Bawku SHS Students Allegedly Go on Rampage After Crackdown on Examination Malpractice

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June 15, 2026

Property was destroyed and a teacher allegedly assaulted during disturbances at Bawku Senior High School after school authorities reportedly prevented examination malpractice during the ongoing WASSCE.

Bawku SHS Records Violent Disturbance Amid Ongoing WASSCE

A disturbing incident has been reported at Bawku Senior High School in the Upper East Region after some final-year students allegedly went on a rampage following efforts by school authorities to prevent examination malpractice during the ongoing West African Senior School Certificate Examination (WASSCE).

The incident reportedly occurred at about 1:00 a.m. on Monday, June 15, 2026, resulting in extensive damage to school property and disruptions within the school community.

GES Director Explains Cause of Incident

Speaking to bSMART Media Upper East, the Ghana Education Service (GES) Director for the Bawku Municipality, Mr. Isaac Abweko Azasoo, disclosed that the disturbances were allegedly triggered after school management and invigilators refused to permit examination malpractice.

According to him, some final-year students who are expected to complete their examinations later this week reacted angrily to the strict enforcement of examination regulations.

“The students took the law into their own hands after authorities refused to allow any form of examination malpractice,” the Municipal Director reportedly stated.

Teacher Allegedly Kidnapped During Disturbance

Mr. Azasoo further revealed that the situation escalated into violence, during which one teacher was allegedly kidnapped by some of the students.

Details surrounding the alleged kidnapping remain limited, but education authorities are expected to collaborate with security agencies to establish the full circumstances surrounding the incident.

Another Teacher Assaulted and Hospitalised

In a separate development, another teacher was reportedly assaulted during the disturbances and had to be rushed to a health facility for treatment.

According to the Municipal Director, the injured teacher’s condition necessitated further medical attention, leading to a referral to Bolgatanga for advanced treatment.

The extent of the teacher’s injuries has not yet been officially disclosed.

Security Personnel Deployed to Restore Order

Following the incident, security personnel were deployed to the school to restore calm and maintain law and order.

The increased security presence is intended to prevent further disturbances and ensure that the remaining WASSCE papers are conducted without interruption.

Authorities have assured parents, staff, and candidates that the situation is under control.

School Will Remain Open

Despite the seriousness of the incident, the Ghana Education Service has indicated that Bawku Senior High School will not be closed down.

Academic and examination activities are expected to continue under enhanced security arrangements.

The decision is aimed at ensuring that innocent candidates preparing for the remainder of the WASSCE are not adversely affected by the actions of a few individuals.

Renewed Concerns Over Examination Malpractice

The incident has once again highlighted growing concerns about examination malpractice and the pressure faced by candidates during external examinations.

Education stakeholders have consistently warned that attempts to circumvent examination rules undermine the credibility of certificates and compromise educational standards.

The Ghana Education Service and the West African Examinations Council (WAEC) have repeatedly emphasized their commitment to maintaining the integrity of national examinations.

Investigations Expected

Security agencies are expected to investigate the destruction of school property, the alleged kidnapping, and the reported assault on school staff.

Authorities have yet to announce whether arrests have been made in connection with the incident.

Further updates are expected as investigations continue.

GES Rolls Out Nationwide Harmonised Play-Based Kindergarten Training Programme to Benefit 1.2 Million Learners

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FERDINAND ELLIS

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June 15, 2026

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Understanding grade Career Progression in the Ghana Education Service (GES) BECE

The Ghana Education Service has launched a nationwide Early Childhood Education Harmonised Play-Based Kindergarten Training Programme aimed at strengthening foundational learning and benefiting over 1.2 million kindergarten learners annually.

GES Launches Major Early Childhood Education Reform

The Ghana Education Service (GES), under the leadership of the Ministry of Education and with support from development partners, has announced the nationwide rollout of the Early Childhood Education (ECE) Harmonised Play-Based Kindergarten Training Programme.

The initiative marks a significant step in Ghana’s efforts to strengthen foundational learning and improve the quality of early childhood education across the country.

According to GES, the programme is designed to ensure that every Ghanaian child receives quality kindergarten education that promotes creativity, curiosity, critical thinking, communication skills, and holistic development from an early age.

Why the Play-Based Approach Matters

Educational research and international best practices have consistently shown that young children learn most effectively through active engagement, exploration, and meaningful play.

The harmonised play-based approach places the child at the centre of the learning process, allowing learners to:

Explore their environment through guided activities
Develop social and emotional skills
Strengthen communication and language abilities
Improve problem-solving and critical thinking skills
Build confidence and independence
Develop foundational literacy and numeracy competencies

Under this approach, teachers serve as facilitators who create engaging learning environments that encourage discovery, collaboration, and creativity.

