Teachers have been informed that promotion letters will be available for collection from Monday, August 24, 2026. Management says salary adjustments arising from the promotions will also begin processing.
Article Information
Item
Details
Article Type
Education News
Primary Topic
Teacher Promotion Letters
Date
August 21, 2026
Effective Collection Date
Monday, August 24, 2026
Target Audience
Teachers and education administrators
Focus
Collection of promotion letters and salary adjustment processing
Source
Notice issued by Human Resources/Management
Author
Ferdinand Ellis
Publisher
EducateGhana.com
Last Updated: August 21, 2026 By: Ferdinand Ellis | EducateGhana.com
Teachers to Collect Promotion Letters From Monday, August 24
Teachers whose promotion letters are ready for collection have been informed to begin collecting the documents from Monday, August 24, 2026.
According to a notice issued by Human Resources, the promotion letters will be available at the designated office during working hours.
Management has also announced that it will begin the administrative processes required to adjust the salaries of teachers whose promotions have been approved.
The development is expected to be of particular interest to teachers who have been awaiting their promotion documentation and the corresponding salary adjustments.
➡ Related: GES Promotion Letters: What Teachers Need to Know About Notional and Substantive Dates
The notice states that Monday, August 24, 2026 is the date from which teachers can collect their promotion letters.
Teachers have been advised to visit the designated office during the stated working hours to receive their letters.
The letter is an important employment document because it formally communicates the teacher’s approved promotion and provides the basis for subsequent administrative action relating to the new position.
Teachers who are eligible for promotion should therefore ensure that they collect and carefully examine their letters when they become available.
➡ Related: How to Read a Teacher Promotion Letter: Grade, Effective Date and Salary Scale Explained
➡ Related: Teacher Promotion in Ghana: Complete Guide for Teachers
Salary Adjustments to Begin Processing
Management has also indicated that the processing of salary adjustments arising from the promotions will commence.
This means the administrative process will move beyond the distribution of promotion letters to the necessary salary-related procedures.
The notice, however, does not state the exact date on which the adjusted salaries will reflect in individual teachers’ accounts. Salary implementation can require verification and processing through the relevant administrative and payroll systems.
Teachers should therefore distinguish between receiving a promotion letter and receiving the financial benefit of the promotion.
The two processes may not necessarily occur on the same day.
➡ Related: Teacher Promotion Arrears: When Should Teachers Expect Payment?
➡ Related: Notional Date vs Substantive Date on GES Promotion Letters
Teachers Asked to Provide Required Documents
Management has encouraged teachers to comply with all requirements connected to the promotion and salary adjustment process.
Teachers may be required to provide relevant documents or information during the administrative processing.
The notice states that teachers should provide any necessary documents when requested.
Teachers should therefore keep their promotion-related records readily available and respond promptly to requests from the appropriate administrative or human resources office.
This can help reduce delays in processing individual records.
➡ Related: Documents Teachers Should Keep After Receiving Promotion Letters
➡ Related: GES Promotion Processing: What Happens After Teachers Receive Their Letters?
What Teachers Should Do From August 24
Teachers can take several practical steps when the promotion letters become available.
1. Collect the promotion letter
Teachers should obtain their letters from the designated office during working hours.
2. Check the details carefully
After receiving the letter, teachers should verify details such as their name, rank, grade, effective date, salary scale and other employment information.
3. Keep the original safely
The original promotion letter should be stored securely. Teachers may also keep a clear electronic copy for their personal records.
4. Follow up on salary processing
Teachers should monitor the progress of the salary adjustment through the appropriate administrative channels.
5. Submit requested documents promptly
Where additional documents are required, teachers should provide them within the stipulated period.
➡ Related: GES Promotion Letter Checklist: 10 Things Every Teacher Should Verify
➡ Related: What Teachers Should Do After Receiving a Promotion Letter
Promotion Letter Does Not Automatically Mean Immediate Salary Payment
One important point for teachers is that the availability of a promotion letter does not necessarily mean that the new salary will immediately appear on the payroll.
Salary adjustments generally require administrative processing, verification and implementation.
The latest notice specifically says that management will commence the processing of salary adjustments arising from the promotions. It does not give a specific date for the completion of that process.
Teachers should therefore avoid relying on unofficial claims about when the adjusted salary or any resulting arrears will be paid until an authorised notice provides the relevant information.
➡ Related: Teacher Promotion Salary Scale: Understanding Your New Pay
➡ Related: Promotion Arrears for Teachers: How Effective Dates Affect Payment
EducateGhana Analysis
The latest notice provides an important administrative update for teachers awaiting their promotion documentation. The immediate priority is the collection of promotion letters from August 24, 2026, followed by the processing of salary adjustments.
Teachers should pay close attention to the distinction between promotion approval, issuance of the promotion letter, salary adjustment and actual payment. These stages can involve different administrative processes.
It is also important to rely on formal communication from the relevant management, human resources and payroll authorities when determining the exact financial implications of an individual promotion.
For teachers, the promotion letter should therefore be treated as an important official record. Any discrepancy in personal details, rank, grade, effective date or salary information should be reported through the appropriate administrative channel for clarification.
At the same time, teachers should retain copies of all documents submitted during the process. Proper documentation can become important if questions arise later concerning salary placement or arrears.
Frequently Asked Questions
1. When will teachers begin collecting their promotion letters?
The notice states that promotion letters will be available for collection from Monday, August 24, 2026.
2. Where should teachers collect their promotion letters?
Teachers are expected to collect the letters from the designated office during working hours.
3. Will salary adjustments begin at the same time?
Management says it will commence processing salary adjustments arising from the promotions. The notice does not state that payment will occur immediately.
4. Will all teachers receive their adjusted salary on August 24?
Not necessarily. August 24 is the stated date for the availability of the promotion letters. Salary adjustment requires further administrative processing.
5. What should teachers do after collecting their letters?
Teachers should carefully check the information on their letters, keep the documents safely and comply with any further administrative requirements.
6. Can teachers be asked to submit additional documents?
Yes. The notice asks teachers to provide relevant documents when requested.
7. Why is the promotion letter important?
It serves as an official document confirming the promotion and provides important information about the teacher’s new status and employment details.
8. Will teachers receive promotion arrears?
The notice does not specify the amount or payment date of any arrears. Teachers should rely on their individual promotion letters and subsequent official communication.
9. What should a teacher do if there is an error on the promotion letter?
The teacher should promptly report the discrepancy to the appropriate human resources or administrative office for correction or clarification.
10. Where can teachers obtain further information?
Teachers should contact the designated human resources or management office responsible for the promotion exercise.
Conclusion
The release of promotion letters from Monday, August 24, 2026 marks an important stage in the promotion process for affected teachers.
Management has also confirmed that the processing of salary adjustments will commence. Teachers are encouraged to collect their letters, verify the information contained in them and provide any documents required to facilitate the administrative process.
EducateGhana.com will continue to monitor official updates concerning teacher promotions, salary adjustments and related developments.
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.
Meta Description:
Teacher promotion letters will be available from August 24, 2026. Find out how teachers can collect their letters and follow up on salary adjustments.
GES promotion letters often contain two dates that confuse teachers: the notional effective date and the substantive effective date. This guide explains what each date means, how they affect promotion, salary placement and future applications, with practical examples and the history behind the system.
Article Information
Information
Details
Topic
GES Promotion: Notional and Substantive Dates
Institution
Ghana Education Service
Audience
Teaching and non-teaching staff
Focus
Promotion, salary placement and career progression
Current context
2025/2026 GES promotion cycle
Author
Ferdinand Ellis
Publisher
EducateGhana.com
Article Type
Education Policy and Career Guide
Last Updated
August 18, 2026
Important: The exact dates on an individual teacher’s promotion letter should always be treated as the controlling information for that person’s case. Teachers should not assume that a date appearing on another person’s letter automatically applies to them.
Introduction
The release of Ghana Education Service promotion letters often brings excitement to teachers who have successfully completed the promotion process. It can also create confusion when staff examine their letters and discover two different dates attached to the promotion.
One date may be described as the Notional Effective Date, while another is identified as the Substantive Effective Date. To many teachers, this appears contradictory. If a teacher has been promoted, why should the promotion have two dates?
The issue becomes particularly important when the two dates are separated by several months or even years. Teachers naturally want to know whether the earlier date affects their seniority, eligibility for their next promotion, salary, arrears or placement on the new salary scale.
The distinction has existed in Ghana’s public education employment system for years and has repeatedly generated questions among teachers. Historical reports show that teachers have previously raised concerns about situations in which promotion recognition and salary placement took effect on different dates.
This article explains the distinction in practical terms and examines what teachers should look for when they receive their GES promotion letters.
What Is the Notional Effective Date?
The notional effective date is the date from which the promotion is recognised for the purposes specified by the employer.
In the GES promotion context, it is particularly important for establishing the teacher’s position on the career progression timeline.
For example, suppose a teacher’s promotion letter states:
Notional Effective Date: 1 September 2024
and
Substantive Effective Date: 1 July 2026
The teacher should not simply assume that the two dates mean the same thing.
The notional date establishes the earlier point associated with the promotion, while the substantive date is connected with the actual implementation of the promotion for salary purposes.
Previous explanations of the GES system have also noted that the notional date is important when determining eligibility for subsequent promotion exercises. GES promotion application processes have required applicants to provide both their notional and substantive dates from their previous promotion letters.
➡ Related: GES Promotion: Requirements, Ranks, Aptitude Test and Application Guide
➡ Related: GES Promotion Portal: How Teachers Can Check and Apply for Promotion
What Is the Substantive Effective Date?
The substantive effective date refers to the date from which the promotion is implemented for salary and related employment purposes.
This is the date that matters greatly when a teacher is being moved to the salary scale attached to the promoted rank.
Consider the same example:
Notional Date: 1 September 2024 Substantive Date: 1 July 2026
The teacher may have a promotion recognised from September 2024 while the financial implementation of the promotion begins from July 2026.
This is why teachers should not automatically calculate salary arrears from the notional date.
The financial consequences of a promotion depend on the substantive date and the specific instructions contained in the promotion letter and accompanying administrative arrangements.
A previous GES directive on outstanding promotions and upgrading illustrates how the Service has at different times specified separate notional and substantive dates for different categories of staff.
➡ Related: Teacher Promotion Arrears in Ghana: What Teachers Need to Know
Notional Date vs Substantive Date: The Main Difference
The simplest way to understand the distinction is to separate career recognition from financial implementation.
Feature
Notional Effective Date
Substantive Effective Date
Main significance
Promotion recognition and career timeline
Salary and financial implementation
Appears on promotion letters
Yes
Yes
Can affect promotion eligibility
Generally important
Not usually the principal date used for eligibility
Determines salary placement
Not ordinarily by itself
Yes, subject to the applicable administrative process
Can determine arrears
Not automatically
Generally the relevant financial date
Important for future promotion applications
Yes
Also recorded, but serves a different purpose
Should teachers ignore it?
No
No
The important point is that neither date should be ignored.
Teachers applying for future promotion should carefully reproduce the dates appearing on their previous promotion or upgrading letters.
GES promotion application materials have specifically requested applicants to provide both the notional and substantive dates of appointment to their current grade.
Practical Example 1: Promotion With a Two-Year Difference
Suppose Teacher A successfully completes a promotion exercise and receives the following information:
Rank: Assistant Director II Notional Effective Date: 1 September 2024 Substantive Effective Date: 1 July 2026
What does this mean?
The first date identifies the earlier effective point attached to the promotion.
The second date identifies when the promotion is financially implemented.
Therefore, Teacher A should not conclude that the salary for Assistant Director II must automatically be calculated from September 2024 simply because September 2024 appears as the notional date.
The teacher should examine the substantive date and the specific instructions from GES and the Controller and Accountant-General’s Department concerning salary placement and arrears.
