Ensuring Equity and Recognition in GES Promotion Exams: Let’s Focus on the Actuals

In the pursuit of educational excellence, the Ghana Education Service has implemented a system where teachers are required to write aptitude tests in order to get for promoted to the next rank. While the approach may seem commendable in ensuring a standard of competence, it has inadvertently raised concerns about its impact on hardworking teaching and non-teaching staff who may falter in these assessments.

Undoubtedly, the intention behind introducing aptitude tests is to uphold high standards of teaching quality, ensuring that teachers possess the necessary skills and knowledge to impart valuable lessons to their students. However, the reality paints a nuanced picture where many dedicated professionals find themselves at a disadvantage due to their inability to pass these exams.

The Disincentive and Discrepancy in the Process

One cannot ignore the disheartening aspect of the current promotion modalities. A hardworking, innovative, and transformative teacher who is punctual, regularly and genuinely dedicated to their work, may find their career stagnating simply because they did not excel in an aptitude test. This raises a valid concern about the system acting as a disincentive for those who consistently contribute to the betterment of education in Ghana.

What exacerbates the issue is the stark contrast between a diligent teacher who fails the aptitude test and a less dedicated colleague who manages to pass. The notion that the latter can ascend the ranks despite being lazy, lacking professional development, and neglecting co-curricular activities is disconcerting. This situation not only questions the fairness of the promotion criteria but also the overall efficacy of the system in rewarding merit and dedication.

Suggested Alternatives for Promotion:

The system could be considered fair if other strategies are put in place. Below are some of the suggested mechanisms:

• Building Portfolios

Encouraging teachers to build portfolios in which they can  showcase their accomplishments, lesson plans, innovative teaching methodologies, and contributions to the school community can provide a comprehensive overview of their capabilities. Portfolios offer a tangible representation of a teacher’s commitment, creativity, and impact on students’ learning experiences, thereby serving as a valuable tool in the promotion to the next rank.

• Mentorship

Implementing mentorship programmes within the Ghana Education Service can enhance professional growth and collaboration among teachers and other education workers. Experienced educators can guide and support their colleagues. This will foster a culture of shared knowledge and best practices. Acknowledging and rewarding teachers who actively engage in mentorship activities can be a significant factor in the promotion process, emphasizing the importance of collaborative learning.

• Continuous Professional Development (CPD)

Investing in continuous professional development programmes tailored to address specific challenges identified through performance assessments can help pre-tertiary education sector workers stay current with evolving teaching methodologies. Recognizing participation and achievements in these programmes as integral to promotion criteria will encourage pre-tertiary education sector  workers to actively seek opportunities for self-improvement and contribute positively to their professional growth.

• Professional Learning Communities (PLCs)

Establishing PLCs can further enhance collaboration and knowledge sharing among teachers. These communities will provide a platform for pre-tertiary education sector workers to engage in ongoing, collaborative learning, share effective teaching practices, and collectively address challenges. Recognizing active participation and leadership within PLCs as part of the promotion criteria will not only encourage collaborative learning but will also ensure that teachers are continually improving and adapting to the dynamic landscape of education.

Furthermore, incorporating these elements into the promotion process will not only ensure a fair and comprehensive evaluation but will also align with the broader goals of fostering a dynamic, innovative, and supportive educational environment.

Recommendations

• The Ghana National Association of Teachers, in collaboration with other teacher unions, must play a pivotal role in addressing this concern. Advocacy for a comprehensive review of the promotion criteria is crucial. It is imperative to strike a balance between ensuring teachers possess the requisite skills and acknowledging the multifaceted contributions of education workers beyond a standardized test.
• The Ghana Education Service, as the governing body overseeing educational policies, should take proactive measures to remedy this situation. Instead of solely relying on aptitude tests, the promotion criteria could be diversified.
• The National Teaching Council should quickly step in, in order to make education workers have more confidence in their roles. Teachers and other education workers are doing more and that, aptitude test should not be the sole determinant for promoting them to the next rank.

Conclusion

Transitioning from a sole reliance on aptitude tests to a more inclusive promotion criteria that incorporates building portfolios, mentorship, continuous professional development, and attending Professional Learning Communities (PLCs) is crucial for recognizing and rewarding the dedication, innovation, and transformative efforts of our education workers. The collaborative efforts of the Ghana National Association of Teachers, the Ghana Education Service and the National Teaching Council are essential in reshaping the promotion system to better reflect the multifaceted contributions of teachers and ultimately foster a thriving educational landscape.

 

BY WISDOM KOUDJO KLU, EDUCATIONIST/COLUMNIST, GREATER ACCRA REGION.

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