John Martin, Project Director
In addition to his role as T-TEL’s Project Director, John Martin is Technical Director at Cambridge Education. John has been with Cambridge Education since 1994 and has been Manager since 1998. He has worked in education for more than 22 years, including 15 years experience in countries other than the UK. This includes long-term assignments in Ghana (5 years) and Brunei (5 years) as well as short-term consultancies in China, Pakistan, Bangladesh, Indonesia, Nepal, Ethiopia, Sri Lanka and Tanzania.
As a specialist in both pre-service and in-service teacher training systems and curriculum development, he has undertaken both preparation and implementation missions for DFID, the World Bank, the European Commission and the Asian Development Bank. Most recently he was team leader on a preparation mission for an £11 million DFID project in China.
Akwasi Addae Boahene, National Programme Manager
With more than 19 years working experience with International Development Organizations, Mr. Akwasi Addae Boahene is currently the National Programme Manager of the DFID funded Transforming Teacher Education and Learning (T-TEL) in Ghana implemented by Cambridge Education. From 2013 to 2014, he was the Executive Director of Associates for Development Partnerships, and was the Country Director of World University Service of Canada (WUSC) in Ghana from 2004 to 2013. As Country Director for WUSC, he was responsible for a portfolio of education and community development projects implemented in Ghana, with funding from USAID, CIDA and others.
In addition, Mr. Addae Boahene was the Chief of Party for the Ghana Education Decentralization Project (GEDP) funded by USAID and implemented by WUSC in collaboration with the Ghana Ministry of Education from 2010 to 2012, and also Project Director for the Bibiani Anhwiaso Bekwai District Development Project.
He was briefly the Director for Field Operations for the SHAPE Project implemented by World Education based in Boston, USA and funded by USAID/Ghana in 2004, and also the Associate Director for Field Activities of the Community School Alliances (CSA) Project, a component of the USAID funded Quality Improvement in Primary Schools (QUIPS) Program in Ghana from 1998 to December 2003.
Dr. Rosie Lugg, Deputy National Programme Manager
Rosie Lugg is T-TEL’s Deputy Programme Manager. She has worked in the education and training sectors for almost thirty years, and has a PhD in Education Policy Studies, from the Institute of Education at the University of London.
Starting her career as a science teacher in a secondary school, Rosie has experience in both programme implementation and research, including two years as a Research Fellow at the University of Sussex on the DFID-funded programme on Widening Participation in Higher Education in Ghana and Tanzania. Rosie’s experience covers a wide range of institutional contexts including national ministries, government agencies, non-governmental organisations and trade unions, and different development partners including DFID, EU, World Bank, LUXDEV and UNESCO.
Samuel Awuku, Leadership & Management Key Adviser
Samuel Awuku is an Independent International Management and Leadership Consultant who supports the T-TEL programme as the Key Adviser for the Leadership and Management component. Samuel leads a group of ten College Improvement Advisors who are directly providing a cutting edge college improvement coaching and leadership professional development to all Ghanaian Colleges of Education senior leadership teams. As a Management Consultant and Mathematics Educator, Samuel has over two decades of experience across West Africa, East Africa, Eastern Europe and the United Kingdom.
A graduate of the University of Cape Coast, The University of Reading, The University of Chichester, London South Bank University and Trinity College, Samuel is also a member of the Institute of Directors, UK, a Fellow of College of Teachers, England and a Chartered Mathematics Teacher, Institute of Mathematics and its Applications, England. Samuel's areas of expertise are: Total Quality Management, Organizational Development, Inclusive Leadership, Digital Leadership, Policy Leadership, Educational Technology Policies and Mathematics as a Human Activity. According to Samuel, leadership is a process and requires a significant level of commonality capital.
Prof. Jophus A. Mensah, Institutional Reform Key Adviser
Professor Jophus Anamuah-Mensah, T-TEL’s key Adviser, Institutional Reform, is the Executive Chair of the Teacher Education in Sub-Saharan Africa (TESSA), a programme that has produced free study units that are improving classroom practice across thirteen different countries. Prof. Anamuah-Mensah was the Director of School and Community Science and Technology Studies and now Director of the Institute for Educational Research and Innovation Studies at the University of Education, Winneba. He is the Chairman of Open Learning Exchange, an organisation dedicated to improving the quality of learning in Ghanaian schools through the use of technology and especially, the creation of an open digital education library accessible online and offline.
