T-TEL’s TErms, mEssagEs and CommuniCaTions guidE GUIDE FINAL.pdf · 2016. 6. 10. · T-TEL’s TErms, mEssagEs and CommuniCaTions guidE v2_T-TEL’S KEY TERMS, MESSAGES AND COMMUNICATIONS

T-TEL’s TErms, mEssagEs and CommuniCaTions guidE

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v2_T-TEL’S KEY TERMS, MESSAGES AND COMMUNICATIONS GUIDE.indd 1 06/06/2016 12:54

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IntroductIon

T-TEL’s Key Terms, Messages and Communications

Guide has been created to help T-TEL communicate

accurately about the programme to all external

audiences and stakeholders. These include national

education institutions, government officials, the

media, Colleges of Education, schools, teachers,

parents and colleagues working in education in

Ghana and internationally.

It has been developed by T-TEL’s Communications

and Learning team in consultation with T-TEL’s

National Programme Manager, Deputy Programme

Manager and Key Advisers. For any queries, please

contact T-TEL at [email protected].


GlossaryThis glossary presents the agreed terms and abbreviations used for actors and activities in teacher education in Ghana.

Name Acronym Meaning/Role

Student teacher ST A student at one of Ghana’s Colleges of Education. This is preferable to ‘trainees’, which is less clear and is linked closely with ‘training’ (see below).

Pupils School children taught by in-service teachers and student teachers in schools. Not ‘learners’ as this creates confusion with student teachers

Teacher education/ Teacher education sector

What Colleges of Education are providing, and how to refer to the sector. Avoid ‘training’ as this is specific to certain courses and not applicable sector-wide

Leadership programme

Programme of training college leaders, including council chairs in strengthening their institutional and management practices

Teaching practice TP The practical teaching sessions student teachers experience as part of their course at Colleges of Education

School Partnership Advisor

SPA T-TEL’s agents responsible for supporting Teaching Practice Coordinators in colleges with coaching programmes and visiting partner schools

Teaching Practice Coordinators

TPC TPCs provide coaching programmes in colleges and support visits and links to partner schools

Demonstration schools

Partner schools to the Colleges of Education, where student teachers gain teaching practice

Learning journal LJ The collection of documents and notes student teachers have to record and monitor their lessons at colleges

Colleges of Education CoE or college

The institutions responsible for pre-service teacher education in Ghana.

College Improvement Advisor

CIA Education consultants contracted by T-TEL (two per zone) to support the delivery of T-TEL’s Leadership and Management programme, including coaching colleges to put better systems in place to monitor and improve college management and learning culture

College Improvement Plan

CIP A Plan developed out of a self-assessment process and designed to help College leaders bring about transformation and improvement of their college

Teaching and Learning Advisers

TLA Five employed by T-TEL to support the implementation of Professional Development programme to college tutors

Professional Development programme

PD T-TEL’s programmes to improve the professional development of tutors and college leadership

Tutor Professional Development

TPD T-TEL’s programme to improve the professional development of tutors


Professional Development Coordinators

PDC Appointed from within the college tutor staff at each college, responsible for running weekly professional development sessions for all tutors, supported by the TLAs.

Transforming Teacher Education and Learning

T-TEL A four-year Government of Ghana programme, supported by UKAid to transform teacher education and learning in Ghana

Department for International Development

DFID/UKAid

The British government’s department for international aid and development funding and support

Girls’ Participatory Approach to Student Success in Ghana

G-PASS UKAid’s £47 million programme in Ghana ending in 2018, working with national bodies and all 38 Colleges of Education to improve the quality of education and enhance the institutional capacity of the Ghana Education Service from national to district levels to improve gender data collection, analysis, planning, target setting and monitoring.

