teacher shortages in critical areas and provides critical support that are needed for unsalaried 
individuals from rural, remote locations without economic means to attain a DBE on their own. 
The CTP utilized the UTDBE syllabus and modules for teacher training (EQUALL). CTP trainees were provided 
the EQUALL modules in advance of training. This was very important for their learning and application of 
knowledge and methods in the classroom in their respective communities. If they had been required to purchase 
them on their own, as is the case within the UTDBE program, many would not have been able to afford the cost and 
done without the modules until such time as they could afford them. 
Due to the shortened timeframe of the program, the syllabus of the CTP was modified from the UTDBE to focus 
more strictly on key content areas needed by UCTs and less on general broad knowledge. While some problems 
with harmonizing the core structure of training with exams and the syllabus for basic education existed, these were 
addressed and further changes can be implemented. The intensity of training in the CTP was increased with the 
combination of more weeks of residential training and more intensive cluster meetings. If the CTP is continued to 
allow the UCTs to finish their DBE, future residential trainings and number of cluster meetings will need to be 
increased to allow UCTs to achieve the required 84 credit hours needed for a DBE. 
Because content is the first focus of training before methods are introduced, supplemental mentoring performed by 
head teachers and DTOs further added critical support in the areas of lesson planning and teaching methods until 
 
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such formal training was provided by tutors. Close communication between DTOs and tutors, allowing tutors access 
to off-site observations and monthly reports on progress of UCTs, can further improve and refine training being 
addressed in the face-to-face residential and cluster training sessions. 
Overall, the CTP has the potential of offering untrained community members the opportunity to achieve a DBE in 
three years of teacher training that includes three years of teaching practicum. 
Payment based on performance in attendance in training and classroom instruction effective. Through local 
monitoring conducted by head teachers at the schools, DEOs and district circuit supervisors (DCS), the CTP 
collected data on the attendance of all individual UCTs in the classroom where teaching, as well as with each 
training function sponsored by the CTP. The intensive monitoring was reported by some DDEs that it has had the 
unintended benefit of encouraging regular teachers to improve their performance and attendance records. Based on 
interviews with UCTs, head teachers, district staff and tutors and SMC/PTA members, the UCTs are very punctual 
and have demonstrated reliable attendance for trainings and classroom teaching since the inception of the program. 
As shown in previous tables, the UCTs being paid a monthly stipend by the CTP that is based on their attendance 
record, showed the highest percents of attendance as compared to GES salaried and NYEP attendance. Although 
these latter UCTs’ attendance was also very good, as reported by DTOs and SMC/PTA members, far superior to the 
regular salaried teachers in the GES system, including some head teachers. This factor is quite impressive given that 
no UCT is compensated while they attend residential or cluster meetings/trainings but are only provided an 
allowance (for non-teachers) for those days that they are teaching in the classroom. 
3.2 Actions in Support of Effective Practice at the School / Community Levels
Positive teacher attitude, including an increase in self-esteem, confidence and commitment, is key to successful 
teacher performance. Through residential training, cluster meetings, off-site observations and other support, the CTP 
did a very good job of building self-esteem, confidence and commitment in participating UCTs. The CTP has 
demonstrated that it is not sufficient to just focus on assisting teachers to acquire new teaching skills, but providing 
valuable support that recognizes the tremendous challenges that the teachers face when working in rural, remote 
locations. 
Working in rural, remote locations requires well planned strategies and commitment to address challenges. Many of 
the locations where UCTs were located were inaccessible in or out of the areas for certain parts of the year, 
particularly the rainy season. The challenge of reaching these locations even during periods when access is possible 
is still difficult at best. Recognizing this fact and designing an approach that takes into account these challenges 
from the beginning and ensuring that time and resources are available to meet such challenges is critical. 
Approaching training as a continuous process to effect change in teacher practices is important. The CTP did not 
rely solely on UCTs performance based on exam scores, but implemented a proactive approach to monitoring the 
UCTs’ application of their learning in their real life situation in rural school classrooms with their students. The 
systematic approach to off-site observations conducted by a variety of key players—DTOs, DCS and tutors—aided 
to inform the on-going training process to ensure that remedial / follow-up training was strategic and timely at 
cluster meetings. 
Monitoring for continuous improvement can generate unintended benefits on multiple levels. Head teachers at the 
targeted schools were responsible for daily attendance record keeping that was monitored, collected and reported by 
DTOs to the CTP on a monthly basis. The CTP approach that relied on active and timely district-based monitoring 
achieved improvement of attendance not only for UCTs but for regular teachers as well. For one DDE, he reported 
that, “We are now convinced that regular and frequent monitoring visits can have a positive, far reaching effect 
toward improving the overall quality of instruction being provided students in schools.” 
 
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3.3 Actions for Achieving Sustainability with Quality
Fundamental is having a valid and proven technical approach. In the case of this evaluation, the evaluator believes 
the program is technically solid and offers a design that can effectively address teacher shortages in rural, remote 
locations. The challenge, as USAID funding has come to an end, is to find ways to permit the UCTs to complete 
their DBE and be recruited into the GES system for remuneration, and be replicated and sustained without 
compromising the key elements that make the program strong. 
Key for sustainability with quality is being staffed with qualified individuals that can provide quality tutoring, 
monitoring and quality control. The CTP was fortunate to have access to some of the COE’s top tutors to assist with 
the residential and cluster trainings for UCTs. Since training for the CTP occurred at the same time when the 
UTDBE took place, while they shared some tutors, others were unique to the UCT and may be due to the fact that a 
slightly higher hourly amounts were paid by the CTP than by the UTDBE and that the class sizes were smaller 
which allowed for more intensive instruction with UCTs. 
Ensuring sustainability requires a pro-active approach that constantly seeks out multiple venues for support. The 
CTP did an excellent job of progressively building its technical base (at the end of the program, for example, has 5 
master trainers, 15 district-based COE tutors, 14 DTOs, 60 head teachers and 177 SMC/PTAs members that it can 
tap for future training and recruitment opportunities; it also has a cadre of 258 motivated UCTs who are committed 
to completing their DBE and serve as models for other rural, remote communities desirous of addressing their 
teacher shortages in a similar manner.) With the district-based approach and engagement of the COEs, it has the 
capability to apply the approach in other areas within the districts that are currently experiencing critical teacher 
shortages. However, the CTP failed to develop a strategy for sustainability that draws upon revenue from other 
sources, such as District Assemblies, foundations or companies that would enable UCTs to complete their 
achievement of a DBE. Finally, the CTP did not take the steps to establish a link with the MOE GES to sustain the 
programs’ approach to training of untrained community members as teachers not currently in the system. 
Important to have a proactive approach that monitors policy and personnel changes that can impact the program 
throughout implementation. Two valuable lessons were learned from challenges to the overall success of the CTP 
that influenced UCTs achieving a level of certification at the end of the planned program period and in ensuring that 
the flow of information from the field was timely. 
First, the CTP had been planned for a two year period where UCTs, if successful, would achieve an Associate 
Diploma in Basic Education awarded by UCC-IE. However, in the first year of operation of the program, due to a 
policy change, the GES no longer recognized this level of certification. As a result, the two years of training resulted 
in UCTs having no level of certification that gave them entry into COEs at a more advanced level toward achieving 
their DBE. As a result, the two years of training and 45 credit hours earned yielded them no certificate or special 
consideration for enrollment to further pursue their DBE. While this was learned in the first year, no significant 
progress was made to find an alternative strategy that could influence policy that would address the unique situation 
of the UCTs. 
Second, the CTP was dependent on the DTOs at the district level monitoring and submitting attendance records of 
UCTs from their districts in a timely manner so that stipend payments for UCTs could be processed and issued. As a 
result, whenever there were significant delays, such as those that resulted from personnel changes or reassignments, 
the UCTs experienced hardships that resulted from non-payment of their stipends. This problem initially was 
influenced by the CTP working out a system for distributing stipend payments, which could be delayed for some 
UCTs by two or more months. Following the hiring of accounting personnel in the second year and establishing the 
mode of distribution, problems of timely payments continued. The problems that arose in the second year was due to 
not having in place a method to ensure that regardless of changes in personnel at the district level, that the 
 