Nationwide Capacity-Building Programme

To ensure the successful implementation of the programme, GES has commenced a comprehensive nationwide training exercise targeting education officers and kindergarten teachers at all levels.

The training programme covers:

National-Level Training

Training of National Officers responsible for programme coordination and implementation.

Regional-Level Training

Training of all 16 Regional Early Childhood Education Coordinators.

District-Level Training

Training of all 261 District Early Childhood Education Coordinators.
Training of all 261 Deputy Directors in charge of Supervision.
Training of all 261 District Training Officers.

Teacher-Level Training

Training of more than 30,000 Kindergarten teachers across Ghana.

The extensive training structure is expected to ensure consistency in the delivery of the play-based curriculum throughout the country’s public basic schools.

Expected Impact on Learners

GES estimates that the programme will directly benefit approximately 1.2 million kindergarten learners every year.

Education experts believe that strengthening learning at the kindergarten level can significantly improve educational outcomes throughout a child’s academic journey.

Research has demonstrated that quality early childhood education contributes to:

Improved literacy and numeracy performance
Better school readiness
Enhanced cognitive development
Increased retention and completion rates
Stronger social and emotional development

The programme therefore forms part of broader efforts to improve learning outcomes across Ghana’s pre-tertiary education sector.

Supporting Ghana’s Education Transformation Agenda

The nationwide rollout aligns with the government’s commitment to improving foundational learning under ongoing education reforms.

By investing in teacher capacity development and child-centred instructional approaches, GES aims to ensure that young learners acquire the essential skills needed for success in basic, secondary, and higher education.

The initiative also supports Ghana’s efforts to achieve global education targets, including Sustainable Development Goal 4 (SDG 4), which seeks to ensure inclusive and equitable quality education for all.

Stakeholder Collaboration

GES acknowledged the contributions of development partners, education stakeholders, and technical experts who have supported the design and implementation of the programme.

The Service noted that continued collaboration among government agencies, development partners, teachers, parents, and communities will be critical to the success of the initiative.

Looking Ahead

The nationwide implementation of the Early Childhood Education Harmonised Play-Based Kindergarten Training Programme represents one of the most significant recent investments in foundational learning in Ghana.

With over 30,000 teachers expected to receive training and approximately 1.2 million learners projected to benefit annually, the initiative is expected to play a crucial role in transforming kindergarten education and strengthening learning outcomes across the country.

As implementation progresses, education stakeholders will be closely monitoring its impact on teaching practices, learner engagement, and overall educational achievement at the foundational level.

Promotion Guidelines for Deputy Director in the GES

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FERDINAND ELLIS

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June 14, 2026

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UWR: Jamiat Al- DEPUTY PROMOTION Understanding Recruitment Standards in Ghana’s Tertiary Institutions Hidayat Girls Senior High School gets modern ICT training centre

Ferdinand | EducationGhana | June 14 | Promotion Guidelines for Deputy Director in the GES

This article explains the promotion guidelines for Deputy Director in the Ghana Education Service, (GES) including eligibility requirements, qualifications, experience, and the assessment process under the current GES Scheme of Service.

Introduction

Promotion to the rank of Deputy Director (DD) in the Ghana Education Service (GES) represents one of the highest career milestones for education officers before reaching director-level administration.

It marks the transition from middle and senior management into top-level educational leadership, where officers are expected to influence policy implementation, supervise large administrative units, and provide strategic direction within the education system.

Recent reforms under the GES Scheme of Service, in collaboration with the Public Services Commission (PSC) and the Fair Wages and Salaries Commission (FWSC), have strengthened promotion requirements to ensure transparency and merit-based advancement.

Position of Deputy Director in GES Structure

The Deputy Director rank is a senior management position within the GES hierarchy. It is:

Above Assistant Director I
Below Director II

Officers at this level often serve in key administrative and leadership roles such as:

District Directors of Education
Heads of Senior High Schools (in some cases)
Regional education office administrators
Heads of departments and units at GES headquarters
Senior policy implementation officers

Deputy Directors play a critical role in bridging operational school management and national education policy execution.

Eligibility Requirements for Deputy Director Promotion

To qualify for promotion to Deputy Director, candidates must meet strict professional and administrative conditions.

