The Ghana National Association of Teachers (GNAT) in Ashanti Region demands bail for a teacher arrested over alleged assault at Nyinahin Catholic SHS, warning of possible WASSCE disruption if demands are not met.
GNAT Raises Concern Over Teacher’s Detention
The Ashanti Regional branch of the (GNAT) has called for the immediate release on bail of a teacher at the centre of an alleged assault case involving a female student at Nyinahin Catholic Senior High School.
The incident, which has drawn public attention within the Atwima Mponua District, has triggered tensions between the association and law enforcement authorities.
GNAT argues that the continued detention of its member raises questions about fairness and due process.
Call for Due Process and Institutional Engagement
Speaking to The Gist Plug, the Ashanti Regional Secretary of GNAT, D.K. Atakora, urged the Atwima Mponua Police Command to grant bail to the teacher without delay.
He also appealed to the (GES) and the management of Nyinahin Catholic SHS to ensure that all procedures surrounding the case are handled in line with established disciplinary and legal frameworks.
GNAT maintains that while disciplinary concerns must be addressed, the rights of its member should not be compromised during investigations.
Threat of WASSCE Boycott and Industrial Action
The association has issued a strong warning that failure to grant bail by the next day could trigger industrial action.
GNAT indicated that teachers at Nyinahin Catholic SHS and across the district may be directed to withdraw their services during the ongoing West African Senior School Certificate Examination (WASSCE).
The association further stated that members could be instructed to wear red armbands and stage demonstrations to protest what it describes as unfair treatment of its member.
Growing Tension in the Education Sector
The situation has raised concerns among education stakeholders, particularly as the WASSCE remains a critical national examination period.
Observers note that any disruption could affect examination coordination, supervision, and student performance if the dispute escalates.
Authorities have yet to issue an official response regarding GNAT’s demands and the threat of industrial action.
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Ferdinand | EducationGhana | June 10 | Understanding Career Progression in the Ghana Education Service (GES)
Learn how career progression works in the Ghana Education Service (GES) , including the full rank structure, promotion pathways, requirements, and how the new Scheme of Service is reshaping advancement for teachers.
Introduction
Career progressionin the Ghana Education Service Ghana Education Service is a structured but evolving system that defines how teachers and education officers advance from entry-level classroom roles to senior administrative leadership.
The system is guided by national public sector standards under the supervision of the Ghana Tertiary Education Commission Ghana Tertiary Education Commission, the Public Services Commission Public Services Commission, and the Fair Wages and Salaries Commission Fair Wages and Salaries Commission.
Recent reforms, including the new Scheme of Service, are reshaping how promotions are handled, especially at senior levels.
Full Career Progression Structure in GES (Lowest to Highest)
The official GES rank structure follows a clear hierarchy:
Entry-Level Teaching Ranks
Pupil Teacher
Superintendent II
Superintendent I
Mid-Level Teaching Ranks
Senior Superintendent II
Senior Superintendent I
Principal Superintendent
First-Line Leadership Ranks
Assistant Director II
Assistant Director I
Middle Management Ranks
Deputy Director
Senior Management Ranks
Director II
Director I
Executive Leadership
Deputy Director-General
Director-General
How Career Progression Works in GES
Promotion in GES is based on a combination of professional, academic, and administrative factors.
1. Academic Qualifications
Progression is influenced by:
Diploma in Education (entry level in earlier systems)
Bachelor’s degree (current minimum standard)
MPhil or Master’s degree (required for higher ranks)
PhD (advantage for senior leadership positions)
2. Years of Service
Each rank requires a minimum number of years before eligibility for promotion. Longer service is often required at higher ranks.
How the New Scheme of Service is Changing Progression
The revised Scheme of Service introduces major reforms that affect how teachers move through the ranks.