Ministry of Education MoE Government of Ghana agency responsible for formulating and regulating national education policies

Ghana Education Service

GES An agency under the Ministry of Education responsible for the national delivery of pre tertiary education

National Teaching Council

NTC The Ministry of Education body established under the Education Act (Act 778) responsible for the professional development and licensing of qualified teachers to work in the country

National Council for Tertiary Education

NCTE A statutory body under the Ministry of Education, set up for the regulation of tertiary education in Ghana

National Accreditation Board

NAB A statutory body established under the Ministry of Education responsible for accreditation of tertiary education institutions and programmes

Diploma in Basic Education

DBE The qualification student teachers receive once they complete their education at Colleges of Education

Policy Framework for Pre-Tertiary Teacher Professional Development and Management

PF-PTTPDM

The policy framework designed to guide the professional development and management of teachers in ways that commit them and the education establishment to achieve national education goals

T-TEL’s operating zones A zonal distribution of colleges approved and mandated by PRINCOF: Northern Zone ( comprising all colleges in the three northern regions); Ashanti/Brong Ahafo Zone (comprising Colleges from Ashanti and Brong Ahafo Regions); Volta Zone (comprising colleges in the Volta Region); Greater Accra/Eastern Zone (comprising colleges in Greater Accra and Eastern Regions); Central/Western Zone (comprising colleges in Western and Central regions)

Conference of Principals of Colleges of Education

PRINCOF An association that brings together Principals of Colleges of Education


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t-tEl’s coMMunIcatIon PrIncIPlEs – WHat Is ‘Good’ and ‘Bad’ coMMunIcatIon?

T-TEL’s Communication Principles are:

• Start strong. You will capture people’s attention if you can begin your speech or document by making your key point and introducing them to what you will say or talk about. Think of the headline of what you want to say.

• Think visually. Examples from all over the world show us that stories are much more memorable than facts. Drawing an image in people’s minds will help your message stick and encourage them to share it.

• Boil things down to their essence. A good principle is to cut everything you write by 25%. Crispness and efficiency affect how your communication is received, and it’s incredibly rewarding when the person on the other end comes away with the impression that you’re not wasting a second of their time. The same holds true in a meeting, if you can end the meeting 10 minutes early, that’s the greatest gift you can give your colleagues and will make you look very effective.

• Believe what you say. Rather than saying ‘this is the best approach we could take’, try articulating the problem your approach intends to overcome. You will better engage your audience by discussing a common experience they can relate to.

• Think before you speak. This means you will be clearer, less repetitive and communicate a stronger message. It also means you are likely to employ respectful and non-abusive language, which are not tolerated at T-TEL. If you have a serious issue with how a colleague has behaved towards you or are frustrated with someone’s actions, make sure to clearly raise your concern with the person or component in question, but remain respectful and focus on the matter at hand. Abusive language only increases tension, is not a part of the T-TEL culture.

• Paying attention and listening to each other. In a project as multi-faceted as T-TEL, it can be easy for people’s concerns to get lost in the busyness of the everyday or for others’ to think about their own tasks when others are talking. Make sure to take your colleagues’ points and concerns seriously and if you have an issue that hasn’t been acknowledged, tell colleagues it is important matter that you want to discuss.

• Ensuring statements and requests are backed by evidence. As a Programme underpinned by robust evidence, we must also ensure we provide evidence when engaging with each other and stakeholders. Providing examples also helps others’ understand what we mean and helps us to get to solutions faster.


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t-tEl’s MEssaGInG FraMEWork The T-TEL messaging framework guides the broad content of materials and activities produced within communications and learning for T-TEL. Developed from the programme log frame, the messaging framework ensures that communications retain a sustained focus on the delivery of outputs and outcomes. Whilst specific activities will require further detail, the messaging framework sets the principal purpose of all programme content.

Overarching messaging. T-TEL communications must consistently emphasise the critical need for Ghana to improve learning outcomes, requiring well-qualified and motivated teachers.

Wherever appropriate, our messaging will use facts and data – whether our own or from external sources - to ensure arguments are evidence-based.

kEy MEssaGEsBelow are T-TEL’s key messages laid out in a format that we hope help you communicate to different audiences about T-TEL: what it is, who is involved, what we are doing, and what is the purpose of our work.

aBout t-tEl• Transforming Teacher Education and Learning (T-TEL) is a four-year Government

of Ghana programme, supported by UKAid to transform teaching and learning in Ghana.

