The Ghana Education Service has released the 2024 Promotion Aptitude Test.
Candidates can successfully check their revia the GES-MIS PORTAL.
All results are accessible via https://gesmis.org/dashboard/admin/login.php
Teachers who have difficulty checking results should contact their Head of Department or Statistics Officer at the Education Directorate for assistance.
Good luck to you all
Call/Whatsapp: 233244299706 for any assistance.
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NTC Releases 2024 GTLE 1 & 2 Results.
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The National Teaching Council (NTC) is set to release the 2024 Ghana Teacher Licensure Examinations 1 & 2 Results on Monday, 10th June, 2024.
CHECKING OF RESULTS
All candidates can check their results from the NTC Online Portal at https://exams.ntc.gov.gh by using either;
i. their pins given during the registration or
ii. their examinations Index Numbers and their phone numbers.
NB. Candidates are advised to print their Provisional Certificate after checking the results.
Some Tips & Tricks in teaching
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Ghana Education Service
The GES through its Science Education Unit organises STEM/STEAM Camp for SHS students in Saltpond at GESDI in the Central Region.
The event currently underway, brought together over 250 SHS students from selected SHSs from all regions within the country to be taught some STEM/STEAM topics.
The 5-day long event which started on Monday 20th February, put students into different classes for project-based activity learning. Physics, Chemistry, Mathematics, Biology and Computing are some of the subjects the learners are studying at the camp.
As part of the Science, Technology, Mathematics and Innovation Education (STMIE) programme, students are allowed to build projects and practice the piloting and flying of drones.
The Government of Ghana, in collaboration with other sponsors such as Academic City University, Omega Compu-Systems Engineering Ltd, Labs Ghana, Petroleum Commission, ACTS Robotics, German Cooperation, Giz, Energy Commission and Blue Skies seek to use STEM/STEAM for national development.
The students are excited that they are learning concepts under Robotics, Coding and Programming so that they can fit into the 21st century global job market.
The event is organised under the theme "Domesticating STEM/STEAM Education for National Development" and aims at increasing the study of STEM/STEAM per capita in the SHSs to propel national development.
"Students with soft skills have the potential to contribute meaningfully to national development as compared to their counterparts with other skills", says the Director for Science Education Unit (National STEM Resource Centre), Mrs. Olivia Serwaa Opare.
It is worthy of note that under the GES' policy to give girls the opportunity to study STEM/STEAM programmes, all girls senior high schools in the country are represented at the camp.
Again, all the 13 schools under the Secondary Education Transformation Programme (SETP) are equally represented to give students from such schools the opportunity to also build projects.
Students from the Cape Coast special school are also taking part in the activities of the camp to bring out the Inclusive nature of the camp.
This year's camp ends on Friday 24th February 2024 with a grand durbar at the Mfantsiman Girls SHS in Saltpond.
Public Relations Unit
23/02/23
RELEASE OF 2021/2022 SCHOOLS PLACEMENT
The Ministry of Education announces to parents, guardians, students and the public that the 2021/2022 Computerized School Selection and Placement System (CSSPS) into Senior High Schools (SHS)/Senior High Technical Schools (SHTS) and Technical and Vocational Education and Training (TVET) Institutes, will go live on Saturday, 26th March 2022.
Out of the total number of 571,892 registered candidates, 555,353 candidates qualified to be placed. A total of 367,811candidates have automatically been placed in one of their choices. This means a total of 187,542 of qualified candidates will have to do SELF-PLACEMENT to select from available schools since they could not be matched with any of their choices.
To access the placement platform, candidates are to follow the steps below:
• Obtain a placement pin code from an approved vendor.
• After obtaining a pin code, log onto the site www.cssps.gov.gh
• Enter the ten-digit index number and add 21 as year of completion. Eg: 123456789021 • Enter the pin code details (serial number and pin)
. Click on submit and wait for placement to be displayed
• Print the form if you have been placed and visit the school to begin admission process
• System will redirect you for self-placement, if not placed
SELF PLACEMENT MODULE
If a candidate is not matched with any of their choices from the automatic placement system. they will be redirected to the self-placement portal, A qualified Candidate is then required to select a school by providing the under-listed information:
✓ Region
✓ Residential preference
School
✔ Programme of Choice.