1. Decoupling Grade from Duty Post
Promotion is increasingly separated from job vacancies. This means:
Teachers can be promoted without waiting for an available post
Rank progression becomes more merit-based
Administrative posting is handled separately
2. Strengthening Senior Ranks
New emphasis is being placed on:
Director II as a structured senior management entry point
Director I as a higher policy and leadership role
Clearer transition from Deputy Director to top management
3. Competency-Based Promotion
Greater emphasis is placed on:
Performance evaluation
Leadership capability
Professional experience
Evidence of contribution to education development
4. Structured Career Pathway
The system now provides a clearer route:
From classroom teacher → Assistant Director → Deputy Director → Director II → Director I → National leadership
This reduces stagnation and improves predictability in career advancement.
Challenges in Career Progression
Despite reforms, challenges remain:
Slow promotion cycles in some regions
High competition for senior ranks
Administrative delays in processing promotions
Uneven implementation of policies
Documentation and verification issues
Opportunities for Teachers
The evolving system also creates opportunities:
Faster progression under merit-based assessments
Clearer leadership pathways
Improved recognition of qualifications
Expanded senior management roles
Better alignment with national education reforms
Conclusion
Career progression in the Ghana Education Service is moving from a vacancy-driven system to a more structured, competency-based model. While traditional ranks remain intact, reforms under the new Scheme of Service are reshaping how teachers advance, especially at the senior leadership level.
For teachers, success now depends more on professional development, performance, and leadership experience than on waiting for limited vacancies.
The Ghana Education Service has directed regional offices to submit staff personal files for a nationwide job evaluation exercise aimed at implementing the new Scheme of Service affecting promotions and salary structure.
GES Initiates Nationwide Job Evaluation Exercise
The Ghana Education Service has instructed all Regional Directors to urgently submit staff personal files as part of a nationwide Job Evaluation Exercise.
The directive, issued from GES Headquarters and signed on June 8, 2026, is part of ongoing reforms linked to the implementation of a new Scheme of Service across the education sector.
The exercise is expected to support the validation, updating, and restructuring of personnel records for all staff within the Service.
Collaboration with Key Public Service Institutions
The exercise is being implemented in collaboration with key state institutions, including:
Fair Wages and Salaries Commission
Public Services Commission
According to the directive, the joint exercise will ensure accurate job evaluation and proper alignment of staff roles within the new grading and career progression framework.
Purpose of the Job Evaluation Exercise
GES indicated that the exercise is critical for:
Validating staff qualifications and career progression records
Supporting implementation of the new Scheme of Service
Improving transparency in promotions and grading
Ensuring accurate placement of officers in appropriate ranks
Strengthening payroll and human resource management systems
The reform is expected to influence future promotion pathways, salary adjustments, and job classification within the Service.
Required Documents for Staff Files
Regional, Metropolitan, Municipal, and District Directors have been directed to ensure that each staff personal file contains the following:
Letter of appointment
Completed and signed personal record form
Certified copies of academic and professional certificates
Copies of promotion letters
Any additional relevant personnel documents
All files must be properly arranged and vetted at the district level before submission to headquarters.
Submission Instructions
Directors have been instructed to:
Liaise with Metro, Municipal, and District offices to collect all staff files
Vet all files for completeness before forwarding
Submit through the HRMD Division Secretariat at GES Headquarters
Treat the exercise as urgent and time-bound
The directive emphasized strict compliance due to the importance of the exercise in ongoing reforms.
Implications for Teachers and Staff
The exercise has significant implications for staff within the Ghana Education Service, particularly in relation to:
Promotion eligibility
Career progression under the new Scheme of Service
Salary structure adjustments
Verification of professional records
Staff are therefore encouraged to confirm that their personal files are complete and up to date at their respective district offices.
Missing or incomplete documentation, particularly promotion letters and certified certificates, could delay processing under the new system.
Conclusion
The nationwide submission of staff personal files marks a key step in Ghana’s ongoing education sector reforms. It reflects a broader effort to modernize human resource management within the Ghana Education Service and ensure fairness and transparency in career progression.
Learn how to complete the 2026 BECE school selection form correctly. Understand the Category A, B, and C requirements, day and boarding options, and alternative school choices.
Understanding the 2026 BECE School Selection Process
The Ghana Education Service (GES) and the Ministry of Education have outlined clear guidelines for candidates participating in the 2026 Basic Education Certificate Examination (BECE) school selection exercise.