• Through an investment of £17 million – over 90 million cedis - T-TEL aims to ensure Ghana’s future teachers are equipped to deliver high quality teaching and learning in schools across the country.

• T-TEL is part of the DFID’s Girls Participatory Approaches to Students Success (G-PASS) programme in Ghana and managed and implemented by Cambridge Education.


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WHy t-tEl Is nEEdEd• Ghana’s continued economic and social progress needs well-qualified, motivated

teachers providing a quality education to the country’s young, especially girls

• Whilst access to education has expanded significantly in recent years, the Government of Ghana recognises that the quality of teaching and learning has not kept pace with the modern-day needs of our rapidly changing nation.

• Student teachers lack proficiency in basic subjects, and have not had the support they need to inspire and educate children to fulfil their potential, as meaningful contributors to society.

• Unless the quality of teaching is addressed, Ghana’s social and economic progress will come under threat. Through T-TEL, it is working to ensure high quality teacher education is the foundation of a high performing education system.

WHat Is t-tEl doInG? • The Government of Ghana through T-TEL seeks to transform the delivery of

pre-service teacher education in Ghana by improving the quality of teaching and learning in education, through support to relevant national bodies, institutions and all 38 public Colleges of Education (CoEs).

• T-TEL is committed to supporting CoEs to make the successful transition into becoming strong tertiary “centres of excellence.”

• Through delivering technical expertise and professional development to College leadership, tutors and schools, T-TEL is providing the resources and skills to give teachers the best chance of excelling in the classroom.

• T-TEL is building strong relationships with the national institutions that contribute to teacher education and Colleges of Education, to ensure institutional and curriculum support for policies and standards that support quality teaching and learning outcomes.

• These are the Ministry of Education (MoE) and the Ghana Education Service (GES), in consultation with national-level institutions, including the National Teaching Council (NTC), the National Council for Tertiary Education (NCTE), the National Accreditation Board (NAB), the National Inspectorate Board (NIB), the Universities of Cape Coast (UCC) and Winneba (UEW) and all 38 Colleges of Education (CoEs).

• Two committees – Steering and Technical Advisory committees - are providing overall strategic direction and technical oversight.


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antIcIPatEd rEsultsBy the end of the four-year programme, T-TEL aims to ensure the right conditions for excellent teacher education are in place for the benefit of teachers, pupils and the country as a whole. Our expected results are:

• Over 35,000 high quality student teachers better prepared, empowered and gender responsive for a career dedicated to improving young Ghanaian minds.

• Improved governance, management and pedagogy in all 40 public Colleges of Education with the participation of over 200 senior education leaders.

• Over 1,500 tutors effectively accessing and using T-TEL teaching and learning materials – available in print and online - for lessons and tutorials.

• Greater innovation in the teacher education system through fund investment of nearly £2 million or 11.5m GHS.


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kEy IssuEs In tEacHEr EducatIon and t-tEl ProGraMME arEasT-TEL has seven principal activity areas to improve teaching and learning outcomes in Ghana, created from the identification of the key issues in the teacher education sector during the inception phase of the programme. The issues and activities are combined here to help you explain HOW T-TEL is addressing key issues in teacher education.

Working in parallel, T-TEL’s key activity areas will raise the standard of pre-service teacher education, producing better teachers and improving the level of education in Ghana overall.


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tutor ProFEssIonal dEvEloPMEntInstituting a professional development programme in all public Colleges of Education and delivering coaching to over 1,500 College of Education tutors, to help student teachers excel.

MEssaGEs• Ensuring tutors are equipped to support the skills development and empowerment

of teachers is critical to delivering improved learning outcomes for Ghana’s school population.

• Tutors have not received the coaching and support they need to sufficiently prepare students to excel when they start work as teachers.

• The accessibility of teaching and learning materials is often limited, meaning tutors cannot always discover recognised successful practices in teacher education.

