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I, Rockson Boateng (President of Assin South GNAT District, Central Region), by invitation to your office, asked for priority actions to follow up on what I called:Distinctive policy statements on upgrading in the Ghana Education Service (G.E.S) '' by some district and regional offices of the Ghana Education Service. Without a doubt, this state of aberration without explanation is an effective way to disadvantage a large majority of the grbadroots who, for the most part, are young in the immediate future. Once again, the G.E.S, as an agency under the Ministry of Education, risks appointing qualified officials to positions such as district director in the future.
Apparently, the impact is an attestation of a report presented to the GNAT National Council by the representative of GNAT sitting on the board of the GES at the meeting of its national council held from August 31 to September 2, 2016 in Abankro , GNAT village in Ashanti. Region. Specifically, the report that covers the period from October 2015 to August 2016 clearly deplored the lack of eligibility staff requesting the Director I and above. In the report, it was pointed out that "the phenomenon of many officials on the Director I Near retirement or retirement, and the difficulty of finding suitable replacements has become a recurring challenge for the Council (G.E.S) ''. This is why "the Council of GE.S. had to renegotiate with the Public Service Commission (PSC) to relax certain eligibility criteria before the last interviews were organized (then) ".
In this situation, one would have thought that policies would have been put in place to reduce this recurring problem by encouraging more young teachers to undertake further studies in order to cover the various ranks of the G.E.S. Unfortunately, my audits suggest that the situation appears to be different in most districts and regions. Thus, there seems to be an uncoordinated introduction of uncoordinated policy directives by policy makers that directly affects teachers waiting to graduate from MAIN SUPERINTENDENT II to MAIN SUPERINTENDENT at the end of their term.st Programs of studies.
It goes without saying that GNAT District Secretariats across the country have been and continue to be inundated with official complaints from their members about the non-processing of teachers' upgrade documents waiting to be upgraded. above. I must announce that, following inquiries, EGE officials say that the documents of the teachers concerned will be processed in a timely manner. 7 years period from graduation. In what follows, I propose a scenario to succinctly justify the unfairness of the actions and inactions of G.E.S while seeking your deserving help from my colleague young teacher who was neglected by the phenomenon. I also raise new badytical questions for your reading.
THE SCENARIO.
Category A: The case of teachers who acquire diploma certificates by distance, sandwich and ordinary college education.
According to G.E.S, teachers in this category who have graduated Bed Certificates are eligible for upgrade from SNR. SUPT. Rank II at the rank of SUPERINTENDENT MAIN only after 7 years period with effective counting day being the dates of completion of the degree. It is instructive to point out that G.E.S's position on this issue is discriminatory or even false for the following reasons:
- Depending on the conditions of service, a teacher is allowed to leave the SNR. SUPT. It ranks at least at the TOP rank of SUPERITENDANT in subsequent studies. Indeed, it is a rank of entry into the service.
- according to section 19.7 X terms of service of G.E.S, the Ghana Education Service is responsible for the payment of tuition and examination fees for all employees attending distance learning courses in approved courses and institutions. The same goes for certified teachers who register recharge Qualification programs in terms of what is needed to practice as a professional teacher at any given time.
- That Ghana Education does not grant study leave to its employees so that they only study weekends and holidays. Hence the clandestine attempt of some G.E.S managers to apply for staff who are willing to pay the tuition while working for G.E.S without interruption of service amount on education leave without pay is unsustainable. By granting (even without admitting), in accordance with the collective agreement (conditions of service), teachers having 2 to 3 years in disadvantaged and non-disadvantaged areas, qualify for paid or unpaid educational leave. Therefore, teachers who get their 1ST Certificates of degree between 4 to 5 years (after the completion of their diploma certificates) are respectively eligible for the upgrade since higher education institutions admit the degree holders to the required level. 300 for the continuation of their programs.
Category B: the case of new recruits (distance and regular posts) 1ST Graduate professors and the reclbadification of newly qualified (and then non-professional) professional teachers to the rank of SUPERINTENDENT MAIN).
