In Ghana, teachers stand as pillars of national development, shaping the minds of future generations. Recognizing their pivotal role, the Ghana National Association of Teachers (GNAT) has long advocated for improvements in their welfare and working conditions. At the recent 7th Quadrennial District Delegates’ Conference in Tepa, GNAT amplified its call for urgent reforms in teacher support, specifically focusing on housing, promotion structures, and study leave policies, to ensure that educators are adequately supported and motivated.

The current system, GNAT argues, places unnecessary burdens on teachers, hindering their professional growth and overall well-being. These concerns took center stage as delegates gathered to chart a course for the future of teacher support in the country.

One of the most pressing issues highlighted at the conference was the need to streamline the teacher promotion processes.

Currently, the path for teachers to advance in their careers is often fraught with delays and complexities. Elvis Prince Biney, a passionate advocate for teacher support, voiced strong criticism of the existing structure, pointing out the lengthy 8-10 year wait for teachers to move from Assistant Director to Deputy Director. “Our Mother GNAT should call on GES to reduce the long chain of ranking, from Principal Superintendent to Director I,” he urged. “I don’t understand the difference between Assistant Director I and Assistant Director II. It’s just a way to waste the teachers’ precious time. What is the difference between an Assistant and a Deputy?”

GNAT’s proposal seeks to simplify the ranking structure, fostering a more transparent and efficient system that recognizes and rewards teachers’ dedication and hard work. By reducing the bureaucratic hurdles, GNAT aims to enhance teacher morale and create a clear path for career advancement within the Ghana Education Service.

Beyond professional development, access to adequate housing remains a significant challenge for many teachers, especially those early in their careers. Recognizing this obstacle, GNAT has proposed the implementation of a housing mortgage scheme tailored specifically for teachers. This initiative draws inspiration from successful models in other African nations, such as Ivory Coast, where teachers can leverage their pension funds to secure housing.

“Ivory Coast has a system where every teacher who wants to build a house can mortgage their pension,” explained one delegate. “In Ghana, we have the Provident Fund, Teachers’ Fund, Tier 2, and SSNIT. Why can’t we use these to support teachers in building homes earlier in life?”

The proposed housing mortgage scheme aims to empower teachers to secure stable and dignified living conditions, allowing them to focus on their vital role in educating the nation’s youth. By enabling teachers to own homes earlier in their careers, the scheme promises a more secure and comfortable retirement.

Furthermore, GNAT has called for a modernization of the existing study leave policy to better align with the current educational landscape. With the entry point for teachers now requiring a degree, the current study leave policy is seen as increasingly obsolete. GNAT advocates for extending the policy to cover master’s programmes, enabling teachers to pursue advanced degrees and enhance their skills and knowledge.

“Now the entry point is a degree, so effectively, the current study leave is of no use,” stated a GNAT representative. “Why don’t we extend it to cover master’s programmes so that members can take advantage?” This reform is crucial for continuous professional development, ensuring that teachers remain equipped with the latest pedagogical techniques and subject matter expertise.

The concerns raised at the conference resonated with the national leadership of GNAT. John Owusu Mensah, First National Trustee of GNAT, echoed the need for a streamlined promotion system. In a show of progress, recent government efforts to address longstanding issues, such as clearing the promotion backlog for Deputy Directors, were acknowledged. “It is commendable. We appreciate the government,” Mensah stated. “Over the years, union leaders have been fighting for this, and it’s a dream come true.” This acknowledgment underscores the importance of collaboration between GNAT and the government in addressing the challenges facing teachers.

Grace Oppong Agyapong, Municipal Director of Education, highlighted persistent challenges affecting education in rural areas, including poor infrastructure, delayed teacher allowances, large class sizes, bad roads, and teacher absenteeism. “Despite the achievements, challenges persist—poor infrastructure, delayed teacher allowances, large class sizes, bad roads, and teacher absenteeism,” Agyapong noted. “We must confront these obstacles with a unified front to ensure that teacher welfare and educational excellence remain national priorities.”

GNAT’s call for teacher support reform encompasses streamlining promotion structures, implementing a housing mortgage scheme, and modernizing the study leave policy. Addressing these critical issues will not only enhance teacher motivation and improve educational outcomes but also ensure the well-being of the educators who shape the future of Ghana. The 7th Quadrennial District Delegates’ Conference concluded on a positive note with the election of new GNAT executives, signaling a continued commitment to advocating for teacher welfare and driving meaningful change within the education sector.