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monitoring and processing of UCT attendance could continue and that payments could be distributed on a more 
frequent basis, such as monthly. Throughout the CTP, timely payment of UCT stipends on a monthly basis was not 
achieved. Many UCTs expressed frustration that this created hardships on them; however it did not appear to 
dampen their enthusiasm or attendance performance in classroom instruction or CTP-sponsored training. 
In implementing a program of this nature, it is helpful to have on one’s staff individuals who are known and 
respected who can accompany the process and have preexisting relationship with districts of education. This was 
clearly the case with the CTP and one of the reasons that mobilization and support by the districts to perform 
proactive monitoring, off-site observations and reporting on the UCTs progress was achieved. CTP brought together 
a team of experienced and capable technical and managerial personnel with knowledge and experience at the MOE, 
district and school levels. The CTP staff was able to quickly forge partnerships with 14 districts, 60 MiDA schools, 
three colleges of education, and the UCC-IE. 
Key for sustainability is having buy-in and support for the approach from all levels of the system. While the CTP 
has achieved recognition at national, district and local levels of its success and the performance of its UCTs, it failed 
to establish buy-in and an “institutional” home for the program following its two years of funding. An important 
element of USAID-Ghana’s project strategy is sustainability and cost effectiveness that is demonstrated by a 
lessening demand for USG funding-support while achieving key performance objectives. 
 
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Chapter 4: Recommendations
Ghana has received much acclaim for its strategy to improve the quality of instruction by increasing the 
qualifications of its cadre of teachers. Since 2005, Ghana has made a large investment in supporting strategies to 
assist its current teaching workforce to obtain a DBE by 2015. However, Ghana’s strategy for addressing teacher 
shortages largely relies on offering free tuition for prospective teachers to pursue a DBE through a network of 38 
Colleges of Education across Ghana and the subsequent deployment of graduates to locations where teacher are 
needed. While this strategy may work fairly well for the urban areas, it appears to be less successful for rural areas, 
especially remote locations with limited infrastructure. The entry rate of teachers who graduate and enter the GES 
workforce is reported to range from 83%-88% (7,500-8,000 out of 9,000 graduates annually). This, however, does 
not reflect the entry rate variances that may exist between urban and rural areas or the attrition rate of teachers after 
deployment in the rural, remote locations. 
In light of these considerations, the following recommendations are offered for consideration to address teacher 
shortages in rural, remote locations in Ghana and for the continuation or expansion of a Community Teachers 
Program in the future. 
4.1 Further Assistance is Needed for Current UCTs to Achieve a DBE
The current group of UCTs have performed exceptionally well, both in terms of performance of exams but also their 
classroom teaching and training attendance records. The UCTs while engaged in a teaching practicum in rural, 
remote areas with critical teacher shortages, their exam scores are on par with students who are full-time residential 
students working toward a DBE. The impact of dropping these students would have a devastating effect not only on 
these individuals, but also on all those that have worked so hard to make the program successful, i.e., community 
SMC/PTA members, head teachers, district education staff, and parents. The biggest negative impact would be on 
the students themselves who have come to rely upon these teachers and view them as role models, especially for the 
girl students. 
The current CTP program was designed on the basis of the UTDBE program that would result in UCTs achieving a 
DBE in four years. The program was designed this way due to the existing UTDBE syllabus that had been adopted 
and in use by GES, UCCIE and the COEs. The variance was that since the program was for two-years only, the 
UCTs that successfully performed would achieve an Associate Degree in Basic Education. However, the early 
agreements with UCCIE to award this type of certificate run afoul of the policy being implemented by the GES and 
the UCCIE made the determination to drop the Associate Diploma as it was no longer recognized. As a result, all 
UCTs who are successfully performing in the program have only a “Certificate of Participation” to show for their 
hard work and effort and no official certification of their credit hours earned as of the end of the program and their 
exams. As a result, the UCTs have no official documentation that would allow them to enter a COE or certify that 
they have earned 48 of the required 84 credits toward a DBE. A further complication is that while the CTP used the 
UTDBE syllabus and EQIALL modules, the instruction deviated the training and did not strictly follow the syllabus 
but offered an accelerated program of instruction that include courses from all four years but skipped others offered 
in years 1, 2, 3 and 4 [See Appendix 5.8 (check marks denote those courses that the UCTs have completed in the 
two years)]. 
While the CTP followed the UTDBE syllabus and consistently offered residential training three times a year in a 
sequence of 4 weeks (summer), 3 weeks (Christmas) and 3 weeks (Easter) for the first year, due to budgetary 
constraints, the CTP dropped one week of residential in the summer the second year. Further, for the cluster 
trainings, while the UTDBE offered a minimum of two-days of training per month when school was in session and, 
for some subjects, two 2-day trainings per month, the CTP offered only two 3-day trainings twice per term. Despite 
 
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the condensed training schedule, the UCTs gained a total of 36 credit hours of face-to-face instruction and 12 hours 
of teaching practicum for a total of 48 credit hours of the 84 needed to achieve a DBE. This leaves a total of 36 
credit hours needed for UCTs to complete the requirements for a DBE. 
There are basically two options for assisting the current group of UCTs: 
Option 1: On an accelerated schedule, the UCTs could achieve their DBE in one additional year if additional 
residential and cluster training time is allotted. For example, six weeks (summer), three weeks (Christmas) and three 
weeks (Easter) for residential training, and monthly cluster trainings of two days per month during the school terms 
would enable the UCTs to achieve the remaining credit hours needed to obtain their DBE in one year covering all of 
the subjects and methods remaining in the syllabus. The options for an entity or mechanism to implement this are 
contained in Section 3.2 Potential Models for a Way Forward for a Community Teachers Program in Ghana or 
allowing the current grantee to continue only to finish the current round of UCTs and transition the program over to 
the new grantee. 
Option 2: Adopt an addendum to the current Memorandum of Understanding between GES and USAID that 
stipulates that the UCTs must be brought into the GES and that remuneration is provided. Steps to enrol the 
successfully passing UCTs under the UTDBE program with remuneration by the GES for their stipend support 
would enable the UCTs to achieve their DBE in two additional years. This would have the UCTs largely following 
the three 3-week residential training schedule during the summer, Christmas and Easter breaks. However, cluster 
meetings would be needed to allow UCTs to pick up on courses that they missed due to their accelerated training 
approach under the CTP or allow that these courses could be covered during residential training when subjects that 
UCTs have already taken are presented. 
4.2 Potential Models for a Way Forward for a Community Teachers Program in
Ghana
For Ghana to have a cadre of individuals that are sufficiently qualified to address on-going teacher shortages and 
strengthen the GES professional teaching cadre, strategic recruitment, training and capacity building mechanisms 
need to be in place and functioning in an effective and sustainable manner. While varied approaches to building 
capacity have been in place, due to funding limitations and teacher training program closings, new obstacles 
continue to challenge Ghana to meet its 2015 deadline for having the GES equipped with qualified teachers holding 
a DBE. While the goal of having a professional teaching cadre in urban areas may be achievable, rural isolated 
locations, such as those where MiDA is building and improving schools continue to suffer from on-going teacher 
shortages, high attrition and excessive absenteeism will continue to prevail without direct intervention. The CTP has 
proven that it has the potential to improve access to quality basic education in selected underserved communities by 
drawing prospective teachers from those same communities and providing them with critical training and support to 
fill a critical teaching shortage while obtaining the qualifications and experience needed to provide quality 
instruction. It is clear that the continuation of program of this kind is needed and that those UCTs left hanging in the 
balance need to be assisted to complete their DBE. 
There are multiple ways in which the program could continue as a model for replication in Ghana. However, critical 
to the way forward is building on those best practices and lessons learned from the experience of the CTP and not 
losing site of what worked well in the program. Four possible options are provided for how the CTP can continue in 
a more cost effective and sustainable manner: 
1 Grants to Colleges of Education to support Community Teachers’ Program Scholarships. Based on an 
estimated cost per UCT, award a number of full and partial scholarships to cover the costs for Untrained 
Community Teachers to achieve a DBE (under a three-year program) while serving in a practicum of teaching 
 