Practical Example 2: Why a Teacher Should Not Use the Substantive Date When Applying for Promotion
Imagine Teacher B’s last promotion letter contains:
Notional Date: 1 September 2021 Substantive Date: 1 July 2023
When Teacher B later applies for another promotion, the application portal asks for the notional and substantive dates of the current grade.
Teacher B should enter the dates exactly as they appear on the relevant official document.
The teacher should not replace the 2021 notional date with the 2023 substantive date simply because the latter was when the new salary was implemented.
This distinction has practical importance because GES promotion application systems have required applicants to provide these two dates separately.
Practical Example 3: A Teacher Receives the Promotion Letter Late
Consider a teacher who successfully completes a promotion exercise but receives the promotion letter much later.
The letter could contain:
Notional Effective Date: 1 September 2024 Substantive Effective Date: 1 July 2026
The teacher may reasonably ask:
“If my promotion is dated 2024, why am I being placed on the new salary scale from 2026?”
The answer lies in the distinction between the two dates.
The existence of an earlier notional date does not, by itself, establish that the teacher will receive the salary difference for the entire period between the two dates.
Salary implementation follows the substantive date and the applicable government financial and administrative arrangements.
This is also why teachers should avoid relying on statements such as “everyone will receive two years of arrears” unless such payment has been expressly confirmed by the responsible authorities.
Practical Example 4: What Happens to the Next Promotion?
This is one of the areas that causes the greatest concern among teachers.
Suppose a teacher is promoted to a new rank with:
Notional Date: September 2024
but
Substantive Date: July 2026.
If the teacher later becomes eligible for another promotion, the notional date can be important in determining the career timeline.
This explains why teachers are routinely asked to provide their notional effective date when applying for another GES promotion.
A teacher should therefore keep every promotion, upgrading and appointment letter safely. These documents contain information that may be needed years later.
Does the Notional Date Mean You Are Automatically Entitled to Salary Arrears?
No.
This is one of the most important misconceptions surrounding GES promotion letters.
A teacher should not interpret the presence of a notional date as an automatic promise that the teacher will receive the salary difference between the notional and substantive dates.
Salary arrears depend on the applicable government decision and the substantive implementation of the promotion.
For example:
Notional: 1 September 2024 Substantive: 1 July 2026
It would be incorrect to automatically calculate:
September 2024 to July 2026 = salary arrears owed.
The correct approach is to establish the financial effective date stated in the official promotion documentation and any subsequent instructions concerning salary implementation.
Does the Substantive Date Cancel the Notional Date?
No.
The two dates serve different administrative purposes.
The substantive date does not erase the notional date from the teacher’s employment history.
This is why both dates may continue to appear in GES records and promotion application systems.
In previous GES promotion application materials, applicants have been required to enter both dates separately. This demonstrates the administrative importance of maintaining the distinction.
A Brief History of Notional and Substantive Dates in Teacher Promotions
The controversy surrounding these dates is not new.
Teachers have raised concerns about the separation between the date attached to promotion recognition and the date attached to financial implementation for many years.
A 2017 report, for example, documented concerns among teachers after promotion letters showed an earlier promotion date alongside a later date for placement on the applicable salary scale. The issue generated strong reactions from sections of the teaching profession and teacher unions.
The issue has therefore survived several promotion cycles.
More recent GES administrative instructions have continued to distinguish between notional and substantive effective dates. A January 2025 directive concerning outstanding promotion and upgrading letters, for instance, specified separate treatment of notional and substantive effective dates for particular categories of staff.
The lesson from this history is straightforward. The two-date system is not an entirely new feature created for the current promotion exercise.
What changes from one promotion cycle to another are the applicable dates, administrative arrangements, financial clearance and instructions issued for that particular exercise.
Why Does GES Use Two Dates?
There are several administrative reasons why an employer may distinguish between recognition of a promotion and its financial implementation.
1. Promotion processing takes time
A promotion exercise may involve applications, verification, examinations, interviews, approvals, issuance of letters and distribution.
Changing a person’s rank and changing the person’s salary are related processes, but they involve different administrative systems.
Salary placement may require coordination with the appropriate government payroll and financial authorities.
3. Government expenditure requires authorisation
The financial effect of a promotion must be accommodated within the government’s payroll and financial administration.
4. Career progression must be recorded separately
The employee’s career history needs to show when the promotion is recognised, even where financial implementation occurs later.
These factors help explain why the two dates can appear on the same document.
The 2026 GES Promotion Situation
The current promotion cycle has brought renewed attention to the issue.
Promotion letters being distributed in 2026 have contained dates that some teachers initially found confusing because the promotion exercise, notional effective date and substantive financial implementation date may belong to different periods.
For example, a teacher’s letter may indicate a notional effective date of 1 September 2024 and a substantive effective date of 1 July 2026, depending on the particular promotion category and letter issued.
GES has also directed Regional Directors to facilitate the distribution and processing of promotion letters so that the required input forms can be processed and successful candidates placed on the appropriate salary scales. The directive dated 12 August 2026 specifically called for the exercise to receive priority and be completed within the planned timelines.
This means teachers should pay attention to two separate stages:
Stage 1: Receiving the promotion letter and establishing the new rank.
Stage 2: Processing the required documentation for placement on the appropriate salary scale.
The two stages should not be treated as identical.
Common Misconceptions About GES Promotion Dates
Misconception 1: “The notional date is the date I will receive my salary.”
Not necessarily.
The substantive date is the critical date for financial implementation.
Misconception 2: “If my notional date is 2024, GES must automatically pay me from 2024.”
Not automatically.
The teacher must look at the substantive date and the specific financial instructions applicable to the promotion.
Misconception 3: “The substantive date is the date my promotion begins.”
It is better understood as the date associated with substantive implementation, particularly salary placement.
Misconception 4: “Once I receive the letter, my salary changes immediately.”
Misconception 5: “I can use either date when applying for my next promotion.”
Teachers should not make this assumption.
Where the GES application system asks for both dates, the applicant should enter them exactly as they appear on the relevant official document.
Misconception 6: “The two dates are an error on my letter.”
Not necessarily.
The distinction has existed in GES promotion administration for years.
Misconception 7: “Every teacher receives the same notional and substantive dates.”
No.
The dates can depend on the particular promotion exercise, category of staff and administrative instructions governing that exercise.
What Teachers Should Do When They Receive Their Promotion Letters
Teachers should take several practical steps.
1. Read the entire letter
Do not focus only on the new rank.
Check the effective dates, salary scale, step and other instructions.
2. Record both dates
Write down the notional and substantive dates separately.
3. Keep the original letter safe
The promotion letter may be required for future promotion applications, payroll issues and administrative verification.
4. Check your rank
Ensure that the rank stated in the letter corresponds with the promotion for which you were successful.
5. Check your salary scale and step
Verify the salary scale and step indicated on the letter.
6. Follow up on payroll processing
If your substantive promotion has been approved but your salary has not been adjusted after the relevant administrative processing period, seek clarification through the appropriate GES channels.
7. Keep evidence of communication
Where you submit documents or make a formal request concerning salary or promotion, keep copies and evidence of submission.
8. Do not rely on WhatsApp explanations alone
Teachers should distinguish between official GES instructions and interpretations circulating on social media.
What If There Is a Salary Overlap?
Some GES promotion letters contain instructions for teachers who experience salary overlaps or require adjustments.
In such cases, the affected staff member should follow the procedure stated in the official letter.
For example, the 2026 promotion information supplied by GES indicates that staff who experience salary overlaps or require adjustments should apply through the appropriate GES administrative channel.
A teacher should therefore avoid attempting to resolve a payroll discrepancy informally.
The appropriate documentation should be submitted through the prescribed chain.
What Does This Mean for Teachers’ Future Promotions?
The distinction between the two dates is likely to remain important as GES continues to digitise its promotion processes.
Promotion application systems already collect information on both dates. Previous GES promotion application materials required candidates to provide the notional date appointed to the present grade and the substantive date appointed to the grade.
This means teachers should maintain accurate employment records throughout their careers.
A teacher who loses an old promotion letter may later face difficulty remembering the exact dates needed for a future application.
The safest practice is to create a personal employment file containing:
Appointment letter
Confirmation letter
Promotion letters
Upgrading letters
Academic certificates
Professional certificates
GES promotion examination records
Salary adjustment documents
Relevant correspondence with GES
Documents relating to changes in rank or grade
The Future of GES Promotion Administration
The notional and substantive date issue also points to a broader question about the future of teacher career progression in Ghana.
A modern promotion system should make it easy for teachers to understand exactly when a promotion takes effect, when the salary changes and whether any arrears are payable.
Greater digital integration between GES human resource records and payroll administration could reduce uncertainty.
Teachers should ideally be able to access a secure employment record showing:
Appointment date → Confirmation → Promotion eligibility → Promotion result → Notional date → Substantive date → Salary scale → Salary step → Payroll implementation → Next promotion eligibility.
Such a system would reduce dependence on paper records and informal explanations.
It could also help teachers understand their career progression without having to interpret complicated administrative language.
EducateGhana Analysis
The confusion surrounding notional and substantive dates is partly a communication problem.
The terminology has a legitimate administrative purpose, but the average teacher may reasonably struggle to understand why one promotion can have two effective dates.
The history of the issue also shows that confusion can become a source of distrust when teachers believe that an earlier promotion date should automatically translate into immediate financial benefits.
A better approach would involve clearer promotion letters, standardised explanations and transparent payroll timelines.
Every promotion letter could include a short explanatory note such as:
Notional Effective Date: Date attached to the recognition of the promotion for the applicable career and administrative purposes.
Substantive Effective Date: Date from which the promotion is financially implemented on the applicable salary scale.
Such an explanation would eliminate much of the confusion.
GES could also publish a standard guide accompanying each promotion cycle. The guide should explain the meaning of the dates, salary implementation, arrears, payroll processing, future promotion eligibility and the procedure for correcting errors.
For teachers, the most important lesson is simple. Do not treat the notional and substantive dates as interchangeable.
The notional date and substantive date should be read together with the exact wording of the individual promotion letter and the official instructions governing the particular promotion exercise.
Frequently Asked Questions
1. What is the notional date on a GES promotion letter?
It is the earlier effective date attached to the recognition of the promotion for the relevant administrative and career purposes.
2. What is the substantive date?
It is the date associated with the financial implementation of the promotion, including placement on the applicable salary scale.
3. Which date is important for future promotion applications?
The notional date is particularly important because GES promotion processes require applicants to provide it when determining and verifying eligibility. Applicants should provide both dates where requested.
4. Does the notional date automatically mean salary arrears?
No. The notional date alone does not automatically establish a claim for salary arrears.
5. Does the substantive date affect salary?
Yes. The substantive date is the key date associated with financial implementation of the promotion.
6. Why can my promotion letter have two dates?
Because the date associated with promotion recognition and the date associated with financial implementation can be different.
7. Can the substantive date be earlier than the notional date?
Teachers should not assume that dates can be rearranged. The dates on the official promotion letter should be followed.
8. Should I keep my old promotion letters?
Yes. They contain important employment information that may be required for future promotion applications and administrative verification.
9. Can teachers receive arrears between the two dates?
This depends on the specific financial arrangements governing the promotion exercise. The existence of a notional date does not by itself guarantee arrears for the entire period before the substantive date.
10. What should I do if my salary has not changed after promotion?
Check the substantive date and confirm whether the required payroll processing has been completed. If there is a problem, follow the official GES procedure for reporting salary or promotion discrepancies.
11. What should I do if there is an error on my promotion letter?
Report it through the appropriate GES administrative channel and retain evidence of the correction request.
12. Does receiving a promotion letter mean the salary has already been changed?
No. The promotion letter and payroll implementation are related but separate administrative processes.
13. Why does GES need both dates during promotion applications?
The dates provide information about the employee’s career and salary history and help the Service verify eligibility and employment records.