WHat t-tEl Is doInGThrough this programme, T-TEL enables tutors to demonstrate more engaging, interactive and student-focused instructional methods in their teaching sessions. T-TEL is designing and implementing a coaching programme for College of Education staff to strengthen the course content and teaching methods taught to student teachers, to ensure they are competent and knowledgeable schoolteachers. It is supporting tutors to strengthen student teachers’ acquisition of subject content, especially in English, maths and science and help them meet the varied learning needs of school children. It is also ensuring that teaching and learning materials reflect and promote more effective teaching practices during practice sessions in demonstration schools.

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lEadErsHIP and ManaGEMEntSupporting Colleges of Education to become autonomous ‘centres of excellence’ through improved leadership for college management.

MEssaGEs• To improve performance, it is critical that college principals and their leadership

strengthen their institutions• They must create a learning culture that ensures student-friendly pedagogy and

inspires and motivates tutors to develop their professional capacities. • For transformation to take place, management, administration and most

importantly leadership must be strengthened to ensure changes are embedded in everyday practice.

WHat t-tEl Is doInGT-TEL is working with college leadership, providing a professional development programme that supports the improvement of governance, management and pedagogical direction to enable them to become autonomous tertiary education institutions and produce high quality teachers.

Part of this process includes supporting colleges to develop a College Improvement Plan and helping them drive innovation and results through support from T-TEL funds. Central to this process is T-TEL’s support to college leadership in adopting and integrating gender responsive management practices. T-TEL draws on international expertise in education, using evidence and research to improve college performance, training and systems.

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InstItutIonal rEForMStrengthening the teacher education sector through better coordination, research and policy between national institutions responsible for pre-tertiary teacher education

MEssaGEs• Colleges of Education (CoEs) are, by the Colleges of Education Act (Act 847),

tertiary institutions. However, it is recognised that most of them do not yet meet the criteria for tertiary status and they need greater sector support on the road to becoming ‘centres of excellence.’

• Leadership from NCTE in supporting improved teacher education could be stronger • There is a need for an improved link between teacher assessment and training• Weak coherence between teacher education and in-service work means teachers

are not prepared to deliver high quality in the classroom.

WHat t-tEl Is doInGT-TEL is working with government and national education institutions to enhance the effectiveness and coordination of the teacher education sector, supporting and clarifying functional responsibilities, guidance and policy and building capacity in key institutions.

We will support Colleges transition through the steps towards accreditation as tertiary institutions through a roadmap process. This will improve the operating and policy context for Colleges of Education, allowing them to function optimally, achieve full tertiary status and provide an effective environment for producing high quality teachers prepared to excel in the classroom.

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currIculuM and assEssMEntImproving teaching and assessment for better learning outcomes, through support for DBE curriculum reform and creating national teacher standards

MEssaGEs• Ensuring the curriculum used by Colleges of Education to train student teachers is

effective and central to improving Ghana’s education outcomes.• Currently, curriculum and assessment prioritise subject knowledge over teaching

skills, increased by the breadth of the curriculum• Subject content does not always correspond with school curricula• Tutors have limited opportunity for professional development • Access to expert resources is limited for many student teachers • The DBE curriculum requires further development and assessment

WHat t-tEl Is doInGT-TEL is supporting reform of pre-service Diploma in Basic Education (DBE) curriculum and assessment. Underpinning curriculum reform is the need to agree a philosophy of pre-service teacher education, develop a set of agreed teacher competencies and professional standards, and agree a process and timeline for a comprehensive review and potential reform of the curriculum, to ensure it is fit for purpose in preparing teachers for the subjects and classes they will teach. T-TEL is facilitating discussion amongst all university providers and government partners to achieve these aims.

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scHool PartnErsHIPsStrengthening school partnerships to ensure student teachers experience high quality teaching practice in the classroom before graduating

MEssaGEs• Currently student teachers are not adequately prepared for the classroom and

doesn’t allow them to put their learning at colleges into practice• There is inconsistency between CoEs in procedures and the timing of each Teaching

Practice • Strong partnerships between CoEs and schools are at the heart of effective

teaching practice, though links have been historically weak• Lack of consistency in supervision and assessment of student teachers during each

teaching practice• Lack of follow-up by CoEs after student teachers complete each teaching practice

session.