The guidelines are designed to ensure that candidates make balanced choices while improving access and placement opportunities under the Computerized School Selection and Placement System (CSSPS).
Candidates are required to select a total of eight schools, comprising six main choices and two alternative choices.
Total Number of Schools to Select
Each candidate must choose:
Six (6) Main Schools
Two (2) Alternative Schools
This brings the total number of schools to eight (8).
The Six Main School Choices
Candidates have two approved options for selecting their six main schools.
Option 1: Balanced Category Selection
Under this arrangement, candidates must choose:
Two schools from Category A
Two schools from Category B
Two schools from Category C
Within each category:
One school must be selected as a Day school
One school must be selected as a Boarding school
This means candidates will have: Category Boarding Day Category A 1 1 Category B 1 1 Category C 1 1
Total: 6 Schools
Option 2: Category C Only Selection
Candidates who do not wish to select schools from Categories A and B may choose all six schools from Category C.
However, the following distribution must be observed:
Three Boarding schools
Three Day schools
Total: 6 Schools
Alternative School Choices
In addition to the six main schools, candidates must select:
Two Alternative Schools
Important Conditions
Both alternative schools must be Boarding schools.
Alternative schools must be selected from the official Appendix 3 list provided by GES.
These schools are separate from the six main choices.
Important Rules Candidates Must Follow
1. Categories Cannot Be Ignored
Candidates cannot omit Categories A and B unless they choose the Category C-only option.
2. Alternative Choices Must Be Boarding
Day schools cannot be selected as alternative choices.
3. Verify Information Carefully
Candidates should thoroughly review:
School names
School codes
Programme choices
Day or Boarding status
Category selection requirements
before submitting their forms.
Why GES Uses This System
The school selection framework aims to:
Promote fairness in placement.
Encourage balanced school choices.
Increase placement opportunities for candidates.
Reduce excessive concentration on a few highly competitive schools.
Improve access to quality secondary education nationwide.
Advice for Parents and Candidates
Before completing the selection form:
Study the official school register carefully.
Consider academic performance requirements.
Assess boarding and day school preferences.
Seek guidance from teachers and school counsellors.
Avoid selecting schools solely based on popularity.
A well-balanced selection strategy often improves placement chances under the CSSPS.
Related Articles
2026 BECE School Selection Guidelines: Full Explanation
How CSSPS Placement Works in Ghana
Top SHS Choices for BECE Candidates
Common Mistakes Students Make During School Selection
Ferdinand | EducationGhana | June 10 | Accra College of Education Announces Teaching Vacancies in Multiple Subject Areas | Apply by June 19, 2026
Accra College of Educationhas opened applications for teaching positions in Languages, Mathematics, Science, Social Science, and Education. Qualified applicants have until June 19, 2026, to submit their applications.
Accra College of Education Opens Recruitment for Tutors
Accra College of Education has announced vacancies for qualified and experienced academics to join its teaching staff.
The recruitment exercise seeks to strengthen the institution’s academic workforce in several subject areas as the College continues its mission of preparing highly competent teachers for Ghana’s education sector.
Interested applicants are encouraged to submit their applications before the stated deadline.
Subject Areas Available
Applications are invited from suitably qualified candidates in the following disciplines:
Languages
Ewe
Twi
Dangme
Mathematics
Science
Agricultural Science
Social Science
Music
Education
Successful applicants will be expected to contribute to teaching, research, student supervision, and departmental administration.
Key Responsibilities
Successful candidates will be required to:
Teach assigned courses and facilitate learning activities.
Prepare, administer, and mark examinations and assessments.
Supervise students during the Supported Teaching in Schools (STS) programme.
Participate in invigilation and academic quality assurance activities.
Conduct research and publish in reputable academic journals.
Undertake departmental and institutional administrative responsibilities.
Contribute to curriculum development and academic innovation.
Ferdinand | EducationGhana | June 10 | GES Begins Review of Grading Structure to Implement New Scheme of Service for Teachers
The Ghana Education Service(GES) has commenced a nationwide review of its grading structure as part of the implementation of the newly approved Scheme of Service. Teacher unions have been invited to nominate representatives for the exercise.
