In March 2026, Holy Child College of Education (HCCE) celebrates a remarkable milestone of 80 years of dedicated service to teacher education, community development, and national progress. Founded on 5 March 1946 by the Society of the Holy Child Jesus as a Catholic faith-based teacher training institution in Cape Coast, the College has evolved from modest beginnings into one of Ghana’s leading centres for the preparation of professional educators.

A LEGACY OF GROWTH AND DEVELOPMENT

The history of Holy Child College of Education cannot be divorced from the vision of the Foundress of the Society of the Holy Child Jesus, Venerable Cornelia Connelly, who founded the Society of the Holy Child Jesus in England, where the need for the education of girls was very great. She set up her first convent in Derby, England, in 1846 and over the years established schools for the education of all classes.

She developed a method of education based on trust and reverence for the dignity of every human being. This vision is what characterises Holy Child College and makes this institution very unique.
In 1930, the Sisters of the Holy Child Jesus came to Africa and established schools in the then Eastern Nigeria.

The pioneers of the African Mission included Mother Joachim Forster, a pioneer in the Gold Coast Mission. The success of their mission attracted Archbishop Porter of Cape Coast, who wrote to the then Provincial at Mayfield, Rev Mother Paul O’Connor SHCJ, to send sisters to the then Gold Coast Vicariate in 1934.

On January 28th 1946, the first three pioneers, Rev Mother Joachim Forster, Rev Mother Cyril Smith and Rev Mother St Edward Charlton, sailed from England and disembarked at Takoradi on February 20th 1946. On 5th March, 194,6 the College and School were started in Cape Coast. There were 120 students admitted initially, 70 for the Training College and 50 for the school.

By 1955, the number of students in both the College and Secondary had doubled. It therefore became necessary to transfer the training college department to Takoradi. On 18th February, 1955, the College was moved to its present site on top of Fijai Hill to share borders with Fijai and Kweikuma Townships. The Founders of the college believed in the holistic training of the human being.

These virtues have been boldly enshrined in the College’s values. The College has produced a good number of women as qualified teachers. Our products are found functioning actively as teachers and lecturers at all levels of educational institutions, including universities. Some also occupy high executive positions in some tertiary institutions.

From a humble beginning of seventy (70) pioneer students, the College currently has a student population of one thousand, two hundred and ninety-two students and a staff strength of eighty-five (85). The academic staff has a population of 39, made up of 22 males and 17 females. The rest are the Non-academic/ auxiliary staff, numbering 46, of which 35 are males and 11 females.

The transition from traditional teacher certification to tertiary education status came with the enactment of the Colleges of Education Act, 2012 (Act 847), placing the College under the regulation of the National Council for Tertiary Education, now Ghana Tertiary Education Commission (GTEC). Subsequent affiliation with the University of Cape Coast has strengthened academic quality and relevance.

The College has run various programmes of studies over the years, beginning with 2-Year Post-Middle Teachers Certificate “B’ programmes through to the current 4-Year Bachelor of Education (B. Ed) programmes.

PROGRAMMES OF STUDY THROUGH THE YEARS

S/N PROGRAMME OF STUDY PERIOD

1 4-Year Post-Middle Certificate ‘A’ and certificate ‘B’ 1940s and 50s

2 2-Year Post-Middle Certificate ‘B’ 1960

3 4-Year Home Science Bias Course 1963

4 2-Year Specialist Course for Certificate ‘A’ 1969

5 2-Year Vocational/Specialist Course 1974

6 2-Year Post Secondary Certificate ‘A’ 1976

7 3-Year Post Secondary Certificate ‘A’ 1977

8 4-Year Post Middle Certificate ‘A’ 1981

9 2-Year Modular Course for Untrained Teachers 1984

10 4-Year Diploma in Basic Education for Untrained Teachers (UTDBE) 2006

12 2-Year Diploma in Basic Education (Sandwich) for
Certificate ‘A’ Teachers 2007-2009

13 3-Year Diploma in Basic Education (General Programme) 2004-2020
14 3-Year Diploma in Basic Education (Early Childhood Education
Programme) 2008-2020

15 4-Year B.Ed. programme in Early Childhood Education, Primary
Education & Junior Secondary Education 2018-Date

Today, the College trains hundreds of women annually, equipping them with both academic and professional competencies to teach effectively in basic schools across the country.

INSTITUTIONAL CULTURE

The unique training at Holy Child College of Education

Holy Child College of Education trains people not only to teach in pre-tertiary institutions but,t more importantly, also trains them for life. Holistic development of the learner, therefore, becomes the pre-occupation as learners are regularly taken through good grooming and daily routine practices.

Good grooming practicesfocuss on hygiene, neat appearance, and positive habits that build confidence and health. These routines promote discipline and better social interactions in school settings. The unique training in the college with emphasis on good grooming involves: caring for the environment, caring for the self, home management, time consciousness and how to relate with people.