WHat t-tEl Is doInGTeaching experience in real schools is essential if student teachers are to become effective beginning teachers. Student teachers must be supported to learn how to teach, before, during and post teaching practice. T-TEL is focused on improving teaching practice, including the provision of effective mentoring for student teachers, by helping colleges forge better links with partner schools and supporting districts.

T-TEL is supporting Colleges of Education to design and build strong and sustainable partnerships with their demonstration and partner schools, by building the competence of lead mentors, operationalising national policies to protect student teachers and meeting NAB accreditation standards. It supports head-teacher professional development in school management and effective pedagogy through the provision of expert resources, guidelines and workshops, to provide day-to-day leadership on teachers’ professional conduct and support and monitor effective teachers to mentor student teachers. It also involves alternating periods of teaching practice in schools with study periods in colleges.

It is also training district officials to guide student teachers on their teaching practice and create an environment that supports the implementation of improved teaching practice provided by colleges.

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GEndEr and InclusIonPromoting female teacher development and girls’ success in schools, through enhanced gender-responsive practices across the teacher education sector

MEssaGEs• Gender inequality is a serious problem in Ghana, and Africa and the wider world.

Without the equal participation of women, neither society nor the economy will flourish

• There is an insufficient number of female teachers, especially at secondary or tertiary levels and in certain subjects in Ghana.

• Teachers are insufficiently gender responsive or aware of how to integrate gender equal practices and lessons into their work

• Female teachers are often subject to discrimination and worse sexual harassment in their profession.

WHat t-tEl Is doInGTo increase female student teacher enrolment and the success of female school pupils, there must be interventions at both policy and practice levels. T-TEL is working to integrate gender and inclusion across the teacher education sector, specifically in creating CoEs as equitable work places and learning environments, with support for girls’ educational success. This involves ensuring college tutors emphasise the importance of girls’ learning and progress in schools and helps student teachers think about strategies to overcome barriers. T-TEL is also working with government and colleges to develop and support creative approaches to making CoEs more gender-responsive.

It is also working at institutional, organisational and individual levels to address issues such as gender responsive pedagogy, sexual harassment and the recruitment and career development of women tutors into male-dominated subjects such as science and maths. It is supporting policy development to ensure girls’ safety, protection and welfare in the school environment.

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cHallEnGE Fund and PayMEnt-By-rEsults FundProviding funds to promote innovation and improved management in Colleges of Education and their district, school and civil society partnerships

MEssaGEs• A lack of innovation in the teacher education sector means that the country’s

Colleges of Education (CoEs) are not producing the high quality individuals our classrooms and our country needs

• Colleges of Education have received insufficient technical and funding support to deliver strong results and make the successful transition to becoming autonomous tertiary institutions

• Institutional governance of Colleges and effective leadership and management is critical to ensuring they can adequately and innovatively prepare the country’s future teachers to pass on excellent knowledge and life skills to Ghana’s schoolchildren.

WHat t-tEl Is doInG T-TEL aims to incentivise performance improvements and encourage innovation across the teacher education sector. It is doing this by investing significant resources into two funds.

The Challenge Fund is directed at stimulating innovation in teacher development, tutor professional development, college management, gender and inclusion and improved partnerships. It is subject to an application process open to Colleges of Education, their partner and model schools, universities, civil society organisations (CSOs) and non-governmental organisations (NGOs) working both at the local and national level.

The Payment- by-Results Fund is designed to incentivise the improvement of management of Colleges of Education, by aligning with their College Improvement Plans (CIPs) and incentivise their successful implementation.