14. Has Ghana used this distinction before?
Yes. Reports and GES administrative documents from previous years show that the distinction between notional and substantive dates has been used in teacher promotion and upgrading processes.
15. What is the safest way to interpret my promotion letter?
Read the exact wording of your letter, record both dates, check the rank and salary scale, and follow official GES instructions rather than relying on interpretations circulating on social media.
Conclusion
The notional effective date and substantive effective date on GES promotion letters are two separate pieces of information serving different purposes.
The notional date is important to the teacher’s career and promotion record, while the substantive date is particularly important for the financial implementation of the promotion.
Teachers should therefore avoid assuming that the earlier date automatically determines salary arrears. The exact wording of the promotion letter and the official administrative instructions for the relevant promotion exercise remain critical.
The long history of questions surrounding these dates shows the need for clearer communication between GES, payroll authorities, teacher unions and the teaching workforce.
As Ghana moves towards more digital human resource and payroll systems, teachers should expect greater clarity about promotion timelines, salary implementation and career progression. Until then, every teacher should keep accurate records and treat the notional and substantive dates as separate but connected parts of the promotion process.
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.
Sources
Ghana Education Service promotion and administrative communications.
Ghana Education Service promotion application materials.
Historical reporting on GES promotion and substantive salary implementation.
Meta Description: Learn the difference between notional and substantive dates on GES promotion letters, with practical examples, history, salary implications and future promotions.
Suggested Citation:
Ellis, F. (2026). GES promotion letters: Notional and substantive dates explained with practical examples. EducateGhana.com.
E.P. College of Education Amedzofe celebrates 80 years of teacher education as 282 students graduate with B.Ed. degrees amid focus on AI.
By: Ferdinand Ellis | EducateGhana.com Published: August 21, 2026
The Evangelical Presbyterian College of Education, Amedzofe, has marked eight decades of contribution to teacher education in Ghana with its 18th Congregation, at which 282 graduands received Bachelor of Education (B.Ed.) degrees in Basic Education.
The ceremony brought together the College’s management and staff, graduands, parents, guests and education stakeholders. The event was held under the theme, “80 Years of Excellence in Teacher Education: The Role of AI in the Training of Teachers.”
Volta Regional Minister Hon. James Gunu, who served as Guest of Honour, used the occasion to highlight government interventions in teacher education, education financing and infrastructure development in the Volta Region.
Article Information
Item
Details
Article Title
E.P. College of Education Amedzofe Marks 80 Years as 282 Teachers Graduate
Category
Teacher Education / Education News
Author
Ferdinand Ellis
Publisher
EducateGhana.com
Published
August 21, 2026
Article Type
News Report
Geographical Focus
Volta Region, Ghana
Institution
Evangelical Presbyterian College of Education, Amedzofe
Graduands
282
Qualification
Bachelor of Education (B.Ed.) in Basic Education
Theme
80 Years of Excellence in Teacher Education: The Role of AI in the Training of Teachers
Key Issues
Teacher education, AI in education, government education interventions, infrastructure
Source
Address by Hon. James Gunu, Volta Regional Minister
Introduction
The Evangelical Presbyterian College of Education, Amedzofe, has celebrated its 80th anniversary with the graduation of 282 students at its 18th Congregation.
The milestone highlights the College’s longstanding contribution to Ghana’s teacher education system and comes at a time when artificial intelligence is increasingly influencing how teachers are trained, how lessons are delivered and how students learn.
Speaking as Guest of Honour, Volta Regional Minister Hon. James Gunu said the changing educational environment requires teachers to develop the knowledge and adaptability needed to use emerging technologies responsibly.
The Minister also reaffirmed the government’s commitment to supporting teachers and strengthening educational institutions.
The ceremony combined the celebration of the College’s history with discussion of the future of teacher education in Ghana.
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
➡ Related: [AI and Digital Education in Ghana: Teacher Training Guide]
282 Graduands Receive Bachelor of Education Degrees
A total of 282 graduands were awarded Bachelor of Education degrees in Basic Education at the congregation.
The graduation represents an important stage in the professional preparation of the new teachers as they enter or continue their careers within Ghana’s education system.
The B.Ed. qualification forms part of Ghana’s broader teacher education reform, under which Colleges of Education have moved from the former diploma-based system to degree-level teacher preparation.
The graduates leave their institution at a period when Ghana’s education system is placing increasing emphasis on professional competence, digital literacy, inclusive education and effective classroom practice.
Their training will therefore extend beyond mastery of subject content. Teachers are increasingly expected to understand curriculum implementation, assessment, classroom management, learner diversity and the responsible use of technology.
The College’s 80th anniversary consequently provides an opportunity to consider both its historical contribution and its role in preparing teachers for emerging demands.
➡ Related: [How to Become a Professional Teacher in Ghana]
➡ Related: [Colleges of Education in Ghana: Complete Guide]
80 Years of Teacher Education at Amedzofe
The congregation was held under the theme, “80 Years of Excellence in Teacher Education: The Role of AI in the Training of Teachers.”
The theme connects the College’s long history with one of the most significant developments currently affecting education worldwide.
Artificial intelligence is changing the way information is accessed, teaching resources are developed and some learning activities are designed. For teacher education institutions, this creates a need to prepare teachers who understand both the opportunities and limitations of AI.
The emphasis on AI at the anniversary celebration also reflects the growing importance of digital competence in contemporary teacher preparation.
Teachers entering the profession will increasingly encounter learners who use AI-enabled technologies for research, writing, problem-solving and communication.
Teacher education must therefore equip graduates to guide learners in using such technologies responsibly while preserving critical thinking, creativity and independent learning.
➡ Related: [AI and Digital Education in Ghana: Complete Guide]
➡ Related: [Teaching and Learning Resources for Ghanaian Teachers]
James Gunu Highlights Government Support for Education
Hon. James Gunu reaffirmed the government’s commitment to strengthening education and supporting teachers and other education stakeholders.
He highlighted several interventions, including the Teacher Trainee Allowance, No Fees Stress Policy, Capitation Grants and the absorption of BECE registration fees.
According to the Minister, these measures are intended to reduce financial pressures on students, teachers, schools and families.
The Teacher Trainee Allowance is particularly relevant to Colleges of Education because financial constraints can affect students’ ability to complete professional teacher preparation.
The Minister also pointed to the wider importance of government investment in education infrastructure.
His remarks placed teacher education within a broader national effort to improve access, reduce financial barriers and strengthen the conditions under which education is delivered.
➡ Related: [Teacher Trainee Allowance in Ghana: Complete Guide]
➡ Related: [Ghana Colleges of Education Admission Guide]
More Than 371 GETFund Projects Underway in Volta Region
The Volta Regional Minister said more than 371 GETFund projects had commenced across the region’s 18 Metropolitan, Municipal and District Assemblies.
According to the Minister, the projects cover classrooms, dormitories, dining halls, administration blocks, staff accommodation and other educational facilities.
Infrastructure remains an important component of education delivery because teacher quality and curriculum reforms depend partly on the physical environments in which teaching and learning take place.
The Minister specifically mentioned ongoing construction of a new lecture hall complex at the E.P. College of Education, Amedzofe.
The project is expected to add to the College’s facilities and support its academic activities as teacher education continues to evolve.
The reference to infrastructure at the congregation also connected the College’s 80-year history with current efforts to improve the physical facilities available for teacher education.
➡ Related: [Education Infrastructure in Ghana: Complete Guide]
➡ Related: [Teacher Education in Ghana: Institutions, Programmes and Admission]
AI Will Change the Work of Future Teachers
Hon. James Gunu urged the graduating teachers to remain committed to continuous learning, innovation and adaptability.
He stressed that teachers of the future must be prepared to do more than operate technological tools.
They must also understand how to guide learners in the responsible and effective use of artificial intelligence.
This distinction is important as AI tools become more accessible to students. Teachers will increasingly have to help learners assess information, verify AI-generated content, protect personal information and use technology ethically.
Teacher education institutions therefore have a growing responsibility to incorporate AI literacy into professional preparation.
For the 282 graduates of E.P. College of Education, Amedzofe, this means entering the profession at a time when the definition of digital competence is changing rapidly.
Their professional development will need to continue after graduation as educational technologies, curriculum expectations and classroom practices evolve.
➡ Related: [AI Tools for Teachers in Ghana: Complete Guide]
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
James Gunu Donates GH¢10,000 to the College
The Volta Regional Minister also made a GH¢10,000 donation towards the congregation.
The donation formed part of his support for the College’s anniversary and graduation activities.
Beyond the financial contribution, the Minister used the occasion to commend the management and staff for their contribution to teacher education over eight decades.
He congratulated the graduating class and encouraged them to approach their professional responsibilities with commitment.
The anniversary celebration also provided an opportunity to recognise the role of the College in preparing teachers who contribute to education delivery in Ghana.
The College’s continued development will remain important as Ghana seeks to improve learning outcomes and strengthen the professional capacity of teachers.
The Future of Teacher Education in Ghana
The graduation of 282 teachers at a ceremony centred on artificial intelligence reflects a wider transition taking place in Ghanaian teacher education.
Teacher preparation is increasingly expected to combine professional knowledge with digital competence, reflective practice, assessment literacy and the ability to respond to diverse learner needs.
AI adds another dimension to this responsibility. Teachers must understand how the technology works well enough to identify useful applications while recognising its limitations and potential risks.
Colleges of Education therefore have an important role in preparing teachers who can combine technology with sound pedagogy.
The 80th anniversary of E.P. College of Education, Amedzofe provides a useful reminder that teacher education must evolve while retaining its central purpose of preparing competent professionals for Ghana’s schools.
The Class of 2026 now joins that long tradition of teacher education at a moment when the profession is entering another period of significant change.
Key Takeaways
282 graduands received B.Ed. degrees in Basic Education.
E.P. College of Education, Amedzofe celebrated 80 years of teacher education.
The congregation was the College’s 18th Congregation.
The ceremony focused on AI and teacher training.
The Volta Regional Minister highlighted the Teacher Trainee Allowance, No Fees Stress Policy, Capitation Grants and absorbed BECE registration fees.
More than 371 GETFund projects were reported as having commenced across the Volta Region.
A new lecture hall complex is under construction at E.P. College of Education, Amedzofe.
Hon. James Gunu donated GH¢10,000 towards the congregation.
Graduates were encouraged to pursue continuous learning and responsible use of AI.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, education policy analyst and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education policy, teacher education, curriculum, assessment and educational development.
Source Note
This report is based primarily on remarks attributed to Hon. James Gunu, Volta Regional Minister, concerning the 18th Congregation of the Evangelical Presbyterian College of Education, Amedzofe.
Where figures concerning government projects, policies and financial interventions are presented, EducateGhana.com attributes them to the Minister’s address rather than independently treating them as audited figures.
References
Ghana Education Service. (n.d.). Teacher education and professional development in Ghana. Ghana Education Service.
Ministry of Education. (2018). National pre-tertiary education curriculum framework. Ministry of Education.
National Council for Curriculum and Assessment. (2019). Standards-based curriculum for Ghanaian schools. Ministry of Education.
National Teaching Council. (n.d.). National Teachers’ Standards for Ghana. Ministry of Education.
Explore Ghana’s pre-tertiary education curriculum from KG to SHS, including curriculum reforms, subjects, competencies, assessment and progression.
Article Information Box
Article Information
Details
Article Type
Pillar Article
Category
Learn
Hub
Early Childhood & Basic Education
Cluster
Curriculum and Assessment
Country
Ghana
Main Topic
Pre-Tertiary Education Curriculum
Curriculum Authority
National Council for Curriculum and Assessment
Education Levels
KG, Primary, JHS and SHS
Last Updated
August 2026
Author
Ferdinand Ellis
Publisher
EducateGhana.com
Fact Check & Editorial Review
Editorial Status
Details
Fact Checked
✔ Reviewed against official curriculum information
Primary Source
National Council for Curriculum and Assessment
Supporting Source
Ministry of Education
Assessment Source
National Pre-Tertiary Learning Assessment Framework
Reviewed By
EducateGhana Editorial Team
Last Reviewed
August 11, 2026
Introduction
Ghana’s pre-tertiary education curriculum provides the national framework for what learners should know, understand, value and be able to do before entering tertiary education or the world of work. It covers the major stages of formal pre-tertiary education and guides the development of subjects, learning experiences, teaching approaches and assessment.
