Ferdinand Ellis proposes a Master’s degree requirement for GES Director 1 and Director 2 entrants and calls for expanded study leave for postgraduate education.

Article Information

Last Updated: August 22, 2026
By: Ferdinand Ellis | EducateGhana.com

Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst | Founder, EducateGhana.com

GES Director 1 and Director 2 Aptitude Test: Ferdinand Ellis Calls for Master’s Degree Requirement

Education researcher and policy analyst Ferdinand Ellis has called for consideration of a Master’s degree as a minimum academic requirement for teachers seeking entry into the Director 1 and Director 2 ranks of the Ghana Education Service (GES).

Ellis made the observation in relation to the upcoming maiden aptitude test for teachers seeking promotion to Director 1 and Director 2, following the decoupling of the two ranks by the Ghana Education Service.

His argument is based on the level of professional advancement expected of teachers who seek higher ranks within the Service. He believes teachers should meet high academic and professional standards as they progress through the GES career structure.

Ellis, however, clarified that his proposal does not necessarily mean that applicants must hold a Master’s degree specifically in educational management or administration.

The distinction is important because teachers promoted into the ranks may continue to perform classroom teaching duties rather than function exclusively as managers.

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What Ferdinand Ellis Is Proposing

Ellis’s proposal centres on the idea that a Master’s degree should become a minimum academic threshold for eligible teachers seeking Director 1 and Director 2 ranks.

He argues that teachers aspiring to higher professional ranks should demonstrate evidence of continued academic development alongside their professional experience and performance.

His position is particularly relevant to the upcoming maiden aptitude test because the decoupling of the Director 1 and Director 2 ranks creates an opportunity to examine the standards that should govern entry into those positions.

The proposal is therefore broader than simply requiring teachers to obtain another qualification. It raises questions about what Ghana’s education system should expect from teachers seeking progression into its higher professional ranks.

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Why Ellis Says a Master’s Degree Should Be Considered

Ellis argues that teachers seeking higher ranks should be encouraged to pursue postgraduate education as part of their professional and intellectual development.

He noted that the purpose of a Master’s degree should not necessarily be restricted to preparing a teacher for administrative management.

Teachers occupying senior ranks may continue to teach in classrooms, supervise students, conduct research, mentor colleagues or contribute to curriculum implementation. Consequently, advanced academic training can deepen their subject knowledge, research capacity and professional understanding.

For this reason, Ellis believes the GES could allow different types of Master’s degrees, rather than restricting applicants to one particular Master’s specialisation.

He nevertheless acknowledged that specialised qualifications could have value depending on the responsibilities attached to the rank.

The broader principle, in his view, should be knowledge enhancement and professional advancement.

Should the Master’s Degree Be Education-Related?

Ellis’s position leaves room for further policy discussion concerning the type of Master’s degree that should qualify a teacher for the Director 1 or Director 2 ranks.

He does not argue that every applicant must necessarily possess a Master’s degree in educational administration, educational leadership or management.

This is because a teacher seeking promotion may remain primarily involved in teaching and learning. A teacher of Mathematics, Science, English, French or another discipline could therefore benefit from postgraduate study directly related to the subject or professional area.

An education-related Master’s degree could also provide broader knowledge of curriculum, assessment, pedagogy, educational research and professional practice.

The appropriate policy could therefore allow a range of Master’s degrees while establishing clear standards for relevance and quality.

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Director Ranks Do Not Necessarily Mean Full-Time Management

One of the important clarifications in Ellis’s argument is that teachers who attain the Director 1 or Director 2 ranks may not necessarily become managers in the conventional administrative sense.

Some may continue to teach in schools and perform other professional responsibilities.

This distinction matters when determining the type of postgraduate qualification that should be required.

If the ranks are treated purely as managerial positions, educational management or public administration could become the obvious postgraduate pathway.

However, if teachers at these ranks continue to engage substantially in classroom teaching and professional practice, a broader approach to postgraduate qualifications may be more appropriate.