Note:
Schools selected on self-placement portal can be changed as many times as the candidate wishes until they ENROLL in a school.
All schools with vacancies have been uploaded on the portal, to enable students select from during self-placement.
The Public is assured of the Ministry's commitment to ensure all qualified Candidates are placed in SHS/SHTS/TVET Institutions.
A call center with toll free number, 0302987654, has been set up to address related concerns from the Public.
SIGNED
ISSUED BY THE PUBLIC RELATIONS UNIT
Divisions
DIVISIONS
Guidance And Counselling (G&C) Unit
July 31, 2019
FUNCTIONS OF THE UNIT
Guidance and Counselling is a support service that is aimed at helping individuals discover and develop their educational, vocational and psychological potentials and thereby achieve an optimal level of personal happiness and social usefulness.
To achieve the above goal, the Unit performs the under listed functions within the Ghana Education Service:
Planning, Coordinating and Supervising guidance services within the country.
Training of school-based as well as Regional and District Guidance and Counselling Coordinators for effective guidance service delivery.
Collaborating with relevant partners including parents to meet the psychosocial needs of pupils/students.
Collaborating with Tertiary institutions with focus on psychology and education to prepare or develop tests and tools of assessment.
Providing free consultancy to teachers, parents and general public on relevant psychological issues.
Leading GES’ mandate to promoting safe, secure and supportive environment for learning under the “Safe School” Programme.
Ghana Education Service (GES) Policies Related to the Guidance and Counselling Unit (G&C)
The following are some GES policies related to the G&C Unit:
Establishment of Guidance programme in second cycle institutions (see attachment section)
Inclusion of guidance in 1981/82 Estimates (see attachments section)
Introduction of Guidance into First Cycle Institutions of the GES (see attachments section)
2008 White paper on education reforms.
The Structure of the Guidance and Counselling Unit:
The Unit is headed by a Director II in the GES structure who reports to the Director-General through the Deputy Director-General, 10 Regional Coordinators, 216 District/Municipal/Metropolitan Coordinators as well as Coordinators for all Senior High and Basic Schools across the country.
Mission Statement of G and C Unit
The Mission of the Unit is to provide a comprehensive, preventive and developmental G&C programme which is vital in the achievement of excellence for all learners. Through guidance and counselling, all learners shall be provided the opportunity to develop their academic, social, personal and career competencies needed to prepare them for pre-tertiary and higher education, work and preparation as productive citizens and life-long learners.
Additional Mandate of the G&C Unit
Violence in schools such as corporal punishment, sexual harassment, verbal abuse and bullying has been implicated as major cause for some of the challenges related to enrolment, retention and
completion especially among girls and children with special needs. The cumulative effect is that interest in schooling and learning are negatively affected leading to negative consequence on intellectual abilities, self-discovery etc. In essence, the absence of a safe school environment is a disincentive on one hand for some parents to send their children to school and on the other hand for the children to attend school regularly and complete.
The Unit has therefore been charged with the responsibility of promoting a safe and non-threatening learning environment for all children in schools.
RECENT PROGRAMMES ORGANIZED
National consultative meeting for the validation of Safe School Resource Pack
Technical Working Group meeting on the development of an Implementation Plan for Safe School Resource Pack
Consultation and Validation meeting on the developed Implementation Plan
Monitoring the delivery of G&C services in selected districts of the Central Region
RELEVANT INFORMATION
The Unit was supported by UNICEF to develop Guidance and Counselling Policy Implementation Guidelines to provide structure and directions for the delivery of G&C services.
Again, a handbook on Guidance and Counselling for Basic School Teachers has been developed with the objective of helping all basic school teachers acquire skill of integrating guidance philosophy and practices through curriculum offerings thereby adopting a proactive and preventive approach.
Development of Positive Discipline Toolkit- Supported by UNICEF Ghana to provide Teachers with non-violent alternatives to correcting learners in schools.