The current curriculum reflects a major shift in Ghanaian education policy. Earlier approaches placed considerable emphasis on the transmission and recall of subject content. The reforms introduced a stronger focus on competencies, critical thinking, problem-solving, creativity, values, character development and the practical application of knowledge.
The National Council for Curriculum and Assessment(NaCCA) is mandated under the Education Regulatory Bodies Act, 2020 (Act 1023) to develop national curriculum and assessment standards for pre-tertiary education institutions, excluding technical and vocational education and training institutions. (NACCA)
The curriculum reforms have been implemented in phases. The Standards-Based Curriculum for Kindergarten and Primary was introduced from 2019, followed by the Common Core Programme for Junior High School. Ghana has subsequently introduced the new secondary education curriculum covering Senior High School, Senior High Technical School and STEM pathways. (NACCA)
Understanding the curriculum is important for teachers, parents, learners, teacher trainees, education researchers, school administrators and policymakers. It helps explain not only what Ghanaian learners study but also the type of knowledge, skills, attitudes, values and competencies the education system seeks to develop.
Ghana’s pre-tertiary education system covers Kindergarten, Primary, Junior High School and Senior High School.
Basic education consists of two years of Kindergarten, six years of Primary School and three years of Junior High School.
Secondary education consists of three years of Senior High School or relevant technical and vocational pathways.
NaCCA is responsible for developing national curriculum and assessment standards for pre-tertiary education, excluding TVET institutions.
The Standards-Based Curriculum for basic education places greater emphasis on competencies, values and the application of knowledge.
The Common Core Programme covers JHS 1 to JHS 3.
The current secondary curriculum provides pathways intended to prepare learners for further study, work and adult life.
Assessment is increasingly connected to knowledge, skills, attitudes, values and demonstrated competencies.
What Is Pre-Tertiary Education in Ghana?
Pre-tertiary education refers broadly to education provided before tertiary education. Under Ghana’s current education structure, it includes basic educationand secondary education.
NaCCA defines the restructured basic education system as two years of Kindergarten, six years of Primary School and three years of Junior High School. Secondary education follows with three years of Senior High School or three years of technical and vocational education and training. (NACCA)
This structure creates a progression from early childhood education through primary and junior high education into secondary education.
The curriculum is therefore organised around different developmental and educational stages. Each stage builds on knowledge and competencies developed at the previous level.
The system is divided into five major key phases. Key Phase 1 covers Kindergarten 1 and 2. Key Phase 2 covers Lower Primary, Basic 1 to Basic 3. Key Phase 3 covers Upper Primary, Basic 4 to Basic 6. Key Phase 4 covers Junior High School, Basic 7 to Basic 9. Key Phase 5 covers Senior High School, Basic 10 to Basic 12. (NACCA)
The use of key phases is significant because it encourages curriculum continuity. Rather than treating every school level as a completely separate stage, the framework considers learning as a progression.
For teachers, this means that understanding the curriculum at one level requires awareness of what learners have previously studied and what they are expected to learn at the next stage.
The National Council for Curriculum and Assessment is the principal statutory body responsible for curriculum and assessment standards at the pre-tertiary level, excluding TVET institutions.
NaCCA was established within Ghana’s education reform process and currently operates under the Education Regulatory Bodies Act, 2020 (Act 1023). Its mandate includes developing national curriculum and assessment standards for pre-tertiary educational institutions. (NACCA)
The Council determines the goals, aims and structure of courses at different levels of pre-tertiary education. It also develops and reviews subjects, establishes curriculum and assessment standards and performs other functions necessary to achieve its statutory objectives. (NACCA)
Curriculum development is therefore not simply the production of a list of subjects. It involves decisions about what learners should achieve, how learning should progress and how achievement should be assessed.
The Ministry of Education provides the broader policy direction within which curriculum reforms take place. NaCCA then translates national education priorities into curriculum and assessment frameworks, standards and subject-specific curricula.
The development process also involves consultation and technical work. The current reforms were informed by national education policy documents including the Education Strategic Plan 2018–2030, the National Pre-Tertiary Education Curriculum Framework and the National Pre-Tertiary Learning Assessment Framework. (NACCA)
The curriculum is consequently part of a wider education policy system involving the Ministry of Education, NaCCA, Ghana Education Service, schools, teachers, teacher education institutions and other stakeholders.
The framework is important because it provides a common direction for curriculum development across the different stages of pre-tertiary education. It seeks to ensure that learning experiences are connected to broader national educational objectives.
The framework emerged from the recognition that Ghana’s curriculum needed to respond to changing educational, social, economic and technological conditions.
The reform process placed greater emphasis on preparing learners who can apply knowledge rather than simply recall information.
The framework also supports progression across educational levels. Learners should develop increasingly complex knowledge and competencies as they move from Kindergarten through Primary and JHS into secondary education.
The current curriculum reforms are also connected to the National Pre-Tertiary Learning Assessment Framework, which provides a framework for evaluating learner performance across pre-tertiary education. The NPLAF establishes standards, assessment approaches and reporting procedures intended to support consistent and evidence-based measurement of learning outcomes. (NACCA)
The curriculum framework and assessment framework should therefore be understood together. What schools teach and what the education system assesses should reflect the same broad learning expectations.
The Standards-Based Curriculumrepresents one of the most significant changes in Ghana’s recent curriculum history.
The curriculum was designed to address weaknesses associated with the previous curriculum and to align learning with twenty-first-century competencies and international standards. (NACCA)
A standards-based curriculum identifies the standards learners are expected to attain and organises learning around clearly defined expectations.
This approach places greater emphasis on what learners can demonstrate. Knowledge remains important, but learners are also expected to use knowledge to solve problems, communicate, create, analyse information and respond to situations.
The Standards-Based Curriculum for Kindergarten and Primary was implemented from the 2019/2020 academic year. NaCCA developed curricula for the foundation, lower primary and upper primary phases, covering subjects including English, Mathematics, Science, History, Creative Arts, Religious and Moral Education, Physical Education, French, Ghanaian Language and Computing. (NACCA)
The reform also introduced stronger attention to character and values.
This means that successful curriculum implementation depends on more than completing a syllabus. Teachers are expected to create learning experiences through which learners develop the intended knowledge, skills, attitudes and values.
The curriculum therefore requires teachers to reconsider the relationship between teaching, learning and assessment.
Kindergartenis the foundation stage of Ghana’s formal basic education system.
The current structure provides two years of Kindergarten, Kindergarten 1 and Kindergarten 2.
The Kindergarten curriculum is designed around the developmental needs of young children. NaCCA identifies areas including Numeracy, Language and Literacy, Our World Our People and Creative Arts at the Kindergarten level. (NACCA)
At this stage, learning needs to be developmentally appropriate. Young children learn through interaction, exploration, communication, play and practical experiences.
The curriculum therefore differs from the more formal subject structures found at later stages.
Language and literacy development provides a foundation for future learning. Numeracy helps children develop early mathematical understanding. Creative activities provide opportunities for expression, imagination and coordination.
Our World Our People exposes children to their immediate environment and helps them begin to understand themselves, their families and their communities.
The Kindergarten curriculum is particularly important because weaknesses at the foundation stage can affect later learning.
Primary education in Ghana consists of six years, from Basic 1 to Basic 6.
The primary curriculum is divided into Lower Primary and Upper Primary phases. Lower Primary covers Basic 1 to Basic 3, while Upper Primary covers Basic 4 to Basic 6. (NACCA)
The curriculum includes subjects such as English Language, Mathematics, Science, Ghanaian Language, History, Religious and Moral Education, Physical Education, Creative Arts, French and Computing, with subject organisation varying across phases. (NACCA)
Literacy and numeracy remain central to primary education.
The curriculum also seeks to develop broader competencies. Learners are expected to communicate effectively, think critically, solve problems, work with others and demonstrate creativity.
The primary stage provides the foundation for the Common Core Programme at JHS. This makes progression between primary and JHS particularly important.
Teachers therefore need to understand not only the content assigned to their particular class but also the learning expectations that precede and follow it.
Junior High School covers Basic 7 to Basic 9, corresponding to JHS 1 to JHS 3.
The curriculum at this stage is known as the Common Core Programme, or CCP. NaCCA completed the CCP curriculum in 2020 and implemented it progressively from the 2021/2022 academic year. (NACCA)
The CCP was designed as a continuation of the Kindergarten-Primary Standards-Based Curriculum.
It seeks to prepare learners for post-secondary education, the world of work or both. It also provides pathways between JHS and Senior High School.
The curriculum places emphasis on character development, values and the acquisition of competencies.
NaCCA’s CCP subject documents describe the curriculum as a holistic learning experience designed to support progression from JHS into SHS. (NACCA)
The JHS curriculum therefore occupies an important position in the education system. Learners are expected to consolidate foundational knowledge while developing more advanced academic and practical competencies.
The curriculum is also linked to the Basic Education Certificate Examination. The BECE remains an important component of the transition from JHS to SHS.
➡ Related: [BECE in Ghana: Complete Guide]
➡ Related: [Common Core Programme in Ghana: Complete Guide]
Senior High School Curriculum
Senior High School represents the next major stage of Ghana’s pre-tertiary curriculum.
The current secondary curriculum was developed as part of the broader curriculum reform programme. It covers Senior High School, Senior High Technical School and STEM education. (NACCA)
The curriculum is intended to continue the learning experiences established at JHS while providing more specialised pathways.
According to NaCCA, the secondary curriculum seeks to provide learners with knowledge, skills and competencies that support progression into further education, the world of work and adult life. It also emphasises character development, twenty-first-century skills and shared values. (NACCA)
STEM is integrated as an important dimension of the new curriculum. This reflects Ghana’s emphasis on science, technology, engineering and mathematics as important areas for national development.
The secondary curriculum also seeks to provide greater flexibility in progression.
Learners should therefore leave SHS with a combination of academic knowledge, practical skills, competencies and values that allow them to pursue further study or participate meaningfully in economic and social life.
➡ Related: [Ghana’s Senior High School Curriculum: Complete Guide]
Core Competencies in the Ghanaian Curriculum
Core competencies are central to Ghana’s current curriculum reforms.
NaCCA describes core competencies as a connected body of skills that teachers and learners develop through engagement with subject matter. (NACCA)
These competencies influence how teachers approach learning.
Instead of treating knowledge as something learners simply receive, the curriculum encourages learners to use knowledge through activities that require thinking, communication, collaboration and problem-solving.
Core competencies are therefore expected to cut across subjects.
For example, a Mathematics lesson can involve problem-solving and critical thinking. An English lesson can develop communication and creativity. A Science lesson can involve collaboration, analysis and practical investigation.
This cross-curricular approach is important because the competencies required in adult life are not confined to one academic subject.
The curriculum consequently seeks to develop learners who can transfer knowledge and skills from one context to another.
The current curriculum gives considerable attention to values and character.
The objective is to produce learners who possess academic knowledge alongside positive attitudes, responsible behaviour and a sense of citizenship.
Character development is particularly important because education serves social as well as economic purposes.
Schools help learners understand responsibility, respect, integrity, fairness, cooperation and their relationship with other members of society.
The curriculum reforms therefore seek to move education beyond examination performance alone.
NaCCA states that the current curriculum was designed to shift education towards building character, nurturing values and producing literate, confident and engaged citizens. (NACCA)
This places an additional responsibility on teachers. Values cannot be developed effectively through textbook definitions alone. They need to be reflected in classroom relationships, school culture, teaching methods and practical activities.