Page 49 
in rural, remote underserved school locations. A scholarship that is offered for a specified number of UCTs 
could include the COEs paying for the UCTs costs such as: tuition, tutor expenses, modules for students, 
lodging and meals at residential / cluster trainings, stipend that are based on classroom attendance performance 
(hours of actual practicum instruction in the classroom with students), and transportation costs based on 
distance to/from training sites. Exam fees should be the responsibility of the UCT, as this will provide an 
incentive for UCTs to study harder so that resits will be unnecessary. 
Full scholarships would be awarded only to those that have no salary paid by the GES or NYEP. Partial 
scholarships would include all costs with the exception of stipend support, and would be awarded to those that 
are current pupil teachers or NYEP teachers. All scholarship recipients could include an obligation to remain in 
the communities to teach for a period of at least three years following the end of their attainment of a DBE. 
Scholarship support would be an annual award that is dependent on the performance (including exam scores) of 
the UCTs. 
To work toward sustainability, the proviso should be that the COEs would undertake to identify corporate, 
foundation, international NGO and District Assembly support for an increasing percentage of UCTs from their 
district and mandating an agreement with GES that all graduates would be brought into the GES system on an 
increasing percent over the three years of scholarship support. 
2 Grant to GES to manage the Community Teacher Program coordinated centrally or from one of the targeted 
districts involved. This would include the recruitment being handled through the district offices and awarding 
full scholarships (as described in #1 above) for untrained non-teachers in rural, remote communities that are 
experiencing critical teacher shortages. The program would enable UCTs to achieve a DBE using a three-year 
program approach. Stipend support could be paid by the GES, including a 25% supplement of their stipend for 
teaching in a difficult area. The USG-funds could support the tuition (including tutor fees), residential costs of 
students, and modules. This program would not be intended to replace the UTDBE and its intended recipients 
(pupil and NYEP teachers), but offer a mechanism for untrained non-teachers in rural, remote areas to have 
access to becoming teachers in their own communities. This should be viewed as an alternative approach to the 
current deployment strategy that has been less than successful when placing teachers in rural remote locations. 
The proviso would be that many of the successful aspects of the CTP need to be maintained and management of 
the process would need to include experienced personnel with an understanding of the CTP and the GES 
system. All successful graduates of the program would be picked up by the GES as teachers, and a requirement 
that the UCTs enter into an agreement obligating them to remain in the community to teach for a minimum of 
three years post DBE could be applied. 
3 Grant to University of Cape Coast’s Institute of Education, WINEBA or other nationally accredited university 
or college (Jackson College not yet accredited). The managing entity must be able to award a DBE using a 
distance education approach, to support full and partial scholarships for untrained community teachers to 
achieve a DEB (three-year program) working collaboratively with the colleges of education to provide 
residential and cluster trainings and district offices of education to assist with recruitment and monitoring. The 
proviso would be that many of the successful aspects of the CTP need to be maintained and management of the 
process would need to include experienced personnel with an understanding of the CTP and the GES system. 
All successful graduates of the program would be picked up by the GES as teachers. To work toward 
sustainability, the proviso should be that the university would undertake to identify corporate, foundation, 
international NGO, GES and District Assembly support for an increasing percentage of UCTs from their district 
and mandating an agreement with GES that all graduates would be brought into the GES system on an 
increasing percent over the three years of scholarship support. Also, a requirement that scholarship recipients 
 
Page 50 
upon graduation would enter into an obligation that they will remain in the community to teach for a minimum 
of three years post DBE could be applied. 
4 Provide a grant to a more cost-effective national or international NGO as the conduit for program 
administration and monitoring and evaluation. This would essentially maintain the CTP as it is currently 
structured but administered by an agency that is considered cost effective, with the proviso that steps would be 
taken during the next year to ensure that a sustainable strategy is put into place that has the COEs managing the 
tutoring and GES handling the stipend support and monitoring of performance in classroom instruction and 
attendance. 
4.3 Research Needed to Aid GES Budgetary Decisions to Address Teacher Shortages
As the country faces budgetary constraints, critical decisions regarding allocations of funding to support teacher 
training are being deliberated within the Ministry of Finance. Some donors are reported to feel that there are already 
a sufficient number of teachers available or that the system in place can meet the future need for teachers. However, 
without research that provides a clear picture of the population of out-of-school children, pupil to teacher ratios 
(particularly as affected by teacher attrition, absenteeism, and number of teachers needed to maintain a classroom 
size of 35), GES staff’s ability to present critical arguments to maintain or potentially increase budget funding levels 
is difficult.15 Further, the problems associated with the GES “deployment” of teachers continues to leave the rural, 
remote schools in jeopardy and without stable education personnel. Research is needed that would provide a greater 
understanding of the impact of such deployment problems in rural, remote locations and strategies that influence 
teacher stability. 
4.4 Refinements to CTP Are Needed
Some refinements to the CTP are needed that will help to improve the quality of education provided for UCTs 
during training. These refinements are as follows: 
• Need to harmonize the core structure of the training with the syllabus for basic education. Current it is 
not consistent with basic education and topics taught in colleges need to be aligned. 
• ICT modules need updating / improvement. The methods for teaching ICT also need to be more realistic 
of the realities that teachers face in rural, remote schools where no infrastructure, such as electricity, 
exists and the application of instruction about computers by using a poster picture is unrealistic. Use of 
alternative techniques, such as the development of typing skills that lead to computer use may be an 
appropriate first step. The use of manual typewriters can aid in the development of typing skills that are 
transferrable. This tool allows the measurement of the attainment of skills by administering typing tests 
and having the means to view accuracy. While keyboards do allow the students visual and hands-on 
exposure to one piece of a computer, it does not give the teacher the ability to measure the progress of 
students’ attainment of typing skills critical to the use of a computer. 
• Content taught needs to be more focused on what the UCTs need in the classroom instruction and 
methodology, less general broad knowledge. This was achieved to some extent, but more focus is 
needed. Methodology needs to be introduced sooner, as well as lesson planning and classroom 
management, before the UCTs first enter the classroom. 
• Need to ensure that exams are representative of the content that UCTs are trained. 
 
15 Interview with Mr. Stephen Adu, Acting Deputy Director General Basic Education. 
 
Page 51 
• Schedules for residential and cluster trainings, workshops and the marking of exams needs to be 
coordinated with the COEs. 
• A workshop that brings together COE tutors, UCC-IE master trainers and examination officers, and 
CTP coordinator needs to occur at the beginning of every semester to ensure consistency and optimum 
scheduling and performance for the training of UCTs. 
• Longer periods of residential trainings and other face-to-face cluster trainings are needed if a three year 
DBE schedule is to be adopted. This could include 6-3-3 weeks residential (summer, Christmas and 
Easter respectively) and monthly clusters training (two days) for nine months, or 5-3-3 weeks residential 
and twice monthly cluster trainings for nine months. 
• Mechanism for improved payments of trainees and tutors is needed. If the GES handles remuneration, 
this can be handled through their existing system which is reported to work fairly effectively. If handled 
by the COEs, remuneration needs to be coordinated so that distribution can potentially occur at the 
monthly cluster meetings. 
 
Page 52 
Appendices
5.1 Final Evaluation Scope of Work
Scope of Work 
The Contractor will conduct a final-term evaluation of the Community Teachers for Ghana Program (CTP). 
This will include, but may not be limited to, the following: 
1 Review the CTP Cooperative Agreement First and Second Annual Implementation Plans; the Performance 
Management Plan, the Mid-term Evaluation Report, the Baseline Survey report and the seven Quarterly 
Reports submitted to USAID/Ghana to date (as of January 30, 2011). 
2 Based on the above documents, develop instruments for the Final Evaluation (February 1 – March 14) 
3 Conduct on-site final evaluation of the CTP program as per the agreed trip schedule. This will include visit 
to selected CTP sites and meetings, observation of UCTs in the classroom, observation of a final 
cluster/remedial training meeting/session/graduation, interview and focus group sessions (as the case may 
be) with USAID/Ghana staff, Ghana’s Ministry of Education officials, IFESH/Ghana staff, District 
Education Officers, MiDA Zonal Officers, Principals of schools, District-based Tutors, Master Trainers, 
and the Trainee Teachers (uncertified teachers). 
4 Review the final exam results of the UCTs in all the residential and cluster training sessions, and classroom 
attendance record. 
5 Analyze the results of the meetings, interviews, focus group discussions and observations as well as the 
performance of the CTP program vis-à-vis the expected results. 
6 Prepare and submit electronic and 3 hard copies of the Report of the Final Evaluation to IFESH/HQ not 
later than March 20th, 2011. The report will clearly highlight the areas of success as well as areas of 
weaknesses and proffer suggestions/recommendations for future programming. 
Deliverables: Deliverables for the contract are as follows: 
Report of the Final Evaluation of the CTP program. The report will clearly highlight the areas of success as well as 
areas of weaknesses and proffer suggestions/recommendations for future programming. 
 
