NSMQ 2026 Regional Qualifiers Set for July 6–31 as Schools Battle for 139 Qualification Slots

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June 12, 2026

The 2026 National Science and Maths Quiz (NSMQ) Regional Qualifiers will be held from July 6 to July 31 across Ghana’s 16 regions, with schools competing for 139 qualification slots to the national championship.

NSMQ 2026 Regional Qualifiers Scheduled for July

Organisers of the National Science and Maths Quiz (NSMQ) have announced that the 2026 Regional Qualifiers will take place from July 6 to July 31, 2026, across all sixteen regions of Ghana.

The competition will see hundreds of senior high schools battle for 139 qualification slots available for this year’s national championship.

The regional contests represent one of the most important stages of the NSMQ calendar, offering schools that did not secure automatic qualification an opportunity to earn a place in the national competition.

Schools to Compete Across 16 Regions

The Regional Qualifiers will be conducted simultaneously in the country’s sixteen regions, bringing together schools from diverse educational backgrounds to compete in science and mathematics.

Participating schools will answer questions in:

Physics
Chemistry
Biology
Mathematics
General Science

The competition is expected to attract significant interest from students, teachers, alumni associations, and education stakeholders nationwide.

139 Qualification Slots Up for Grabs

According to the organisers, a total of 139 qualification places are available through the regional contests.

Schools that emerge successful from the qualifiers will join automatically seeded schools that secured qualification through their performances in previous editions of the competition.

The qualification stage is traditionally regarded as highly competitive, with many schools investing considerable effort in preparation and training ahead of the contests.

NSMQ Continues to Promote STEM Education

The National Science and Maths Quiz remains Ghana’s premier academic competition at the senior high school level.

Over the years, the programme has contributed significantly to promoting interest in:

Science
Technology
Engineering
Mathematics (STEM)

The competition has also inspired many students to pursue careers in medicine, engineering, information technology, research, and other science-related disciplines.

Anticipation Builds Across Schools

As the competition date approaches, schools across the country are expected to intensify training sessions and mock competitions in preparation for the qualifiers.

Teachers and quiz coordinators are already identifying potential contestants and strengthening revision programmes aimed at improving performance.

Alumni groups are also expected to support participating schools through mentorship, logistics, and academic preparation initiatives.

Strong Regional Rivalries Expected

The Regional Qualifiers are likely to produce several exciting contests as schools seek to secure places at the national championship.

Particular attention will be focused on regions with strong NSMQ traditions, including:

Ashanti Region
Greater Accra Region
Central Region
Eastern Region
Volta Region
Northern Region

Several emerging schools are also expected to challenge established institutions for qualification spots.

Looking Ahead to the National Championship

Schools that successfully navigate the regional stage will advance to the national competition later in the year, where they will compete for the coveted NSMQ trophy.

The 2026 edition is expected to continue the tradition of academic excellence and intellectual competition that has made the NSMQ one of Ghana’s most celebrated educational events.

Education stakeholders believe the competition remains a powerful tool for encouraging academic excellence and fostering a culture of scientific inquiry among Ghanaian students.

UCC Matriculates 358 Students into Special PGDE Programme at Kibi Presbyterian College of Education

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FERDINAND ELLIS

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June 12, 2026

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Ferdinand | EducationGhana | June 12 | UCC Matriculates 358 Students into Special PGDE Programme at Kibi Presbyterian College of Education

The University of Cape Coast ( UCC) has matriculated 358 students into the Special Postgraduate Diploma in Education (SPGDE) programme at Kibi Presbyterian College of Education as part of efforts to professionalise non-professional teachers in Ghana.

UCC Officially Admits 358 Students into SPGDE Programme

The University of Cape Coast (UCC) has matriculated 358 students into its Special Postgraduate Diploma in Education (SPGDE) programme at Kibi Presbyterian College of Education in the Eastern Region.

The matriculation ceremony formally inducted the students into the University community, granting them the rights, privileges, and responsibilities associated with postgraduate students of the University of Cape Coast.

The programme forms part of Ghana’s broader efforts to strengthen teacher professionalism and improve the quality of teaching and learning in schools across the country.

Programme Targets Professional Development of Graduate Teachers

The Special Postgraduate Diploma in Education programme is being implemented by the Centre for Teacher Professional Development (CTPD) of UCC in collaboration with the National Teaching Council (NTC) and with support from Transforming Teaching, Education and Learning (T-TEL).

The initiative seeks to equip graduate teachers who do not possess professional teaching qualifications with the pedagogical knowledge and practical classroom skills required to meet national teaching standards.

The programme is expected to enhance competencies in:

– Teaching methodologies
– Classroom management
– Learner assessment
– Curriculum implementation
– Educational leadership
– Professional ethics
– Inclusive education practices

Education experts believe the programme will contribute significantly to improving learning outcomes and strengthening professional standards within Ghana’s education system.

Matriculation Ceremony Marks Beginning of Academic Journey

The matriculation ceremony served as the official entry point for the students into the University of Cape Coast.

The College Registrar of the College of Education Studies, Ms. Millan Ahema Tawiah, administered the matriculation oath on behalf of the Registrar of the University.

The students pledged to abide by the rules, regulations, and academic standards of the University while pursuing their studies.

On behalf of the Acting Vice-Chancellor of UCC, the Provost of the College of Education Studies, Prof. Douglas Darko Agyei, formally matriculated the students and welcomed them into the University community.