GES Launches Grading Structure Review Exercise
The Ghana Education Service (GES) has officially announced the commencement of a nationwide review of its grading structure as part of efforts to operationalise the newly approved Scheme of Servicefor teaching and non-teaching staff.
The exercise follows directives from the Public Services Commission (PSC) regarding the implementation of government policy on the promotion of eligible Deputy Directors through the decoupling of grade from duty post.
In a letter signed by the Director-General of GES, Prof. Ernest Kofi Davis, and addressed to the leadership of teacher unions, management indicated that the review forms a critical component of the implementation arrangements recommended under the new Scheme of Service.
Teacher Unions Invited to Participate
The letter was addressed to the leadership of the Ghana National Association of Teachers (GNAT), National Association of Graduate Teachers (NAGRAT), Pre-Tertiary Teachers Association of Ghana (PRETAG), and Teachers and Educational Workers Union (TEWU).
According to GES, the Fair Wages and Salaries Commission (FWSC) will facilitate the grading structure review exercise.
Management has therefore requested each union to nominate a representative to serve on the Review of Grading Structure Team.
The Service noted that stakeholder participation is necessary to ensure transparency, inclusiveness, and confidence in the implementation process.
Exercise Scheduled from June to August
GES disclosed that the review exercise will run from June 15, 2026, to August 14, 2026.
The exercise is expected to assess officers and align them appropriately with the responsibilities, competencies, qualifications, and job requirements outlined in the newly approved Scheme of Service.
According to management, the review will facilitate a smooth migration of staff into various career streams and positions under the new framework.
As part of the implementation process, all Regional Directors of Education have been directed to submit the personal files of officers within their jurisdictions.
GES explained that the records would be used to validate qualifications, promotion histories, and career progression details to ensure officers are migrated to appropriate grades and positions.
The verification process is expected to support accurate placement and minimise discrepancies during the transition.
Possible Impact on Teacher Ranks and Salaries
Although the circular does not provide details of the revised grading structure, many education stakeholders believe the exercise could pave the way for the introduction of additional leadership grades, including Director II and Director I positions within the teaching service.
The review is also expected to inform future discussions on salary alignment, career progression, and the implementation of the new Scheme of Service across the Ghana Education Service.
Teacher unions have welcomed the opportunity to participate in the process and are expected to submit their nominees by June 11, 2026.
Why the Exercise Matters
The grading structure review represents one of the most significant human resource reforms within the Ghana Education Service in recent years.
Education analysts believe the exercise could:
Improve career progression opportunities for teachers.
Ferdinand | EducationGhana | June 9 | Nyinahin Catholic SHS Teacher Arrested After Alleged Assault on Female Student
A teacher at Nyinahin Catholic SHS in the Ashanti Region has been arrested following a viral video showing him allegedly assaulting a female student. GES has launched an investigation into the incident.
Nyinahin Catholic SHS Teacher Arrested Following Viral Video
A teacher at Nyinahin Catholic Senior High Schoolin the Ashanti Region has been arrested after a video circulating on social media allegedly showed him physically assaulting a female student on campus.
The arrest was confirmed by the Ghana Education Service (GES) through its Public Relations Officer, Daniel Fenyi, on Tuesday, June 9, 2026.
According to Mr. Fenyi, the Ashanti Regional Education Directorate has commenced investigations into the incident and will submit a detailed report to the GES headquarters for further action.
GES Confirms Investigation
In a social media post, Mr. Fenyi indicated that authorities had taken immediate action following public concerns raised by the viral footage.
The video, which has generated widespread discussion across social media platforms, appears to show the teacher repeatedly striking the student before lifting and throwing her to the ground while other individuals attempted to intervene.
Witnesses in the video could be heard pleading with the teacher to stop the assault, reminding him that the victim was a female student. The teacher reportedly responded by questioning whether the student herself was mindful of her conduct.
Public Outrage and Calls for Accountability
The incident has sparked significant public condemnation, with many Ghanaians expressing concern over student safety and discipline practices in schools.
Education stakeholders, parents, and civil society groups have called for a thorough investigation and appropriate sanctions if the allegations are confirmed.