With respect to care for the environment, trainees of the college clean classrooms/lecture halls and the college grounds. They are trained to avoid littering and also conserve resources like water and electricity during lessons, and promote eco-awareness in young learners. Such habits inculcated in the learners build responsible citizenship right from the school vicinity before the learner goes into the larger community.

Trainees of the college are consciously taught about self-care practices, which include keeping the hair neatly combed or tied back, wearing modest attires and speaking clearly with a positive tone. Moreso, trainees are trained to receive and greet visitors with a warm handshake and eye contact.

This ensures a polished image that commands respect in teaching practicums. In Holy Child, daily routines like neat dressing signal readiness to lead.

Home management is another aspect of our training which encompasses care for the family. Care for the family involves balanced meal preparation and supporting spouses through shared chores, teaching trainees work-life balance for sustained teaching careers.

Maintaining a tidy home to reduce stress, allowing focus on lesson planning. This training also prioritises spouses’ well -being via communication and mutual help.

Time management is a practice which underpins all that we do in Holy Child. Apart from the fact that each trainee is taught how to manage her personal timetable of events, they are also taught how to attend to social programmes on time. For instance, trainees are to arrive and get seated for all programmes 10 to 15 minutes before the start of the programme.

This practice has caught on so well with our students that, wherever they are posted to teach, they display this unique attitude. Tracer reports from our products in the field allude to this, and as an institution,n we are so proud of inculcating this noble ideal in our trainees.

The college has a unique vision which state s: “A pacesetting College in the training of knowledgeable and dedicated teachers for pre-tertiary schools in Ghana” The mission is quoted as “ The mission of our undergraduate teacher preparation is to make Holy Child College of Education become a centre of excellence mandated to train competent, reflective, concerned, dynamic and professional teachers through inquiry, technological and field-based learning experiences aimed at providing holistic education for lifelong learning and growth in students”

Core Values

⦁ Primacy of the Spiritual

⦁ Trust and Reverence

⦁ Development of Gifts

⦁ Academic Excellence

⦁ Respect for the Dignity of Each Person

⦁ Concern for the Individual

⦁ Punctuality

Moral and Religious Traditions of the College

As a Faith-Based Catholic Institution, the college emphasises moral standards and personal commitment to serve society. Students, in turn, are encouraged to foster a spirit of honesty, good manners, respect and service and to live these values.

The motto of the college is “FACTA NON VERBA”, meaning “ACTION, NOT WORDS”. The official college colours are: Brown and White. These colours are deeply symbolic of the institution’s Catholic Identity. The brown colour symbolises humility, groundedness, and service, reflecting reliability and modesty, while the white colour represents purity and truth, projecting integrity and spiritual joy.

PARTNERSHIPS AND COLLABORATIONS

The College has a partnership agreement with 53 basic schools in five districts where our mentees go for the Supported Teaching in School attachment. The districts are: Sekondi Takoradi Metro (STMA), Effia Kwesimintsin Municipal (EKMA), Ahanta West, Mpohor East and Mpohor West. The College has a partnership agreement with Mpohor Senior High School and Holy Child School, Cape Coast, for the promotion of inclusivity.

Again, a special partnership agreement has been signed with Kibi College of Education on Pedagogy and Teaching Practice.

Partnership withthe University of Cape Coast

One of the most defining chapters in the history of Holy Child College of Education (HCCE) is its enduring academic partnership with the University of Cape Coast (UCC), a relationship that has significantly shaped the College’s transition into a modern tertiary institution and strengthened the quality of teacher education delivered over the years.

The collaboration far pre-dates the period when Ghana’s Colleges of Education were repositioned under the tertiary education system. With UCC’s long-standing reputation as Ghana’s premier teacher education university, its selection as the mentor university for Holy Child College of Education was both strategic and transformative.

Our affiliation with the University of Cape Coast has been a major pillar of our academic growth. It has ensured that our programmes meet national and international standards of quality.

Guiding the Transition to Tertiary Education

Through the mentorship arrangement, UCC has provided academic oversight, curriculum guidance, and quality assurance, particularly during the transition from certificate and diploma programmes to the Bachelor of Education (BEd) degree. Course structures, assessment standards, and moderation processes are aligned with UCC’s rigorous academic framework.

This partnership has enabled Holy Child College of Education to confidently implement reforms in teacher education while maintaining consistency and credibility across Ghana’s tertiary system. UCC’s role has gone beyond supervision; UCC has been partners in curriculum development, assessment, and the professional growth of our tutors.

Capacity Building and Professional Development

Over the years, the University of Cape Coast has supported staff development at Holy Child College of Education through training, academic mentoring, and opportunities for tutors to pursue higher degrees. Many faculty members have benefited from postgraduate programmes at UCC, enhancing teaching quality, research capacity, and academic leadership within the College.

