Ferdinand Ellis is urging teacher unions to include allowances for basic school class teachers and assistant heads in Ghana’s 2026 Collective Agreement negotiations.
Article Information
| Field | Details |
|---|---|
| Publication | EducateGhana.com |
| Category | Teacher Welfare / GES News |
| Date | October 25, 2026 |
| Article Type | Education Policy and Labour Relations |
| Primary Topic | Allowances for basic school class teachers and assistant heads |
| Status | Advocacy statement; proposal for consideration in collective bargaining |
Fact Check & Editorial Review
This article presents a proposal for consideration by the teacher unions involved in negotiations over the 2026 Collective Agreement. The request for allowances for basic school class teachers and assistant heads is attributed to Ferdinand Ellis. Specific claims about existing allowances, eligibility and appointment letters should be confirmed against the applicable Collective Agreement, payroll arrangements and GES administrative records before being presented as established policy.
Key Takeaways
- Ferdinand Ellis is calling for class teachers and assistant heads in basic schools to be considered for appropriate allowances under the 2026 Collective Agreement.
- He argues that basic school class teachers carry substantial responsibilities for learners’ academic progress, behaviour and welfare.
- He wants the unions to consider the reported allowance arrangements for SHS form masters when negotiating comparable recognition for basic school teachers.
- He has also raised concerns about assistant heads who reportedly perform leadership duties without formal appointment letters.
- The proposal is an advocacy call, not confirmation that new allowances have been approved.
Ellis Urges Teacher Unions to Include Basic School Allowances in 2026 Negotiations
Education blogger and policy analyst Ferdinand Ellis has called on teacher unions negotiating Ghana’s 2026 Collective Agreement to push for appropriate allowances for class teachers and assistant heads in basic schools.
Ellis argues that basic school teachers who serve as class teachers carry significant responsibilities for learners’ academic progress, discipline, attendance and general welfare, yet their additional duties should receive clearer recognition through the conditions of service.
He is therefore urging the negotiating unions to place the concerns of basic school staff on the bargaining agenda, particularly as discussions continue over improved remuneration and working conditions for teachers.
According to Ellis, the proposed arrangement should recognise the additional responsibilities undertaken by teachers who manage classes and provide day-to-day support to pupils beyond classroom instruction.
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Why Class Teachers at Basic Schools Should Be Considered
Ellis maintains that class teachers at the basic school level play a central role in the educational development of children. Their responsibilities often extend beyond teaching lessons to monitoring attendance, following up on learners’ progress, communicating with parents and guardians, supporting classroom discipline and identifying learners who may require additional assistance.
At the basic level, pupils are also developing foundational literacy, numeracy, social skills and learning habits. Ellis argues that the responsibilities associated with managing a class at this stage deserve consideration in discussions about teachers’ welfare and compensation.
He has therefore asked the unions to examine whether an appropriate class-teacher allowance or another form of financial recognition can be negotiated for eligible basic school teachers.
The proposal is intended to bring additional responsibilities into discussions about fair compensation. The precise eligibility criteria, amount and payment arrangements would need to be negotiated and formally agreed upon by the relevant parties.
Ellis Raises Comparison with SHS Form Masters’ Allowances
A central part of Ellis’s argument is the reported provision of allowances to form masters at the senior high school level.
He argues that if form masters at SHSs receive allowances in recognition of their additional responsibilities, the unions should also examine how comparable duties performed by class teachers in basic schools can be recognised.
Ellis’s position is that the discussion should consider the nature and intensity of the responsibilities involved rather than overlooking basic school teachers when additional-duty allowances are negotiated.
He contends that basic school class teachers provide close supervision and support to pupils throughout their formative years. In his view, their work warrants serious consideration in the negotiations over the 2026 Collective Agreement.
However, the specific allowances paid to SHS form masters, their eligibility rules and the applicable terms should be checked against the relevant official documents. The comparison is presented here as Ellis’s argument for consideration during negotiations, not as a claim that the two roles are already covered by identical conditions.
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Assistant Heads Without Appointment Letters Also Need Attention
Ellis has also raised concerns about assistant heads in some basic schools who, he says, perform leadership responsibilities without receiving formal appointment letters.
He argues that teachers undertaking school leadership duties should have their appointments and responsibilities properly documented. In his view, the absence of formal documentation can leave affected staff uncertain about the recognition attached to their positions and the benefits for which they may qualify.
Formal appointment procedures matter because an official appointment letter can clarify a person’s role, effective date and administrative status. Whether an individual qualifies for a particular allowance, however, depends on the applicable GES rules, approved establishment, appointment arrangements and relevant conditions of service.
Ellis is therefore calling for the unions to raise the concerns of assistant heads during negotiations and related engagements with the appropriate education authorities.
He believes the issue should be examined alongside wider discussions about leadership responsibilities, professional recognition and fair compensation within basic schools.
The concerns about assistant heads without appointment letters have not been independently verified for this report. GES clarification and documentary evidence would be needed to establish the scale of the issue and the circumstances of affected staff.
What the 2026 Collective Agreement Could Address
Ellis wants the teacher unions to consider several issues as part of their ongoing bargaining discussions:
- Class-teacher allowances: Consider an allowance or other appropriate recognition for eligible basic school class teachers who undertake additional class-management duties.
- Recognition of additional responsibilities: Review how duties beyond normal classroom teaching are acknowledged in teachers’ conditions of service.
- Assistant-head appointments: Address cases in which teachers reportedly perform assistant-head duties without formal appointment documentation.
- Fair and transparent eligibility: Establish clear criteria for any agreed allowances, including the duties, appointment status and conditions that determine eligibility.
- Implementation and accountability: Ensure that any provisions agreed upon are clearly documented and that the responsible institutions communicate the implementation arrangements.
These are proposed bargaining priorities, not confirmed provisions of the 2026 Collective Agreement. Any new allowance would depend on negotiations, formal agreement and the relevant approval and implementation processes.
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A Call for Inclusive Representation in Teacher Negotiations
Ellis’s request highlights the importance of ensuring that the concerns of teachers across different levels of Ghana’s pre-tertiary education system are considered during collective bargaining.
Basic school teachers, SHS teachers and school leaders may perform different roles, but additional responsibilities can affect workload, professional expectations and staff welfare across the system.
For Ellis, the negotiations provide an opportunity for the unions to examine whether existing arrangements adequately recognise the work of basic school class teachers and assistant heads.
He is urging the negotiating parties to assess the proposal against existing policy, consider its financial and administrative implications, and determine whether it can be incorporated into the agreement.
The outcome will depend on the positions taken by the unions, the employer and the relevant government institutions during the bargaining process.
Conclusion
Ferdinand Ellis is calling on teacher unions to advocate for appropriate allowances for basic school class teachers and assistant heads as part of negotiations over Ghana’s 2026 Collective Agreement.
His proposal centres on recognising the additional responsibilities undertaken by class teachers, examining the reported allowance arrangements for SHS form masters, and addressing concerns about assistant heads who reportedly perform leadership duties without formal appointment letters.
The request remains a proposal for negotiation rather than an approved policy. Teachers and other stakeholders will need to follow official communications from the unions, the Ghana Education Service and the relevant negotiating institutions for confirmation of any agreed provisions.
About the Author
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the founder and editor of EducateGhana.com, Ghana’s Education Intelligence Platform, which covers education policy, teacher welfare, curriculum implementation, professional development and developments across Ghana’s education sector.
Editorial note: This report attributes the proposals and concerns to Ferdinand Ellis. It does not imply that the requested allowances have been approved or that all assistant heads without appointment letters have been independently confirmed.
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