Introduction

Historically, teacher trainees organized agitations in the 1970s and early 1980s on grounds of fair treatment and recognition both by the Government and College authorities. It is on record that in the 1970s, teacher trainees organized meetings to petition the Government when they felt threatened as a results of their uncertainty about their status and qualification.

Again, there was a similar agitation for the recognition of trainees’ allowance in the early 1980s. However, many beneficiaries of teacher education afterward had a deep-seated conviction about what a union of teacher trainees could do for its members and the nation at large. Many were of the view that even though the National Union of Ghana Students (NUGS) existed, their focus was more on issues affecting university students. Many also agreed that teacher trainees need an Association for the benefit of cooperation as expected in every human endeavor. Some teacher trainees welcomed the idea as a very important tool whiles others were indifferent about the decision.

In the early 1990s teacher trainees forged ahead to form the Teacher Trainees’ Association of Ghana (TTAG). This attempt faced stiff opposition from College authorities. Some employed all kinds of strategies to destroy the seed before its germination. Apparently, the contention of the College authorities was that such a union would make Colleges of Education, the then Teacher Training Colleges ungovernable. This notwithstanding, as also said by Nathanael Greene “we fight, get beat, rise and fight again”, between the end of the 1994/95 and the beginning of the 1995/96 academic year, the ground became fertile for the formation of TTAG.

Subsequently, the Association was officially inaugurated colorfully on 3rd February, 1996 at the Presbyterian College of Education, Akuapem-Akropong by Mrs. Elizabeth Addabor, the then Director of Teacher Education Division (TED) of the Ghana Education Service. Mrs. Addabor is equally on record as having offered her unflinching support to the founding fathers of the Association. It is worthy of notice that before TTAG was inaugurated, teacher trainees in the three Regions of the North had a union called Association of Teacher Training Colleges in the Northern Sector (ATTRICONS). TTAG has its motto “a model for development” with the slogan TTAG – We mean well! ttag!! we mean well!

Its logo is similar of “Nyansapo,” which literally means a store of knowledge, as the Akan tradition signifies that teachers are intelligent folks. The pentagonal shape of the logo also shows the five administrative sectors of the Association which comprises colleges in Ashanti, Bono, Bono East and Ahafo Regions (ASHBA), the five Regions of the North (ATTRICONS), Volta and Oti Regions (VOLTA), Eastern and Greater Accra Regions (EGA), Western, Western North and Central Regions (WEC). In September 2001, at the 6th Annual Delegates’ Congress held at St. John Bosco College of Education, Navrongo, Congress approved a written document as the Association’s Constitution. On February 13, 2011, at a mini-congress held at Jasikan College of Education, Jasikan, the Constitution was reviewed and approved for the first time under the chairmanship of Mr. Michael Paa Quecy–Adu.

Membership and Leadership

Aims and Objectives

1. To champion the cause of teacher trainees in Ghana.
2. To serve as the mouthpiece of teacher trainees.
3. To promote high academic, professional, and moral standards among trainees.
4. To promote cooperation, understanding, and friendship among students of the Colleges of Education in Ghana and other student bodies both in Ghana and abroad, so far as the aims and objectives of such bodies do not conflict with those of TTAG.
5. To encourage social programmes among teacher trainees.
6. To assist the authorities of the Colleges of Education in Ghana to develop the Colleges and help find solutions to problems as and when they arise.

Milestones and Achievements

One of our pivotal achievements has been the establishment of the TTAG & T-TEL Internship Scheme. This initiative has not only provided valuable practical experience for Teacher Trainees but has also strengthened the bridge between academic learning and real-world classroom dynamics.

Our relentless advocacy efforts led to the restoration of the Teacher Trainee allowance, a vital support system that eases the financial burden on Teacher Trainees. This accomplishment stands as a testament to our commitment to the welfare and well-being of our members.

Recognizing the need for continuous professional development, TTAG has been at the forefront of organizing capacity-building programs. These initiatives aim to enhance the skills and knowledge of our Teacher Trainees, preparing them for the dynamic challenges of the education sector.

In our pursuit of inclusivity and equal opportunities, TTAG has taken a proactive stance by financially supporting brilliant but needy students. By alleviating the burden of examination fees, we ensure that no deserving student is hindered in their academic pursuits.

TTAG has consistently advocated for reforms in the Ghana Teacher Licensure Examination (GTLE), championing a shift from subject-based to subject-specific assessments. Our advocacy aims to ensure that the examination aligns with the evolving needs and expectations of the teaching profession.

Collaborations and Partnerships

Challenges and Resilience

Current Status and Future Directions

Contact

Mobile: 

Email 1: 

Email 2: ttag@coeresourceshub.org