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Takoradi Technical Institute formerly known as Takoradi Vocational Training and Trade Promotion Centre was born out of an agreement signed between the government of Ghana and the German government for technical cooperation (GTZ) to provide skilled labour for the industrial development of the Western Region and Ghana at large.

Initially its primary objective was to polish the skills of artisans such as mechanics, welders etc. within the Sekondi-Takoradi Metropolis. In march 1982 the Ghana Education Service through the Technical/Vocational Education Division converted   the Centre into a technical school and reviewed the rather long name of Takoradi Vocational Training and Trade Promotion Centre to Takoradi Technical Institute (TTI) to conform to the names of other sister technical training institute.

In October 1982 TTI started operation as a full-fledged technical institute for academic work with three departments namely;

  1. Mechanical Engineering with fifteen (15) students
  2. Electrical Engineering with fifteen (15) students
  3. Automotive Engineering department was still running as a mobile workshop for auto mechanics in the Sekondi-Takoradi metropolis and started academic work in 1983/84 academic year.

Owing to the exodus of most of the Nation’s motor vehicle mechanics to the neighbouring countries and the economic depression in the motor vehicle engine- industries, motor firms were unable to sponsor apprentices for the Automotive Engineering Trade course. In the circumstance the institute had to resort to admitting interested applicants who were not in employment but were qualified in terms of the institute’s minimum education entry requirements, to pursue pre-apprenticeship course in Automotive Engineering Trade which began in February, 1984.

Pioneering programs for the institute were: Automotive Department General Repairs, Tyre Reconditioning and some Auto- Electrical. Electrical undertook Domestic and Industrial Installations, Motor Rewinding, Refrigeration and Air-conditioning while Mechanical Department run programmes in Basic Metal training, Machining and welding (gas and arc).

To strengthen the capacity of the instructors, six of them were sent for training in Germany in different fields of specialties. After their arrival in February, 1989, another batch of four went in May of the same year. Consequently, more teachers benefited from that programme through the ingenuity of GTZ project advisors from the first project manager Mr Bernard Bauer in December, 1980 to the last project intervention in October 2005.


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TTI is located in Effiakuma, a suburb of Takoradi, in the Sekondi- Takoradi metropolitan area. We offer Post BECE and post WASSCE programs in various disciplines. The institute is a public second cycle co-educational institution serving the career education needs of the Metropolis and the country’s citizens. It is one of the leading public technical institutions in the country, one of two in the Western Region and the only public technical institute in the Secondi Takoradi area. It should be emphasized that TTI is generally controlled by the Ghana Education Service under the direct supervision of the Technical and Vocational Education Division (TVED)

We express our distinctive identity in our educational philosophy communicated in our mission statement and shared with internal and external stakeholders. Our vision sustains our internal momentum to be a quality institution with our recourses aligned by four driving forces that result in satisfied students and employers;

  • People as learner
  • Industry/parents information
  • Learning college and
  • Participatory planning, problem solving and decision making


Our people are technologically prepared, professionally motivated, innovative and dedicated to the success of our learners. Our institute is and will be dedicated to the well-being and growth of the internal customer and the economic security and stability of the institution and our people


Our focus is on industry/parent requirements, needs and expectations and we strive to meet at all times in order to continuously improve our systems.


Committees are the means by which we continuously improve our planning, problem-solving and decision-making processes. The foregoing is the driving force which propels us to pursue our vision and mission statement.


We practice the principles of a learning college by:

  • Creating substantive change in individual learners
  • Engaging learners in the learning process as full partners, assuming primary responsibility for their own choices
  • Creating and offering as many options for learning as possible
  • Assisting learners to form and participate in collaborative learning activities
  • Defining the roles of the learning facilitators by the needs of the learners.