Supporting National Teacher Professionalisation Agenda

The matriculation comes at a time when Ghana is intensifying efforts to professionalise teaching and ensure that all teachers meet the requirements of the National Teachers’ Standards (NTS).

The initiative aligns with recent efforts by the Ministry of Education, the National Teaching Council, the Ghana Education Service, and partner institutions to upgrade the qualifications of non-professional teachers currently serving in schools.

Through the SPGDE programme, participants will receive structured training while continuing their professional responsibilities, enabling them to acquire recognised teaching qualifications without interrupting their careers.

Collaboration Between UCC, NTC and T-TEL

The partnership between UCC, NTC, and T-TEL highlights the growing collaboration among key educational institutions to strengthen teacher education in Ghana.

The programme is designed to:

– Promote teacher professionalism
– Improve instructional quality
– Align teacher competencies with national standards
– Support teacher licensing requirements
– Enhance continuous professional development opportunities

Stakeholders believe that strengthening teacher preparation remains one of the most effective ways of improving educational outcomes nationwide.

Growing Demand for Professional Teacher Training

The enrolment of 358 students reflects the increasing demand among graduate teachers for professional certification and pedagogical training.

As Ghana continues to implement reforms within the education sector, programmes such as the SPGDE are expected to play a crucial role in building a highly qualified teaching workforce capable of meeting the demands of 21st-century education.

Education analysts have described the programme as a significant investment in teacher quality, which remains one of the most important determinants of student achievement.

What the SPGDE Means for Teachers

Upon successful completion of the programme, participants will be better positioned to:

– Meet professional teaching standards
– Enhance classroom effectiveness
– Improve learner outcomes
– Strengthen career progression opportunities
– Satisfy teacher licensing requirements
– Contribute more effectively to educational development

The programme therefore represents an important pathway for graduate teachers seeking to formalise their teaching credentials and advance professionally.

Related Articles

– NTC, GES, T-TEL and Five Universities Sign MoU to Professionalise Non-Professional Teachers– New GES Scheme of Service: What Teachers Need to Know

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GES, PSC and FWSC Summon Teacher Union Leaders Over Stalled Job Evaluation Exercise

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FERDINAND ELLIS

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June 12, 2026

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The Ghana Education Service, Public Services Commission and Fair Wages and Salaries Commission have summoned teacher union leaders to an emergency meeting to resolve an impasse over the submission of staff personal files for a nationwide job evaluation exercise.

Teacher Unions Invited to Emergency Meeting Over Job Evaluation Dispute

The Ghana Education Service (GES), in collaboration with the Public Services Commission (PSC) and the Fair Wages and Salaries Commission (FWSC), has scheduled an emergency meeting with leaders of Ghana’s major teacher unions to address a growing dispute surrounding the submission of staff personal files for a nationwide job evaluation exercise.

The meeting is expected to take place on Monday, June 15, 2026, at 9:00 a.m. in the Director-General’s Conference Room at the GES Headquarters in Accra.

The invitation was contained in an official letter dated June 12, 2026, and signed by Deputy Director-General (Management Services), Prof. Smile Dzisi, on behalf of the Director-General of GES.

GNAT, NAGRAT, PRETAG and TEWU Invited

According to the letter, the meeting will bring together the national leadership of:

Ghana National Association of Teachers (GNAT)
National Association of Graduate Teachers (NAGRAT)
Pre-Tertiary Teachers Association of Ghana (PRETAG)
Teachers and Educational Workers’ Union (TEWU)

The agenda for the meeting is stated as:

“Resolution of the impasse regarding the request for the submission of staff personal files for the job evaluation exercise.”

The use of the term “impasse” suggests that discussions between management and the unions have reached a deadlock, following resistance by some unions to directives requesting the submission of personal records of GES staff.

Background to the Job Evaluation Exercise

The ongoing job evaluation exercise forms part of broader public sector reforms aimed at reviewing grading structures, job classifications, and compensation frameworks.

Within the education sector, the exercise is expected to support the implementation of the new GES Scheme of Service and the government’s policy on career progression and grading reforms.

GES recently requested staff to submit documents including:

First appointment letters
Promotion letters
Certified academic certificates
Professional certificates and licences
Personal records
Other career progression documents

These records are intended to assist evaluators in determining appropriate grade placements and assessing the alignment between qualifications, responsibilities, and remuneration.

Teacher Unions Previously Opposed the Directive

The emergency meeting follows strong opposition from teacher unions.

Earlier this week, GNAT, NAGRAT and CCT Ghana jointly rejected a GES directive requesting the submission of staff personal files, describing the exercise as unnecessary and raising concerns about its implementation.

The unions subsequently advised teachers not to comply with the directive pending further engagement with management and relevant state institutions.

Their concerns reportedly include:

Lack of clarity regarding the purpose of the data collection
Questions about data protection and confidentiality
Concerns about potential implications for grading and salaries
Demand for greater stakeholder consultation

The disagreement has since stalled the nationwide data collection exercise.

Why the Meeting Is Important

Education sector analysts believe the June 15 meeting could determine the future of the ongoing grading structure review and job evaluation exercise.

Impact on Salaries and Career Progression

The involvement of the FWSC indicates that the outcome of the exercise may have implications for:

Salary structures
Grade placements
Career progression pathways
Promotion opportunities
Future compensation adjustments

Many teachers are therefore closely monitoring developments.

High-Level Government Interest

The meeting also demonstrates the seriousness attached to the issue by government.

Copies of the invitation were reportedly forwarded to:

The Minister for Education
The Deputy Minister for Education
Senior GES Management
Human Resource Management Division officials

This level of engagement suggests that authorities are keen to avoid prolonged delays in implementing reforms under the new Scheme of Service.