Many observers have stressed the need for schools to maintain discipline through professional and lawful means while safeguarding the rights and dignity of learners.
At the time of publication, school authorities had not publicly disclosed the circumstances that led to the confrontation between the teacher and the student.
The Ghana Education Service has indicated that investigations are ongoing and that further details will be provided after the regional directorate completes its report.
Student Protection in Schools
The incident has renewed discussions about child protection, professional conduct, and student welfare within Ghana’s educational institutions.
Education experts have emphasized that while discipline remains an important aspect of school management, it must be administered within approved legal and professional frameworks that protect students from harm.
Stakeholders are expected to closely monitor the outcome of the investigation as the GES determines the appropriate administrative and disciplinary measures.
The University of Media Arts and Communication (UniMAC) Agyenkwa Endowment Fund, an initiative under the Kouyo-Micaiah-led administration, has disbursed a total of GH¢30,331 to support 25 financially challenged students of the university.
The disbursement ceremony, organised by the fund committee, was held at the South Legon Campus and brought together student leaders, beneficiaries and members of the university community in what turned out to be both an emotional and inspiring occasion.
The beneficiaries received varying amounts of financial support depending on the level of fees and academic-related debts owed by each student.
Initiative
During the presentation, the UniMAC Students Representative Council(SRC) President, Moses Desire Kouyo, stated that the initiative was driven by a deep personal commitment to support student education and ease the burden on students facing financial challenges.
“It comes from a deep part of my heart to support student education,” he said.
Mr Kouyo further encouraged beneficiaries to remain focused on their academic goals and work towards becoming impactful individuals in society after graduation.He emphasised the important role communication students played in national development and urged journalism students to continue telling powerful stories that positively shaped society.
He encouraged Development Communication students to support filmmakers and creatives in producing stories capable of influencing and inspiring future generations.
Assistance
The SRC President added that the fund goes beyond financial assistance, describing it as an investment in future leaders, communicators, and creatives who will contribute meaningfully to Ghana and the global community.
The Chairperson of the Fund Committee, Pamela Selasi Fiador, congratulated the beneficiaries and urged them not to lose focus despite the challenges they might encounter during their academic journey.
She encouraged them to remain steadfast, disciplined, and committed to the purpose for which they enrolled at the university.
Some beneficiaries, overwhelmed with gratitude, expressed heartfelt appreciation to the SRC and the fund committee for the intervention, describing the support as timely, impactful and life-changing.
What began as an emotional gathering eventually ended with excitement, smiles, and renewed hope among beneficiaries as they celebrated the support extended to them.
Addressing the media after the ceremony, the Public Relations Officer, Hafiz Larry Alhassan, disclosed that the committee received a total of 66 applications from students across the university seeking financial assistance through the fund.
According to him, the committee undertook a rigorous review process to ensure transparency and fairness in the selection of beneficiaries.
“After receiving the applications, the committee carefully shortlisted applicants through a detailed vetting and investigation process to ensure that genuinely struggling students received the support,” he stated.
He explained that the investigations were necessary to verify the financial conditions of applicants and ensure that the intervention reached students who were in real need of assistance.
Police name teacher Eric Buernortey Apaflo as suspect in Nyinahin Catholic SHS assault video
Ferdinand | EducationGhana | June 9 | Police name teacher Eric Buernortey Apaflo as suspect in Nyinahin Catholic SHS assault video
The Ashanti Regional Police Command has arrested a 39-year-old teacherof the Nyinahin Catholic Senior High School, identified as Eric Buernortey Apaflo, in connection with the assault of a female student captured in a viral video that has sparked widespread public outrage.
The police also identified the victim as Patience Chibu, an 18-year-old student of the school.
According to a press release signed by Assistant Superintendent of Police Augustine Antiwi, from the Public Affairs Unit of the Ashanti Regional Police Command, the suspect was arrested by a Nyinahini District Police Patrol Team on 8th June 2026 at about 7:00pm following reports of the assault.
Caretaker of school hostel
Preliminary investigations indicate that the suspect, who serves as a caretaker of the school’s hostel, confronted the student and some male students over alleged misconduct at the hostel. During the confrontation, a misunderstanding ensued, resulting in the suspect assaulting the student.