Page 53 
5.2 Evaluation Matrix
EVALUATION MATRIX / PROTOCOL 
Issues Key Questions Indicators Examples 
of Data Sources 
Performance Number of UCTs that started the program? 
Number of UCTs Completed? 
Rated attendance rate of UCTs? (Poor, Fair, Good, 
Excellent) 
What trends have you observed since the CTP program 
began (past two years): 
Student Enrollment: 
Student Retention: 
Student Completion: 
Student Exam Scores: 
Teacher Attendance: 
O 6 Participatory / Focus 
Group Discussions / 
Key Informant 
Interviews with: 
MOE/GES 
MIDA Official 
Teachers 
Tutors 
School Admin 
DEOs 
Dist. Ed Dir. 
Data Sources: 
School Records 
UCT Attendance 
Records 
Effectiveness What trends have you observed since the CTP program 
began (past two years): 
Student Enrollment: 
Student Retention: 
Student Completion: 
Student Exam Scores: 
Teacher Attendance: 
What do you think has influenced these trends most? 
Number and frequency of UCTs visits / classroom 
observations (by DIs)? 
Average number of site visits per UCT? 
Number / percent of UCTs effectively applying content? 
Number / percent of UCTs effectively applying learned 
teaching methods? 
To what extents are planned results achieved? 
What are the reasons for the state of achievement? 
What has affected achievements? 
Supports: 
O 6 
PI 
Baseline study/needs 
assessment of: 
targeted schools, 
DEOs, 
SMC/PTAs 
Quarterly Reports to 
Donor 
Internal Management 
and Monitoring 
Reports 
UCT Application 
Form for Admission 
Applicants’ Aptitude 
Test (Pre and post 
assessment) 
Off-site Observation 
Review Forms 
Monthly Report of 
District-based Tutors 
 
Page 54 
Issues Key Questions Indicators Examples 
of Data Sources 
Barriers: 
Has the CTP project activities resulted in observable: 
Improved retention rates of primary pupils? 
Increased reading fluency? 
Improved teacher attendance? 
Improved primary completion rates? 
Increased percent of children enrolled in school? 
Increased percent of girls enrolled in school? 
Increased number of female trained teachers? 
Reduced teacher shortage in MiDA schools? 
Increased number of trained teachers in MiDA 
targeted schools? 
How effectively have the following been: 
Tutors? 
Mentors? 
Supervisors? 
Cluster meetings? 
Formal trainings? 
Site Observations? 
(Site Observations, cont.) 
Other? 
Monthly Report of 
DEOs 
District Education 
Plans 
Individual Interviews 
/ Group Discussions 
with: 
DEOs, 
District-based Tutors, 
Training Center 
Principals, 
Master Trainers, 
UCTs, 
Pupils, 
TED, 
BED, 
MOE/GES, & 
USAID 
Site Observations 
Efficiency Is the project delivered in a timely and cost effective 
manner? 
Have resources been used cost effectively? 
Do the results, in terms of quantity and quality, justify the 
resources expended? 
O 6 Quarterly Reports to 
Donor 
Internal Management 
and Monitoring 
Reports 
Impact What results has the CTP activities had on: 
UCTs? 
MOE/GES? 
DEOs? 
SMC/PTAs? 
Pupils? 
Girls/Women? 
Others? 
To what extent has the project contributed to the longer￾term outcomes and goals of USAID? 
Are there unanticipated positive or negative 
O 1, O 2, 
O 4, O 5 
UCCIE Exam Scores 
CTP Access Database 
CTP Baseline Study 
Report 
Participatory / Focus 
Group Discussions 
and Key Informant 
Interviews with UCTs, 
Head Teachers, 
MOE/GES, DEOs, 
 
Page 55 
Issues Key Questions Indicators Examples 
of Data Sources 
consequences? 
Why did they arise? 
DTOs, SMC/PTA 
members 
UCTs’ student exam 
scores and attendance 
records 
Sustainability Is there an enabling environment that supports ongoing 
positive impacts? 
What have been the principal capacity-building activities 
(identify, train and support) and their effects on UCTs in 
the MiDA targeted areas? 
How sustainable are the strategies, models and 
approaches used in the CTP activities? 
Will impacts continue to be realized? 
O 3, O 5 Key Informant 
Interviews with 
MOE/GES, DEOs, 
DTOs, UCTs, 
SMC/PTAs 
Other evaluation 
criteria (External 
Utility, Best 
Practices, Lessons 
Learned) 
To what extent is the project replicable? 
Might its approaches, methods, and/or content have 
potential value in another situation or project? 
Are there problem areas in instruction of content or 
methods of teaching that persistently stand out? (English, 
Match, Local Lang, ICT, Other) 
What technical assistance has been provided to correct 
these problems? 
Is more needed from IFESH to assist with resolving 
these problems? 
Number (percent) of UCTs actively using the EQUALL 
modules? 
Number (percent) of UCTs using TLMs? 
Number (percent) of UCTs with personal portfolio of 
TLMs? 
Have you received IFESH-sponsored M&E training?
 Yes/No 
If yes, number trained? 
Describe type of training provided: 
O 3, O 5, 
O 6 
Key Informant 
Interviews with 
MOE/GES, UCTs, 
COEs, UCCIE, CTP, 
USAID 
 
Page 56 
Issues Key Questions Indicators Examples 
of Data Sources 
Have you received other IFESH-sponsored training? 
Yes/No 
If yes, number trained? 
Describe type of training provided: 
How helpful did you find the training? (Poor, Fair, Good, 
Excellent) 
What aspect of training was most helpful? 
What aspect of training was least helpful? 
Have you developed an M&E plan? Yes/No 
Have you developed an action plan to address future 
teacher shortages? Yes/No 
If yes, what does your plan propose to do? 
Have you applied to the DIG for support for addressing 
teacher shortage? Yes/No 
If yes, when did you apply and what has been the 
response? 
Due to the CTP program, do you feel that SMCs/PTAs 
have been strengthened? Yes/No 
if yes, how? 
How frequently do the SMC/PTAs meet? Rarely / 
Weekly / Monthly / Quarterly / Annually 
What worked well with the CTP Program? 
What would you change to make the program more 
successful? 
If a new program were to be funded to address teacher 
shortages in MIDA-targeted schools, how or what 
approach would you recommend? 
What type, if any, of technical support do you think is 
needed to make a program, like the CTP, be more 
successful? 
What do you consider to be the “best” practices learned 
during the CTP program? 
 
Page 57 
Issues Key Questions Indicators Examples 
of Data Sources 
What are the lessons learned thus far within the CTP 
project in terms of: 
Recruiting UCT’s? 
Training UCTs? 
Placing UCTs? 
Supporting UCTs? 
District-based Tutors? 
Cluster meetings /mentoring? 
EQIALL modules/course books? 
CTP residential training? 
Teaching and learning materials? 
Donated books? 
Personal portfolios of TLMs? 
Capacity-building of DEOs? 
Capacity-building of head teachers? 
Capacity-building of SMCs/PTAs? 
School improvement plans? 
District Education Plans? 
M&E Training for DEO staff? 
IFESH management and implementation of 
CTP? 
What is the way forward? Potential models for 
continuation? 
 