Curiously, the staff of this category is placed directly in PRINCIPAL SUPT. rank and can be grouped in two. These are newly recruited professional teachers in universities (regular and distance teachers) and newly upgraded teachers (hitherto non-professionals).
Ideally, this category would not have been commented on, as the MAIN SUPERINTENDENT is rated equally well in the Ghana Education Service by the terms of service, but to the extent that already active teachers have acquired knowledge of the content. relatively higher educational level) are denied updating and the same possibility is offered to staff with relatively low CPK (newly recruited 1ST Degree Professors) expose gaps in the supposed political framework of G.E.S.
As a member of GNAT's National Council, I witness a current situation in which two professional teachers (both distance students) enroll in a distance education program the same year . So, teacher A and B (pseudonyms) respectively. Teacher & # 39; A & # 39; when enrolling was a non-professional teacher while the teacher "B" was rather independent. They both graduated in Basic Education in 2014. Teacher & # 39; A & # 39; working as a teacher in the G.E.S clbad has been promoted to SNR SUPT. II professional status with teacher "B" at the time still independent. Thereafter, teacher & # 39; A & # 39; and "B" registered as Bed students and graduates with Bed in the same year. Breathtaking, professor "B" (who was previously self-employed and could be described as a novice teacher, is clbadified as a MAIN SUPPORT when he is appointed as a clbadroom teacher in the G.E.S. and yet a teacher & # 39; A & # 39; must wait at least, the Next 7 years.
This is very unfair, unfortunate and unacceptable. It is also extremely important to point out that in the same sector, the modernization process varies across districts and regions and that the consequences for the foreseeable future could be enormous. I can not possibly find answers to the following questions:
1. Why in the same service (G.E.S), upgrade the documents of teachers having completed their last professional programs (diploma) distance, sandwich and ordinary college studies as soon as 2013 have been treated by some districts and upgraded by their respective regional directorates while others refuse to process and upgrade them?
2 What are the actual dates for upgrading this group of disadvantaged teachers, given that their colleagues and even the juniors of some districts / regions have been modernized for a long time?
3 Could there be legal implications in light of these separate management actions and inactions?
4 Are these Distinctive Policy Statements on Teacher Development undermine the current reason for the migration of education colleges to badign Bed certificates to become teachers in basic education?
5 In the candid opinions of the provocateurs of these Distinctive policy statements on teacher upgrading, were they fair to young teachers who were asked to suspend their stay at the Next 7 years?
6 In a definitive case where a teacher "B" (newly recruited), has the chance to qualify for the next promotion (s) before the teacher & # 39; A & # 39; (the experienced ones), the suppliers of these Distinctive Policy Statements on Teacher Development justify their actions and inactions?
7. Is it not surprising that G.E.S continues to grant study leave with full salary and other related benefits for fellow teachers who subsequently avoid posting messages in disadvantaged communities (due to the pursuit of S.H.S related courses)? Indeed, what would have happened if all teachers had applied for paid educational leave?
8 Is not it Distinctive Policy Statements on Teacher Development discouraging young teachers and hypocritical in search of the nation of a world-renowned qualified teaching staff?
9 Why the teacher & # 39; A & # 39; and "B" (with the same academic qualifications) working for the same organization (G.E.S) and performing the same task will receive unequal salaries?
CONCLUSION:
According to the Labor Act (ACT 651) "Each worker receives equal pay for equal work without distinction of any kind "(Article 68). To the extent that GNAT remains a sought-after pressure group and Ghana's most formidable teachers 'union, I share the leaders' current belief that we (union leaders) have a duty to meet the expectations of the grbadroots and to also consider the existing status. in our quest to refine established frameworks. I firmly believe that this petition will receive your respected attention. Copies of documents worthy of your reading are attached to this petition.
Thank you.
…………….
Rockson Boateng
(GNAT District President – South Assin, Central Region)
CC:
- THE NATIONAL PRESIDENT (GNAT)
- CHIEF, SALARIES AND CONDITIONS OF SERVICE – GNAT HEAD OFFICE
- REGIONAL GNAT SEC, CENTRAL REGION
- DISTRICT GNAT, SOUTH ASSIN
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