Ferdinand | EducationGhana | September 01 | Ellis Ferdinand Advises GES Teachers to Pursue Master’s Degrees Amid Delayed Upgrading
Ellis Ferdinand advises GES teachers facing delayed upgrades to pursue master’s degrees and apply for promotions to accelerate their career growth. His Facebook post, which sparked mixed reactions, offers practical steps for teachers to navigate the challenges within the Ghana Education Service.
Ellis Ferdinand, a multiple award-winning Ghanaian education blogger, curriculum specialist, and research expert, has recently sparked a conversation among in-service teachers within the Ghana Education Service (GES). In a Facebook post on August 31, 2024, Ferdinand addressed the growing frustration among teachers whose applications for upgrading to the rank of Principal Superintendent have faced continuous delays.
Ferdinand advised these teachers to consider pursuing master’s degrees as a strategic move. “If your upgrading is delayed, it’s wise to apply for a master’s degree and explore opportunities in tertiary institutions,” he suggested. This advice comes as newly posted teachers with bachelor’s degrees are being placed directly into the rank of Principal Superintendent, often outranking their more experienced colleagues.
Ferdinand also encouraged teachers to apply for promotions and take the promotion exams while awaiting their upgrades which may never materialize. “This approach prevents stagnation in your career and ensures you continue progressing despite the delays,” he added.
The post, while practical, elicited mixed reactions. Some interpreted Ferdinand’s advice as an encouragement for teachers to leave the pre-tertiary level. However, Ferdinand clarified that his intention was to help teachers make informed decisions that would accelerate their career growth. He stressed that without taking proactive steps, teachers might find themselves waiting for years, only to see newly recruited educators surpass them in rank.
Ferdinand’s advice highlights the importance of strategic career planning within the GES, urging teachers to take control of their professional development rather than waiting passively for system-driven upgrades.
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