Page 58 
5.3 Final Evaluation Itinerary
DAY/DATE/TIME PLACE ACTIVITY
Monday 14/2/2011 
Tuesday 15/2/2011 
1:50pm  ‐ 5pm 
Departure from USA 
Arrival in Ghana  
Visit IFESH‐Ghana to meet Country Representative and 
CTP Coordinator 
Traveling from USA 
Discuss the Final 
evaluation program 
and finalizing itinerary. 
Wednesday 
16/2/2011 
8:30am 
10:00am 
12:00pm 
2:15pm 
1:00pm 
2:00pm 
3:00pm 
4:00pm 
Departure from Hotel to MiDA 
Meeting Mr. Samuel Kuma Botchway‐ MiDA Office 
Departure to Teacher Education Division 
Arrival at Teacher Education Division 
Meeting Deputy Director Teacher Education Division 
(TED) (Mr. Kwame Asare) 
Meeting Deputy Director General (Mr. Charles Tsigah 
Meeting Director Basic Education Division (BED) (Mr. 
Adu) 
Meeting Technical person for GES, USAID (Chris 
Hammond 
Departure to Hotel 
Discuss the Final 
Evaluation Program 
and the way forward. 
Thursday 
17/2/2011 
7:30am 
9:30am 
9:45am 
12:00pm 
5:00pm 
Departure from Accra Hotel to Kumawu 
Arrival at DEOs Office 
Interview District Directors and District Training 
Officers 
Traveling to Anyinofi S.D.A Primary 
Observing UCTs at Anyinofi S.D.A Primary School in the 
classroom. 
Meeting SMC/PTA members 
Departure from Anyinofi S.D.A Primary School to 
Kumasi Hotel.  
Interview DDEs and 
DTOs 
Discussion with UCTs 
Observing the UCTs in 
the classroom 
Meeting the SMC / PTA 
Friday 18/2/2011  Drive from Kumasi to Tamale  Travelling time 
 Saturday 19‐
20/2/2011 
7:30am 
9:30am 
9:40am 
3:00pm 
Set off from Tamale to West Mamprusi District 
(Walewale) 
Meeting District Training Officer. 
Set off to Cluster meeting centre 
Meeting UCTs and Tutors 
Departure to Tamale 
Interview with District 
TO 
Observing cluster / 
remedial training./ 
interview UCTs and 
Tutors 
Monday 21/2/2011 
7:30am 
9:10am 
9:45am 
Set off from Tamale to West Mamprusi (Walewale) 
Meeting DDEs, DTOs and DCE 
Set off from Walewale to Bulbia Primary School 
Interview DDEs and 
DTOs 
 
Page 59 
DAY/DATE/TIME PLACE ACTIVITY
2:30pm 
3:30pm 
Observing UCTs in classroom 
Departure to Tamale 
Meeting Principal Tamale College of Education 
Meeting the UCTs at 
Bulbia Primary 
Observing UCTs in 
classroom 
Tuesday 22/2/2011 
7:30am 
9:45am 
10:00am 
10:45am 
1:00pm 
3:00pm 
4:00pm 
Departure from the Hotel to Karaga 
Arrival at Karaga – District Education Office 
Meeting DEOs, DTOs and District Chief Executive 
Set off to Tamaligu L/A Primary from Karaga 
Set off from Tamaligu to Kpalguma L/A Primary. 
Observing UCTs in the classroom 
Meeting SMC/PTA members 
Interview DDEs and 
DTOs 
Meeting the UCTs at 
Kpalguma L/A Primary 
School. 
Observing UCTs in the 
classroom 
Meeting SMC/PTA 
members 
Wednesday 
23/2/2011 
7:30am 
9:30am 
2:00pm 
3:30pm 
Set off from Tamale to Accra  Travelling time 
Thursday  
24/2/2011 
7:00am 
9:00am 
9:05am 
9:45am 
10:00am 
10:05am 
11:30am 
12:00pm 
2:00pm 
4:00pm 
Depart from Hotel (Accra) 
Arrival at Afransi (Gomoa District Education Office) 
Interview with District Directors of Education 
Departure from GES Office to Nsuaem D/A Primary 
Arrival at Nsuaem 
Meeting UCTs at Nsuaem D/A Primary School 
Meeting SMC/PTA 
Departure to Cape Coast 
Meeting Director, Institute of Education, Mr. Kofi Nti 
and Mr. Nichlas K. Kutor 
Departure to Accra 
Interview DDE and 
DTO 
Discussion with UCTs 
Observing the UCTs in 
the classroom 
Meeting the SMC / PTA 
Interview UCC’s 
Institute of Education 
Staff 
Friday 25/2/2011 
7:30am 
8:00am 
10:00am 
10:40am 
11:20am 
Departure from Hotel 
Meeting with USAID (Bob Davidson and Emmanuel 
Mensah‐Ackman) 
Meeting with Mr. Chris Hammond‐GES /USAID 
Technical Officer at GES 
Meeting with Director Basic Education (GES) Mr. 
Stephen Adu 
Meeting with Deputy Director General (GES) Mr. 
  
Debriefing  
Interview 
Interview 
Interview 
Interviews 
 
Page 60 
DAY/DATE/TIME PLACE ACTIVITY
12:00pm 
12:40pm ‐ 6:00pm 
Charles Tsigah 
Set off to Teacher Education Division (TED) 
Meeting Director of Teacher Education Division  
Mr. Kwame Asare and  
Set off to IFESH: Debriefing with IFESH and review of 
Access Database and other 
Records 
Saturday 
26/2/2011  
7:30am 
8:30am 
8:35am 
8:45am 
12:00pm 
12:30pm 
12:45pm 
2:00pm 
5:00pm 
Set off from Accra to Akwapim South (Nsawam) 
Arrival at Nsawam 
Meeting the District Training Officer (Mr. Humphrey 
Anim) 
Departure to Methodist Primary/JHS school‐Nsawam 
to meet the District Based Tutors. 
Graduation Ceremony 
Arrival of invited guest 
Graduation ceremony starts 
Departure from Nsawam to Accra  
Meeting with DTO 
Meeting District Based 
Tutors; Meeting UCTs 
Observing cluster / 
remedial meetings 
Presenting Certificate 
of Participation. 
Graduation ceremony 
Return to Accra 
Sunday  27/2/2011 
1:30pm 
8pm 
Meeting with GES Director of UTDBE 
Depart for Airport 
Interview 
Travel back to USA 
 
Page 61 
5.4 Documents Reviewed
1. CTP Agreement with USAID 
2. CTP Performance Management Plan 
3. CTP Annual Implementation Plan 
4. CTP Quarterly Reports submitted to USAID 
5. Baseline study / needs assessments of targeted schools, DEOs, SMCs and PTAs (completed 2010) 
6. Mid-term Evaluation Report of the Community Teachers Program (April, 2010) 
7. University of Cape Coast – Institute of Education Analysis of UCT Exam Performance 
8. Residential and cluster training schedules and content outlines 
9. UCT Exam Scores posted by University of Cape Coast 
10. IFESH Access Database on individual UCTs 
11. Site Observation Review of UCT performance in the classroom 
12. Monthly Reports of District-based Tutors 
13. Monthly Reports of District Director’s of Education 
14. District Training Officer Monthly Reports on UCTs Performance 
 