This continuous professional development has directly impacted student outcomes, contributing to improved academic performance and stronger professional competence among graduating teachers.

Quality Assurance and Academic Standards

UCC’s involvement in examination moderation, accreditation support, and graduation processes has ensured that certificates awarded to Holy Child graduates carry strong academic credibility. Graduates of the College are therefore well-positioned for further studies and professional advancement within Ghana and internationally. The confidence our graduates have today is partly because they know their degrees are backed by the University of Cape Coast.

Looking to the Future

As Holy Child College of Education marks its 80th anniversary, both institutions are exploring ways to deepen collaboration, particularly in research, innovation in pedagogy, and the integration of digital learning technologies. Our vision is to move from mentorship to deeper academic collaboration. We look forward to joint research initiatives, expanded staff exchanges, and new programmes that respond to 21st-century education needs.

A Model Partnership in Teacher Education

The relationship between Holy Child College of Education and the University of Cape Coast stands as a model of how mentorship in tertiary education can drive quality, accountability, and continuous improvement. As the College looks ahead to its next decade, this partnership remains a cornerstone of its mission to train competent, ethical, and innovative teachers for Ghana’s future.

Key Milestones in the Holy Child/UCC Partnership

Holy Child College of Education formally entered a mentorship arrangement with the University of Cape Coast as part of national reforms to upgrade Colleges of Education. Key milestones are listed below:
2012: The passage of the Colleges of Education Act, 2012 (Act 47), grants full tertiary status to Colleges of Education. UCC’s role in academic supervision, quality assurance, and certification becomes more pronounced

2013 – 2017: UCC supports Holy Child College of Education in running and stabilising the Diploma in Basic Education (DBE) programme, including curriculum guidance, external moderation, and staff capacity building.

2018: Introduction of the four-year Bachelor of Education (BEd) programme nationwide. UCC provides curriculum frameworks, assessment structures, and academic oversight for implementation at Holy Child College of Education.

2022: Holy Child College of Education records strong academic performance in the BEd programme, reflecting the maturity of the UCC mentorship model.

2023 – 2025: Graduating cohorts record an increased number of first-class honours, attributed to improved teaching quality, tutor development, and rigorous assessment systems under UCC supervision.

2026: As Holy Child College of Education marks its 80th anniversary, the UCC partnership stands as one of the institution’s most impactful academic alliances.

The Holy Child College of Education and University of Cape Coast partnership remains a model of effective university mentorship, demonstrating how collaboration can enhance quality, credibility, and institutional growth in teacher education.

Holy Child College of Education, T-TEL and Sabre Trust Partnerships

Beyond its long-standing academic mentorship with the University of Cape Coast, Holy Child College of Education (HCCE) has benefited significantly from strategic partnerships with Transforming Teacher Education and Learning (T-TEL) and Sabre Trust.

These collaborations have played a critical role in strengthening teaching quality, institutional governance, and student learning outcomes. Our partnership with T-TEL and Sabre Trust marked a turning point in how we approached teaching, leadership, and accountability.
Partnership with T-TEL: Transforming Classroom Practice

Holy Child College of Education became an active beneficiary of the T-TEL programme, a government-led and donor-funded initiative aimed at improving the quality of teacher education across Ghana’s Colleges of Education. Through this partnership, the College embraced learner-centred pedagogy, reflective teaching, and improved assessment practices.

Key collaborative interventions included:

⦁ Tutor professional development workshops focused on interactive teaching methods, lesson planning, and inclusive education

⦁ Introduction of the “Talk for Learning” and active learning approaches, moving away from rote teaching

⦁ Improved assessment and feedback systems aligned with national teacher education standards

⦁ Leadership and management training for college administrators and heads of department
T-TEL and Holy Child College of Education collaborated and undertook three major projects, namely:

⦁ Challenge Fund project. Implemented in Holy Child College of Education from 2016 – 2017.

⦁ College Improvement Plan (CIP). Implemented in Holy Child College of Education from 2016 – 2017.

⦁ Gender Responsive Improvement Plan: Implemented in Holy Child College of Education from 2018 – 2019.

T-TEL challenged us to rethink how tutors teach and how students learn. Today, our classrooms are more engaging, reflective, and learner-focused. The impact of T-TEL’s interventions is evident in improved tutor confidence, stronger student participation, and enhanced academic performance in recent graduating cohorts.

Partnership with Sabre Trust: Strengthening Leadership and Governance
Complementing T-TEL’s pedagogical focus, Sabre Trust partnered with Holy Child College of Education to strengthen institutional leadership, governance, and accountability systems. Sabre Trust’s work emphasised ethical leadership, transparent management, and data-driven decision-making.