Such an approach could recognise subject specialisation, curriculum studies, pedagogy, assessment, educational psychology, research and other areas that strengthen professional knowledge.

Ellis Calls for a Review of Study Leave With Pay

Ellis also linked the debate to the GES study leave with pay policy.

He believes the Service should consider expanding opportunities for teachers to pursue higher academic qualifications through study leave with pay.

According to his proposal, study leave with pay should not remain heavily focused on first-degree acquisition at a time when a Bachelor’s degree has increasingly become the foundation qualification for entry into the teaching profession.

The changing qualification landscape, he argues, requires a corresponding review of opportunities for postgraduate academic development.

Ellis believes teachers should have opportunities to pursue Master’s degrees and PhDs as part of their professional growth and knowledge advancement.

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A Possible Master’s or PhD Study Leave Pathway

Ellis suggested that the GES could consider a system under which eligible teachers receive study leave with pay to pursue either a Master’s degree or a PhD, rather than automatically providing study leave for both qualifications.

Under such a model, a teacher could make a career-based decision about which postgraduate qualification would provide the greatest benefit.

A teacher who already possesses a Bachelor’s degree and meets the relevant requirements could pursue a Master’s degree, while another teacher who already holds a Master’s degree could potentially pursue a PhD.

Such a policy would need clear eligibility criteria, funding considerations, institutional capacity and workforce planning.

It could also help the Service identify areas where advanced qualifications are most needed.

Why High Standards for Higher Ranks Matter

Ellis’s proposal is ultimately linked to the principle that higher professional ranks should require higher standards.

The introduction of the Director 1 and Director 2 aptitude test provides an opportunity for the GES to strengthen the relationship between promotion, professional competence and academic development.

A teacher’s years of service alone may not provide sufficient evidence of readiness for higher professional responsibility.

Academic qualifications, professional performance, knowledge, aptitude, experience and demonstrated competence could collectively provide a stronger basis for promotion.

The challenge for policy makers will be to design a system that rewards merit while also giving teachers realistic opportunities to acquire the qualifications expected of them.

➡ Related: GES Teacher Promotion: Qualification, Experience and Performance Requirements

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The Maiden Director 1 and Director 2 Aptitude Test

The discussion comes as the GES prepares for the maiden aptitude test for teachers seeking the Director 1 and Director 2 ranks.

The decoupling of the ranks means the promotion structure is being treated separately, creating renewed attention around the requirements and assessment procedures for teachers seeking advancement.

The aptitude test is expected to form part of the assessment process for eligible applicants.

The development has therefore generated wider discussion about what should constitute readiness for teachers aspiring to higher ranks.

For Ellis, academic advancement should form part of that conversation.

What the Proposal Could Mean for Teachers

If a Master’s degree requirement were eventually introduced, teachers seeking Director 1 and Director 2 ranks would need to plan their professional development differently.

Teachers could increasingly view postgraduate education as part of their long-term career progression rather than as an optional qualification pursued only for academic interest.

It could also encourage teachers to develop stronger research, analytical and professional skills.

However, any such requirement would need to be introduced carefully. Teachers who are already in the promotion pipeline would need clear transitional arrangements, while future applicants would need sufficient notice to meet the new standards.

EducateGhana Analysis

Ferdinand Ellis’s proposal raises an important policy question for the GES: Should promotion to the higher professional ranks be based primarily on experience and performance, or should advanced academic qualifications form part of the eligibility framework?

There is a reasonable case for considering a Master’s degree because postgraduate education can strengthen teachers’ research capacity, subject knowledge, analytical skills and understanding of educational practice.

At the same time, requiring a particular type of Master’s degree could unnecessarily narrow the professional development pathways available to teachers.

A teacher’s postgraduate qualification does not always have to be in educational management. Depending on the teacher’s professional role, a Master’s degree in curriculum studies, educational psychology, assessment, a subject discipline, special education, educational technology or another relevant area could contribute meaningfully to professional competence.