The school itself therefore becomes part of the curriculum environment.
The curriculum reforms encourage teaching approaches that promote active learner participation.
Teachers are expected to create learning situations where learners investigate, discuss, analyse, create, practise and solve problems.
This requires a shift from excessive reliance on teacher-centred instruction.
A learner-centred classroom does not mean that the teacher becomes irrelevant. The teacher remains responsible for planning, explaining, questioning, guiding, assessing and supporting learners.
The difference lies in how learners participate in the learning process.
The use of practical activities is particularly important in Science, Computing, Creative Arts, Career Technology and other areas where learners need opportunities to apply knowledge.
Technology can also support teaching and learning when used appropriately.
The current curriculum is therefore demanding in its expectations of teachers. Effective implementation requires teachers to understand both subject content and pedagogy.
Assessment is an essential part of curriculum implementation.
The National Pre-Tertiary Learning Assessment Framework provides a comprehensive framework for evaluating learner performance across Ghana’s pre-tertiary education system. It establishes standards, assessment methods and reporting procedures intended to support reliable and evidence-based measurement of learning outcomes. (NACCA)
The curriculum reforms encourage assessment of more than factual recall.
Learners need opportunities to demonstrate knowledge, skills, attitudes and values.
This means teachers may use different assessment approaches depending on the learning objective. These can include classroom exercises, projects, practical activities, oral responses, written tasks, observation and examinations.
National assessments also provide information about learning outcomes.
At the JHS level, the BECE remains an important examination associated with the completion of basic education and placement into SHS. NaCCA has also developed assessment items for the Common Core Programme to support teachers and learners in preparing for the JHS exit examination. (NACCA)
Assessment should therefore be viewed as part of learning rather than simply an event at the end of teaching.
Curriculum and Approved Teaching and Learning Materials
Teaching and learning materials are an important part of curriculum implementation.
NaCCA is responsible for approving teaching and learning materials for pre-tertiary institutions within its statutory mandate. These include textbooks, teachers’ guides, workbooks, supplementary materials, readers, guidance and counselling materials, e-learning materials and other instructional resources. (NACCA)
The approval process is intended to ensure that instructional materials align with national curriculum standards.
Teachers should therefore pay attention to whether textbooks and supplementary resources correspond with the curriculum being implemented.
Using outdated materials can create problems when curriculum content, terminology, learning standards or assessment expectations have changed.
NaCCA maintains lists of approved learning materials, which can be used by schools and educators when selecting resources. (NACCA)
Curriculum implementation consequently involves not only teachers and learners but also the availability and quality of instructional materials.
➡ Related: [Teaching and Learning Resources in Ghana]
Curriculum reform can be technically sound and still face implementation difficulties.
One major issue is teacher preparedness. Teachers need sufficient understanding of curriculum objectives, learning standards, assessment expectations and appropriate teaching approaches.
Training is therefore essential. NaCCA has developed training guides and resource materials to support teachers in implementing curriculum reforms. (NACCA)
Resources are another consideration. A curriculum that requires practical activities, technology or specialised materials can be difficult to implement where schools lack the necessary resources.
Class size can also affect implementation. Learner-centred teaching, group work, practical activities and individual feedback become more demanding when teachers are responsible for very large classes.
Assessment practices can create another challenge. If teachers and schools continue to reward memorisation heavily, learners may receive mixed messages about what the curriculum actually values.
Curriculum implementation therefore requires alignment between curriculum documents, teacher preparation, school leadership, teaching resources, assessment and national examinations.
The success of any curriculum depends heavily on teachers.
Teachers translate curriculum documents into actual classroom experiences. A well-written curriculum therefore requires teachers who understand its philosophy, content, standards and assessment expectations.
Professional development is consequently essential.
Teachers need opportunities to examine curriculum changes, discuss classroom challenges, share teaching strategies and receive support from colleagues and education authorities.
NaCCA has indicated the importance of teacher training in implementing the Standards-Based Curriculum and has developed training resources to support teachers. (NACCA)
Teacher education institutions also have a responsibility to prepare prospective teachers for the demands of the curriculum.
This includes understanding curriculum design, learner-centred pedagogy, assessment, inclusive education, classroom management and the use of teaching and learning resources.
The connection between teacher education and curriculum implementation is therefore fundamental.
One of the strengths of the current curriculum framework is its emphasis on progression.
Learning should develop cumulatively.
A child entering Kindergarten begins with foundational experiences in language, literacy, numeracy, creativity and understanding the immediate environment.
At primary level, these foundations are developed through increasingly structured learning experiences.
At JHS, the Common Core Programme extends knowledge and competencies while preparing learners for different secondary pathways.
At SHS, learners move towards more specialised academic, technical, vocational and STEM-related pathways.
This progression means that curriculum implementation at one level should prepare learners for the expectations of the next.
A gap at one stage can therefore create difficulties at another.
For example, weak foundational literacy can affect learning across subjects at primary and JHS levels. Similarly, inadequate mathematical understanding can affect Science, Computing, Technology and other subjects at higher levels.
Curriculum continuity is therefore not simply an administrative matter. It is central to learning outcomes.
An effective national curriculum must serve learners with different abilities, backgrounds and learning needs.
Ghana’s curriculum reforms recognise the importance of inclusive learning environments.
Inclusion requires teachers to consider differences in learners’ abilities, interests, learning styles and circumstances.
The same curriculum objective may therefore require different teaching approaches for different learners.
Teachers can use differentiated instruction, varied learning resources, group activities, practical work and additional support to improve access to learning.
Assessment can also be adapted appropriately while maintaining the required standards.
The emphasis on learner-centred education makes inclusive teaching particularly important. If learners are expected to participate actively, schools need to create conditions in which all learners can participate meaningfully.
Ghana’s current pre-tertiary curriculum represents a substantial move towards competency-oriented education. Its importance lies in the attempt to connect academic knowledge with practical application, character development, values and the skills required for life beyond school.
The curriculum also provides a framework for continuity. Learners move through identifiable phases, with each phase expected to build on previous learning.
For Ghana to improve learning outcomes, curriculum quality must therefore be accompanied by effective classroom implementation.
Policy Implications
Curriculum policy should be supported by sustained teacher development, adequate instructional resources and assessment systems that reflect curriculum objectives.
Frequent curriculum changes without adequate preparation can create uncertainty among teachers and schools.
Policy implementation should therefore consider the capacity of schools to translate curriculum expectations into classroom practice.
Implementation Considerations
Effective implementation requires alignment among curriculum documents, teacher education, professional development, school leadership, instructional materials and assessment.
Schools also need sufficient resources to support practical and learner-centred approaches.
The quality of implementation should be monitored through evidence from classrooms and learner outcomes rather than through curriculum completion alone.
Future Outlook
Ghana’s curriculum is likely to continue evolving as educational technology, labour-market requirements and national development priorities change.
Future reforms should retain the useful principles of competency development while paying close attention to classroom realities.
The long-term success of curriculum reform will ultimately depend on whether learners can demonstrate the knowledge, skills, values and competencies that the curriculum intends to develop.
This article is based primarily on official information published by the National Council for Curriculum and Assessment, Ghana’s statutory curriculum and assessment authority for pre-tertiary education.
NaCCA states that it is mandated under the Education Regulatory Bodies Act, 2020 (Act 1023), to develop national curriculum and assessment standards for pre-tertiary education institutions other than TVET institutions. (NACCA)
The article also draws on NaCCA’s official curriculum framework, Standards-Based Curriculum materials, Common Core Programme documents, National Pre-Tertiary Learning Assessment Framework and current secondary curriculum documentation. (NACCA)
EducateGhana.com recommends that schools, teachers, parents and learners consult the latest official NaCCA curriculum documents when making decisions about specific subjects, learning standards, assessment requirements or curriculum implementation.
What is Ghana’s pre-tertiary education curriculum?
Ghana’s pre-tertiary education curriculum is the national framework that guides teaching, learning and assessment before tertiary education. It covers Kindergarten, Primary, Junior High School and Senior High School education.
The National Council for Curriculum and Assessment develops national curriculum and assessment standards for pre-tertiary education institutions within its statutory mandate, excluding TVET institutions. (NACCA)
The Standards-Based Curriculum is a curriculum approach that defines learning expectations and places greater emphasis on learners demonstrating knowledge, skills, competencies, attitudes and values.
The Common Core Programme is the curriculum for Junior High School learners from JHS 1 to JHS 3. NaCCA completed the CCP curriculum in 2020 and it was progressively implemented from the 2021/2022 academic year. (NACCA)
What is the National Pre-Tertiary Learning Assessment Framework?
The NPLAF provides a framework for evaluating learner performance across pre-tertiary education. It establishes standards, assessment methods and reporting procedures for evidence-based measurement of learning outcomes. (NACCA)
Junior High School uses the Common Core Programme, which covers JHS 1 to JHS 3. (NACCA)
➡ Related: [Common Core Programme in Ghana: Complete Guide]
➡ Related: [BECE in Ghana: Complete Guide]
What curriculum is used at Senior High School?
Ghana has introduced a new secondary curriculum covering Senior High School, Senior High Technical School and STEM education as part of the broader pre-tertiary curriculum reforms. (NACCA)
➡ Related: [Ghana’s Senior High School Curriculum: Complete Guide]
Core competencies help learners use subject knowledge through skills such as communication, critical thinking, creativity, collaboration and problem-solving. NaCCA describes them as a connected body of skills developed through teaching and learning. (NACCA)
Yes. NaCCA is responsible for approving teaching and learning materials within its statutory mandate, including textbooks and supplementary materials for pre-tertiary institutions. (NACCA)
➡ Related: [Teaching and Learning Resources in Ghana]
Why is teacher training important for curriculum implementation?
Teachers are responsible for translating curriculum standards into classroom experiences. They therefore need adequate knowledge of curriculum objectives, pedagogy, assessment and instructional resources.
Does the curriculum prepare learners for tertiary education?
Yes. The curriculum provides progressive learning experiences intended to prepare learners for further education, work and adult life. The secondary curriculum explicitly identifies progression to further study and the world of work as important purposes. (NACCA)
Ghana’s pre-tertiary education curriculum provides the foundation for the country’s formal education system before tertiary education. It covers Kindergarten, Primary, Junior High School and Senior High School, with each phase designed to build progressively on the previous stage.
The curriculum reforms have introduced a stronger emphasis on standards, competencies, character, values, critical thinking, creativity, problem-solving and the practical application of knowledge.
The Standards-Based Curriculum at the basic level, the Common Core Programme at JHS and the current secondary curriculum form important parts of this broader reform process.
The success of these reforms, however, depends on implementation. Teachers need appropriate preparation, schools require adequate resources, assessment must reflect curriculum expectations and education authorities need reliable evidence to monitor learning outcomes.
For Ghana’s curriculum reforms to achieve their full purpose, the central question should remain whether learners are developing the knowledge, skills, competencies and values needed to participate successfully in further education, work and national development.
Ferdinand Ellisis an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com, Ghana’s Education Intelligence Platform. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.
Ministry of Education condemns alleged sexual abuse at Bolgatanga Girls SHS and directs GES to investigate, support the student and restore boarding status.
By: Ferdinand Ellis | EducateGhana.com Published: August 21, 2026 Updated: August 21, 2026
The Ministry of Education has condemned the reported sexual abuse of a student at Bolgatanga Girls’ Senior High School (BOGISS) in the Upper East Region and directed the Ghana Education Service (GES) to take immediate steps to protect the student’s welfare and continued education.
In a statement issued on August 20, 2026, and signed by Deputy Minister for Education, Dr. Clement Abas Apaak, the Ministry described sexual abuse or exploitation of a child in the care of an educational institution as unacceptable.
The Ministry’s intervention follows a developing case involving allegations of sexual assault at the school. The Ghana Education Service has separately confirmed that two school watchmen were arrested and handed over to the Police, while GES management interdicted them pending investigations.