1. Rank Requirement

Applicants must have attained the rank of Assistant Director I (AD I) and served for a required minimum period, commonly:

At least 3 to 5 years at AD I level (depending on promotion cycle and vacancy structure)

2. Notional Service Requirement

Recent promotion cycles indicate that eligibility often applies to officers who:

Were promoted to Assistant Director I in or before 2020–2021
Have maintained continuous service since promotion (excluding approved leave)

3. Academic Qualification

Candidates are expected to possess:

A Bachelor’s degree in Education or related field (minimum requirement in most cases)
A Master’s degree (strong advantage and often preferred)
Continuous Professional Development (CPD) records
A valid National Teaching Council (NTC) license

4. Professional Conduct and Performance

Applicants must demonstrate:

Strong leadership and administrative experience
Clean disciplinary record
Satisfactory annual performance appraisal reports
Evidence of effective supervision of staff or institutions

Mode of Promotion to Deputy Director

Promotion is not automatic. It follows a structured process involving multiple stages.

1. Application Process

GES announces promotion exercises through official circulars. Eligible officers must:

Apply through designated GES channels or online portals
Ensure accuracy of personal records and service history

2. Documentation Requirements

Applicants are required to submit:

Appointment and promotion letters
Academic certificates
Professional certificates and NTC licence
Personal record forms
Evidence of service and postings

3. Screening and Verification

GES, in collaboration with regional and headquarters offices, verifies:

Eligibility status
Authenticity of documents
Correct rank classification
Service continuity

4. Aptitude Test or Interview

Shortlisted candidates may be required to sit for:

Written promotion examinations, and/or
Oral interviews

Assessment areas include:

Education leadership and management
Ghana education policies and reforms
Human resource and administrative procedures
School supervision and evaluation systems

Key Competencies Expected of Deputy Directors

Successful candidates must demonstrate:

Strategic leadership and decision-making ability
Strong administrative and supervisory skills
Policy interpretation and implementation capacity
Conflict resolution and stakeholder engagement skills
High ethical and professional standards

Factors Affecting Promotion to Deputy Director

Several factors influence promotion outcomes:

Limited vacancies at senior level
Performance appraisal history
Completion of required years at AD I level
Accuracy and completeness of personal records
Competition among eligible candidates

Importance of Deputy Director Promotion

Promotion to Deputy Director is significant because it:

Places officers in top management positions within GES
Improves salary level under the Single Spine Pay Structure
Expands authority over districts, schools, and education units
Strengthens eligibility for Director II and Director I ranks
Recognizes long-term professional contribution

Current Reform Context

Ongoing reforms in the Ghana Education Service are reshaping promotion systems. Key changes include:

Greater emphasis on competency-based evaluation
Standardised promotion examinations and interviews
Integration of job evaluation systems under FWSC and PSC
Reduction of delays in senior rank promotions

These reforms aim to improve fairness, transparency, and efficiency in career progression.

Conclusion

Promotion to Deputy Director in the Ghana Education Service is a competitive and structured process requiring experience, qualifications, and demonstrated leadership capacity. While eligibility begins at Assistant Director I level, advancement depends on both professional merit and institutional requirements.

As reforms continue, the system is gradually moving toward a more transparent and performance-based model that rewards competence and leadership in Ghana’s education sector.

How GES Promotion Exams Work in Ghana

By

FERDINAND ELLIS

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June 14, 2026

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Ferdinand | EducationGhana | June 10 | How GES Promotion Exams Work in Ghana

The Ghana Education Service (GES) promotion exams are structured assessments used to promote teachers through ranks. This article explains eligibility, exam format, content areas, and how the promotion process works in Ghana.

Introduction

Promotion in the Ghana Education Service (GES) is not automatic. Teachers must go through a structured system that combines eligibility screening, documentation checks, and in many cases, a written promotion examination.

The promotion exam system is part of broader reforms introduced to ensure transparency, merit-based progression, and professional accountability within the education sector.

Only shortlisted applicants who meet all requirements are allowed to participate in the examination stage.

What Are GES Promotion Exams?

GES promotion exams are standardized aptitude tests used to assess teachers and education officers for advancement to higher ranks such as:

Principal Superintendent (PS)
Assistant Director II (AD II)
Assistant Director I (AD I)
Deputy Director (DD)

The exams help determine whether candidates possess the professional knowledge, leadership capacity, and administrative competence required for higher responsibility roles.

Who Qualifies to Write the Exams?