The stronger policy approach may therefore be to establish minimum postgraduate qualification requirements while allowing a reasonable range of recognised disciplines.

The study leave with pay proposal also deserves serious consideration. If a Bachelor’s degree is now the normal entry qualification for many teaching positions, postgraduate education could become the next logical stage of professional development.

However, expanding study leave with pay would require careful workforce planning. The GES would need to balance teachers’ academic development with the need to maintain adequate staffing levels in schools.

A possible pathway allowing eligible teachers to pursue either a Master’s degree or PhD through study leave with pay could provide a structured approach. Such a system would require transparent eligibility criteria and clear national priority areas.

Ultimately, the debate should be about building a better qualified, more knowledgeable and professionally competent teaching workforce, while ensuring that promotion remains merit-based and accessible to teachers who demonstrate the required standards.

Frequently Asked Questions

1. What is the Director 1 and Director 2 aptitude test?

It is an upcoming GES assessment for teachers seeking promotion to the Director 1 and Director 2 ranks following the decoupling of the two ranks.

2. Is a Master’s degree currently mandatory for Director 1 and Director 2?

The proposal discussed by Ferdinand Ellis is a policy recommendation. It should not be presented as an existing GES requirement unless the Service officially announces such a requirement.

3. What type of Master’s degree does Ellis propose?

Ellis has not restricted the proposal to a specific Master’s specialisation. He has indicated that the GES could allow different types of Master’s degrees, while recognising that specialisation may also be beneficial.

4. Must a teacher seeking a higher rank study educational management?

Not necessarily under Ellis’s proposal. His argument recognises that some teachers may continue teaching in classrooms and may therefore benefit from postgraduate study in their subject or another education-related field.

5. Why does Ellis support a Master’s degree requirement?

He believes teachers seeking higher ranks should meet high academic and professional standards and should demonstrate continued knowledge development.

6. Does Director 1 or Director 2 automatically mean the teacher becomes a manager?

Not necessarily. Teachers at higher ranks may still perform classroom and other professional duties depending on their postings and responsibilities.

7. What does Ellis say about study leave with pay?

He believes the GES should consider expanding study leave with pay opportunities to include postgraduate education such as Master’s degrees and PhDs.

8. Why does Ellis want the study leave policy reviewed?

He argues that the Bachelor’s degree has increasingly become a foundation requirement for teacher recruitment, making postgraduate development more important for career and knowledge advancement.

9. Could teachers pursue either a Master’s degree or PhD on study leave with pay?

Ellis suggested that there could be a system allowing eligible teachers to pursue either a Master’s degree or PhD, rather than automatically granting study leave with pay for both.

10. Has the GES officially adopted Ellis’s proposal?

No. The views discussed in this article represent Ferdinand Ellis’s policy position and should not be interpreted as an official GES directive.

Conclusion

The upcoming maiden GES aptitude test for Director 1 and Director 2 has opened a wider discussion about the standards that should govern progression to higher professional ranks within the Service.

Ferdinand Ellis believes that a Master’s degree should be considered a minimum requirement for eligible entrants, although he does not insist that the qualification must be in educational management.

His proposal allows room for subject-based, education-related and other relevant postgraduate qualifications, particularly because teachers promoted to the ranks may continue to teach rather than function solely as managers.

He has also called for a review of study leave with pay, arguing that the policy should increasingly support Master’s and PhD education as teachers advance professionally.

The broader question is now one for education policy makers: How can GES combine rigorous promotion standards with meaningful opportunities for teachers to acquire the advanced knowledge expected at higher career levels?

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. His work focuses on curriculum studies, teacher education, education policy, assessment and evidence-based educational reform.

Suggested Citation:

Ellis, F. (2026). GES Director 1 and Director 2 aptitude test: Should a Master’s degree be required? EducateGhana.com.