Urgency of the Situation

The short notice provided for the meeting has further fueled speculation that government wants an immediate resolution to prevent disruptions to ongoing reform processes.

Key Issues Expected to Be Discussed

Stakeholders expect discussions to focus on:

Data Protection and Confidentiality

Union leaders may seek assurances regarding how teachers’ personal information will be collected, stored, accessed, and protected.

Evaluation Methodology

Teachers are likely to demand greater transparency regarding the criteria and methodology to be used in assessing positions and determining grade placements.

Submission Procedures

Parties may negotiate alternative arrangements for submitting staff records, including phased submissions or joint verification processes.

Safeguards Against Unfair Outcomes

Unions may also request guarantees that the exercise will not lead to arbitrary downgrading of positions or adverse consequences for staff.

What the Outcome Could Mean for Teachers

If consensus is reached, the job evaluation exercise could proceed and pave the way for:

Implementation of the new grading structure
Resolution of long-standing promotion concerns
Better alignment between qualifications and grades
Enhanced career progression opportunities
Future salary adjustments linked to job evaluation findings

However, failure to reach an agreement could prolong the current stalemate and delay key reforms affecting thousands of education sector employees.

Stakeholders Await Monday’s Outcome

With the meeting expected to bring together the country’s most influential teacher unions and major public sector institutions, many education professionals will be watching closely for developments.

The outcome could have far-reaching implications for more than 300,000 teachers and education workers across Ghana and may shape the future implementation of the new GES Scheme of Service.

Job Evaluation Exercise in the Ghana Education Service (GES): Meaning, Process, and What Teachers Should Know

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FERDINAND ELLIS

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June 12, 2026

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The Job Evaluation Exercise in the Ghana Education Service is a nationwide reform process aimed at reviewing roles, grading structures, and salary alignment under the new Scheme of Service. This article explains its meaning, purpose, and implications for teachers.

Introduction

The Job Evaluation Exercise within the Ghana Education Service (GES) is a structured national assessment designed to review the responsibilities, qualifications, and grading of all staff in the service.

It forms part of broader public sector reforms coordinated by the government in collaboration with the Public Services Commission (PSC) and the Fair Wages and Salaries Commission (FWSC), aimed at ensuring fairness, consistency, and transparency in public service remuneration and career progression.

Within GES, the exercise is closely linked to the implementation of the new Scheme of Service and grading structure review currently underway.

What Is Job Evaluation?

Job evaluation is a systematic process used to determine the relative worth of different jobs within an organization.

In the context of GES, it involves:

Reviewing job descriptions of teachers and education officers
Assessing qualifications and experience requirements
Examining duties performed at various ranks and duty posts
Comparing roles across districts, regions, and headquarters
Aligning job grades with appropriate salary levels

The goal is not to evaluate individual teachers, but to evaluate the positions and responsibilities attached to their roles.

Why the Job Evaluation Exercise Is Being Conducted

The exercise is being implemented to address long-standing structural concerns within the education service.

Standardising Job Roles

Over time, similar roles in different schools and districts have developed variations in duties and expectations. Job evaluation seeks to harmonise these inconsistencies.

Supporting the New Scheme of Service

The exercise is a core component of the new GES Scheme of Service, which aims to create clearer career progression pathways for teachers and administrators.

Aligning Grades with Responsibilities

One of the main objectives is to ensure that job grades reflect actual responsibilities and complexity of work performed.

Improving Fairness in Compensation

The Fair Wages and Salaries Commission uses job evaluation results to help determine appropriate salary structures and allowances within the public sector.

Documents Typically Required from Staff

As part of the ongoing process, teachers and education officers may be required to provide supporting documents, including:

First appointment letters
Promotion letters
Certified academic certificates
Professional certificates and licences
Personal record forms
Any other relevant career progression documents

These documents are used to verify staff records and support accurate grading decisions.

How the Exercise Is Conducted

The job evaluation process is usually carried out in stages:

Stage 1: Data Collection

Staff records and job descriptions are collected from schools, districts, and regional offices.

Stage 2: Job Analysis

Officials examine the duties, responsibilities, and requirements of each role within GES.

Stage 3: Job Classification

Roles are grouped and classified according to similarity in responsibility and complexity.

Stage 4: Grading and Benchmarking

Jobs are assigned grades based on national public service standards and comparison with similar roles.

Stage 5: Validation

Stakeholders, including GES management and oversight institutions, review and validate findings.

Relationship with the Scheme of Service

The job evaluation exercise is directly linked to the new Scheme of Service reforms.

While the Scheme of Service defines career progression pathways, job evaluation provides the technical framework for:

Determining appropriate grades
Aligning job titles with responsibilities
Structuring promotion pathways
Supporting salary restructuring

Together, both reforms aim to modernize human resource management in GES.

Concerns and Stakeholder Reactions

Despite its intended benefits, the exercise has generated discussions among teacher unions and education stakeholders.

Some concerns raised include:

Administrative burden of document submission
Fear of delays in promotions and salary adjustments
Clarity of grading criteria
Transparency of evaluation outcomes

Teacher unions have, at various points, called for greater consultation and clearer communication to avoid misunderstanding and ensure smooth implementation.

