INEQUITABLE TREATMENT OF GHANAIAN EDUCATION SERVICE EMPLOYEES: A REQUEST FOR POLICY REFORM By Collins Damoah Mensah

 

INEQUITABLE TREATMENT OF GHANAIAN EDUCATION SERVICE EMPLOYEES: A REQUEST FOR POLICY REFORM

 

By guaranteeing that high-quality education is provided at all levels, the Ghana Education Service (GES) plays a vital part in determining the course of our country. The foundation of this admirable goal is made up of teachers and administrative personnel. Staff members, especially those employed by district, municipal, and metropolitan education offices as well as regional and headquarters staff, seem to be becoming increasingly dissatisfied, though. Systemic injustice in employee treatment, specifically in the distribution and revocation of responsibility allowances, is the root cause of this discontent.

 

The career paths of many teachers who move into administration positions provide a stark illustration of this inequity. Let's look at the example of a teacher applying to be the head of a basic school. The teacher receives the job after a demanding selection procedure that includes application, interviews, and evaluation. In appreciation of the additional responsibilities that come with headship, the teacher is also duly given a responsibility allowance. This stipend acts as a motivator and recognition of the extra workload that teachers take on when running a school.

 

A few years later, the same person chooses to take on a new challenge by applying for a position as a schedule officer at the district education office. The teacher submits to another application and interview process and is chosen on the basis of merit, but when they take on this new role, the responsibility allowance they had previously received as a headteacher is suddenly taken away. The question that arises is: Why should this be the case?

 

Schedule officers have duties that are just as difficult as those of a headteacher, if not more so. The duties of schedule officers include managing educational programs, keeping an eye on and assessing schools, setting up training sessions, and assisting head teachers and teachers. These responsibilities, which demand a great deal of work, time, and experience, have a direct effect on the standard of education. The GES effectively devalues schedule officers' contributions by taking away their responsibility allowance, which demotivates employees who want to advance in their careers within the service.

 

This situation reflects a broader issue of inconsistent policies and practices within the GES. It is perplexing that the same organization that acknowledges and rewards responsibility in one role disregards it in another. Such practices not only demotivate staff but also discourage experienced and competent individuals from taking up administrative positions that are critical to the success of the education sector.

 

The unfair treatment of GES staff is not limited to responsibility allowances. Regional and headquarters staff often face similar challenges, including lack of incentives, delayed promotions, and inadequate support for professional development. These issues contribute to a general sense of dissatisfaction and hinder the overall effectiveness of the GES.

 

To address these concerns, it is imperative for the GES to undertake a comprehensive review of its policies on responsibility allowances and staff welfare. The following recommendations could help rectify the situation:

Uniform Responsibility Allowances: Responsibility allowances should be granted based on the level of duties and not the title of the position. Schedule officers, like headteachers, should be eligible for such allowances to reflect their workload and responsibilities.

Clear and Consistent Policies: The GES must establish clear guidelines that ensure fairness and consistency in the treatment of staff across all levels.

Regular Engagement with Staff: Periodic consultations with staff at all levels can help the GES better understand their concerns and implement policies that address their needs.

Incentivizing Administrative Roles: The GES should provide additional incentives for staff who take up administrative positions to attract and retain experienced personnel in these critical roles.

Monitoring and Accountability: The Ministry of Education should monitor the implementation of GES policies to ensure fairness and address anomalies in a timely manner.

 

The commitment and contentment of its employees are critical to the success of Ghana's educational system. By tackling these unfair treatment concerns, the GES can cultivate an engaged staff dedicated to providing high-quality education to everyone. It's time for the service to cherish its employees and establish a just and encouraging work environment for their development.

 

Written By:

 

Collins Damoah Mensah

GES –Dormaa Municipal

nanak.damoahmensah@gmail.com