Before a teacher is invited to write the exam, GES conducts strict screening based on:

1. Rank and Years of Service

Candidates must have served the required number of years in their current rank. For example:

Principal Superintendent before AD II consideration
AD II before AD I consideration
AD I before Deputy Director consideration

2. Professional Qualification

Applicants must have:

A recognized teaching qualification
A valid National Teaching Council (NTC) license
Relevant academic background in education or related fields

3. Documentation Verification

Candidates must submit:

Promotion and appointment letters
Academic certificates
Personal records
NTC license and service history documents

Incomplete documentation often leads to disqualification before the exam stage.

How Candidates Are Selected for the Exam

GES uses a two-stage filtering process:

Stage 1: Eligibility Screening

Applications are reviewed at district, regional, and headquarters levels to confirm eligibility.

Stage 2: Shortlisting and Index Number Allocation

Only successful applicants receive:

SMS notification
Staff ID confirmation
Examination index number
Assigned exam centre

Candidates without index numbers are not allowed to sit for the exam.

Structure of the Promotion Exams

The exams are usually written on paper-based or computer-assisted formats depending on the cycle.

They typically include multiple-choice questions covering professional and administrative knowledge areas.

Core Areas Covered in the Exams

The questions are drawn from key professional domains, including:

1. Education Policy and Administration

Candidates are tested on:

Ghana Education Service policies
Ministry of Education frameworks
School governance structures
Public service regulations

2. Teaching and Learning

This includes:

Pedagogical theories
Classroom management
Curriculum implementation
Assessment and evaluation

3. Leadership and Management

Candidates must demonstrate knowledge of:

Educational leadership principles
Supervision of teachers
Decision-making in schools
Conflict management

4. Office and Administrative Practices

This area covers:

Record keeping
Reporting systems
Communication procedures
Human resource management in schools

5. Contemporary Educational Issues

Candidates may also be tested on:

ICT in education
Inclusive education
National education reforms
Global education trends

Examination Procedure

The promotion exam process typically follows this sequence:

1. Notification

Shortlisted candidates receive SMS alerts with exam details.

2. Examination Day Requirements

Candidates must report with:

Valid national ID
Staff identification details
Index number confirmation
Required writing materials

3. Supervised Examination

Exams are conducted under strict supervision in approved centres nationwide.

4. Marking and Moderation

Scripts are marked centrally, and results are moderated to ensure fairness and consistency.

After the Examination

Once marking is completed:

Results are compiled and verified
Successful candidates are recommended for promotion
Appointment letters are issued by GES
New ranks take effect based on official approval

Key Challenges in the Promotion Exam System

Despite improvements, the system still faces challenges such as:

Limited preparation time for candidates
Heavy reliance on theoretical assessment
High competition for limited promotion slots
Occasional delays in result release

Importance of Promotion Exams in GES

The promotion exam system plays a key role in:

Ensuring merit-based career progression
Strengthening leadership in schools
Improving accountability in education management
Aligning teacher competence with national standards

Conclusion

GES promotion exams are a central part of teacher career progression in Ghana. They combine eligibility screening with standardized assessment to ensure that only qualified and competent officers are promoted to higher ranks.

Understanding the structure, content, and requirements of the exam helps teachers prepare effectively and increases their chances of success in the promotion process.

Promotion Guidelines for Assistant Director II in the GES

By

FERDINAND ELLIS

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June 14, 2026

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New Curriculum in PROMOTION ASSISTANT motivation teacher how classroom TEACHER Ghana Explained: GES What Teachers Must Know for Effective Implementation ges

Ferdinand | EducationGhana | June 14 | Promotion Guidelines for Assistant Director II in the GES

This article explains the promotion guidelines for Assistant Director II in the Ghana Education Service, (GES) including eligibility requirements, qualifications, experience, and the assessment process under the current GES Scheme of Service.

Introduction

Promotion within the Ghana Education Service (GES) follows a structured and merit-based system designed to support career progression, improve service delivery, and strengthen leadership in education management.

One of the key leadership entry points into senior management is the rank of Assistant Director II (AD II). This position marks the transition from classroom teaching and basic supervisory roles into formal administrative and leadership responsibilities within schools and district education offices.

Recent reforms involving the GES, the Public Services Commission (PSC), and the Fair Wages and Salaries Commission (FWSC) have strengthened the promotion process to ensure transparency, consistency, and accountability in staff progression.

Position of Assistant Director II in GES

Assistant Director II is a senior professional rank above Principal Superintendent and below Assistant Director I.

Officers at this level are expected to:

Support school leadership and administration
Supervise teaching and learning activities
Assist in curriculum implementation
Coordinate academic programmes in schools and circuits
Participate in monitoring and evaluation of education delivery

It is a key preparatory stage for higher administrative roles in education leadership.