Colleges of Education, Education, Opinions, Personal Development, University

Beyond the Numbers: Why public colleges of education are producing more first-class graduates than their mentoring universities

Moses Coleman
August 17, 2025

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Many individuals—especially university graduates and some stakeholders in higher education have been raising eyebrows at the flood of first-class degrees recently emerging from Public Colleges of Education, outpacing those from the very universities that mentor and accredit them.

While many assume this trend is due to “easier” or “cheaper” programmes, the reality is far more nuanced.

This article sheds light on the overlooked academic rigour, structure, and support systems that make these colleges fertile ground for excellence.

Table of Contents

Small Class Sizes

One of the most significant contributors to this success is the learning environment itself.

Unlike traditional universities, where lecture halls are often overcrowded and students can feel lost in the crowd, Public Colleges of Education typically run programmes with smaller class sizes.

These intimate settings allow for personalized attention, active participation, and stronger peer collaboration.

Students are not just names on a roll—they are individuals whose academic progress is closely monitored and supported.

This dynamic fosters a sense of accountability and belonging that is often missing in larger university settings.

Full-Time Academic Lifestyle

Moreover, the lifestyle of students in Colleges of Education is markedly different.

These students are on campus full-time, living in a structured academic environment that prioritizes learning above all else.

Their daily schedules are rigorous, with lectures beginning as early as 6:30 a.m. and continuing until 5:00 p.m.

This extended contact time ensures that students are immersed in their studies throughout the day, with little room for distraction.

Unlike university students who may juggle part-time jobs, off-campus responsibilities, or inconsistent lecture schedules, teacher trainees operate within a ‘disciplined framework’ that reinforces consistency and focus.

Lecturers Go the Extra Mile

The role of lecturers in these colleges cannot be overstated. Many educators in Public Colleges of Education view their work not merely as a profession, but as a calling.

They understand that they are not just teaching students—they are shaping future teachers who will go on to influence generations.

As a result, lecturers are often willing to go the extra mile. It is common to find tutors staying after hours to provide one-on-one support, clarify difficult concepts, or offer mentorship.

This level of dedication creates a nurturing academic culture where students feel seen, heard, and empowered to succeed.

Practical, Purpose-Driven Learning

Another key factor is the nature of the curriculum itself. Teacher training programmes are inherently practical, with a strong emphasis on application rather than theory.

Students are not just learning to pass exams—they are learning to teach.

This means engaging in lesson planning, classroom simulations, teaching practice, and continuous assessment.

The feedback loops are immediate and constructive, allowing students to refine their skills in real time.

This hands-on approach naturally leads to deeper understanding and retention, which reflects in their academic performance.

Debunking the “Cheap Programme” Myth

It is also important to address the widespread misconception that Colleges of Education produce more first-class graduates because their programmes are “easy” or less academically demanding.

This assumption, though common, fails to reflect the reality on the ground. In truth, teacher training programmes are among the most structured and intensive in the tertiary education space.

With students engaged in full-day lectures, practical sessions, and continuous assessments, the workload is anything but light.

The academic expectations are high, and the margin for error is narrow.

It should also be noted that end-of-semester examinations in public Colleges of Education are not set or organized by the colleges themselves.

A Model Worth Emulating

The success of these colleges is not accidental—it is structural. Their model combines focused learning environments, dedicated faculty, practical training, and a culture of mentorship.

These elements work together to create a system that not only supports academic achievement but also prepares students for the real-world demands of teaching.

In conclusion, the high number of first-class graduates from Colleges of Education is not a fluke, nor is it a result of lowered standards.

It is the outcome of a well-structured, student-centered approach to learning that prioritizes discipline, mentorship, and practical engagement.

These institutions are proving that with the right environment and support, excellence is not only achievable—it is inevitable.

Therefore, the next time you’re tempted to dismiss Colleges of Education for producing high first-class graduates because their programmes are “easy,” pause and reflect.

As a university graduate, ask yourself:

How many times did you have the chance to engage your lecturers after class?
How often did you miss lectures without consequence?
How far did you have to travel—tired and stressed—just to make it to campus?
How many peers did you have around to study with consistently?

In fact, this argument should not even arise—because both institutions serve fundamentally different missions.

Colleges of Education are designed to train professionals who will lay the academic and developmental foundation for children in lower primary, middle school, and early adolescence.

Their work is deeply rooted in pedagogy, child psychology, and practical classroom engagement. Universities, on the other hand, are often focused on advanced theoretical knowledge, research, and specialization across diverse fields.

Comparing the two without acknowledging their distinct purposes is not only misleading—it undermines the critical role teacher trainees play in shaping the future of education.