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t-tEl FrEquEntly askEd quEstIons Below are examples of questions you may be asked by different stakeholders - institutional partners, media, colleges, schools etc - and example answers you can draw from to answer them.

talkInG to tHE MEdIa T-TEL’s Senior Leadership and Communications team are the official spokespersons for T-TEL. If the media asks you unplanned questions at an event, please refer them to T-TEL leadership or take their details and pass them on. You are not responsible for giving an official position on anything to do with T-TEL.

Why is t-tEl launching now?

T-TEL comes at a critical moment for education in Ghana. Economically, Ghana has made great strides in recent years and access to education has expanded dramatically. As a middle-income country, the challenge is to equip current and future young generations with the skills to strengthen Ghana’s prospects, creating a robust and successful society.

The Government of Ghana recognises the need to dramatically improve teaching so that more young people can play their part in Ghana’s progress. The new policy framework, called Pre-Tertiary Teacher Professional Development and Management is intended to ensure that teachers are adequately prepared to respond to the changing needs of education in Ghana through clear and explicit standards which all pre-tertiary teachers must adhere to.

Who exactly is supporting and implementing t-tEl?

T-TEL is a Government of Ghana programme, supported by UKAid, UK’s Department for International Development (DFID), as part of its Girls Participatory Approaches to Student Success (G-PASS) Programme. It is designed to build and support the capacity of the teacher education sector in Ghana, and ensure the country’s next cohort of teachers are well-equipped and motivated to deliver quality teaching and learning outcomes in schools.

The four-year programme is being implemented by Cambridge Education, an education development agency with 25 years’ experience ensuring national education systems deliver better results for schools and pupils. T-TEL staff comprises mostly Ghanaian education and operations professionals.


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How will colleges of Education be supported to improve teacher education delivery?

Colleges of Education will improve by:• Receiving more coordinated support

from national institutions. T-TEL will work to clarify roles, improve guidance to CoEs and drive policy processes for curriculum reform

• Improving governance and management through excellent teaching and performance. T-TEL is providing professional development directly to college principals and councils, developing skills and enhancing the systems used to monitor and improve college results

• CoE tutors have professional development opportunities which equip them to educate and inspire the country’s new generation of teachers. T-TEL is improving teaching practice, through professional development and mentoring, providing better teaching materials, and ensuring teaching is practical and interactive.

What tools or resources will ensure better teaching in schools?

The curriculum used by Colleges of Education to educate student teachers will be revised to deliver better quality teaching. T-TEL is supporting the reform of pre-service DBE curriculum and assessment and developing national teacher standards and competencies, so that teachers can measure their progress against nationally recognised standards of excellence.

T-TEL is developing a series of tutor professional development materials on 12 pedagogical themes, including talk for learning, questioning, collaborative learning, use of teaching and learning materials, gender, etc. The materials are supported by a series of videos, seeking to engage tutors in professional dialogue for feedback and learning.

Technological devices are being provided to colleges to increase access to professional development materials for tutors and teachers, which support innovative practices and shared learning.

Student teachers are receiving valuable, practical experience of the classroom and teaching situations so they are prepared to deliver high quality teaching as professionals. T-TEL is improving teaching practice, supporting effective mentoring for student teachers and helping colleges forge better links with partner schools and supporting districts.


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How will the programme address gender inequality in the teaching profession?

T-TEL is ensuring that Colleges of Education and their institutional partners are adopting gender responsive practices in leadership and management, and approaches to teacher training, to ensure girls and boys equally succeed in the classroom. We are also supporting CoEs to encourage more women student teachers to qualify as teachers.

How is the programme driving innovation and performance in coEs and the teaching profession?

