GH Media School was established by Mr. Leslie Addo-Listowell, out of a mother company called "Media Tribe Studio 233", a multimedia company with a special focus on the production of branded and non-branded content for TV Stations across the country.

In March 2014, the school started with the first batch of students numbering 37; with three lecturers (Late Dr. Williams Opare, Mr. Clifford Ladzekpo, and Mr. Romeo Agyekum) and Mrs. Hilda Doe Manieson as the first Dean of Students.

The school started with two main departments – Broadcast Journalism and Television & Film Production. Progressively, the departments have increased to three (3) for the Media School namely:

  1. Journalism and Media Studies Department
  2. Television and Film Production Department
  3. Media Arts Department

In Addition to the Media School, we currently have two additional schools namely:

  • GH Cosmetology School
  • GH Fashion School


In Ghana, education and training is seen in the broadest sense as indicating values and appropriate models of behavior and imparting skills meant to prepare an individual to participate effectively as a useful member of the society. It is a pressing priority of government to improve the quality of human resources in the country which is vital in providing productive and skilled workforce that would contribute to socio-economic growth, consequently GH Media School has identified the consideration for the introduction of Competence Based Training (CBT) and Skills Based Training (SBT) in the TVET system to train people in the areas of JOURNALISM, TELEVISION and FILM PRODUCTION, and other Media related fields.

GH Media School has identified that the Television and Film industry has been subjected to a huge paradigm shift since 2002 and have designed models which will provide the skills, knowledge and manpower relevant to the needs of the industry. The models are outcome-based, industry driven models and programs, based on industrial needs and generated from industry standards.

The curriculum, assessment and learning materials are designed and developed based on the needs of the industry. The models are designed to deliver practical skills and competences which are expressed in outcomes. The models are facilitated to enhance our students' ability to transfer skills and knowledge to new situations. The models have clear measurable standards which are meant to develop competent individuals with transferable skills, and also provide objective quality assured system which have the confidence of all parties including the learners, the educational institution and the employers or the industry.

The models fully develop the learner's individual potentials and promote the concept of skilled and competence based lifelong learning. The models links education and training to competence and skills needed by the employers and the standards in the industry. The models focus on skills, knowledge and attitude, and are flexible in delivery and facilitation. Assessment are related to the standards which are done on a continuous basis. The objective of the models is to increase motivation amongst learners, encourage team work and most importantly produce competent and skilled graduates with transferable skills. For us at GH Media School, we are the Polytechnic of media education in Ghana.

Vision and Mission


Our vision is to become the foremost private technical institution in Africa and beyond that provides competency based training in all technical disciplines particularly in trade areas by creating a hub where talents could be identified, shaped and developed for the benefit of the society.


To equip passion driven and determined students with the requisite knowledge, skills and attitudes necessary to be relevant, competent and competitive professionals in their chosen career paths.


We do this through proximal learning where industry is brought closer to the learner, coupled with tuition based on sound academic standards and industrial practice with hands on experience using State-of-The-Art equipment, and facilitated by well-qualified faculty with focus on mastery and measured outcomes.


The Dream is to turn GH Media school into a full-fledge Media and a Technical University with three (3) major schools which would include:

  1. GH Media School
  2. GH Cosmetology School
  3. GH Fashion School


Our mission informs everything we do at GHTUC, but we also have a set of values broadly categorized into 3P’s. Passionate, Professionalism and Progressiveness.

  • Passionate

    We are passionate about what we do and love what we do as facilitators.