Development of a 5-year Strategy for the implementation of pre-tertiary G&C- Supported by Camfed Ghana. It will serve as a framework to guide the delivery of guidance and counselling in Ghanaian schools from 2018-2022.
Development of Safe School Resource Package (Teachers’ Handbook, Training Manual and Peer-to-peer manual for children) – Supported By UNICEF Ghana. It seeks to prevent violence (e.g. corporal punishment, sexual abuse and bullying) in all schools.
Developing Teacher Mentor Manual. The Teacher Mentor Training will serve as the main curriculum that guides the delivery of a holistic training for Guidance and Counselling Coordinators/Teacher Mentors on guidance and counselling services in pre-tertiary schools in Ghana.
The Unit currently is working with COTVET to develop a Technical Vocational Education Training (TVET) and Agricultural Technical Vocational Education and Training (ATVET) Career Guidance and Counselling Manual to provide valid, relevant and up-to-date information to students at the Basic level.
Attachment
CONTINUE READING
DIVISIONS
School Health Education Programme (SHEP) Unit
July 31, 2019
SHEP Programme Goal
The goal of the SHEP is to ensure the provision of comprehensive health and nutrition education and related support services in schools to equip children with basic life skills for healthy living, which will lead to improvements in child survival and educational outcomes, including school enrolment, retention and academic performance.
Mission of the SHEP Unit
The mission of the SHEP Unit is to facilitate the effective mobilization and deployment of available human, material and financial resources to equip school children with basic life skills for healthy living through skills-based health education, promoting good health and preventing diseases among the school population.
SHEP Programme Objectives
Conduct training to build capacity of teachers, school children and community members for effective implementation of school health programmes.
Develop appropriate Information, Education and Communication (IEC) materials
Inculcate into school children health-promoting habits and values of good hygiene and sanitation practices including hand washing with soap
Ring health education and related health services to the doorsteps of school children for early detection of defects and disability for prompt referral and management.
Assist in the prevention and management of communicable and non-communicable diseases
Promote the provision of adequate, safe and sustainable water and sanitation facilities in schools, which will reinforce the practice of learnt skills for hygiene.
Promote good environmental sanitation and hygiene practices in schools, which are gender, child and disability friendly
Promote healthy lifestyles including healthy diet, avoiding alcohol and tobacco consumption, illicit drugs, physical inactivity and pre-marital sex
Promote safety and prevent injury within the school environment and the general community
Provide nutrition and food safety education and ensure that food vendors and cooks are medically screed and certified to prepare, handle and sell food under hygienic conditions
Promote the provision of safe school infrastructure that is age-appropriate, well ventilated, well illuminated, disability and gender-friendly
Promote educational programmes that will assist in the prevention and management of HIV and AIDS, malaria prevention and other locally endemic diseases
Motivate school children to become change agents to their peers and in their homes and communities.
Promote effective school-community and parent-teacher partnerships to address issues that will enhance the health and development of children
Use the school as a medium to disseminate health messages to communities
Promote research and studies on school health issues in support of programme implementation.
Institutional Structures for SHEP
National Level
A national SHEP secretariat established for SHEP Unit
Headed by a National SHEP Coordinator
With support of Programme Officers
The National SHEP Coordinator reports to the Director, Finance and Administration through a Deputy Director General to the Director General.
Regional Level
There are SHEP Desks in all the regions headed by Regional SHEP Coordinators
The Regional SHEP Coordinators report directly to their respective Regional Directors of Education
In terms of departmental placement, however, SHEP is placed differently under either the Inspectorate or Human Resource Unit
District Level
District level SHEP desks occupied by District SHEP Coordinators
Report directly to the District Directors of Education
Placed under either the Monitoring and Supervision or Human Resource Unit
School Level
Every school has a teacher designated as School-based Health Coordinator (SBHC)
SBHC leads the planning and implementation of SHEP activities
He/She reports to the head teacher, who in turn reports to the Circuit Supervisor, and involves other members of staff in his/her work
Intervention / Programme Areas
Skills-based Health Education
Food Safety Nutrition and Education
Safe and Healthy School Environment
Disease Prevention and Control
CONTINUE READING
DIVISIONS
Special Education Division (SPED)
July 31, 2019
Vision
To increase access to quality education and training of learners and young people with disabilities and special educational needs in an Inclusive School Environment leading to employable skills for economic and independent living.