T-TEL is providing funds to promote innovation and improved performance and results in colleges. The Challenge Fund is encouraging the spread of innovative approaches to teacher education delivery and our Payment by Results Fund aims to reward those Colleges demonstrating a clear path to improvement. Colleges can apply in partnership with partner civil society organisations, district education offices and schools.

antIcIPatEd rEsultsBy the end of the four-year programme, T-TEL aims to ensure the right conditions for excellent teacher education are in place for the benefit of future generations. Our expected results are:

Over 35,000 high quality student teachers, better prepared, empowered

and gender responsive for a career dedicated to improving young Ghanaian

lives

Improved governance, management and pedagogical direction in all 38

public Colleges of Education with the participation of over 200 senior leaders

Investment of £17 million over 4 years

929 tutorseffec�vely using T-TEL teaching and learning

materials for lessons and tutorials

Over 35,000

be�er-trained teachers, prepared and mo�vated for a career dedicated to improving young minds

Investment of £2 million targeted towards encouraging innova�on across

the educa�on sector, out of a total investment of £17 million in the programme over 4 years

30,00020,000 40,000

929 tutors

effec�vely using T-TEL teaching and learning materials for lessons and tutorials

Improved governance, management and pedagogical direc�on in

public Colleges of Educa�onall 38

Over 35,000

be�er-trained teachers, prepared and mo�vated

for a career dedicated to improving young minds

10,000

20,000

30,000

40,000

all 38




Over 35,000




30,00020,000 40,000

929 tutors




Over 35,000



10,000

20,000

30,000

40,000


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How will t-tEl improve the professional development of teachers?

Tutors will be equipped with the necessary skills to educate and inspire the country’s future teachers. Highly effective teaching approaches and enhanced partnerships with schools will give student teachers the skills to become effective leaders in the classroom.

How can I benefit from t-tEl?

All T-TEL materials are shared as Open Educational Resources, under the Creative Commons Attribution ShareAlike license. This means that all T-TEL materials can be used and adapted by others (as long as T-TEL is attributed, and resulting materials are shared under the same licence). Permission for further use or adaptation has been granted.

Over 1,500 tutors effectively accessing and using T-TEL teaching and learning

materials – available in print and online - for lessons and tutorials

Greater innovation in the teacher education system through fund investment of nearly £2 million

or 11.5m GHS.




Over 35,000




30,00020,000 40,000

929 tutors




Over 35,000



10,000

20,000

30,000

40,000


crEatIvE coMMons and oPEn EducatIonal rEsourcEs

Often educational resources - such as books and online materials - are copyrighted, with no licence granting permission for wider distribution or reuse. For example, while much internet content is “free” to read, it is not “free to reuse”, and permission needs to be sought from the copyright holder, even for educational purposes. By contrast, “open content” (including Open Educational Resources, OER), already has permission for access, distribution and reuse. The Creative Commons licences are a commonly used legal framework to provide this permission.

Creative Commons licences pose various conditions, such as the requirement to attribute, or to retain the same licence when sharing adaptations (“share alike”). All T-TEL materials are shared as Open Educational Resources, under the Creative Commons Attribution ShareAlike licence. This means that all T-TEL materials can be used and adapted by others (as long as T-TEL is attributed, and resulting materials are shared under the same licence). There is no need to seek permission: use or adaptation of the T-TEL materials has already been permitted under this licence.

Materials available under this licence are identified by the Creative Commons licence badge (“CC BY-SA”), and reference provided. See the example below.

To facilitate sharing and reuse, many T-TEL materials are not only published as PDF and ePub versions (which are easy to read, but sometimes difficult to adapt). We also publish versions as Word documents, and make the original InDesign documents available too. Versions are also made available offline for Colleges of Education, so that weak internet connections do not pose a barrier to the use and adaptation of materials.

Adapted from: B. Haßler, T. Mays, Open Content, Creative Commons Attribution 4.0, http://bjohas.de/Publications/Hassler_Mays_OpenContent.

To find out more about OER and Creative Commons, visit http://oer.educ.cam.ac.uk/wiki/OERGS.



Transforming Teacher Education and Learning (T-TEL)No. 135 Ambassadorial Residential Area, East Legon-Accra, PMB L47, Legon-Accra

Email: [email protected]

For further information please contact:


Documents

T-TEL’s TErms, mEssagEs and CommuniCaTions guidE GUIDE FINAL.pdf · 2016. 6. 10. · T-TEL’s TErms, mEssagEs and CommuniCaTions guidE v2_T-TEL’S KEY TERMS, MESSAGES AND COMMUNICATIONS