NTC, GES, T-TEL and Five Universities Sign Landmark MoU to Professionalise Non-Professional Teachers

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June 11, 2026

NTC, GES, T-TEL and Five Universities Sign Landmark MoU to Professionalise Non-Professional Teachers

Ferdinand | EducationGhana | June 11 | NTC, GES, T-TEL and Five Universities Sign Landmark MoU to Professionalize Non-Professional Teachers

The National Teaching Council, (NTC), Ghana Education Service, (GES) , Transforming Teaching, Education and Learning (T-TEL), and five universities have signed a landmark MoU to provide Postgraduate Diploma in Education (PGDE) training for non-professional teachers in Ghana.

Ghana Launches Major Initiative to Professionalise Non-Professional Teachers

A major step towards strengthening teacher professionalism in Ghana has been taken following the signing of a Memorandum of Understanding (MoU) between the (NTC), the (GES), (T-TEL), and five public and private universities.

The agreement, signed at the Ministry of Education in Accra on Wednesday, June 10, 2026, seeks to provide structured professional training for non-professional teachers currently serving in Ghana’s schools.

The initiative is expected to bridge the qualification gap among teachers and ensure that all educators meet national professional standards.

PGDE Programme to Upgrade In-Service Teachers

Under the agreement, non-professional teachers will be enrolled in a special (PGDE) programme designed to equip them with essential pedagogical knowledge and classroom competencies.

The programme will focus on key areas such as:

Teaching methodology
Classroom management
Learner assessment
Curriculum implementation
Professional ethics
Inclusive education practices

Participants will undergo the training while remaining in active service, allowing them to continue teaching while upgrading their professional qualifications.

Haruna Iddrisu Emphasises Quality and Equity

Addressing participants at the signing ceremony, , Minister for Education, underscored the importance of teacher quality in transforming Ghana’s education system.

According to the Minister, educational transformation requires teachers who possess both strong subject knowledge and professional teaching skills.

He noted that every child deserves access to a teacher trained to the highest professional standards and stressed that the initiative seeks to eliminate distinctions between professional and non-professional teachers within the system.

The Minister further disclosed that government remains committed to improving teacher welfare and is preparing to introduce a new teacher housing initiative known as Teacher Dabre.

NTC Highlights Need for Professional Training

Speaking at the event, , Registrar of the NTC, explained that many teachers entered the profession through alternative pathways without receiving formal training in pedagogy.

According to him, data available to the Council indicates that a significant number of teachers lack professional preparation in critical areas such as:

Teaching and learning methodologies
Classroom management
Student assessment
Educational psychology

He explained that the PGDE programme has been designed specifically to address these gaps and improve learner outcomes across the country.

Five Universities to Deliver the Programme

The professional training programme will be delivered by five accredited universities:

(UCC)
(UEW)
(UDS)
(USTED)

These institutions will collaborate with NTC and GES to ensure that programme content aligns with national teacher competency requirements.

Strengthening National Teachers’ Standards

Beyond the immediate training programme, the MoU establishes a framework for long-term collaboration among the participating institutions.

The agreement is expected to support:

Alignment of teacher education curricula with the National Teachers’ Standards (NTS)
Joint educational research initiatives
Continuous Professional Development (CPD) programmes
Enhanced teacher quality assurance mechanisms
Improved teacher licensing and professional regulation

Education stakeholders have welcomed the initiative as a significant step towards strengthening teacher professionalism and improving learning outcomes in Ghanaian schools.

What This Means for Teachers

The new PGDE pathway offers non-professional teachers an opportunity to obtain recognised professional qualifications without leaving their current positions.

Successful completion of the programme is expected to enhance professional competence, strengthen career progression opportunities, and ensure compliance with national teacher licensing requirements.

The initiative also supports Ghana’s broader agenda of improving teaching quality and achieving equitable access to quality education for all learners.