Mission
To work towards the creation for equal educational opportunities for learners and young people with disabilities and special educational needs through the promotion of suitable and sustainable support structures in an inclusive school environment.
Mandate
The Special Education Division works towards the creation of equal opportunities for learners and young people with disabilities and Special Educational Needs at the pre- tertiary level through the efficient management of resources, provision of suitable and sustainable support structures in an inclusive school environment.
PROGRAMME OUTLINE/UPCOMING EVENTS
Monitoring of all Special Schools and Inclusive Education focus districts to enhance efficiency and effectiveness in learning outcomes.
Extension of Inclusive Education theory and practices in 10 districts out of the remaining 196 Districts.
Provision of transitional vocational facilities and capacity building for teachers in the Special Schools
Capacity building teachers on the SAFE SCHOOL concept for the Special Schools.
Capacity building of teachers using the IE Manual.
Capacity building of Sign Language for teachers in the schools for the deaf.
FUNCTIONS OF THE SPECIAL EDUCATION DIVISION
To facilitate effective administration of Special Schools.
Provision of educational facilities and services for children and young people with Disabilities and Special Educational Needs (SEN).
To transcribe textbooks and other reading materials into Braille.
Screening and Assessment of children for early identification, correct placement in schools and other interventional measures.
Capacity building of Special Teachers across the sector at the pre-tertiary level.
Provision of appropriate Teaching and Learning Materials and Assistive Devices for learners at the pre-tertiary level.
Ensure and facilitate the timely release of feeding grants to special schools.
Supervision and monitoring of special schools and units.
CONTINUE READING
DIVISIONS
Secondary Education Division
July 15, 2019
Introduction
Secondary Education Division (SED) is a division under the Ghana Education Service (GES). The division is to assist the GES implement and monitor MOE policies, guidelines on equitable access to education, improvement of quality education, effective education management, promotion and the demystification of Science, Mathematics, Technology & Engineering at the Second Cycle level.
Vision Statement
To create an enabling environment in all Second Cycle Institutions and Management positions that will sustain effective teaching and learning in Second Cycle Schools and promote management efficiency within the Secondary Education Division.
Mission Statement
To provide for, support, guide, coordinate, regulate and promote quality Education to all children at the Second Cycle level in Ghana for national integration, individual and national development.
Our Mandate
Provide equitable access for Second Cycle Education
Improve quality of Second Cycle Education
Ensure efficiency and improved management in Second Cycle Institutions
Enhancing the Public Private School Partnership
Addressing all cross cutting issues
Duties of the Divisional Director of the Secondary Education Division
To maintain an efficient management of Second Cycle schools in Ghana
Provide equitable access to Secondary Education in the country
Improve quality of Secondary Education
Coordinate and maintain efficiency and improved management in Second cycle schools
Promote public private partnership and community participation
Member of Education Management Committee (strategic Plan), carrying out directives from the Director-General and the Deputy Director-General
Promotion and the demystification of Science, Mathematics, Technology & Engineering at the Second Cycle level
Duties of the Head of the Science Education and ICT Unit
As Head of the Unit. Coordinate, monitor and evaluate all science technology and mathematics education activities at the pre-tertiary level on regular basis and make recommendation that would enhance their effectiveness for the achievement of our national goals (demystifying the study of science).
Develop, implement and popularize science and technology through activities such as Science Technology Mathematics Innovation & Engineering (STMIE) clinics, competitions, other science, technology, mathematics camp for students, workshops/seminars, science fairs, newspaper production, posters, information pamphlets, science clubs in schools, etc with interventions for the girl-child and special needs students.
Duties of the CSSPS Coordinator
Coordinate and set criteria for placement of BECE candidates. Intensive public education and organize workshops for the sensitization of Stakeholders on registration and school selection by students and expectation of WAEC and GES. Manage the student information system; complaints and feedback mechanisms. Educate public on the CSSPS. Request for signed lists of students. Perform test run of online school selection.