    • Commitment – we believe in what we do so we are loyal, we are creative, curious and deeply committed to the pursuit, impartation and sharing of knowledge.
    • Dedicated – we are dedicated to our stakeholders especially industry and our students, actively developing skills, knowledge and attitude of our students to be useful to the media, communications and the creative arts industry.
    • Ambitious – adventurous and confident in our practice, courageous to accept the balance of risk of failure and reward in pursuit of progress.
  • Professionalism
    • Excellence – we take pride in what we do. We take responsibility and ownership of all actions and outcomes and strive to adhere to quality and accuracy.
    • Diversity – respectfully curious about individual learners needs, embracing difference in our stakeholders.
    • Integrity – we deliver what we promise
    • Transparency – building trust by being transparent, open and honest in our facilitation, processes, delivery and outcomes.
  • Progressiveness
    • Discovery – we unearth talent through discovery, develop professional skills through curiosity, creativity and willingness to learn, generating new ideas and finding new ways of doing things.
    • Optimistic – we say it is possible. We see possibility of learning with anyone’s potential, talent and committed to learning regardless of the persons background, belief etc…
    • Co–operation – collaborating


The plan is to transform lives and give our students hope through hands-on technical and vocational education to make them better people with employable skill set and also cause them to be competent, relevant and competitive in the market place.

The strategy is about tapping or unearthing hidden potentials, giving people support through facilitation, developing them to be resourceful, dynamic and giving them the enabling environment and adequate infrastructure to gain the needed skills, knowledge and above all, the attitude to perform and deliver.


Our learning environment demonstrates that quality is happening; quality facilities & equipment’s that meets industrial standards are used in training facilitation. Quality assurance mechanisms like standard industrial practice, constant technological changes, new industrial trends are considered during designing and development of our programs during the facilitation, assessment methods and procedures, verification etc. to establish confidence among all the stakeholders (learners, institution and industry).


  • COMPETENCY BASED TRAINING (skills, knowledge & attitude)
  • OCCUPATIONAL STANDARD GENERATION (industry led standards
  • LEARNER CENTERED APPROACHES (a shift of emphasis from instructing to facilitation)
  • OUTCOME BASED PARADIGM (all learners can learn and become successful)
  • TRANSPARENT ASSESSMENT REGIME (panel based assessment)
  • INTERNAL VERIFICATION SYSTEMS (ensure that internal assessment are practical, reliable and valid)
  • ENHANCE ZONE OF PROXIMAL LEARNING (activity must be within the reach of learner)


  • Clarity of Focus – learners would be able to focus on what makes them successful
  • Designing back – Limiting unwanted learning
  • High expectations – challenging the learner
  • Expand opportunities – increases possibilities
  • Reducing zone of proximal learning – bringing activity close to the learner


  • To be committed to excellence in education, equality of educational opportunity, and the recognition of each student’s individuality. Inasmuch as students differ in their rate of physical, mental, emotional and social growth and vary in their needs and abilities, learning opportunities are provided that are consistent with personal development and potential.
  • To emphasize diagnostic and prescriptive instruction, allowing an individual approach to each student’s learning style and educational needs. The educational program introduces each student to a variety of interest and subject areas that offer exposure to the range of opportunities available in industry. These experiences produce the basis for further education and future employment.
  • To assist students to assume more responsibility for the decisions regarding their education.
  • To create a school environment that is responsive and conducive for learning. The physical environment facilitates and enhances the learning experiences available to each student. A responsive environment includes competent and dedicated teachers using a variety of techniques and a classroom atmosphere where students can function and develop according to their abilities. Safety, physical comfort, and appearance also are vital environmental components.


We do this through proximal learning where industry is brought closer to the learner, coupled with tuition based on sound academic standards and industrial practice with hands on experience using state-of-the Art equipment, and facilitated by well qualified faculty with focus on mastery and measured outcomes.



The management board is an adhoc board whose professional membership is drawn from the pool of the HOD’s. This board is a key decision-making entity within the schools that had meetings sometimes, bi-weekly on issues that border on the day to day affairs of the schools and intermittently deliberate on pragmatic consultative decisions upon the furnishing of major progressive and other informal reports from the Head of Departments, the board peruses those details with dispatch, which are feasible for discussions, brainstorming a critique and finally making their findings, recommendations and conclusions a working reality for the upgrade of the school.