What Teachers Should Do

Teachers are advised to take proactive steps during the exercise:

Ensure personal records are updated and complete
Keep certified copies of all academic and professional documents
Maintain accurate promotion history records
Follow official instructions from GES district and regional offices
Avoid relying on unofficial information sources

Why the Exercise Matters

The job evaluation exercise is significant because it has long-term implications for:

Career progression
Promotion eligibility
Salary structure alignment
Administrative classification
Professional recognition

If implemented effectively, it is expected to reduce inconsistencies in grading and strengthen fairness within the education service.

Conclusion

The Job Evaluation Exercise in GES represents a major structural reform in Ghana’s education sector. While it has generated debate, its primary objective is to create a more transparent, equitable, and standardized system for managing teacher roles, promotions, and compensation.

Teachers are encouraged to stay informed, maintain proper documentation, and engage constructively with the process as it unfolds.

Promotion Guidelines for Deputy Directors in the Ghana Education Service (GES)

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FERDINAND ELLIS

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June 12, 2026

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Ferdinand | EducationGhana | June 12 |Promotion Guidelines for Deputy Directors in the Ghana Education Service (GES)

This article explains the promotion guidelines for Deputy Directors in the Ghana Education Service, (GES) including eligibility requirements, years of service, qualifications, and the official process under the GES Scheme of Service.

Introduction

Promotion to the rank of Deputy Director within the Ghana Education Service (GES) is a key milestone in a teacher’s career progression. It marks the transition from middle-level management to senior administrative responsibility within the education sector.

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 introduced clearer but stricter guidelines for promotion into senior ranks, including Deputy Director.

Position of Deputy Director in GES Structure

The Deputy Director rank sits within the senior management category of GES. It is above Assistant Director I and below Director II.

Typically, Deputy Directors serve in roles such as:

Headteachers of Senior High Schools
District Education Directors
Vice Principals of SHSs
Senior officers at regional education offices
Administrative heads of units within GES structures

This rank is critical because it links school-level leadership with regional and national education administration.

Basic Promotion Requirement for Deputy Director

Based on current GES promotion guidelines, the standard requirement for promotion to Deputy Director includes:

Must have attained the rank of Assistant Director I (ADI)
Must have served in that rank for a minimum required period (commonly several years, depending on GES promotion cycles)
Must have continuous service with no major disciplinary issues
Must have satisfactory performance appraisals and supervisory reports

In many recent promotion cycles, eligibility has often required that candidates were promoted to Assistant Director I around 2020 or earlier, depending on the specific vacancy notice.

Academic and Professional Requirements

While years of service are important, academic and professional qualifications also play a significant role.

A candidate is more competitive for Deputy Director promotion if they possess:

A Bachelor’s degree in Education or related field (minimum requirement in most cases)
A Master’s degree (strong advantage)
Continuous Professional Development (CPD) records
A valid teacher licence issued by the National Teaching Council (NTC)

Higher qualifications often influence ranking during selection interviews or assessment exercises.

Performance and Competency Assessment

Promotion to Deputy Director is not automatic. Candidates are assessed based on:

Leadership and administrative competence
Performance in current duty post
Ability to manage staff and resources
Discipline and professional conduct
Contribution to school or district improvement
Interview performance (where applicable)

GES places increasing emphasis on merit-based evaluation rather than only seniority.

Promotion Process for Deputy Director

The process typically follows these stages:

Application Submission

Eligible Assistant Director I officers submit applications through the official GES promotion portal when it is opened.

Document Verification

Applicants are required to provide:

Appointment letter
Promotion letters
Academic certificates
Professional certificates and licences
Staff personal record file

Shortlisting

GES reviews applications to ensure candidates meet minimum requirements.

Interview or Assessment

Qualified candidates may be invited for interviews or structured assessment exercises depending on the promotion cycle.

Final Approval

Successful candidates are approved by GES in collaboration with oversight bodies such as PSC.

Special Considerations in Promotion

Notional Date of Promotion

Many promotion exercises rely on notional promotion dates, meaning eligibility is calculated from the date a teacher was first qualified for a rank, not only when the promotion was officially confirmed.

Continuous Service Requirement

Candidates must show uninterrupted service, except for approved leave periods.

Disciplinary Record

Any serious disciplinary issues may disqualify a candidate regardless of experience.

Academic Upgrade Consideration

Teachers who acquire higher degrees after their last promotion may receive additional advantage in selection processes, depending on GES policy at the time.

Challenges in Deputy Director Promotions

Despite structured guidelines, several challenges remain:

Limited promotion vacancies at senior level
Delays in promotion exercises
Backlogs in grading and job evaluation processes
Variations in implementation across regions
Heavy competition among qualified Assistant Directors I

These challenges have contributed to calls for reforms such as the decoupling of grade from duty post and the ongoing Scheme of Service review.

Current Reform Context

Under the new GES Scheme of Service, promotion to Deputy Director is expected to become more structured, with clearer criteria tied to:

Competency-based evaluation
Documented professional growth
Transparent grading structure
Alignment with national public service reforms

This is part of broader efforts to improve fairness and predictability in career progression.

Conclusion

Promotion to Deputy Director in GES is a structured but competitive process that combines experience, qualifications, performance, and formal assessment. While eligibility typically begins at Assistant Director I level, advancement depends on both administrative requirements and professional merit.

With ongoing reforms in Ghana’s education service, the promotion system is gradually shifting toward a more transparent and competency-based model, offering clearer pathways for career progression.

Decoupling Grade from Duty Post Explained: What It Means for Teachers Under the New GES Scheme of Service

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FERDINAND ELLIS

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June 12, 2026

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

Ferdinand | EducationGhana | June 12 | Decoupling Grade from Duty Post Explained: What It Means for Teachers Under the New GES Scheme of Service

The decoupling of grade from duty post is one of the most important reforms under the new GES Scheme of Service. Learn what it means, why it was introduced, and how it affects teacher promotions and career progression.

