Open Letter to the Director General of Ghana Education Service

Subject: Rethinking Teacher Promotions in GES: Advancing Beyond Aptitude Tests

Dear Esteemed Director -General,

I would like to commend you for your visionary leadership and the significant positive changes you have implemented within the Ghana Education Service (GES). Under your guidance, the GES has achieved remarkable progress, including the successful implementation of the new standards-based curriculum, the enhancement of Continuous Professional Development (CPD)/ Professional Learning Communities (PLC) programs for teachers, and the effective rollout of Digital Literacy Initiatives in key Senior High Schools. These initiatives have not only improved the quality of education but have also positioned our education system to better address the needs of the 21^st century. Kudos!

Distinguished Director-General, building on these achievements, I thought it wise to draw your attention to the need for critically examining the methods we use for promoting teachers and administrators within the GES. Currently, aptitude tests are the primary tool employed in this process.

 The Merits

It is worth acknowledging the fact that, aptitude tests are designed to measure cognitive abilities such as problem-solving on paper, logical reasoning, and comprehension. Their standardized nature ensures that all candidates are evaluated on the same criteria, which could help minimize biases that may arise from more subjective assessment methods like interviews. This consistency is particularly valuable in large organizations such as the GES.

Moreover, aptitude tests could uncover hidden potential in candidates. For instance, a teacher who excels in classroom management might not have had the chance to demonstrate their problem-solving skills in their current role. An aptitude test could reveal these capabilities, potentially opening doors to leadership opportunities that may otherwise be overlooked.

Despite their merits, I feel aptitude tests should not be relied upon as the sole method for determining promotions within the GES.

The Gaps

This is because these tests often fail to capture the full range of skills and attributes critical for effective job performance. Essential qualities such as leadership, empathy, communication skills, practical problem-solving skills, creativity and innovation and cultural competency are difficult to measure through standardized tests but are also crucial for roles in educational leadership.

Additionally, the current system poses significant risks. Honourable Director-General, from 2020 to the present, many teachers have tragically lost their lives while traveling to test centres or workshops for exam preparation. This sobering reality highlights the urgent need to reconsider our reliance on such tests, especially when they endanger the lives of those who educate our children.

With immeasurable humility, let me state that, (HRM) theories also question the efficacy of aptitude tests as predictors of future job performance. According to the Human Capital Theory and the Competency-Based Theory, job success is influenced by a blend of skills, knowledge, experience, and personal attributes-not cognitive abilities alone. By focusing primarily on aptitude tests, we risk promoting individuals who may excel in test environments but lack the practical skills necessary for effective leadership in education.

Recommendations:

• Implement 360-Degree Feedback: The Ghana Education Service (GES) should consider incorporating 360-degree feedback. This involves collecting evaluations from peers, subordinates, and supervisors. This approach provides a more comprehensive view of a candidate’s strengths and areas for improvement. It offers insights beyond those captured by aptitude tests alone.
• Performance Appraisals and Work Inspection: Integrating job performance appraisals and work inspection into the evaluation process can provide valuable acumen and evaluate past behaviour and performance   to gauge an employee’s suitability for promotion. This approach aligns with the Behavioural Theory in HRM, which suggests that past behaviour is a significant indicator of future success. By incorporating job performance appraisals and work inspection, the GES can assess not only cognitive abilities but also practical skills, creativity, innovativeness, and decision-making capabilities.
• Foster Continuous Learning and Professional Development: Cultivating a culture of continuous learning within the GES is crucial for promoting ongoing skill and knowledge development among educators. Using number of Professional Learning Communities (PLC) and Continuous Professional Development (CPD) attended coupled with Mentorship and Training, educators would enhance their competencies and stay updated with evolving best practices and get promoted. This strategy coordinates with the principles of the Learning Organization theory, which emphasizes the importance of continual growth and improvement. By investing in continuous learning and professional development, the GES can ensure that its educators possess the necessary skills and knowledge to excel in leadership positions, ultimately contributing to the enhancement of the education system as a whole.
• Review and Revise Testing Procedures: Given the risks associated with travel for tests and workshops, should there be the need to continue with the current method, it is necessary to consider a review of the testing procedures to prioritize the safety and well-being of teachers. Exploring alternative methods such as establishing district testing centres or adopting online assessments can significantly minimize the need for extensive travel.

Conclusion

Esteemed Director-General, I understand that aptitude tests could play a role in the promotion process, but I suggest that they should not be the sole determinant of an educator’s readiness for advancement. By integrating various assessment tools as I suggested above, we create a more balanced promotion systems such that all employees would have the opportunity to develop the skills necessary for progression.  I respectfully request that your outfit review this policy so that the global community could emulate us accordingly.

BY: WISDOM KOUDJO KLU, EDUCATIONIST/COLUMNIST, GREATER ACCRA REGION. [email protected]