One uncontestable fact about GH Schools Management Board is, they institute calculated inquisitions into every facilitator’s stewardship, and this puts all of them on their toes.

The school shall be managed by a School Management Board chaired by the Rector on behalf of the Chancellor. The board shall be represented by all sectors of the institution. It shall consist of;

  1. The Chancellor (Ceremonial)
  2. The Rector (Administrative)
  3. The Deputy Rectors
  4. Heads of Schools
  5. Director of Administration (Registrar)
  6. Director of Students Affairs (Dean)
  7. Director of Finance
  8. Director of Academics
  9. Director of Productions
  10. Director of Marketing
  11. Director of Legal Affairs
  12. Director of Communications
  13. Director of Human Resource
  14. Director of Estates & Properties

Head Of Schools

The head of the school is appointed by the Rector in consultation with management board and he or she is formally accountable to the Rector and the management board. The head of school is responsible for the effective general management of the school, its departments, faculty and students, ensuring the provision of academic leadership and strategic vision. He/she is responsible for the quality of student’s experience in the school. He/she oversees the planning and development of strategies for the school, engaging heads of department, faculty and students, ensuring quality teaching and facilitation, reviewing performance of the entire school in terms of its objectives as stated in the strategic plan and managing and monitoring of the school.

He/she is also responsible for the appointment of HOD and faculty, allocating duties, approving activities and schedules of the school, creating a supportive working environment for staff and students, and ensuring general discipline in the school.

The head of the school is to promote excellence and improvement in all matters of teaching, learning, projects, practicals and general administration. They supervise examinations (assessments) marking, grading and publication of results, and also develop and maintain quality assurance processes.

Other responsibilities include, representing the school on general committees, management and vice versa, ensuring safety and security within the school, implementing decision of management board within the schools, coordination of departmental projects, budgeting, procurement, allocation of resources and any other duties as may be assigned by the rector

The Registrar

The Registrar is the head of the school’s administration and he is the Director of Administration of GH Schools, who is responsible for the day to day running of the school on behalf of the Rector and for management. He also serves as the secretary to the College’s governing council, academic board and all boards and standing committees. His main role is to perform senior administrative and managerial roles on behalf of the college’s management and the Rectorate.

The institution is governed and run on the basis of policy decisions made by the various statutory bodies i.e. University council and management board, within the framework of the statutes. The Registrar does not determine policies, but once policy decisions have been taken by these bodies, it is his or her duty to ensure that they are implemented and supervised to achieve the stated aim. He/she ensures that all committees, officers, members, staff and students are aware of relevant regulations policy guidelines on issues that may arise.

Students Affairs Directorate

The office of the Dean of Students serves a central role in the student learning, student life, students experience and student development at GHTUC, the directorate provides Student Support Services (SSS) to students, from their time of enrollment, orientation, matriculation, residential life, graduation etc, immediately students are admitted by the registry, the directorate supervises the general orientation of the students and the formal induction of student into the institution (Matriculation) and also responsible for the entire stay of students on campus, attachment and placement, graduation, career guidance services and alumni coordination.

The directorate creates opportunities for students to explore their talents and potentials in a conducive learning environment, it also provides critical support structure for enriching the overall student experience on campus. It also promotes an environment that encourages intellectual exchange and individual expression through mentoring, counseling, exchange programs, chaplaincy services through chaplaincy board, granting student permissions, ensuring orderly organization of student’s activities and other extracurricular activities.

The director of student affairs (Dean of Students) advices the Rector on all student related issues, he supervises all student related activities and directly oversees all SRC activities, clubs and societies, student welfare, student concerns and other student related functions.

The dean of students represents student’s concern and interest on management board and works closely with the student council to articulate students’ needs to administration and also represent managements interest on students functions, programs, activities and committees.