Understanding the Concept of Decoupling Grade from Duty Post

One of the major reforms being implemented under the new Ghana Education Service (GES) Scheme of Service is the decoupling of grade from duty post.

Although the concept sounds technical, it simply means that a teacher’s rank or grade can be separated from the position or office he or she occupies.

Traditionally, promotions within GES were often tied to the availability of specific administrative positions. Under the new arrangement, eligible teachers may progress to higher grades based on qualifications, competence, experience, performance, and successful assessment, even if they are not occupying a higher administrative office.

The reform seeks to address long-standing concerns about promotion stagnation within the Service.

What Was the Situation Before?

Under the old system, many teachers reached a point where further promotion became difficult because advancement was linked to a limited number of leadership positions.

For example:

A teacher could remain at the rank of Deputy Director for many years.
Promotion to Director II or Director I often depended on securing a vacant management position.
Many qualified officers were unable to advance despite possessing the required experience and credentials.

This created bottlenecks in the promotion system and led to frustration among many education professionals.

What Changes Under the New System?

Under the decoupling policy, rank progression and job responsibilities are treated as separate issues.

This means:

Grade (Rank)

A teacher’s grade reflects:

Qualifications
Years of experience
Professional competence
Assessment outcomes
Performance records

Duty Post

A duty post refers to the actual position occupied, such as:

Headteacher
Assistant Headteacher
Circuit Supervisor
District Director
Regional Director
Director of a Unit

Under the new approach, an officer may attain a higher grade without necessarily occupying a higher administrative office.

Practical Example

Consider two teachers:

Teacher A

Rank: Director II
Duty Post: Classroom Teacher

Teacher B

Rank: Assistant Director I
Duty Post: Assistant Headmaster

Although Teacher A may hold a higher grade, Teacher B may occupy a leadership role within the school.

This illustrates the distinction between grade and duty post under the new system.

Why Government Introduced the Reform

The policy was introduced to address several challenges within the public service and the education sector.

Eliminate Promotion Bottlenecks

Many officers were unable to progress because senior positions were limited.

The reform allows deserving officers to advance without waiting for vacancies.

Reward Competence and Experience

Teachers who invest in professional development and demonstrate excellence can be recognized through promotion even if administrative positions are unavailable.

Improve Staff Motivation

Career stagnation often affects morale.

Providing clear progression pathways is expected to improve motivation and productivity among teachers.

Align GES with Public Sector Reforms

The decoupling policy forms part of broader public sector reforms being implemented in collaboration with the Public Services Commission (PSC) and the Fair Wages and Salaries Commission (FWSC).

How It Affects Deputy Directors

One of the groups expected to benefit significantly from the reform is Deputy Directors.

For many years, numerous Deputy Directors remained at the same grade because opportunities to move into Director-level positions were limited.

The new Scheme of Service introduces pathways for qualified Deputy Directors to progress to:

Director II
Director I

through structured assessment and promotion processes.

This represents a major shift in career progression within GES.

Does a Higher Grade Automatically Mean a New Position?

No.

This is one of the most misunderstood aspects of the reform.

A teacher may receive promotion to a higher grade without being transferred to a new office or assigned a different role.

The promotion reflects professional advancement and recognition of competence rather than a change in job title or workplace.

However, holding a higher grade may improve eligibility for future leadership appointments.

Impact on Salaries and Conditions of Service

One of the key expectations surrounding the decoupling policy is its potential impact on grading structures and salary placement.

The ongoing Job Evaluation Exercise and grading structure review being undertaken by GES, the Public Services Commission, and the Fair Wages and Salaries Commission are expected to determine how grades align with compensation levels.

Many teachers are therefore closely monitoring developments regarding implementation.

What Teachers Should Do

To position themselves for advancement under the new system, teachers should:

Keep personal records updated.
Obtain certified copies of certificates and promotion letters.
Participate actively in Continuous Professional Development (CPD) programmes.
Pursue higher academic and professional qualifications.
Maintain strong performance records.
Follow official GES promotion announcements and guidelines.

Frequently Asked Questions

Will every teacher be promoted automatically?

No. Promotions will still depend on meeting established requirements, assessments, and eligibility criteria.

Can I become Director II without being a headmaster?

Potentially, yes. Under the decoupling concept, grade progression is no longer entirely dependent on occupying a specific administrative post.

Does promotion guarantee a salary increase?

Salary implications will depend on the final grading structure and job evaluation outcomes approved by the relevant authorities.

Is the policy already being implemented?

GES has begun processes related to the new Scheme of Service, including a grading structure review and job evaluation exercise. Full implementation will occur in phases based on approvals and stakeholder consultations.

Conclusion

The decoupling of grade from duty post is one of the most transformative elements of the new GES Scheme of Service. By separating rank progression from administrative appointments, the policy aims to create a fairer, more transparent, and merit-based career progression system.

For teachers, the reform offers new opportunities for advancement, professional recognition, and career growth without the traditional limitations imposed by the availability of leadership positions.

As implementation progresses, education professionals are encouraged to stay informed, maintain updated records, and prepare for emerging promotion opportunities under the new framework.

New GES Scheme of Service: What Teachers Need to Know

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FERDINAND ELLIS

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June 12, 2026

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Ferdinand | EducationGhana | June 12 | New GES Scheme of Service: What Teachers Need to Know

The Ghana Education Service (GES) has begun implementing its new Scheme of Service, introducing reforms in promotions, grading structures, career progression, and leadership pathways. Here is what every teacher needs to know.