The Ministry has also directed that the affected student be reinstated to boarding status, following concerns surrounding an earlier school decision to place the student in temporary day status.
Ministry of Education Condemns Alleged Sexual Abuse
The Ministry of Education said schools have a fundamental responsibility to protect children placed under their care.
In its statement, the Ministry condemned acts of sexual abuse and exploitation against children and stressed that educational institutions must remain environments where students can learn in safety and dignity.
The Ministry’s position is particularly significant because the case involves a student described in the GES statement as having special educational needs. GES said preliminary information indicated that the student was on medication and had reportedly experienced a relapse requiring medical attention around the time of the alleged incident.
The Ministry emphasised the principle that a child should not be treated as responsible for sexual abuse allegedly perpetrated against the child by an adult.
This principle is consistent with Ghana’s broader child protection framework, which places duties on institutions and adults to safeguard children from abuse, exploitation and other forms of harm.
The Ministry therefore said the matter must be handled with the protection, dignity and welfare of the student at the centre of the response.
➡ Related: [Inclusive Education in Ghana: Complete Guide]
➡ Related: [Special Education in Ghana: Programmes and Career Opportunities]
Ministry Directs GES to Investigate the Matter
The Minister for Education, Hon. Haruna Iddrisu, has directed the Ghana Education Service to investigate the matter and report on its findings.
The directive comes as Police investigations into the allegations continue. According to GES, the two watchmen alleged to be involved in the incident were arrested and handed over to the Police.
GES also said the two staff members had been interdicted with immediate effect.
The Police investigation is separate from the administrative processes being undertaken by GES and the Ministry of Education. The allegations therefore remain subject to investigation, and the accused persons are entitled to due process.
The Ministry’s directive to GES is expected to establish the circumstances surrounding the incident and determine whether additional administrative action is required.
Where investigations establish wrongdoing, the Ministry said appropriate action should be taken in accordance with the law and applicable education-sector regulations.
The development also raises broader questions about safeguarding arrangements in schools, particularly the protection of students who may require additional support because of disability or other vulnerabilities.
➡ Related: [Ghana Education Service: Roles, Functions and Responsibilities]
➡ Related: [National Teaching Standards in Ghana: Complete Guide]
Student Directed to Be Reinstated to Boarding
One of the most significant directives from the Ministry concerns the student’s accommodation status.
The Ministry has directed GES to immediately reinstate the student to boarding status.
This follows an earlier decision by Bolgatanga Girls’ SHS to place the student on temporary day status for one academic year. The earlier school communication had also recommended counselling and medical attention.
The Ministry’s latest directive changes the position regarding the student’s boarding status. It places continued access to the boarding arrangement within the Ministry’s broader child protection response.
The decision is important because an education response to an alleged abuse case should take account of the welfare and educational interests of the child. Any administrative measure affecting the victim should be carefully considered to ensure that it does not result in stigma, exclusion or further harm.
The Ministry has also directed that the student receive the necessary medical attention and counselling to support her recovery.
The emphasis on continued education reflects the principle that a child affected by an abuse allegation should continue to have access to education and appropriate support.
➡ Related: [Inclusive Education in Ghana: Complete Guide]
➡ Related: [Guidance and Counselling in Ghanaian Schools: Complete Guide]
What the Earlier School Decision Said
An earlier letter from Bolgatanga Girls’ SHS dated July 20, 2026 recommended that the student become a temporary day student for one academic year.
The letter also recommended referral to the school’s Guidance and Counselling Unit and advised the student’s parents to seek medical attention and provide a report to the school.
That earlier document referred to the student’s conduct under a provision of the GES Code of Conduct and described the matter as sexual misconduct.
The subsequent GES statement issued on August 20 presented a materially different account of the circumstances. GES described the student as a victim of an alleged sexual assault involving two watchmen.
This distinction is important for responsible reporting. The two documents should not automatically be treated as describing the same circumstances without further official clarification.
The Ministry’s latest directive provides an important development because it specifically orders GES to reinstate the student’s boarding status while ensuring that she receives medical and counselling support.
EducateGhana.com will therefore treat the earlier disciplinary account and the subsequent sexual-assault investigation as separate developments unless competent authorities formally establish their relationship.
➡ Related: [Teaching and Learning Resources for Ghanaian Teachers]
➡ Related: [Classroom Management Strategies for Teachers in Ghana]
GES and Police Investigations
The Ghana Education Service has stated that the two watchmen were arrested and handed over to the Police.
GES said the two individuals had also been interdicted while investigations continued.
The Police investigation is critical because allegations involving sexual assault can have both criminal and administrative implications.
Until the investigation and any subsequent court proceedings are concluded, reports should use terms such as “alleged assault” and “alleged perpetrators” rather than presenting allegations as established facts.
The Ministry has meanwhile directed GES to investigate the matter and report immediately.
The separate processes will allow the relevant authorities to establish what happened, determine whether criminal offences were committed and identify any institutional failures that may require corrective action.
For the student and her family, the immediate priority remains safety, medical care, counselling, continued education and protection from further harm.
➡ Related: [Ghana Education Service: Complete Guide]
➡ Related: [Child Protection in Ghanaian Schools: Rights, Responsibilities and Reporting]
Child Protection Implications for Ghanaian Schools
The Bolgatanga Girls’ case highlights the responsibility of schools to establish effective safeguarding systems for students.
School authorities have a duty to create environments in which children can learn without fear of abuse, exploitation or intimidation.
This responsibility extends beyond teachers and administrators. Non-teaching staff, security personnel, contractors and other adults who interact with students must also understand and comply with safeguarding expectations.
Schools also need clear mechanisms for reporting suspected abuse and responding promptly when concerns are raised.
For students with disabilities or additional support needs, safeguarding arrangements may require additional attention because communication, mobility, dependence on caregivers and other circumstances can affect how risks are identified and addressed.
The Ministry’s directive therefore extends beyond the immediate case. It raises the need for continued attention to institutional safeguarding, staff conduct, reporting procedures and the treatment of vulnerable learners.
Effective child protection requires cooperation among schools, GES, parents, health professionals, Police, social welfare authorities and other relevant institutions.
Ministry Reaffirms Commitment to Student Safety
The Ministry of Education has assured the student’s family and the wider public that the matter is being treated seriously.
Its intervention places student welfare at the centre of the response and directs GES to take specific steps concerning investigation, medical care, counselling and boarding status.
The case also demonstrates why allegations involving children require careful handling by schools and the media.
Publishing the identity, photograph, medical information or unnecessary personal details of a child involved in an alleged sexual offence can expose the child to stigma and further harm.
EducateGhana.com will therefore continue to withhold identifying information about the student and will distinguish clearly between verified facts, allegations and information that remains under investigation.
The outcome of the Police and GES processes will be important in establishing the full circumstances of the case and determining what further action may be required.
For now, the Ministry’s latest position is clear. The affected student is to receive appropriate support and is to be reinstated to boarding while the relevant investigations continue.
Key Takeaways
Issue
Current position
Alleged incident
Under investigation
Students involved
Identity withheld for child protection
Suspected perpetrators
Two school watchmen
Police action
Two watchmen arrested and handed over to Police
GES action
Watchmen interdicted
Ministry directive
GES to investigate and report
Student welfare
Medical attention and counselling directed
Boarding status
Ministry has directed immediate reinstatement
Criminal liability
Yet to be determined through due process
Editorial and Child Protection Note
EducateGhana.com has deliberately excluded the student’s name, photograph, class and other identifying information. The article also avoids unnecessary details concerning the alleged assault.
The allegations against the two watchmen remain allegations pending investigation and any applicable judicial process. The publication does not presume their guilt.
The earlier school disciplinary communication and the later GES statement are treated as separate documents. No conclusion is drawn about their relationship beyond what has been officially stated.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, education policy analyst and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education policy, teacher education, curriculum, assessment, schools and educational development.
References
Ghana Education Service. (2026, August 20). Immediate release: Alleged sexual assault at Bolgatanga Girls SHS.
Ministry of Education. (2026, August 20). Statement on alleged sexual abuse at Bolgatanga Girls’ Senior High School.
CAGD has issued a final warning against unauthorized bank accounts, saying non-compliant accounts may be closed and funds transferred to the Consolidated Fund.
By Ferdinand Ellis | EducateGhana.com
The Controller and Accountant-General’s Department (CAGD) has issued a final warning to public institutions against opening bank accounts without prior approval, cautioning that unauthorized accounts could be closed and funds transferred into the Consolidated Fund.
The warning is contained in Circular No. CC.T01/26, dated 17 August 2026 and signed by the Controller and Accountant-General, Kwasi Agyei.
According to the circular, some public institutions continue to open accounts with commercial banks without obtaining the required approval from the CAGD.
CAGD says unauthorized accounts violate the law
The Controller and Accountant-General’s Department said the opening of bank accounts by covered entities without its approval constitutes a violation of the Public Financial Management Act, 2016 (Act 921).
CAGD specifically cited Section 51(1) of the Act, which provides the legal basis for its authority over the opening of bank accounts by covered entities.
The Department has therefore directed all covered entities to obtain prior written approval from the Controller and Accountant-General before opening any bank account with the Bank of Ghana or a commercial bank.
The directive is intended to strengthen control over public funds and ensure that government resources are managed through approved financial channels.
➡ Related: [Public Financial Management Act in Ghana: Complete Guide]
➡ Related: [Controller and Accountant-General’s Department: Functions and Responsibilities]
What CAGD has directed public institutions to do
CAGD has instructed the heads of all covered entities to ensure that no bank account is opened without the required written authorization.
The approval must be obtained before the account is established, meaning institutions cannot open an account first and seek authorization afterwards.
The Department is also relying on heads of covered entities to ensure that their institutions comply with the directive.
The latest circular therefore places responsibility on institutional leadership to ensure that banking arrangements involving public funds comply with the applicable financial management rules.
➡ Related: [Ghana’s Public Financial Management System Explained]
➡ Related: [Financial Management Rules for Government Institutions in Ghana]
Unauthorized accounts could be closed
CAGD has warned that institutions that open bank accounts without the required approval could face direct enforcement action.
According to the circular, an account opened without the requisite approval will be closed.
The Department further stated that funds held in such unauthorized accounts will be transferred into the Consolidated Fund.
This means public institutions cannot assume that funds deposited into an unauthorized account will remain under their control if the account is subsequently identified as non-compliant.
➡ Related: [Consolidated Fund of Ghana: Meaning, Sources and Uses]
➡ Related: [Government Revenue and Public Expenditure in Ghana]
Institutions could face sanctions
The financial consequences are not the only measures outlined by CAGD.
The Department said appropriate sanctions will be enforced against covered entities that fail to comply with the directive.
Such sanctions will be applied in accordance with the Public Financial Management Act and other applicable laws and regulations.
The warning therefore goes beyond an administrative reminder and signals an intention to enforce the legal requirements governing public bank accounts.
➡ Related: [Public Sector Accountability in Ghana: Institutions and Oversight]
➡ Related: [Audit and Financial Accountability in Ghana’s Public Sector]
Which institutions are covered?
The directive applies broadly to institutions that fall within the definition of covered entities under Ghana’s public financial management framework.
These include Ministries, Departments and Agencies (MDAs) and Metropolitan, Municipal and District Assemblies (MMDAs).
It also covers State-Owned Enterprises and other public institutions that manage public funds, subject to the applicable provisions of the law.
The requirement is therefore relevant to a wide range of public institutions rather than only central government ministries.
➡ Related: [Ministries, Departments and Agencies in Ghana: Complete Guide]
➡ Related: [Metropolitan, Municipal and District Assemblies in Ghana: Functions and Structure]
Why control of public bank accounts matters
The control of government bank accounts is an important part of public financial management.
Centralized authorization helps government maintain oversight of public funds, monitor cash balances and strengthen accountability across public institutions.