Duties of the Head of Monitoring, Evaluation and Research
Coordinate and set criteria for placement of BECE candidates. Intensive public education and organize workshops for the sensitization of Stakeholders on registration and school selection by students and expectation of WAEC and GES. Manage the student information system; complaints and feedback mechanisms. Educate public on the CSSPS. Request for signed lists of students. Perform test run of online school selection.
Secondary Education Improvement Project (SEIP)
The project development objective is to increase access to Senior Secondary Education in underserved districts and improve quality in low-performing senior high schools. The project supports the Government’s Day Senior High Schools program through two components:
Support to increase Access with Equity and Quality in Senior High School
Management, Research and Monitoring and Evaluation.
Duties of the School Programs Officer
Response to complaints from stakeholders on school fees charged and ensure compliance of Government directives, organizing school databases and essay competitions, focal person for MOE/GES AYA in-school project, organizing national and international celebrations, representing the Dvsion on national committees on child protection, organizing talks to student clubs on career guidance, listening and study skills as well as time management, investigate issues and make recommendations to Director, Secondary Education Division.
Basic Education Division
Introduction
As one of the Divisions at the GES Headquarters, the Basic Education Division has the main section and three other units: Early Childhood Education Unit (ECE), Private Schools Unit and the Girls’ Education Unit (GEU).
Vision Statement
The Division envisages a country where all children of school-going age have access to quality basic education and complete irrespective of: gender, geographical location, socio-economic status of parents, physical and psychological conditions.
Mission Statement
The Division is to ensure effective and efficient delivery of basic education in the country.
Role of the Division
Generally, the Division performs the following roles:
Ensure the supply and distribution of essential teaching and learning materials to schools.
Keep accurate data of basic schools, both public and private, in the country.
Submit regular reports on basic education delivery to the Director General.
Enhance the capacity of districts to support head teachers, SMC/PTA and DEOCs to promote effective and efficient delivery of basic education.
Oversee the implementation of policy guidelines for all basic schools in collaboration with relevant authorities.
Supervise the activities of civil society and non-governmental organizations in basic schools.
Propose basic school academic calendar for approval by the Director General.
Liaise with West African Examination Council (WAEC) in the administration, conduct, and monitoring of the Basic Education Certification Examination (BECE).
Collate and analyse, BECE results nationwide and submit report to the Director General.
Process and make recommendations for approval for the opening and absorption of newly established Junior High Schools.
Facilitate the conduct of national and international competitions for pupils in basic schools.
Collaborate with the Physical Education (PE) Unit to organize national celebrations for basic schools e.g. Independence Anniversary and President’s Independence Day Awards.
Make recommendations to the Director General on the formulation and development of basic education policies and guidelines.
Undertake periodic monitoring and evaluation of interventions to improve basic education delivery in the country.
Specific roles of the units under the division
Early Childhood Education (ECE) Unit
The Unit is headed by a Director II. It oversees kindergarten education in the country and supports the Department of Children to oversee pre-school education (0 – 3 year olds). It:
Provides periodic support for ECE providers to promote efficient and effective delivery of Early Childhood Education.
Develops and reviews national policy on Early Childhood Education.
Recommends for approval the establishment of kindergartens.
Undertakes periodic inspection of kindergartens.
Enhances the capacity of Early Childhood Coordinators in the regions and districts to improve supervision.
Liaises with Development Partners, NGOs and other ECE providers to improve Early Childhood Education in the country.
Develops strategies and programmes to enhance Early Childhood Education delivery in the country.
Private Schools Unit
The Unit is headed by a Deputy Director. It:
Collaborates with the Secondary and Technical/Vocational divisions to oversee private education delivery at the pre-tertiary level.
Coordinates activities of private schools (Basic, Senior Secondary and Technical/Vocational Institutes, including, Computer Training Schools and Professional Institutes) across the country
Considers requests for approval to run private school/institution and submit recommendations to the Director General.