GES Rolls Out New Scheme of Service Reforms

The Ghana Education Service (GES) has commenced the implementation of its newly approved Scheme of Service, a major reform expected to reshape career progression, promotions, grading structures, and professional advancement for both teaching and non-teaching staff across the country. The implementation process includes a nationwide grading structure review and a job evaluation exercise involving key stakeholders, including teacher unions, the Public Services Commission (PSC), and the Fair Wages and Salaries Commission (FWSC).

The reforms are intended to modernize human resource management within GES and address long-standing concerns regarding promotion bottlenecks and career advancement opportunities.

Why the New Scheme of Service Matters

For many years, teachers complained about slow promotion processes, limited progression opportunities at higher ranks, and the dependence of promotions on vacant positions.

The new Scheme of Service seeks to create a clearer and more structured pathway for career advancement while aligning GES practices with broader public sector reforms. It is also expected to improve transparency in appointments, promotions, and leadership development.

The Current GES Rank Structure

Under the evolving structure, teachers progress through the following ranks:

Entry-Level Ranks

Pupil Teacher (historical category)
Superintendent II
Superintendent I

Middle-Level Ranks

Senior Superintendent II
Senior Superintendent I
Principal Superintendent

Leadership Ranks

Assistant Director II
Assistant Director I
Deputy Director

Senior Management Ranks

Director II
Director I

Executive Management

Deputy Director-General
Director-General

The structure provides a clearer hierarchy from classroom teaching positions to top management roles within GES.

Decoupling Grade from Duty Post

One of the most significant reforms under the new Scheme of Service is the implementation of the government’s policy on the decoupling of grade from duty post.

Previously, many teachers could not advance beyond certain levels because promotions were linked to specific administrative positions. The new approach allows eligible officers to progress in rank based on qualifications, experience, competence, and successful assessment rather than solely on the availability of management positions.

This reform is expected to benefit many Deputy Directors and other senior officers who have experienced promotion stagnation over the years.

New Promotion Opportunities

GES has announced arrangements for qualified Deputy Directors to progress to the ranks of Director II and Director I through a structured application and assessment process.

This development opens new career pathways that were previously inaccessible to many experienced education officers.

Teachers aspiring to higher leadership positions are therefore encouraged to strengthen their professional portfolios and maintain up-to-date records of qualifications, promotions, and performance evaluations.

Ongoing Job Evaluation and Grading Structure Review

As part of implementation efforts, GES has initiated a nationwide review of its grading structure and job evaluation exercise.

Staff members have been requested to provide documents including:

First appointment letters
Promotion letters
Certified academic certificates
Professional certificates and licences
Personal records
Other relevant career progression documents

The exercise is expected to determine appropriate grade placements under the new Scheme of Service.

What Teachers Should Do Now

Teachers are encouraged to:

Update Personal Records

Ensure all appointment letters, promotion letters, certificates, and professional documents are available and properly certified.

Strengthen Professional Development

Participate actively in Continuous Professional Development (CPD) activities and maintain accurate records of training programmes.

Pursue Higher Qualifications

Academic qualifications continue to play an important role in career progression and eligibility for higher responsibilities.

Monitor Official Communications

Teachers should rely on official communications from GES, teacher unions, and district education offices regarding implementation timelines and promotion opportunities.

Challenges and Concerns

Despite widespread support for the reforms, concerns remain regarding:

Validation of staff records
Timelines for implementation
Grading placements
Promotion assessment procedures
Alignment with salary structures

Teacher unions have also raised questions about aspects of the ongoing job evaluation process, indicating that further stakeholder engagement may be necessary.

What the New Scheme Means for Teachers

The new GES Scheme of Service represents one of the most significant human resource reforms in Ghana’s education sector in recent years.

For teachers, the reforms promise:

Clearer career progression pathways
Expanded promotion opportunities
Improved recognition of qualifications
Greater transparency in promotions
Better alignment between rank and professional competence
New leadership opportunities at senior levels

If successfully implemented, the reforms could transform career advancement within GES and provide a more predictable and merit-based progression system for education professionals across Ghana.

BECE 2026: Common Mistakes Students Make During School Selection and How to Avoid Them

By

FERDINAND ELLIS

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June 12, 2026

0

Ferdinand | EducationGhana | June 12 |BECE 2026: Common Mistakes Students Make During School Selection and How to Avoid Them

Many BECE candidates lose valuable placement opportunities because of avoidable errors during the school selection process. Here are the most common mistakes students make and expert advice on how to avoid them.

School Selection Remains a Critical Step for BECE Candidates

As candidates prepare for the 2026 Basic Education Certificate Examination (BECE), education experts are urging students and parents to approach the school selection process with careful planning and informed decision-making.

Each year, thousands of candidates face placement challenges not because they performed poorly in the examination, but because of mistakes made during school selection.

The Computerized School Selection and Placement System (CSSPS) relies heavily on the choices submitted by candidates. Consequently, poor decisions at the selection stage can significantly affect placement outcomes.

Mistake 1: Choosing Schools Based Solely on Popularity

One of the most common mistakes candidates make is selecting schools simply because they are famous or highly ranked.

Many students choose schools because friends, relatives, or social media users describe them as the “best schools” without considering whether the schools offer their preferred programmes.

Education experts advise candidates to focus on schools that align with their academic interests, career aspirations, and strengths rather than selecting institutions based only on reputation.