BECE to Run Over Eight Days Under New Examination Format, Says Education Minister

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FERDINAND ELLIS

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June 10, 2026

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TVET assessment deputy promotion GES mistakes How to Pass BECE 7 How to WAEC Prepare for WASSCE 2026 Continuous Assessment Explained in Ghana: A Complete Guide for Teachers invigilators 2026: Complete Study Guide improve for Ghanaian Students

Ferdinand | EducationGhana | June 10 | BECE to Run Over Eight Days Under New Examination Format, Says Education Minister

Education Minister Haruna Iddrisu has announced that the Basic Education Certificate Examination (BECE) will now be conducted over eight days, giving candidates more time between papers to prepare and reduce examination pressure.

BECE Schedule Expanded to Eight Days

The Minister for Education, Hon. Haruna Iddrisu, has announced a significant change to the administration of the Basic Education Certificate Examination (BECE), revealing that the examination will now be conducted over an eight-day period.

Under the new arrangement, the examination will begin on a Wednesday and conclude on the following Wednesday, replacing the previous compressed schedule.

According to the Minister, the revised timetable is intended to provide candidates with adequate preparation time between examination papers and reduce the pressure associated with writing multiple subjects within a short period.

Reform Aimed at Improving Candidate Performance

Speaking on the rationale behind the decision, Mr. Iddrisu explained that extending the duration of the examination would allow students to better manage their revision and preparation during the examination period.

The Minister noted that spacing out the papers is expected to improve concentration levels among candidates and create a more learner-friendly assessment environment.

Education experts have long argued that excessive examination congestion can affect candidate performance, particularly at the basic school level where learners are transitioning to senior high school.

Relief for Candidates and Parents

The new format is likely to be welcomed by many candidates, parents, and teachers who have consistently raised concerns about the intensity of the traditional BECE timetable.

With additional days between some subjects, candidates will have opportunities to revise specific content areas before sitting for subsequent papers.

Teachers are also expected to use the intervals to provide guidance and academic support to students throughout the examination period.

Part of Broader Examination Reforms

The announcement forms part of ongoing efforts by the Ministry of Education to improve assessment systems within Ghana’s pre-tertiary education sector.

Stakeholders anticipate that further details, including the official timetable and implementation guidelines, will be released by the (WAEC) ahead of the examination period.

The revised schedule is expected to affect thousands of candidates across the country who will sit for future editions of the BECE.

What the New Format Means

The extended examination period is expected to:

Reduce examination-related stress among candidates.
Provide more time for revision between papers.
Improve concentration and performance.
Enhance the overall examination experience.
Support a more learner-centred assessment process.

Education stakeholders will be monitoring the implementation of the new format to assess its impact on student outcomes and examination administration.

Teacher Unions Reject GES Directive on Staff File Submission for Job Evaluation Exercise

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FERDINAND ELLIS

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June 10, 2026

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Ferdinand | EducationGhana | June 10 | Teacher Unions Reject GES Directive on Staff File Submission for Job Evaluation Exercise

Teacher Unions ; GNAT, NAGRAT, and PRETAG have rejected a GES directive requiring teachers to submit personal files for a nationwide Job Evaluation Exercise, describing the move as a delay tactic and urging members not to comply.

Teacher Unions Push Back Against GES Directive

A major disagreement has emerged between the Ghana Education Service (GES) and teacher unions following a directive requiring the submission of staff personal files for a Job Evaluation Exercise linked to the implementation of the new Scheme of Service.

In a joint statement dated June 9, 2026, the Ghana National Association of Teachers (GNAT), the National Association of Graduate Teachers (NAGRAT), and the Coalition of Concerned Teachers (CCT Ghana) announced their rejection of the directive and called on teachers across the country not to comply.

The unions argued that the request was unnecessary and could further delay efforts to address long-standing concerns relating to teacher grading, placement, and career progression.

What the GES Directive Requested

The controversy stems from a letter issued by GES Headquarters on June 8, 2026, and signed by Deputy Director-General Prof. Smile Dzisi on behalf of the Director-General.

The letter directed all Regional Directors of Education to coordinate the collection and submission of personal files of all staff to the Human Resource Management Division (HRMD) Headquarters.

According to the directive, staff were expected to provide:

First appointment letters
Personal record forms
Certified academic and professional certificates
Promotion letters
Other relevant documents relating to career progression and status within the service

GES explained that the exercise formed part of efforts to implement the new Scheme of Service in collaboration with the Fair Wages and Salaries Commission (FWSC) and the Public Services Commission (PSC).