Page 62 
5.5 List of Persons Interviewed / Participatory Group Discussions / Off­site
Observation
Name Gender Place Position Contact 
Bob Davidson Male USAID Education Director 0244-313540 
0302-741158 
0302-741200 
Emmanuel Mensah￾Ackman 
Male USAID Education 0244-774495 
Martin Eson-Benjamin Male MiDA CEO 0244-407971 
A. Doodo Male MiDA Community Developer 0244-407971 
Naana Biney Female GES (Headquarters) Acting Director General GES 0244-187763 
Charles Tsigah Male GES (Headquarters) Deputy Director General (GES) 0261-567395 
Stephen Adu Male GES (Headquarters) Acting Deputy Director 
General/Basic Education 
0244-256976 
E. O. Asare Male Teacher Education 
Division 
Deputy Director TED 0244-376529 
Evelyn Oduro (Mrs.) Female Teacher Education 
Division 
Inset Coordinator 0244-753312 
Chris Hammond Male GES/USAID GES/USAID Technical Person 0208-137981 
Professor Opare Male Institute of Education-UCC Director-Institute of Education 0208-189158 
Seth Kofi Nti Male Institute of Education-UCC Chief Examiner 0244-280533 
N. K. Kutor Male Institute of Education-UCC Exams Coordinator 0244-867187 
Agnes Apenyo Female Sekyere Afram Plains District Director of Education 0243-883859 
0206-651960 
Nti Danso Male Sekyere Afram Plains District Training Officer 0244-122667 
Samuel Asiamah Male Anyinofi S.D.A Primary Head teacher 0207-083884 
Osei Christiana Female Anyinofi S.D.A Primary UCT 0322095402 
Osei Solomon Male Anyinofi S.D.A Primary UCT 0278-087672 
Amoah Philip Male Anyinofi S.D.A Primary UCT 
Esther Acheampong Female Anyinofi S.D.A Primary UCT 0204-903274 
Mensah K. Eric Male Anyinofi S.D.A Primary UCT 0240-738792 
Sarfo Sampson Male Anyinofi S.D.A Primary SMC Chairman 0545-474220 
Kusi Mariam Female Anyinofi S.D.A Primary SMC Member 
Nsiah Sarpong Male Anyinofi S.D.A Primary PTA Chairman 
Alhaji Mohammed 
Haruna 
Male West Mamprusi District 
(Walewale) 
District Directors of Education 0243-085724 
Nasamu Iddis Male West Mamprusi District 
(Walewale) 
District Training Officer 0261-735840 
Awabu Adam Male Yama R/C Primary School UCT 0242-931810 
Tahiru Adam Male Bulbia Primary UCT 
Issahaku Kassim 
Ibrahim 
Male Bulbia Primary UCT 0541-25991 
Ali Rose Female Bulbia Primary UCT 0205-273628 
Dokurugu Adam Male Bulbia Primary Head teacher 0241-256431 
Mahamudu Seidu 
Ibrahim 
Male Bulbia Primary PTA Chairman 0541-208386 
 
Page 63 
Name Gender Place Position Contact 
Ibrahim Awusi Male Bulbia Primary SMC Chairman 
Issah Fati Female Bulbia Primary SMC Chairman 
Alhaji Alhassan 
Yakubu 
Male Karaga District Education 
Office 
District Director of Education 
Tuahiru Abdul￾Rahaman 
Male Karaga District Education 
Office 
District Training Officer 0204-705779 
Alhassan Suleimana Male Tamaligu L/A Primary 
School 
Head teacher 0246-588459 
Abukari Alhassan Male Tamaligu L/A Primary 
School 
PTA Chairman 
Haruna Abu Male Tamaligu L/A Primary 
School 
SMC Chairman 
Sana Kaku Female Tamaligu L/A Primary 
School 
SMC Member 
Zakaria Adisah Male Tamaligu L/A Primary 
School 
UCT 
Mohammed Hinda Male Tamaligu L/A Primary 
School 
UCT 
Krampah James E. Male Gomoa West District 
Education Office 
Deputy Director 0244-769980 
Edmond Korletey Male Gomoa West District 
Education Office 
District Training Officer 0200-304868 
Ebenezer Dompson Male Gomoa Oguan Methodist 
School 
Head teacher 0243-851675 
Jacob Appiah-Simpson Male Gomoa Oguan Methodist 
School 
SMC Chairman 0276-007588 
Mary Yawson Male Gomoa Oguan Methodist 
School 
PTA Member 0271-378219 
James Buahim Male Gomoa Oguan Methodist 
School 
SMC Member 0274-199235 
Tetteh Joseph Male Gomoa Oguan Methodist 
School 
UCT 0245-108018 
Arhin Dampson 
Matthew 
Male Gomoa Oguan Methodist 
School 
UCT 
Arhin Joseph Male Gomoa Oguan Methodist 
School 
UCT 
Adentwi Abigail Female Gomoa Oguan Methodist 
School 
UCT 
Nyanney Joana Female Gomoa Oguan Methodist 
School 
UCT 
Yunusah Samiratu Female Gomoa Oguan Methodist 
School 
UCT 
Gurah Alberta Female Gomoa Oguan Methodist 
School 
UCT 
Grace Obodae Female Gomoa East District 
Education Office 
District Director of Education 0244-075093 
 
Page 64 
Name Gender Place Position Contact 
Keelson Aikins Male Gomoa East District 
Education Office 
District Training Officer 0207-777006 
Appiah Onwona￾Agyemang 
Male Gomoa Nsuaem D/A 
Primary School 
Head teacher 0242-109854 
Christiana Essuman Female Gomoa Nsuaem D/A 
Primary School 
PTA Rep. 0249-178441 
Emmanuel Mensah Male Gomoa Nsuaem D/A 
Primary School 
PTA Chairman 0246-78218 
Samuel K. Baah Male Gomoa Nsuaem D/A 
Primary School 
SMC Chairman 0245-457348 
Anyimah Isaac Kofi Male Gomoa Nsuaem D/A 
Primary School 
UCT 
Aidoo Daniel Charles Male Gomoa Nsuaem D/A 
Primary School 
UCT 
Cobbah James Male Gomoa Nsuaem D/A 
Primary School 
UCT 0204-996105 
Nyarko Comfort Female Gomoa Nsuaem D/A 
Primary School 
UCT 0249-961124 
Amponsah Kyereme Male Gomoa Nsuaem D/A 
Primary School 
UCT 
Stella K. Nanor Female Akwapim South Municipal 
Education Office 
Director of Education 0244-863812 
0208-770977 
Humphrey Anim Male Akwapim South Municipal 
Education Office 
District Training Officer 0277-390110 
Enoch Koranteng 
Attah 
Male Anhuntem Darmang 
Presby Primary School 
UCT 
Dorothy Adu 
Antwiwaa 
Female Anhuntem Darmang 
Presby Primary School 
UCT 
Eric Afari Osei Male Anhuntem Darmang 
Presby Primary School 
UCT 
William Azaglo 
Mawunyo 
Male Anhuntem Darmang 
Presby Primary School 
UCT 0249-450022 
Ruth Addae Female Anhuntem Darmang 
Presby Primary School 
UCT 
Diana Nyarko Female Anhuntem Darmang 
Presby Primary School 
UCT 0244-645957 
Charity Obeng Female Anhuntem Darmang 
Presby Primary School 
UCT 
Ebenezer Aaglo 
Woode 
Male Anhuntem Darmang 
Presby Primary School 
UCT 
Sarah Osafo Female Anhuntem Darmang 
Presby Primary School 
UCT 
Benjamin Agbe￾Agbanyo 
Male Anhuntem Darmang 
Presby Primary School 
UCT 
Stephen Kuayi Male Anhuntem Darmang 
Presby Primary School 
UCT 
 
Page 65 
Name Gender Place Position Contact 
Florence Offei Female Anhuntem Darmang 
Presby Primary School 
UCT 
Mr. Ofori Offei Male Anhuntem Darmang 
Presby Primary School 
Head teacher 0273-578569 
Patience Amoani Female Nsaba-Pokrom Presby 
Primary School 
UCT 0245-983714 
Mavis Bram Female Nsaba-Pokrom Presby 
Primary School 
UCT 0243-567498 
Michael Ansah Female Nsaba-Pokrom Presby 
Primary School 
UCT 0248-519210 
Salomey Oppong Female Nsaba-Pokrom Presby 
Primary School 
UCT 
William Nii-Boye 
Adjetey 
Male Nsaba-Pokrom Presby 
Primary School 
UCT 
Eunice Maloku Female Nsaba-Pokrom Presby 
Primary School 
UCT 
Nancy Adjola Female Nsaba-Pokrom Presby 
Primary School 
UCT 
Peter Batsa Teye Male Nsaba-Pokrom Presby 
Primary School 
UCT 
Cindy-Love Naeroh Female Nsaba-Pokrom Presby 
Primary School 
UCT 
Afari Nathan Annor Male Nsaba-Pokrom Presby 
Primary School 
UCT 
Opare Hammond Male Nsaba-Pokrom Presby 
Primary School 
UCT 
Hayford Yeborah Male Nsaba-Pokrom Presby 
Primary School 
UCT 
Mr. Yao Sam Male Nsaba-Pokrom Presby 
Primary School 
Head teacher 0207-354592 
Jacob Addo Male Nsakye Presby Primary 
School 
UCT 
Anna Akoto Female Nsakye Presby Primary 
School 
UCT 
Diana Aikins Female Nsakye Presby Primary 
School 
UCT 
Bright Tamatey Male Nsakye Presby Primary 
School 
UCT 
Juliana Glabu Female Nsakye Presby Primary 
School 
UCT 0240-167503 
Samuel Oteng Nyarko Male Nsakye JHS UCT 
Christiana Yeboah Female Pakro Methodist Primary 
School 
UCT 
Faustina Dankwa Female Pakro Methodist Primary 
School 
UCT 
Flora Abena Amegatse Female Pakro Methodist Primary UCT 
 