He was also the Pro-Vice-Chancellor of the University of Cape Coast (UCC) and for nine years Prof. Anamuah-Mensah was the Principal and Vice-Chancellor of University of Education Winneba (UEW), the first university in Africa dedicated to teacher education.
Bjoern Hassler, Tutor Professional Development Key Adviser
Bjoern Hassler is currently the key adviser, Tutor Professional Development for the DFID funded Transforming Teacher Education and Learning (T-TEL) in Ghana. Prior to this, Bjoern led the JISC-funded ORBIT project, which produced an Open Resource Bank on Interactive Teaching for teacher education, focussing on innovative digital technology use in mathematics and science education. He co-led the OER4Schools project, introducing interactive teaching and digital technologies in Zambian primary schools. Bjoern is particularly interested in the appropriate application of technology to international development, and the so-called digital divide.
Other recent projects he has been involved in include moderating the Access to Open Educational Resources discussion on the UNESCO OER Community mailing list and multiple digital technology and development projects in Zambia, including projects on rural women's education. Bjoern has made substantial contributions to institutional podcasting development both within the University of Cambridge and beyond by engaging with the international audio-visual community, and provided consultancy for businesses, professional societies and non-governmental organisations.
Helen Drinan, School Partnership Key Adviser
Helen Drinan has had over thirty years’ experience in Education and International Development. This experience has spanned all sectors, from Early Years through to Tertiary level, in developing contexts globally. Many of these contexts have been in rural and remote areas as well as post conflict situations. Her work has involved individual and institutional capacity building and experience in the design, delivery, monitoring and assessment of teacher education programmes.
Over twenty years of Helen’s experience has been in Teacher Education and Management: working at policy level with Ministries of Education on reform programmes and strategies; working with colleges of education on developing and/ or improving pre-service teacher education; working with district education offices and schools on developing and improving in-service teacher education through continuing professional development, methodology of teaching and learning, facilitation and trainer training (TOT), course management and institutional development. She has worked on teacher/ trainer standards and competency frameworks as part of education sector reform programmes and accreditation systems.
Helen also has considerable experience in curriculum reform, design and materials development for teacher education and in teaching English as a subject at primary and secondary school levels. She has supported ministries of education in curriculum reform at primary and secondary levels as well as developing continuing professional development frameworks.
Noshie Iddisah, T-TEL Funds Key Adviser
Noshie Iddisah, key adviser, T-TEL Funds, is highly experienced in grants and project management with over fifteen years’ experience working on large scale development projects in Ghana. She has demonstrated expertise and understanding in budgeting, financial planning and financial reporting, managing of fiduciary risks, grant selection, referral and compliance management, and the establishment of procurement systems.
She was recently the Civil Society Support Unit Manager (Grants and Capacity Building) for the multi-donor funded civil society strengthening facility STAR-Ghana for over four years. Noshie was responsible for the overall disbursement and management of grants and fiduciary risks; management of the grant selection process, the grants cycle process and making recommendations for grant awards on the project. Noshie has in-depth knowledge and experience of DFID and the wider international development assistance system and understands the political dynamics in Ghana.
Noshie also worked for over eight years on the UK-DFID funded Forest Sector Development Project administering, managing and disbursing grants for the Government of Ghana aimed at institutional reform of the forest sector in Ghana.
Natasha Dyer, Communications & Learning Key Adviser
Natasha Dyer works as T-TEL’s Key Adviser for Communications and Learning. Following a career working in corporate communications in Central and Eastern Europe, running educational and rural development NGOs in South Africa, and building partnerships for the Clinton Global Initiative in New York, Natasha has spent the last few years with DHA, a leading research, policy and communications consultancy for the public and third sectors. She supports DFID-funded government programmes across the developing world and NGOs, charities and think tanks to deliver innovative communications and advocacy strategies. This includes producing reports, guides and policy briefs, securing national news stories, developing strategic thinking and delivering training on effective communications’ techniques, social media engagement, infographics and driving behavioural change.
At T-TEL, Natasha oversees the implementation of the programme’s communications and learning strategy. She builds capacity of staff to ensure stakeholders are regularly informed about programme activities and ensures communications help deliver programme objectives and drive policy change for better teaching and learning in Ghana.