Prepares and updates annually, a national register of private schools in their various categories.
Supervises and supports private schools to improve on their delivery.
Liaises with Supplies & Logistics Division for supply of syllabuses and textbooks to private schools.
Keeps data on all private schools in the country.
Enhances the capacity of private schools coordination to improve supervision
Undertakes periodic inspection of private schools in collaboration with district and regional private school coordinators.
Advises and explains government’s policies on private education to proprietors/proprietresses of private schools
Submits regular reports through the Divisional Director to the Director General
Girls Education Unit (GEU)
The Unit is headed by a Director II. It:
Collaborates with the Secondary and Technical/Vocational Education Divisions to oversee the education of the girl child at all levels of pre-tertiary education – Basic, Secondary including Technical/Vocational Institutions.
Develops strategies to enhance enrolment, participation, retention, transition and learning outcomes of girls in basic and secondary schools.
Collaborates with partners to research and disseminate findings and recommendations to appropriate agencies on girls’ education
Collaborates with Development Partners and NGOs to promote girls education in the country
Keeps data on girls education in the country
Oversees the development and empowerment of girls through the introduction of interventions in schools
Develops strategies to monitor and protect girls in schools.
Enhances the capacity of Girls’ Education Officers in the regions and districts to promote girls education
Submits regular reports on girls’ education through the Divisional Director to the Director General.
Technical and Vocational Education Division
Introduction
The Technical and Vocational Education Division (TVED) is one of the Ten (10) Divisions of the Ghana Education Service (GES) Headquarters responsible for implementing pre-tertiary Technical and Vocational Education under the Ministry of Education (MoE).
Vision Statement
To provide relevant and quality Technical and Vocational Education and Training Skills to meet Ghana’s socio-economic development.
Mission Statement
To create enabling environment for the youth to acquire quality demand-driven TVET employable skills and general education to enable them fulfill the country’s TVET human resource requirements.
Our Mandate
Organize and supervise the delivery of Technical and Vocational Education and Training (TVET) in institutions at the pre-tertiary level in the public education system
Provide supervisory oversight over Technical and Vocational Institutions in the private sector that follow GES/TVET Examinations.
Develop and review curricula for TVET courses
Conduct TVET examinations and awarding corresponding certificates for all its courses
Collect and collate data from TVET Institutions
Conduct research on TVET issues
Answer Some Promotions Questions Here
Objectives
Assist in exposing students at the Basic and SHS levels to a range of practical activities in collaboration with the relevant Divisions of GES to make them familiar and to stimulate their interest in TVET programmes so as to give them the opportunity to choose their future careers in either the technical, vocational or general education field
Equip students who have completed Basic Education with TVET skills to enable them enter into gainful employment in the industry.
Equip students with relevant productive and entrepreneurial skills related to TVET courses to prepare them for self-employments.
Promote increased participation of women in education, training and employment in the TVET Sector.
Provide sound academic foundation for TVET delivery and for further education for those students who may wish to continue their education during their working life in the context of lifelong education.
UNITS OF THE DIVISION
The Division has Seven (7) Units as summarized below:
Programme Development and Supervision:
Curriculum Development, Review and Training
Supervision of public and Private Institution
Human Resource and Industrial Liaison:
Instructor and Management Training
Industrial Attachment
Tracer Studies
Finance and Administration:
Budget Preparation and Implementation
General Divisional Administration
Accreditation of Institutions
Statistics, Research, Monitoring and Evaluation:
Collecting and collating Statistical data in Public/Private Institutes
Making follow-up to monitor and evaluate delivery of programmes
Conducting research to help review courses
Women in Technical Education (WITED), Guidance and Counseling:
Encouraging females to pursue male dominated course
Providing Guidance and Counseling Services to Basic School pupils to pursue TVET
Technical Examinations Unit:
Conduct of GES TVET and National Secretariat in Office Management Examinations
Award of Certificates
ICT (supporting research and other IT activities)
Facilitating the integration of ICT into TVET curriculum to enhance TVET Delivery
Coordinating ICT activities in Technical Institutes
Training for ICT teachers
Collecting and collating Statistical data in Public TVET Institutes
STUDY LEAVE WITH PAY 2021/2022 ACADEMIC YEAR.