Page 66 
Name Gender Place Position Contact 
School 
Esther Azameti Female Pakro Methodist Primary 
School 
UCT 
Felicia Bukari Female Pakro Methodist Primary 
School 
UCT 
Diana Darkoa Asare Female Pakro Methodist Primary 
School 
UCT 
Beatrice Owusu Female Pakro Methodist Primary 
School 
UCT 0247-800336 
Vida Lawson Female Pakro Presby Primary 
School 
UCT 0244-948964 
David Tei Adjartey Female Pakro Methodist Primary 
School 
UCT 
Amos Asiedu Male Pakro Methodist Primary 
School 
UCT 
Saeed Abdul-Lateef Male Pakro Methodist Primary 
School 
UCT 
Asiedu Otu Ebenezer Male Pakro Methodist Primary 
School 
UCT 
Agnes Afie Opoku Female Pakro Methodist Primary 
School 
UCT 
Mohammed A. Sadique Male Kpalgumah L/A Primary 
School 
Head teacher 02447-44996 
Abdul-Rahaman 
Zuleila 
Female Kpalgumah L/A Primary 
School 
UCT 
Osman Adam Iddrisu Male Kpalgumah L/A Primary 
School 
UCT 
Zakaria Fuseini Male Kpalgumah L/A Primary 
School 
SMC Chairman 
Adam Abukari Male Kpalgumah L/A Primary 
School 
PTA Chairman 
Mr. Emmanuel Osei Male Nsakye Presby Primary 
School 
Head teacher 0274-948387 
Mr. Vincent Kornu Male Nsakye JHS Head teacher 
Mr. Paintsil Eugene 
Arkoh 
Male Pakro Methodist Primary 
School 
Head teacher 0244-894279 
Mr. Appreku Larbi 
Emmanuel 
Male Pakro Presby Primary 
School 
Head teacher 0247-028392 
Catherine 
Adeanyamebeye 
Gyabaah 
Female OLA College of Education District Based Tutor (Science) 0244-417033 
Laud Teye Nartey Male OLA College of Education District Based Tutor (Science) 0244-628622 
Christopher Addai￾Boateng 
Male OLA College of Education Training Centre Coordinator 0244-085484 
Isaac Kow Gaisey Male OLA College of Education District Based Tutor (Education 0244-878816 
 
Page 67 
5.6 CTP UCT Training, Exam and Monitoring Schedule
Target 
Trainees Training Schedule 
Exam Schedule 
(Monitoring of 
UCTs knowledge 
of content and 
methods of 
teaching) 
[Quantitative] 
Cluster Training & 
Mentoring 
(Training, 
monitoring 
methods of 
teaching in the CR, 
and follow-up 
training) 
[Quantitative and 
Qualitative] 
Intensive Off-site 
Observations 
(Monitoring Performance 
of UCTs in CR, results 
with Pupils and 
effectiveness of Tutors) 
[Quantitative and 
Qualitative] 
Master 
Trainers 
TOT Resource 
Preparatory Meeting by 
Master Trainers July 19 – 
21, 2009 
 CTP Imp. Team monitor 
meeting 
Tutors Tutor Training 
July 22 - 25, 2009 
Pre-assessment of 
Tutors 
July 22, 2009 
CTP Imp. Team monitor 
Tutor training 
Orientation and 
First Residential Training 
(4 weeks) 
Aug 2 – August 30, 2009 
Pre-assessment of 
UCTs 
August 2, 2009 
CTP Imp. Team and Master 
Trainers monitor orientation 
and residential training UCTs 
 Sept 7 – 15, 2009 UCC with CTP Review 
UCTs 
and 
Tutors 
 Oct 23-25, 2009 
CTP Imp. Team monitor 
Tutor training and UCT in 
CR 
UCTs 
and 
Tutors 
 Nov 27 – 29, 2009 
CTP Imp. Team monitor 
Tutor training and UCT in 
CR 
UCTs 
Second Residential 
Training 
(4 weeks) 
Dec 20, 2008 – Jan 10, 
2010 
 
CTP and Master Trainers 
monitor orientation and 
residential training 
UCTs 
and 
UCC 
 Jan 2 – 15, 2010 UCC with CTP Review 
UCTs 
and 
Tutors 
 Mar 26 – 28, 2010 
CTP Imp. Team monitor 
Tutor training and UCT in 
CR 
Tutors 
District-based Tutor 
Training 
April 1 – 15, 2010 
 CTP Imp. Team monitor 
Tutor training 
UCTs 
and 
UCC 
 May 1 – 15, 2010 UCC with CTP Review 
UCTs Third Residential CTP and Master Trainers 
 
Page 68 
Target 
Trainees Training Schedule 
Exam Schedule 
(Monitoring of 
UCTs knowledge 
of content and 
methods of 
teaching) 
[Quantitative] 
Cluster Training & 
Mentoring 
(Training, 
monitoring 
methods of 
teaching in the CR, 
and follow-up 
training) 
[Quantitative and 
Qualitative] 
Intensive Off-site 
Observations 
(Monitoring Performance 
of UCTs in CR, results 
with Pupils and 
effectiveness of Tutors) 
[Quantitative and 
Qualitative] 
Training 
(3 weeks) 
Apr 18 – May 10, 2010 
monitor orientation and 
residential training 
UCTs 
and 
Tutors 
 June 25 – 27, 2010 
CTP Imp. Team monitor 
Tutor training and UCT in 
CR 
UCTs 
Fourth Residential 
Training 
(3 weeks) 
Aug 1 – 22, 2010 
 
CTP and Master Trainers 
monitor orientation and 
residential training 
UCTs 
and 
UCC 
Aug 15 – August 31, 
2010 UCC with CTP Review 
UCTs 
and 
Tutors 
 Oct 22 – 24, 2010 
CTP Imp. Team monitor 
Tutor training and UCT in 
CR 
UCTs 
Fifth Residential Training 
(3 weeks + graduation) 
Dec 19, 2010 – Jan 9, 
2011 
 
CTP and Master Trainers 
monitor orientation and 
residential training 
UCTs 
and 
UCC 
 Jan 7 – 20, 2011 UCC with CTP Review 
UCTs 
and 
Tutors 
 
Feb 25 – 27, 2011 
[Post-assessment of 
UCTs and Tutors] 
CTP Imp. Team monitor 
Tutor training and UCT in 
CR and randomly survey 
pupils 
 