Finance Directorate

The finance directorate is responsible for the university’s financial health. The directorate combines operational and strategic roles, manages accounting and financial strategy for the profitability, sustenance and growth of the institution. He generally ascertains the cost of student training and develop strategies to collect fees (mobilize funds). He sees to the disbursement of the fund and payment of all expense, ensures effective controls and development of best practices, supervises all procurement and purchase, minimize bad debt and ensures profitability of the institution.

The directorate is headed by the director of finance who is the chief adviser to the rector and management on financial issues. He is responsible for the implementation of financial policies, budgeting, managing risk, reporting on revenue, disbursing of funds to departments, allocation of financial resources, training account staff and overseeing all financial activities of the institution. He is to oversee internal controls, setting of financial targets, engaging with financial investors, developing financial strategies, monitoring expenditure and cash flow, evaluating investments, paying of salaries and enhancing investor confidence which typically includes planning, organizing, strategizing, auditing, accounting for and controlling of the institution’s finances. He also ensures that the institution’s financial systems are robust and meets all regulatory requirement of all statutory bodies.

Academic Affairs Directorate

This directorate is responsible for the planning, developing, organizing, directing, executing and evaluating broad academic programs, policies, procedures and guide lines for the institution. It is also involved in the provision of overall leadership, direction and control in all academic areas which includes, curriculum development, curriculum delivery, curriculum monitoring and evaluating, student assessment and grading etc.

The directorate also reviews academic programs and implementation of board’s policies and procedures relating to academics. The directorate mainly determines the means, methods and resources necessary to achieve academic goals and objectives.

The overseeing of faculty appointments, promotion, training, recommendation, allocation, supervision, coordinating, monitoring, evaluation, wellbeing, etc. are also the responsibility of the directorate. The head of directorate serves as the chief academic advisor to the Rector on all academic issues and also plans and coordinate schedules, schemes of works etc. needed for the smooth execution of academic policies.

Finally, he also recommends budget proposals and allocation and re-allocation of funds, resources concerning academic. He designs strategies out of the academic policies and supervises the tactics to execute these academic policies through the heads of departments and their faculty members of the various departments.

Students Production Directorate

The directorate of student production is responsible for the planning, coordinating and supervising all student production. This involves the acquisition of the necessary resources and equipment required for student production and maintain these equipment, allocating these equipment and resources and constantly monitoring and supervising these productions.

The directorate also takes change of all studio and workshops for production, these includes the TV Studio, Gallery (MCR), Radio Studios, Editing Suit, Lighting Room, Sound Studio etc.

Student productions are very vital to our practical training and the head of the directorate is responsible for developing broad policies to manage the directorate and also generate operational and tactical strategies, produces and guideline out of the broad policies of management, for the achievement of the overall universities vision.

The directorate of student productions plans, organizes and coordinate production schedules, oversees the production of student projects and also responsible for the production of all the schools productions. It also ensures that health and safety regulations are met in all the various studio and other production areas.

Marketing Directorate

The marketing directorate is the custodian and promoter of the brand. The directorate plays a vital role in also promoting the brand’s mission and vision and projecting its virtues. The directorate is responsible for communicating the brand promise and ensuring that the brand’s experience commensurate the brand value. The directorate is responsible for coordinating and producing all marketing materials and communication that represents the institution. It is mainly responsible for examining proposals, sponsorships and advice management on marketing related activities. This outfit is to reach out to prospective students, investors and/or the community while creating an overarching image that represents the institution in a positive light.

The directorate is headed by a director who is responsible for the development of strategies and tactics out of the broad management policies that will serve the mission and vision of the institution. He is responsible for defining and managing the brand, conducting campaigns and initiating marketing activities that will promote and project the brand. He is responsible for all marketing communications and other promotional and publicity materials, He is also responsible for understanding target market and develop suitable strategies to serve the market. Also, he monitors competition and competitor reaction. that serves as media liaison and overseeing all external stakeholders. He is responsible for internal communication and visibility. He is also responsible for managing and monitoring all media communications on television, radio, print and also social media platforms.