Mistake 2: Selecting Only Highly Competitive Schools

Some candidates fill all their school choices with highly competitive Category A schools.

While ambition is important, selecting only schools with extremely high cut-off points can reduce placement opportunities.

Candidates are encouraged to combine highly competitive schools with strong Category B and Category C schools to improve their chances of placement.

A balanced selection strategy often produces better outcomes than focusing exclusively on elite institutions.

Mistake 3: Ignoring Programme Availability

Another common error is choosing schools without verifying whether they offer the preferred programme.

For example, a student interested in Visual Arts may select schools that primarily focus on Science or General Arts.

Before selecting any school, candidates should confirm the programmes available and ensure that they match their future educational and career goals.

Mistake 4: Following Friends Instead of Personal Goals

Many students select schools simply because their friends have chosen them.

Education professionals warn that school selection should be based on individual needs rather than peer influence.

Every student has unique strengths, interests, and aspirations. A school that is suitable for one candidate may not necessarily be the best choice for another.

Mistake 5: Failing to Research Boarding and Day Options

Some candidates overlook the importance of selecting the appropriate residential status.

Students often choose boarding schools without considering distance from home, family circumstances, or financial implications.

Others mistakenly select day options for schools located far from their communities.

Candidates should carefully evaluate whether boarding or day status best suits their circumstances before making a final decision.

Mistake 6: Ignoring Technical and Vocational Schools

Despite increasing employment opportunities in technical and vocational fields, many candidates continue to overlook Technical and Vocational Education and Training (TVET) institutions.

Experts note that several TVET schools now offer excellent facilities, practical skills training, entrepreneurship education, and direct pathways to employment and higher education.

Students interested in engineering, construction, technology, fashion, hospitality, and related fields should seriously consider TVET options.

Mistake 7: Allowing Parents or Guardians to Make All Decisions

While parental guidance is important, some students play little or no role in selecting their schools.

This can lead to situations where students are placed in schools or programmes that do not match their interests.

School selection should be a collaborative process involving students, parents, teachers, and guidance coordinators.

Mistake 8: Not Seeking Guidance from Teachers

Teachers and guidance coordinators often have valuable knowledge about school performance, programme strengths, admission trends, and placement procedures.

Unfortunately, many candidates fail to consult them before making their choices.

Seeking professional advice can help students avoid costly mistakes and make more informed decisions.

Mistake 9: Overlooking Location and Accessibility

Location remains an important consideration.

Candidates sometimes select schools in distant regions without understanding the challenges associated with transportation, travel costs, and adjustment to new environments.

Students should consider whether they can comfortably adapt to the geographical location of their preferred schools.

Mistake 10: Waiting Until the Last Minute

Some candidates rush through the selection process without conducting adequate research.

Last-minute decisions often result in errors, omissions, and unrealistic choices.

Experts recommend beginning the research process early and discussing options with teachers, parents, and former students before submitting selections.

What Candidates Should Do Instead

To maximize placement opportunities, candidates should:

Choose schools based on career goals and academic interests.
Balance Category A, B, and C schools.
Confirm programme availability before selecting a school.
Seek advice from teachers and guidance coordinators.
Consider location, boarding status, and personal circumstances.
Include realistic choices alongside ambitious options.
Explore TVET and STEM opportunities where appropriate.

Final Advice for BECE 2026 Candidates

Education stakeholders emphasize that success is not determined solely by attending a particular school. Discipline, hard work, determination, and effective use of available opportunities remain the most important factors in academic achievement.

Candidates are therefore encouraged to make informed choices, avoid peer pressure, and select schools that support their long-term educational and career aspirations.

BECE 2026: Top SHS Choices Candidates Should Consider During School Selection

By

FERDINAND ELLIS

-

June 12, 2026

0

NSMQ 2026: TVET Organisers Seed 27 Schools Ahead of National shs Championship

Ferdinand | EducationGhana | June 12 | BECE 2026: Top SHS Choices Candidates Should Consider During School Selection

As BECE 2026 candidates prepare to select their Senior High Schools, education experts advise students to balance ambition with realistic choices. Here are some of the most sought-after SHSs in Ghana and key factors to consider before making a selection.

BECE 2026 School Selection Begins Amid Growing Competition

With the 2026 Basic Education Certificate Examination (BECE) approaching, thousands of Junior High School (JHS) students across Ghana are preparing to make one of the most important decisions in their academic journey: selecting their preferred Senior High Schools (SHSs).

School selection remains a critical exercise because it determines the institutions where successful candidates may continue their secondary education under the Free SHS policy.

Ellis Ferdinand, an Education blogger, curriculum specialist and a researcher advised candidates and parents to look beyond school popularity and consider programme availability, academic performance, discipline, infrastructure, location, and career aspirations before making their final choices.

PRESEC, Prempeh and Mfantsipim Continue to Lead National Rankings

Recent national rankings and National Science and Maths Quiz (NSMQ) performance records continue to place some schools among Ghana’s most sought-after second-cycle institutions. Presbyterian Boys’ Secondary School (PRESEC-Legon), Prempeh College, Mfantsipim School, Adisadel College and Opoku Ware School remain among the highest-rated schools in the country.

These schools have built strong reputations through consistent academic excellence, university placements, leadership development, and achievements in national academic competitions.

Top SHS Choices for BECE 2026 Candidates

Leading Boys’ Schools

Many high-performing male candidates continue to select:

Presbyterian Boys’ Secondary School
Prempeh College
Mfantsipim School
Adisadel College
Opoku Ware School
St. Augustine’s College
St. Peter’s Senior High School
Accra Academy

These institutions are widely recognized for strong academic performance and competitive achievements.