Unauthorized accounts can create difficulties in tracking public resources and may weaken established financial control mechanisms.
CAGD’s latest warning is therefore aimed at ensuring that public funds remain within the approved financial management framework.
➡ Related: [Public Sector Financial Management in Ghana]
➡ Related: [Ghana’s Consolidated Fund and Public Accounts Explained]
CAGD gives final warning
The Department described the latest directive as a final warning to covered entities and called on institutional heads to ensure full compliance.
The circular requires entities to obtain prior written approval from the Controller and Accountant-General before opening accounts with the Bank of Ghana or commercial banks.
CAGD also said it is counting on the cooperation of heads of covered entities to ensure that the requirements are observed.
Institutions that disregard the directive risk closure of unauthorized accounts, transfer of funds into the Consolidated Fund and other sanctions provided for under Ghana’s financial management laws.
About the Author
Ferdinand Ellis is an education researcher, policy analyst, lecturer and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, where he reports on education policy, public-sector developments, governance, research and national affairs.
GES Teacher Recruitment 2026: Applicants Can Check Application Status From July 24
Volta Regional Minister James Gunu directs GES to engage NSS and retired teachers to help address teacher shortages in schools across the region.
By Ferdinand Ellis | EducateGhana.com
The Volta Regional Minister, Hon. James Gunu, has directed the Ghana Education Service (GES) to explore immediate measures to address the shortage of teachers in schools across the region.
The directive follows concerns over vacant classrooms and the potential impact of the teacher shortage on teaching and learning while the government works towards the recruitment and employment of new teachers.
The Regional Minister made the directive after the Education Ministry presented the teacher shortage situation in the Volta Region during a meeting of the Volta Regional Coordinating Council (VRCC).
Volta Region faces teacher shortage
The presentation to the Regional Coordinating Council highlighted gaps in teacher availability across schools in the region.
The shortage has raised concerns about the ability of schools to maintain effective teaching and learning, particularly in schools where existing teachers are required to handle additional classes or subjects because of vacant teaching positions.
The situation has prompted the Regional Minister to seek interim measures while the national process for recruiting new teachers continues.
The immediate objective is to ensure that classrooms do not remain without teachers because of vacancies.
➡ Related: [GES Teacher Recruitment 2026: Application Guide and Requirements]
➡ Related: [Teacher Shortage in Ghana: Causes, Effects and Possible Solutions]
James Gunu directs GES to explore temporary solutions
Following the presentation, Hon. James Gunu tasked the GES to liaise with other institutions and groups that could provide temporary teaching support.
The Regional Minister specifically mentioned the National Service Scheme (NSS) and groups of retired teachers as potential sources of additional support for schools affected by teacher shortages.
The proposal is intended to provide temporary relief rather than replace the government’s planned recruitment of permanent teachers.
GES will therefore be expected to explore how available personnel can be deployed to areas where teacher vacancies are creating immediate challenges.
➡ Related: [National Service Scheme in Ghana: Complete Guide]
➡ Related: [How to Become a Teacher in Ghana: Qualifications and Career Path]
Retired teachers could support affected schools
The Regional Minister also called for engagement with groups of retired teachers.
Retired teachers possess classroom experience and professional knowledge that could potentially help schools facing temporary staffing difficulties.
Their involvement could provide schools with experienced personnel while the government completes the processes required to recruit and employ new teachers.
Any such arrangement would, however, require appropriate coordination between the relevant authorities and clear terms governing the engagement of retired teachers.
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
NSS personnel could provide interim support
The proposed engagement with the National Service Scheme could also provide an avenue for addressing some immediate staffing gaps.
National service personnel are deployed to institutions across Ghana as part of the national service programme. The Regional Minister’s directive suggests that the GES should explore whether available personnel can be appropriately deployed to schools experiencing teacher shortages.
The arrangement would serve as an interim measure while the government pursues the employment of new teachers.
It would also require careful consideration of the qualifications, placement and supervision of personnel assigned to teaching-related duties.
➡ Related: [NSS Posting and Placement in Ghana: Complete Guide]
➡ Related: [Teaching Practice and Professional Support for Teachers in Ghana]
Government recruitment remains important
The proposed intervention does not remove the need for the recruitment of qualified teachers.
The Regional Minister’s directive is aimed at managing the immediate consequences of teacher shortages while the government works through the recruitment and employment process.
Permanent teacher recruitment remains essential because schools require qualified and appropriately deployed teachers to provide sustained instruction and support learners’ academic development.
The temporary measures could therefore serve as a bridge until newly recruited teachers are available for deployment.
➡ Related: [GES Recruitment 2026: Application Status and Next Steps]
➡ Related: [Professional Teacher Licensing in Ghana: Requirements and Process]
Why the teacher shortage matters
Teacher availability has a direct bearing on the quality of classroom instruction.
When schools have fewer teachers than required, existing teachers may have to teach larger classes, handle additional subjects or take on responsibilities beyond their normal workload.
Persistent shortages can also affect lesson preparation, assessment, individual learner support and other aspects of school management.
For this reason, the Volta Regional Minister’s directive places emphasis on finding immediate solutions while longer-term recruitment measures are pursued.
➡ Related: [Classroom Management Strategies for Teachers in Ghana]
➡ Related: [Teaching and Learning Resources for Ghanaian Teachers]
What happens next
The GES is expected to engage the National Service Scheme and relevant retired teacher groups to determine how temporary support can be provided to schools with staffing gaps.
The effectiveness of the intervention will depend on identifying the schools most affected, determining the number and type of teachers required and ensuring that any personnel deployed have the appropriate skills and supervision.
The broader issue of teacher recruitment and equitable distribution will remain important to resolving the shortage on a sustainable basis.
For now, the directive by Hon. James Gunu signals an effort by the Volta Regional Coordinating Council to prevent teacher vacancies from leaving classrooms without adequate instructional support.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, education policy analyst and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, where he writes on education policy, teacher education, curriculum, schools, examinations and developments within Ghana’s education sector.
GES has released its 2026 promotion exam framework with 100 questions, two hours and 10 key areas for senior education officers.
By: Ferdinand Ellis | EducateGhana.com Last Updated: August 18, 2026
Excerpt
The Ghana Education Service has released a 2026 promotion examination framework for officers progressing from Deputy Director to Director II and from Director II to Director I. The examination will assess candidates across 10 major areas of educational leadership and management.
Article Metadata
Last Updated: August 18, 2026 By: Ferdinand Ellis | EducateGhana.com
✔ Checked against the GES framework supplied for this report
Reviewed By
EducateGhana Editorial Team
Last Reviewed
August 18, 2026
Editorial note: The details in this article are based on the GES promotion examination framework provided to EducateGhana.com. Candidates should rely on subsequent official GES notices for examination dates, registration instructions, venues and any amendments.
Introduction
The Ghana Education Service (GES) has outlined the examination framework for officers seeking promotion through the Deputy Director to Director II and Director II to Director I pathways.
The framework dated August 18, 2026, and identified as having been signed by Prof. Ernest K. Davis, Director-General of the Ghana Education Service, sets out the structure and major areas candidates are expected to study.
According to the framework, candidates will answer 100 questions within two hours. The examination will comprise 40 multiple-choice questions and 60 short-answer and fill-in-the-blank questions.
The ten content areas cover strategic educational leadership, education policy, planning and statistics, educational finance, curriculum and assessment, human resource management, educational law, supervision and quality assurance, contemporary education issues, and research and professional practice.
The framework therefore places substantial emphasis on the broader responsibilities of senior education officers. Candidates preparing for the examination will need to understand education administration, policy implementation, leadership, resource management and professional decision-making alongside curriculum and pedagogy.
The examination structure gives candidates a clear indication of how they should organise their preparation.
The paper contains 100 questions, with a total examination time of two hours. This means candidates will need to manage their time carefully throughout the paper.
The first component consists of 40 multiple-choice questions. Candidates will need to identify the most appropriate answer from the alternatives provided.
The second component contains 60 short-answer and fill-in-the-blank questions. This component represents the larger share of the paper and requires candidates to recall and apply relevant concepts accurately.
The structure is important because candidates should not prepare exclusively for objective questions. They should also practise producing concise and accurate responses to questions requiring specific concepts, principles, terms, policies or explanations.
Previous GES promotion examination preparation materials available publicly have also included questions relating to education legislation, GES functions, educational strategy, pedagogy and administrative responsibilities. Such materials can provide useful practice, although they should not be treated as substitutes for the current framework.
The framework identifies ten broad areas. Candidates should treat each area as an independent study block while also understanding how the areas connect.
1. Strategic Educational Leadership and Management
Candidates should understand the principles and practice of leadership within the Ghanaian education system.
Important areas include strategic planning, decision-making, delegation, coordination, institutional management, organisational effectiveness and leadership for improved educational outcomes.
Senior education officers are expected to translate policies and strategic objectives into practical programmes. Candidates should therefore be prepared for questions that require them to apply leadership principles to realistic education management situations.
2. Education Legislation, Policy and Governance
This area focuses on the legal, policy and governance framework within which education is administered.
Candidates should revise major education laws, national education policies, institutional responsibilities and the structures through which education is governed.
The focus should extend beyond memorising the names and numbers of laws. Candidates should understand what particular legislation or policy means for educational administration and professional practice.
3. Educational Planning and Statistics
Education administration depends heavily on planning and reliable data.
Candidates should revise educational planning processes, statistics, data interpretation, school-level information, enrolment, staffing, infrastructure and resource requirements.
They should also understand how educational data can be used to identify problems, allocate resources, monitor progress and support evidence-based decisions.
Financial and material resources are essential to the effective operation of educational institutions.
Candidates should understand budgeting, resource allocation, accountability, financial management and the responsible use of public resources.
Questions in this area may require candidates to connect financial decisions with educational objectives. Candidates should therefore revise relevant financial management principles and public-sector accountability requirements.
5. Curriculum, Pedagogy and Assessment
Curriculum and teaching remain central to education administration.
Candidates should revise curriculum implementation, teaching approaches, assessment principles and the responsibilities of educational leaders in supporting effective teaching and learning.
The area is particularly important because senior education officers supervise and support the implementation of educational programmes. Administrative leadership must ultimately contribute to improved learning outcomes.
6. Human Resource Management in Education
Teachers and other education workers constitute a major part of the education system’s human resources.
Candidates should study staff deployment, motivation, professional development, performance management, workplace relationships, discipline and personnel administration.
They should also understand the role of leadership in creating professional environments where staff can perform their responsibilities effectively.
Educational leaders must operate within established legal and professional standards.
Candidates should study ethical leadership, professional conduct, administrative responsibility, confidentiality, fairness, accountability and lawful decision-making.
This area requires candidates to distinguish between actions that may appear administratively convenient and those that are legally or professionally appropriate.
8. Monitoring, Supervision and Quality Assurance
Monitoring and supervision are important responsibilities within the education system.
Candidates should understand how educational programmes are monitored, how teaching and learning are supervised, and how evidence can be used to improve institutional performance.
Quality assurance should also be understood as a continuous process involving standards, monitoring, evaluation, feedback and improvement.
9. Contemporary Issues in Education
Education leaders need to understand current developments affecting schools and the wider education system.
Candidates should therefore keep up with major developments in curriculum reform, teacher welfare, educational technology, assessment, inclusion, access, quality, financing and other significant education issues.
Because this area concerns contemporary developments, candidates should regularly consult official education-sector communications rather than relying solely on old study materials.
The final content area focuses on research and professional practice.
Candidates should understand basic research principles and the role of evidence in improving educational programmes and professional decision-making.
Research should be viewed as a practical tool for identifying problems, examining evidence, evaluating interventions and improving education delivery.
Professional practice also requires continuous learning and reflection. Senior education officers should be able to use evidence and professional knowledge to support better decisions.
The framework presents the promotion examination as a broad test of education leadership and administration.