Lastly, he is responsible for conducting customer and marketing research and advice the rector and its management on marketing and brand related issues. He is directly responsible for the school’s portal, websites, magazines, newsletters, exhibitions, seminars and events.

Communication Directorate

The communication directorate is responsible for the creation, managing, directing and supervising the institution's internal and external communications. The directorate coordinates and supervises the communication and PR staff, creating broad communication plan, mapping communication strategies and implementing these strategies to ensure cordiality between the school and its internal and external stakeholders.

The communication directorate is responsible for building and maintaining the institutions corporate image and relationship with key stakeholders. Its duty cuts across Public Relations, Media Relations, International Relations, Community Relations, etc. The directorate manages the overall brand image and reputation of the institution by crating and managing press releases, press conferences, marketing and promotional materials and complain, develop publications, newsletters, online portal etc.

The directorate is headed by a director whose main duty is to present the institution to the public, media, staff, students, the community and other stakeholders in the best light possible, using writing, photography, videography, presentations and other media related skills. The director also serves as the public relations officer of the institution, in other words, he is the spokesperson and the media liaison of the institution.

Human Resource Directorate

The Human resource directorate is responsible for the for the strategic management and development of the institutions human capital.

The estate department is in charge of the upkeep of the entire institution. They oversee property management in terms of researching and planning what property of facility is needed, processing and assisting its purchase and acquisition, monitoring and supervising the usage of the property/facility, working out or carrying regular maintenance of the facility and ensuring that they are always in good condition.

The directorate is in charge of all work spaces and learning areas including the offices, lecture theatre, classrooms, studio, workshops, hostel, compound and its surroundings. They control properties like studio equipment, office equipment, office furniture, tools, machinery etc.

The estate manager is responsible for the facility acquisition and purchase of asset, creating an inventory of asset, planning the effective scheduling of asset usage, planning and execute routine maintenance of the assets, monitoring assert usage and supervising assets storage for future use.

He is directly responsible for screening and overseeing outside vendors, contractors, construction projects, maintenance of grounds, scheduling of staff and student events, lecture hall preparation, routine maintenance, sanitation, safety.

He is responsible for creating a conducive environment for staff and students and make all properties and facilities accessible to staff and students for the smooth running of the institution. He advises the rector on safety, security, property related issues for policy formation.

Office of the Chancellor


The Chancellery is not only a ceremonial arrow-head, but an office of dignified records of accomplishments. This Office (headed by a captain of industry and a celebrated man of God), is a prominent pivotal body that has an extensive oversight responsibility on the entire administrative agenda and structure. As the Chair to initiate students into the practical world, it occasionally relays advisory initiatives which trickle down for onward and outward implementation.

In order not to depart from the practice-directives of our rules of engagements; the chancellery comes in handy to streamline, the roles of the other echelons at the helm of affairs at all times, it mediates and plays the advisory role.

Office Of The Rector


The Rectorate is the official arbiter and the nerve-centre of the day to day running of the school. Its role, is duly multi-faceted; from planning to organizing, directing, communicating, coordinating, controlling, motivating and staffing amongst others.

The Rectorates arms is into three-fold; - The Tripartite Pyramid of the Chief Rector, and his two deputies; one in charge of Academics and the other deputy Rector in charge of Monitoring and Supervision, also with an added responsibility of head of Media and Cosmetology schools respectively. Their Job descriptions are broad, just to solve a plethora of administrative creeping concerns. The Rectorate draws its powers from the chancellor, thus reporting to University Council, chaired by the Chancellor. The rectorate manages the management board and charged with planning all activities of the institution which involves the day-to-day running of the institution. Admittedly, the chief Rector, even though in a high profile capacity, yet coordinates in cautions optimism the entire managerial functions of the HOD’s and their deputies assigned roles.

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