The incident, which was captured on video and widely circulated on social media, shows the teacher repeatedly striking the student before allegedly lifting and throwing her to the ground. Bystanders can be heard pleading with him to stop, reminding him that the student was a girl.
Students react
The police statement revealed that the incident angered some students, who allegedly pelted stones at the suspect and invited some youth from the town to the school hostel in an attempt to attack him.
The situation was, however, brought under control through the timely intervention of the police patrol team.
Medical examination ordered
A Police Medical Report Form has been issued to the victim for medical examination and treatment, while the suspect remains in police custody assisting with investigations.
The Ashanti Regional Police Command urged the public to remain calm and use lawful and peaceful means in resolving grievances and disputes.
GES also investigating
The Ghana Education Service had earlier confirmed the arrest of the teacher and announced that the Ashanti Regional Education Directorate was investigating the matter. The service later updated that the student had also been arrested, and both were undergoing medical examination.
The Ghana Education Service has not yet announced any additional disciplinary action against the teacher, who remains in police custody pending further investigations.
The case has reignited discussions about violence in schools and the need for clear protocols for conflict resolution between staff and students. Child rights advocates have called for stronger protections for students and tougher sanctions for educators who resort to physical violence.
The police have assured the public that investigations are ongoing and that all necessary legal procedures will be followed to ensure justice is served. The suspect is expected to be arraigned before court once investigations are completed.
Explore the professional certification pathways for teachers in Ghana, including GTLE licensing, CPD requirements, career progression, and promotion routes under the National Teaching Council framework.
Overview of Teacher Professional Certification
Teacher certificationin Ghana is a structured national system designed to regulate entry into the profession, maintain standards, and support continuous professional growth.
The system is coordinated mainly by the National Teaching Council National Teaching Council under the Education Regulatory Bodies Act, 2020 (Act 1023), with oversight support from the Ghana Education Service Ghana Education Service and the Ghana Tertiary Education Commission Ghana Tertiary Education Commission.
Certification is not a one-time event. It follows a cycle that begins with licensing, continues through professional development, and advances through structured promotion stages.
CPD is a mandatory requirement for maintaining certification status.
Teachers are required to:
Participate in regular training workshops
Join Professional Learning Communities (PLCs)
Update pedagogical skills and subject knowledge
Accumulate CPD credit points
Failure to meet CPD requirements can affect license renewal and promotion eligibility.
4. Career Progression and Promotion Pathway
Teacher certification is linked to a structured promotion ladder:
Basic School Level (GES System)
Teacher (Entry Level)
Senior Teacher
Principal Superintendent
Assistant Director
Deputy Director
Director
Promotions are based on:
Years of service
CPD participation
Performance appraisal reports
Additional qualifications
5. Tertiary Education Certification Pathway
For Colleges of Education and Universities, certification follows an academic progression route:
Assistant Lecturer
Lecturer
Senior Lecturer
Associate Professor
Professor
Requirements typically include:
MPhil or PhD qualification
Peer-reviewed publications
Teaching and supervision experience
Academic leadership contribution
6. Professional Registration and Ethics
All certified teachers are required to:
Register with the National Teaching Council
Adhere to the National Teachers’ Standards
Observe professional ethics and code of conduct
Maintain valid licensure status
These measures ensure accountability and professionalism across the sector.
7. Renewal and Re-certification
Teaching certification in Ghana is not permanent without renewal. Teachers must:
Accumulate CPD credits
Maintain active teaching practice
Comply with ethical and professional guidelines
Renew license periodically through NTC systems
8. Key Challenges in Certification Pathways
Some systemic challenges include:
Delays in licensing processing
Variations in promotion timelines across institutions
Administrative bottlenecks in CPD tracking
Alignment issues between qualification and placement
Ongoing reforms continue to address these gaps.
Conclusion
Professional certification for teachers in Ghana is a multi-stage system that begins with licensure and continues through continuous professional development and structured career progression.
The system is designed to improve teaching quality, ensure accountability, and strengthen the professionalism of educators across all levels of education.