Page 69 
5.7 Lesson Observation Evaluation Sheet: UCT Off­site Observation Form
Page 70 
5.8 UTDBE Syllabus
(Check marks denote courses completed by UCTs during two years of CTP) 
Page 71 
5.9 Proposed CTP Three­year Syllabus for DBE
PROPOSED UTDBE PROGRAMME REVISED TO RUN FOR THREE YEARS FOR CTP 
YEAR 1 COURSES CRS YEAR 2 COURSES CRS YEAR 3 COURSES CRS
FDC 111: English Language Studies 1   3  FDC: 124 Integrated Science 2  2  FDC 211: English Language 3 
(Methodology) 
3 
EPS 111: Principles and Practice of 
Education 
2  EPS 121: Principles and Methods of 
Teaching in Basic Schools 
2  PFC 212: Methods of Teaching 
Mathematics 
3 
FDC 112 Mathematics 1 (Number and Basic 
Algebra) 
3  FDC 121: English Language (with 
Elements of Literature) 
2  EPS 301: Trends in Education and School 
Management 
3 
PRA 111:Physical Education (Principles, 
Foundations and Methods)  2  GNS 121: HIV and AIDS Education  2  PFC 218: Methods of Teaching  Environmental and Social Studies  3 
FDC114: Integrated Science 1  3  FDC 128: Environmental and Social 
Studies 2 
2  FDC 214 Integrated Science 3 
(Methodology) 
3 
SEMESTER 1 
(January to August) FDC 113: Ghanaian Language and Culture 1  3  FVA 112: Pre‐Vocational Skills (Art  Related)  2  EPS 123: Principles and Methods of Early  Childhood Teaching  2 
FDC 119: Religious and Moral Education 
(Gen. Intro & Methods) 
2  FDC 122: Mathematics (Trigonometry & 
Geometry) 
2  FDC 221: English Language Studies  2 
FDC 118: Environmental and Social Studies  2  FDC 123: Ghanaian and Culture 2  2  FDC 224: Integrated Science 4  2 
PRA 121: Music and Dance (Elements and 
Methods) 
2  GNS 211: Introduction to Information & 
Communication Technology (ICT) 
2  FDC228: Environmental Social Studies  2 
EPS 121: Child and Adolescent 
Development and Learning 
2  EPS 221: Educating the Individual with 
Special Needs 
2  EPS 302: Introduction to Guidance and 
Counseling  
3 
FDC 222: Further Algebra  2  FDC 212: Mathematics (Statistics & 
Probability) 
2   
SEMESTER 2 
(September to December)   ETP 390 Teaching Practice 1  6  ETP 390 Teaching Practice 2  6 
TOTAL  26    28    30 
First Semester Examinations: August           Resit Examination: Easter Break 
Second Semester Examination: December/January 
Page 72 
5.10 Analysis of Results of 1st Year, 1st and 2nd Semester UTC Exam Scores
Table 17: No. of UCTs Referred and passed by Subject Area - 1st Semester 
COE
No.
of
UCTS
English Passed Resit Math Passed Resit Ghanaian Language Passed Resit Education Studies Passed Resit
ABETIFI  100  5  5  21  21  3  3  0  0 
OLA  77  17  17  18  18  7  7  2  2 
TAMALE  83  16  15  19  18  0  0  0  0 
TOTAL  260  38  37  58  57  10  10  2  2 
No. 
Failed      2    1    0    0 
Table 18: No. of UCTs Referred and passed by subject area - 2nd semester 
COE
No.
of
UCTS
English Passed Resit Math Passed Resit Ghanaian Language Passed Resit Education Studies Passed Resit
ABETIFI  100  5  5  8  8  1  1  0  0 
OLA  77  6  6  4  4  0  0  0  0 
TAMALE  83  15  14  18  17  1  1  0  0 
TOTAL  260  26  25  30  29  2  2  0  0 
No. 
Failed      1    1    0    0 
Page 73 
5.11 Analysis of Results of 2nd Year, 1st Semester UCT Exam Scores
Table 19: Number of UCTs Taking Exams 
Centers No. of UCTs No. Referred 1st Semester No. Passed - 1st Semester 
1. Abetifi 100 8 92 
2. OLA 77 8 69 
3.Tamale 83 14 69 
TOTAL 260 30 230 
Table 20: Number of UCTs Referred by Subject Area - 1st Semester 
Education Studies Science Environmental & Social Studies ICT Education 
1. Abetifi 0 5 2 3 
2. OLA 2 7 3 2 
3. Tamale 1 14 2 3 
TOTAL 3 26 7 6 
Table 21: Number of UCTs who Passed the Exam - 1st Semester 
Education Studies Science Environmental & Social Studies ICT Education 
1. Abetifi 100 95 98 97 
2. OLA 75 70 74 75 
3. Tamale. 82 69 81 80 
TOTAL 257 234 253 252 
Table 22: Number of UCTs Referred by Number of Papers - 1st Semester 
1 Paper 2 Papers 3 Papers 4 Papers 
1. Abetifi 6 1 1 0 
2. OLA 4 2 0 2 
3. Tamale 10 2 2 0 
TOTAL 20 5 3 2 
Page 74 
5.12 Distribution of Modules
 Table 23: CTP Distribution of Modules 
Modules Total Quantity UCTs District Education Office (14) Tutors subjects (6) Master Trainers (3) Office (2) 
Mathematics 1 285 260 14 6 3 2 
Mathematics 2 285 260 14 6 3 2 
English Language 1 285 260 14 6 3 2 
English Language 2 285 260 14 6 3 2 
Ghanaian Language 1 285 260 14 6 3 2 
Ghanaian Language 2 285 260 14 6 3 2 
Education Studies 285 260 14 6 3 2 
Integrated Science 1 285 260 14 6 3 2 
Integrated Science 2 285 260 14 6 3 2 
Environmental & Social Studies 1 285 260 14 6 3 2 
Environmental & Social Studies 2 285 260 14 6 3 2 
HIV/AIDS Education 285 260 14 6 3 2 
Principles & Methods of Teaching in Basic School 285 260 14 6 3 2 
Introduction to ICT 285 260 14 6 3 2 
Educating the Individual with Special Needs 258 258 
Total Modules 4,248 3,898 196 84 42 28 
Page 75 
5.13 IFESH Distribution of Donated Books
 Table 24: IFESH Distribution of Donated Textbooks and Learning Materials 
Distribution List Quantity Title Total Quantity Abetifi OLA Tamale 
Literature 6,454 2,153 2,150 2,151 
General Library 1,164 388 388 388 
Dictionary 47 17 15 15 
Math 5,260 1,755 1,752 1,753 
Education Theory 1,099 367 366 366 
English / 
Communication 819 273 273 273 
Computer Science 842 282 280 280 
Science 796 266 265 265 
English 1,981 661 660 660 
Total 18,462 6,162 6,149 6,151 
 
Page 76 
5.14 Other Tables of Analysis
 Table 25: Classroom Attendance Performance by Type of UCT Stipend Payment 
Expected Total Attendance from 
October 2009 – February 2011 Average Attendance 
UCTs Stipend Supported by IFESH 
Male (91UCTs) 271 school days 
Female (76 UCTs) 271 school days 
253 school days (93.5%) 
256 school days (94.5%) 
GES Salaries Pupils Teacher Expected total attendance 
Male (30 UCTs) 271 school days 
Female (11 UCTs) 271 school days 
242 school days (89.3%) 
238 school days (87.8%) 
NYEP 
Male (36 UCTs) 271 school days 
Female (13 UCTs) 271 school days 
240 school days (88.6%) 
232 school days (85.6%) 
 Table 26: Residential Training Attendance Performance by Type of UCT Stipend Payment
Expected Total Attendance at 
5th Residential Training Average Attendance Remarks 
UCTs Stipend Supported by IFESH 
Male (91UCTs) 104 days 
Female (76 UCTs) 104 days 
102 days (98.1%) 
103 days (99%) 
Transport fare in and out are 
paid after the training of all 
UCTs 
GES Salaries Pupils Teacher 
Male (30 UCTs) 104 days 
Female (11 UCTs) 104 days 
99 days (95.2%) 
97 days (93.3%) 
NYEP 
Male (36 UCTs) 104 days 
Female (13 UCTs) 104 days 
92 days (88.5%) 
90 days (86.5%) 
 Table 27: Cluster Meeting Attendance Performance by Type of UCT Stipend Payment 
Expected Total Attendance at 
6th Cluster Meeting Average Attendance Remarks 
UCTs Stipend Supported by IFESH 
Male (91UCTs) 15 days 
Female (76 UCTs) 15 days 
13 days (86.7%) 
13.5 days (90%) 
GES Salaries Pupils Teacher 
Male (30 UCTs) 15 days 
Female (11 UCTs) 15 days 
12 days (80%) 
12 days (80%) 
NYEP 
Male (36 UCTs) 15 days 
Female (11UCTs) 15 days 
14 days (93.3%) 
13 days (86.7%) 
Transport fare in and out are 
paid to them