Unions Demand Immediate Withdrawal

The three unions strongly opposed the directive, describing it as a move that could frustrate the ongoing process aimed at resolving issues affecting teachers nationwide.

The statement was jointly signed by:

Thomas T. Musah, General Secretary of GNAT
Jacob Anaaba, President of NAGRAT
King Ali Awudu, President of CCT Ghana

The unions outlined three key positions.

Rejection of the Directive

The unions stated that they reject the GES letter and all directives contained in it. They consequently called for the immediate withdrawal of the communication.

Instruction to Teachers

The teacher unions advised all teachers and educational workers not to comply with the request for the submission of personal files until further notice.

Allegation of Deliberate Delays

According to the unions, the directive represents an attempt to delay the resolution of matters relating to job evaluation and teacher welfare.

They contend that previous directives from the Government and interventions by the National Labour Commission had already provided a pathway for addressing concerns surrounding teachers’ grading and conditions of service.

Alternative Proposal from the Unions

Rather than requiring individual teachers to resubmit documents already available within the system, the unions propose that GES, FWSC, and PSC should retrieve the necessary records directly from existing staff files located at schools, district offices, regional offices, and headquarters.

The unions maintain that such an approach would reduce administrative burdens on teachers while allowing the Job Evaluation Exercise to proceed efficiently.

Implications for Teachers and the New Scheme of Service

The latest development creates uncertainty around the implementation of the Job Evaluation Exercise, a process widely viewed as critical to determining appropriate grading structures, salary placement, rank alignment, and career progression under the new GES Scheme of Service.

With the unions directing members not to comply and GES pursuing the exercise, many teachers are awaiting further engagement between the parties.

Education stakeholders will be closely monitoring developments in the coming days to determine whether a consensus can be reached to prevent further delays in the implementation of reforms affecting thousands of teachers across the country.

External References

Fair Wages and Salaries Commission (FWSC)
Public Services Commission (PSC)
National Labour Commission (NLC)
Ghana Education Service (GES)

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GES Changes Submission Process for Grading Structure Review Documents

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FERDINAND ELLIS

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June 10, 2026

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Ferdinand | EducationGhana | June 10 | GES Changes Submission Process for Grading Structure Review Documents

The Ghana Education Service (GES) has revised the mode of submission for documents required under the ongoing grading structure review exercise. Staff are now required to scan and email their documents through their respective district education offices.

GES Introduces New Document Submission Method

The Ghana Education Service (GES) has announced a change in the mode of submission of documents required for the ongoing review of the grading structure within the service.

According to a notice circulated to staff, the new arrangement requires all affected personnel to scan and submit the requested documents electronically rather than through previously communicated channels.

The move is expected to streamline the collection, verification, and assessment of records needed for the grading structure review exercise.

Documents Required for Submission

Under the revised directive, staff members are required to scan and save each document using their Staff ID and full name before submission.

The documents requested include:

First Appointment Letter
All Promotion Letters
Certified Academic Certificates
Certified Professional Certificates and Teaching Licence
Personal Record Form
Any other relevant documents relating to an officer’s career progression and status within the Ghana Education Service

The Service has emphasized the importance of ensuring that all documents are clear, complete, and properly labelled to facilitate the review process.

Submission Through District Education Offices

GES has directed staff to submit all scanned documents through the designated email addresses provided by their respective District Education Offices.

The Education officers are expected to coordinate the collection of the documents and forward them for assessment under the grading structure review exercise.

Importance of the Grading Structure Review

The grading structure review forms part of ongoing efforts to assess staff placements, promotions, qualifications, and career progression within the Ghana Education Service.

Education sector observers believe the exercise could influence future human resource decisions, rank alignments, and broader reforms relating to staff management and professional advancement.

Staff members have therefore been encouraged to comply promptly with the new submission requirements to avoid delays in the review process.

What Staff Should Do

Teachers and non-teaching staff are advised to:

Scan all required documents clearly.
Save each file using their Staff ID and full name.
Verify that all certificates and letters are certified where necessary.
Submit the documents to the official district email address provided by their District Education Office.
Keep copies of all submitted documents for future reference.

The Ghana Education Service is expected to provide further updates should additional documentation or clarification be required during the review process.