The table below shows the various allocation.
Download the Table Here
Corona has come to affect our life styles. It will take a long time for things to be normal.
It is during times like this that the expertise and efficiency of great teachers like you are put to test.
Teaching in Mask is one of the most difficult task for all teachers.
This means a paradigm shift in the way we teach.
Creative Pedagogy should be used and adopted by all teachers during this pandemic to make our lessons less stressful and enjoyable.
Activity Based lessons should be activated in our classrooms to reduce long talks and 'sermons'.
This should however be done tackfully to avoid children contacting and engaging unduly with their peers.
We must as all times ensure that our children, colleagues and ourselves are all in masks.
*_Send your comments, questions, Contributions, etc via WhatsApp: wa.me/233244299706_*
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Enough Unionism
There are more unions in the education sector than any other sector of the Ghanaian economy.
But, is it worth joining these unions? Are they really fighting for the teacher's welfare?
Are the teachers committed to seeing that the unions succeed to champion their course?
Sometimes, I think teachers usually and on most occasions should blame their leaders not governments. Almost all the teacher unions have been in existence for sometime now. Some spaning over decades. But, what do we have to show?
Sometimes, it very pathetic when you see a colleague teacher on radio or television soliciting for funds to undergo some surgical operations.
Common Hospital too we cannot build as teachers not to talk about the morgue.
Teachers too deserve the best and not better. We cannot continue to blame governments for all our woes.
Governments would begin to respect the teacher the day teacher unions begin to pay their members whose salaries have gone off for some months. Governments would begin to respect the teacher when the unions pay the salaries of striking teachers in situations when governments refuse to pay.
But, sometimes, we have to blame ourselves. Our leaders are too partisan that their true colours are not hidden when their party is either in government or in opposition.
Some of our leaders use the position to champion the course of their political pay masters in order to be given juicy appointments when their party take up the mantle of leadership. We all know union leaders who have gotten juicy appointments in both NDC and NPP administrations.
We cannot continue to create new teacher unions and expect different results. What we can do in the interim is to put pressure on leadership to fight for our course.
We must begin to show interest in the activities of GNAT, NAGRAT, CCT, TEWU, UTAG, Innovative Teachers, etc. Politically induced leaders should be removed and replaced where necessary.
We must as a matter of urgency establish the Teacher's Bank, the Teacher's Hospital, the Teacher's Satellite TV, the Teacher's Morgue, etc.
Our accrued funds should be invested in high income but risk - free businesses to increase our revenue base.
All teacher unions must be seen to be speaking on one common voice. Our differences should be buried when we are at the negotiating table.
We cannot continue to look on whiles some teachers graduate from our Universities only to sell dog chains, iced kenkey, bread and pure water, when we know there are lots of vacancies that can accommodate them.
We cannot sit unconcerned whiles teachers troop to the Controller and Accountant General's Department to resolve salary issues. Some teachers travel from Savelugu, Talensi, Bimbilla, Amedzope, Have, Buipe, etc to Accra just to have their salaries restored or corrected.
Similarly, we cannot sit and watch schools without appropriate teaching and learning materials to teach our future generations. Teachers should not be party to the destruction of our future generations. We must make our voices heard loud and clear. Our silence is far too long.
We as teachers and our unions must have and push for a permanent interest - to see to the welfare of the Ghanaian teacher. The time for divisiveness, selfishness, and hypocrisy is over.
The teacher should enjoy whiles on Earth, for whether he or she goes to heaven or hell, lies in the bossom of the Almighty.
The teacher also deserve their reward on Earth!
Aluta Continual!
By AminuWrites,
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Contact: 0244299706
Email: aminuwrites@gmail.com
Blog: https://AminuWrites.Blogspot.Com
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GHANA EDUCATION SERVICE 2025 PROMOTIONS EXAMINATION ONLINE QUESTIONS Exercise 02 1. The Salamanca Declaration was adopted in which year? a...