Collaborative activities included:

⦁ Training of College leadership and governing council members

⦁ Support for strategic planning and performance management

⦁ Strengthening internal quality assurance and monitoring systems

⦁ Mentoring programmes aimed at building leadership confidence and institutional resilience

Sabre Trust helped in strengthening the governance structures and leadership culture of the college. Their support ensured that academic excellence was matched with sound management.

Impact on Students and Institutional Culture

The combined influence of T-TEL and Sabre Trust has contributed to a noticeable shift in the College’s academic and administrative culture. Students are now more actively engaged in their learning, tutors are more reflective in their practice, and management decisions are increasingly evidence-based.

These partnerships have also supported Holy Child College of Education’s smooth transition into the Bachelor of Education (BEd) programme, ensuring that reforms were not only structural but meaningful at the classroom level.

Sustaining the Gains

Although the formal funding phases of these programmes have ended, Holy Child College of Education remains committed to sustaining the gains made through these partnerships. The true success of these collaborations is that their impact has endured. We have internalised the values of quality teaching, accountability, and continuous improvement.

A Model of Effective Collaboration
As the College celebrates 80 years of excellence, its partnerships with T-TEL and Sabre Trust stand as examples of how collaboration between institutions and development partners can transform teacher education. The lessons learned continue to guide Holy Child College of Education as it prepares educators capable of shaping Ghana’s future classrooms.

Contributions of the Students' Representative Council (SRC) of the College

The SRC of Holy Child College of Education has contributed significantly to academic support initiatives, student welfare advocacy, campus infrastructure development, sports, cultural activities, and community outreach. Through democratic leadership and service, the Council has nurtured future educators and national leaders while supporting the overall growth and reputation of the College.

As the College celebrates its 80th Anniversary, the SRC proudly reflects on decades of commitment to service, partnership, and student empowerment, and reaffirms its dedication to the continued advancement of the institution. Since its establishment, the Students’ Representative Council (SRC) of the College has been a strong voice for student welfare, leadership, and academic excellence. Over the years, the SRC has served as a vital link between students and management, promoting dialogue, unity, and responsible student leadership.

ACHIEVEMENTS THAT DEFINE A PROUD JOURNEY
Over eight decades, Holy Child College of Education (HCCE) has contributed significantly to Ghana’s education sector:

⦁ Graduation of generations of trained teachers who have served in basic, secondary, and tertiary institutions nationwide, and occupied leadership roles in education and beyond.

⦁ Outstanding steady academic outcomes over the years, and recently evidenced by the first, second and third graduating cohorts from the new 4-year BEd programme recording the highest number of first-class honours (41) in the College’s history, is a testament to rising academic standards and rigorous training.

⦁ Infrastructure development, including the building of a new auditorium (Bishop John Martin Darko Auditorium) named after the first Council Chairman of the college since the elevation of the college to a tertiary status and sprawling lecture facilities, enhancing the learning environment for students and staff.

⦁ Two new halls of residence (Society of Holy Child Jesus Hall anMrss Cecilia Harry Quaye Hall) have been added to the existing five, making a total of seven halls of residence. The five other halls are: Anita, Joachim, Colum, Kathleen Marie and Ellis.

⦁ Construction of two boreholes that supply water to the college community

⦁ Establishment of Holico Natural Mineral Water, which produces water for the college community and also sells to the immediate community

CHALLENGES ALONG THE WAY

Despite its distinguished legacy, the College faces critical challenges that threaten to slow its progress. Leadership has highlighted a pressing shortage of basic learning and teaching infrastructure, including academic chairs, adequate facilities, and poor internal roads that impede access and safety on campus.

Other constraints include accommodation shortages for students, with hostel construction projects experiencing delays despite recent government support, and gaps in modern teaching and technological resources.

PROJECTIONS AND THE ROAD AHEAD
Looking forward, HCCE is poised to build on its 80-year heritage by:
⦁ Completing infrastructure projects, including the 300-capacity hostel and expanded lecture halls that will support growth and modern pedagogical needs.
⦁ Strengthening academic programmes and expanding research and professional development to remain responsive to 21st-century educational demands.
⦁ Deepening partnerships with government, local communities, alumni, and development partners to secure funding and resources vital for sustainable progress.
⦁ Championing inclusivity and empowerment, especially for women in education, reinforces the College’s mission of shaping confident, committed educators for Ghana and beyond.

CONCLUSION: CELEBRATING 80 YEARS OF EXCELLENCE

The theme for this year’s anniversary,“ 80 Years of Excellence, Empowerment, and Innovation in Teacher Education in the 21st Century”, encapsulates the College’s enduring commitment to quality, service, and transformation. As the institution looks to its future, its legacy of nurturing educators continues to shine as a beacon of hope and development for generations to come.