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GNAT Demands Immediate Bail for Teacher Arrested at Nyinahin Catholic SHS; Threatens WASSCE Boycott

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FERDINAND ELLIS

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June 10, 2026

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Ferdinand | EducationGhana | June 10 | GNAT Demands Immediate Bail for Teacher Arrested at Nyinahin Catholic SHS; Threatens WASSCE Boycott

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.

Understanding Career Progression in the Ghana Education Service (GES)

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FERDINAND ELLIS

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June 10, 2026

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

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 progression in 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.

3. Performance Appraisal

Teachers are assessed based on:

Annual performance reports
Teaching effectiveness
Student outcomes
Professional conduct

4. Professional Development

Continuous development through:

In-service training
Workshops
Further studies
Certification programmes

5. Leadership Experience

Administrative responsibilities strongly influence promotion decisions, including:

Head of department roles
Headteacher positions
Circuit supervision
District-level assignments

The Promotion Process

The promotion process typically includes:

Step 1: Eligibility Confirmation

Officers must meet rank, qualification, and service requirements.

Step 2: Application Submission

Candidates submit documents including CVs, certificates, and appraisal reports.

Step 3: Examination or Interview

Some ranks require written exams or competency-based interviews.

Step 4: Verification

Certificates and service records are validated.

Step 5: Final Approval

Promotion is approved by GES management in line with national public service regulations.

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.

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GES Orders Submission of Staff Personal Files for Nationwide Job Evaluation Exercise

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FERDINAND ELLIS

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June 10, 2026

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Ferdinand | EducationGhana | June 10 | GES Orders Submission of Staff Personal Files for Nationwide Job Evaluation Exercise

The Ghana Education Service ( GES) 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.

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BECE 2026 School Selection Guidelines Explained: How Candidates Must Choose Their Schools

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FERDINAND ELLIS

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June 10, 2026

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Ferdinand | EducationGhana | June 10 | BECE 2026 School Selection Guidelines Explained: How Candidates Must Choose Their Schools

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.

Accra College of Education Announces Teaching Vacancies in Multiple Subject Areas | Apply by June 19, 2026

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FERDINAND ELLIS

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June 10, 2026

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Ferdinand | EducationGhana | June 10 | Accra College of Education Announces Teaching Vacancies in Multiple Subject Areas | Apply by June 19, 2026

Accra College of Education has 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.

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

Qualification Requirements

Applicants must possess:

A PhD, MPhil, Research Master’s Degree, or Bachelor’s Degree in a relevant subject area, depending on the level of appointment.
A minimum of three years’ teaching experience in a College of Education, University, or comparable tertiary institution.
Demonstrated competence in teaching, research, and academic service.
Evidence of scholarly publications will be an added advantage where applicable.

Application Procedure

Interested applicants are required to submit seven (7) copies of the following documents:

Application letter
Detailed Curriculum Vitae (CV)
Copies of academic certificates and transcripts
GTEC Certificate Evaluation Report (where applicable)
Two sealed letters of recommendation

Submission Address

The Registrar
Accra College of Education
P.O. Box LG 221
Accra, Ghana

Applicants should clearly label their envelope:

“Recruitment Application – [Applicant’s Name]”

Application Deadline

The deadline for submission of applications is:

Friday, June 19, 2026

Applicants are advised to ensure that all required documents are included, as incomplete applications will not be considered.

Only shortlisted candidates will be contacted for the next stage of the recruitment process.

Why Consider a Career in a College of Education?

Working in a College of Education offers academics the opportunity to:

Train future teachers for Ghana’s schools.
Engage in educational research and innovation.
Supervise student teachers during field practice.
Contribute to national education reforms and teacher development.
Build a strong academic and professional portfolio.

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GES Begins Review of Grading Structure to Implement New Scheme of Service for Teachers

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June 10, 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 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 Service for 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.

Personal Files to Be Reviewed

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.
Address long-standing concerns regarding promotion bottlenecks.
Align grades with responsibilities and competencies.
Enhance transparency in staff placement and promotions.
Support the effective implementation of the new Scheme of Service.

Stakeholders across the education sector will be closely monitoring developments as the exercise progresses over the coming weeks.

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