Leading Girls’ Schools

For female candidates, some of the most competitive schools include:

Wesley Girls’ High School
Aburi Girls’ Senior High School
Holy Child School
Mfantsiman Girls’ Senior High School
St. Louis Senior High School
Yaa Asantewaa Girls’ Senior High School

These schools have consistently produced excellent WASSCE results and graduates who proceed to top universities in Ghana and abroad.#

Read This: How to Improve Student Performance in Basic Schools in Ghana: A Practical Guide for Teachers and School Leaders

Leading Mixed Schools

Candidates seeking mixed-gender institutions may consider:

Achimota School
Ghana National College
University Practice Senior High School
Keta Senior High Technical School
Tamale Senior High School
Ghana Secondary Technical School

Best Schools for Science Students

Students interested in Medicine, Engineering, Information Technology, and other STEM-related careers often prioritize schools with strong science programmes.

Among the most preferred science-oriented schools are:

PRESEC-Legon
Prempeh College
Mfantsipim School
St. Peter’s SHS
Opoku Ware School
Adisadel College
Keta SHTS

Many of these schools have distinguished themselves in NSMQ competitions and STEM-related activities.

School Selection Strategy for Candidates

Education experts recommend that candidates avoid selecting only highly competitive schools.

Candidates Expecting Aggregates 6–15

Such candidates may consider a mix of Category A schools, including:

PRESEC-Legon
Prempeh College
Mfantsipim School
Achimota School
Wesley Girls’ High School
Adisadel College
Opoku Ware School

Candidates Expecting Aggregates 16–25

Candidates within this range are advised to combine Category A and Category B schools such as:

Ghana National College
Keta SHTS
GSTS
Kumasi High School
Pope John SHS and Minor Seminary
St. Thomas Aquinas SHS

Candidates Above Aggregate 25

Students are encouraged to select strong Category B and Category C schools offering their preferred programmes to improve placement opportunities.

Ellis Ferdinand on Balanced Choices

Ferdinand emphasize that success is not determined solely by the name of a school but by a student’s commitment, discipline, and ability to take advantage of available opportunities.

Parents and candidates are therefore encouraged to select schools that align with their academic interests, career goals, and personal development needs rather than relying solely on popularity rankings.

With the Ministry of Education and WAEC expected to release additional guidelines on BECE 2026 school selection, candidates are urged to seek advice from teachers, guidance coordinators, and parents before submitting their final choices.

Free SHS Suppliers to Picket Education Ministry Over GH¢50 Million Debt

By

FERDINAND ELLIS

-

June 11, 2026

0

Ferdinand | EducationGhana | June 11 | Free SHS Suppliers to Picket Education Ministry Over GH¢50 Million Debt

The National Association of Institutional Suppliers (NAIS) says it will proceed with a planned picket at the Ministry of Education over an estimated GH¢50 million owed to suppliers under the Free SHS programme.

NAIS Rejects Fresh Assurances, Maintains Protest

The (NAIS) has announced that it will proceed with its planned picket at the Ministry of Education despite renewed assurances from government officials regarding the payment of outstanding debts owed to suppliers under the Free Senior High School (Free SHS) programme.

The association is demanding the settlement of approximately GH¢50 million owed to its members for supplies delivered to public senior high schools since 2023.

The protest is expected to take place on Thursday, June 11, 2026.

Suppliers Demand Payment for Goods Delivered Since 2023

According to NAIS, many of its members supplied uniforms, house dresses, school cloths, and other approved items to schools under the Free SHS programme but have not received payment for more than two years.

The association argues that repeated engagements with relevant authorities have yielded little progress, leaving many suppliers under severe financial strain.

In an earlier statement issued on June 3, the association indicated that the prolonged delay in payments had made it difficult for members to sustain their businesses and honour financial obligations.

Meeting With Free SHS Secretariat Fails to Halt Protest

The decision to proceed with the demonstration follows a meeting between representatives of NAIS and officials of the Free SHS Secretariat on Wednesday, June 10.

During the engagement, government officials reportedly briefed suppliers on efforts being made to process their claims and appealed for patience while administrative procedures were completed.

However, the association remains unconvinced.

Speaking to the media, NAIS President stated that suppliers have received several assurances over the years without seeing actual payments reflected in their accounts.

According to him, members believe it is time for concrete action rather than further promises.

Financial Pressure on Suppliers

NAIS says the continued non-payment of outstanding claims has placed significant pressure on suppliers, many of whom secured loans and committed substantial resources to fulfil contracts under the Free SHS programme.

The association argues that delayed payments are affecting business operations, employment, and the ability of suppliers to participate in future government programmes.

Implications for the Free SHS Programme

The latest dispute highlights ongoing funding and payment challenges within the implementation of the Free SHS policy.

Education sector observers warn that prolonged delays in settling supplier debts could affect procurement processes and service delivery to schools if confidence among contractors continues to decline.

The Ministry of Education is yet to publicly announce a timeline for the payment of the outstanding claims.

Suppliers Demand Immediate Action

NAIS insists that the planned picket will continue until concrete steps are taken to settle the outstanding debt.

The association maintains that while dialogue remains important, actual payment of arrears remains the only acceptable solution for affected suppliers.

With the protest expected to draw attention from stakeholders across the education sector, many will be watching closely for the government’s next move regarding the outstanding GH¢50 million debt.

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