Candidates should therefore avoid preparing as though the examination were designed primarily for classroom teachers.
The two promotion pathways covered by the framework lead to positions carrying greater administrative and leadership responsibilities. Candidates need to understand how policies are implemented, how people and resources are managed, how educational programmes are monitored and how decisions can be supported with evidence.
The ten content areas are also interconnected. For example, an education leader may need to use statistics when planning, manage financial resources when implementing a programme, supervise staff during implementation and use assessment evidence to determine whether the programme is producing results.
Preparation should therefore combine subject knowledge with practical application.
How Candidates Should Prepare for the 2026 GES Promotion Examination
Candidates should begin by dividing the framework into the ten content areas.
A study timetable should allocate dedicated periods to each area. Candidates should avoid concentrating exclusively on familiar topics while neglecting areas such as educational finance, law, statistics and research.
The next step should be to gather authoritative materials. These should include relevant education laws, official policies, GES documents, curriculum documents, professional standards and other government publications.
Candidates should then practise applying concepts to realistic education situations. Senior-level promotion examinations are likely to require an understanding of how principles operate within educational administration.
Short-answer preparation deserves particular attention because 60 of the 100 questions fall into the short-answer and fill-in-the-blank category.
Candidates should also practise under timed conditions. Two hours for 100 questions requires disciplined time management.
Time management could have a significant effect on candidates’ performance.
The examination provides two hours for 100 questions. Candidates should therefore monitor their progress throughout the paper rather than discovering near the end that several questions remain unanswered.
The MCQ section should be handled efficiently. Candidates who immediately recognise an answer should avoid spending excessive time reconsidering it.
Short-answer questions require careful reading because a question may seek a particular term, principle or concept.
Candidates should also reserve some time for reviewing unanswered questions and checking responses where necessary.
The precise examination instructions should always take priority over any general examination strategy.
The framework places broad educational leadership competencies at the centre of advancement to higher positions within the GES.
It reflects the reality that senior education officers need to understand more than classroom instruction. They must be able to work with policy, people, resources, data and educational programmes.
Policy Implications
The ten content areas provide a broad competency map for senior education leadership.
The inclusion of planning, finance, human resources, law, quality assurance and research suggests that professional advancement is closely connected to the ability to manage the wider education system.
Implementation Considerations
The effectiveness of the framework will depend partly on the quality of the examination questions and their alignment with the competencies identified.
Candidates will also need access to accurate and current study materials. Unverified examination predictions should not replace official documents and established education-sector sources.
Future Outlook
The framework could contribute to stronger professional preparation among officers seeking advancement into senior leadership positions.
It also provides a useful basis for professional development because the ten areas identify several competencies required for effective education administration.
The framework was circulated to key stakeholders in Ghana’s education sector, including the Ministry of Education, GES Council, Regional Directors, District Directors, GNAT, NAGRAT, PRETAG and relevant GES Headquarters Directors.
The circulation places the examination framework within the broader administrative structure of the Ghana Education Service.
Candidates should nevertheless distinguish between the framework and subsequent administrative instructions. Information such as registration dates, examination venues and specific logistical arrangements should be confirmed through official GES communication when released.
1. What is the GES promotion examination framework for 2026?
It is the framework outlining the examination structure and content areas for officers seeking promotion through the specified senior GES promotion pathways.
2. Which promotion levels are covered?
The framework covers Deputy Director to Director II and Director II to Director I.
3. How many questions will candidates answer?
There will be 100 questions.
4. How long will the GES promotion examination last?
The framework specifies two hours.
5. How many multiple-choice questions are there?
There are 40 multiple-choice questions.
6. How many short-answer questions are there?
There are 60 short-answer and fill-in-the-blank questions.
7. How many subject areas are included?
The framework contains 10 key content areas.
8. Is strategic leadership included?
Yes. Strategic Educational Leadership and Management is the first content area.
9. Will candidates be tested on educational finance?
Yes. Educational Finance and Resource Management is one of the ten areas.
10. Is curriculum included?
Yes. Curriculum, Pedagogy and Assessment is included.
11. Will candidates study educational law?
Yes. Educational Law and Ethics is one of the ten areas.
12. Is research part of the examination?
Yes. Research and Professional Practice is the tenth content area.
13. Should candidates study contemporary education issues?
Yes. Contemporary Issues in Education is specifically identified as one of the examination areas.
14. What is the best way to prepare?
Candidates should study all ten areas, use authoritative education-sector documents, practise both objective and short-answer questions, and undertake timed practice.
15. Where should candidates confirm subsequent examination information?
Candidates should follow official GES communication for registration, examination dates, venues and any changes to the framework.
This article is based on the GES Promotion Examination Framework dated August 18, 2026, provided for this report and identified as having been signed by Prof. Ernest K. Davis, Director-General of the Ghana Education Service.
EducateGhana.com has presented the framework’s stated examination structure and ten content areas without treating unofficial predictions or third-party study materials as official examination content.
Candidates should continue to verify subsequent instructions through authorised GES communication.
Conclusion
The 2026 GES Promotion Examination Framework gives candidates a clear indication of the breadth of knowledge expected for advancement from Deputy Director to Director II and from Director II to Director I.
The examination will consist of 100 questions in two hours, comprising 40 multiple-choice questions and 60 short-answer and fill-in-the-blank questions.
The ten content areas cover strategic educational leadership, policy and governance, planning and statistics, finance, curriculum and assessment, human resource management, educational law, supervision and quality assurance, contemporary education issues, and research and professional practice.
Candidates should therefore prepare systematically across all ten areas. Strong preparation will require knowledge of the Ghanaian education system, familiarity with relevant policy and legal documents, understanding of educational administration and the ability to apply professional knowledge to practical situations.
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, educational assessment, AI in education and evidence-based educational reform.
Ghana Education Service. Official education service policies, regulations and professional materials.
Publicly available GES promotion examination preparation materials were consulted only for contextual comparison and were not treated as authoritative sources for the 2026 framework.
A guide to choosing the right Bachelor of Education specialisation in Ghana.
GES Promotion Exam 2026 has 100 questions, 2 hours and 10 key areas. See the full examination structure and study guide for Candidates-
By: Ferdinand Ellis | EducateGhana.com Last Updated: August 18, 2026
The GES Promotion Exam 2026 framework contains 100 questions to be answered in two hours. Candidates will face 40 MCQs and 60 short-answer questions covering 10 major areas of educational leadership, policy, management and professional practice.
Article Metadata
Last Updated: August 18, 2026 By: Ferdinand Ellis | EducateGhana.com
✔ Based on the GES framework supplied for this report
Reviewed By
EducateGhana Editorial Team
Last Reviewed
August 18, 2026
The Ghana Education Service is responsible for implementing approved national education policies and administering pre-tertiary education. Its current organisational structure operates through headquarters, 16 regional directorates and district or municipal directorates.
Important: The 100-question structure and the ten content areas presented below are based on the GES framework provided for this report. Candidates should check official GES communications for examination dates, registration arrangements, venues and any subsequent amendments. GES has previously warned the public about fraudulent promotion examination workshops, making verification of official information particularly important.
Introduction
The GES Promotion Exam 2026 is set to assess officers seeking advancement through two senior promotion pathways, namely Deputy Director to Director II and Director II to Director I.
The examination framework dated August 18, 2026 provides candidates with a detailed indication of the knowledge areas they should study before taking the examination.
The paper will contain 100 questions, with candidates given two hours to complete the examination. Of the 100 questions, 40 will be multiple-choice questions, while 60 will consist of short-answer and fill-in-the-blank questions.
The content is divided into 10 major areas, covering strategic educational leadership, education legislation and policy, educational planning, finance, curriculum and assessment, human resource management, educational law and ethics, supervision and quality assurance, contemporary education issues, and research and professional practice.
The structure makes the examination particularly relevant to officers moving into positions involving greater responsibility for educational leadership, administration and policy implementation.
The examination structure is one of the most important parts of the framework for candidates preparing for the promotion exercise.
Candidates will answer 100 questions in two hours. The time available means that candidates must balance accuracy with speed.
The first section contains 40 multiple-choice questions. These questions require candidates to select the most appropriate answer from the alternatives provided.
The second component contains 60 short-answer and fill-in-the-blank questions. This section represents 60 percent of the paper and requires candidates to produce their own responses.
The distribution has an important implication for preparation. Candidates should not rely exclusively on multiple-choice practice tests. They should also practise recalling key concepts, definitions, policies, principles and administrative procedures without being given answer options.
The examination should also be approached as a professional assessment. Candidates should understand how educational principles apply to real administrative situations.
The official GES website provides policy and guideline resources, curriculum materials, teacher resources and other documents that can assist candidates in locating authoritative education-sector materials.
1. Strategic Educational Leadership and Management
The first content area focuses on the leadership and management of education.
Candidates should understand strategic planning, decision-making, delegation, coordination, institutional management and organisational effectiveness.
An officer moving into a senior position within GES is expected to understand how educational goals are translated into programmes and how staff and resources are coordinated to achieve those goals.
The GES organisational structure itself reflects several layers of educational administration, extending from headquarters through regional directorates to district and municipal directorates.
Preparation should therefore include both leadership theory and its practical application within Ghana’s education system.
The second area concerns the laws, policies and governance arrangements that regulate education.
Candidates should study the legal and institutional framework governing pre-tertiary education in Ghana.
They should also understand the responsibilities of the various actors within the education system and how national policies are implemented at regional, district and school levels.
The GES states that its mandate includes implementing approved national education policies and administering pre-tertiary education.
Candidates should pay attention to the practical implications of legislation and policy rather than simply memorising titles and dates.
The third area focuses on planning and the use of educational data.
Education administrators require accurate information to plan effectively. Candidates should therefore understand concepts relating to educational statistics, enrolment, staffing, infrastructure, school resources and educational indicators.
They should also understand how data can inform decisions.
For example, information about enrolment and teacher availability can influence staffing decisions, while infrastructure data can assist with planning for classrooms and other facilities.
This area therefore connects statistics with practical education administration.
Education leaders have responsibility for managing limited resources.
Candidates should study educational budgeting, financial accountability, resource allocation and efficient resource management.
The focus should include the relationship between financial decisions and educational outcomes.
Candidates should also understand that resource management extends beyond money. Human resources, infrastructure, instructional materials, equipment and time are all important educational resources.
Preparation should therefore consider how leaders prioritise competing needs while maintaining accountability.
Curriculum, teaching and assessment form another major part of the framework.
Candidates should understand curriculum implementation, pedagogy, assessment principles and the role of educational leaders in supporting effective teaching and learning.
The inclusion of this area is significant because senior administrators remain responsible for ensuring that educational policies and curriculum requirements are implemented effectively.
Candidates should revise the major features of Ghana’s pre-tertiary curriculum and understand how assessment contributes to teaching and learning.
Teachers and other education workers are central to education delivery.
This content area covers the management of personnel within the education system.
Candidates should revise topics such as staff deployment, professional development, motivation, performance management, workplace relationships and personnel administration.
Senior officers must be able to work with people, resolve professional challenges and support staff development.
Effective human resource management should therefore be understood as part of educational quality improvement.
The seventh area concerns legal and ethical responsibilities.
Candidates should understand professional conduct, administrative accountability, ethical leadership, fairness, confidentiality and responsible decision-making.
Education leaders frequently deal with sensitive issues involving staff, learners, parents and institutions. Such decisions must be consistent with applicable laws, policies and professional standards.
Preparation should therefore focus on both legal knowledge and ethical application.
The eighth area focuses on monitoring and supervision.
Educational leaders need to determine whether policies, programmes and professional activities are being implemented as intended.
Candidates should understand monitoring processes, supervision, inspection, evaluation, feedback and quality improvement.
Quality assurance is particularly important because educational institutions need mechanisms for identifying weaknesses and supporting improvement.
The GES structure includes quality and access responsibilities at senior management level, demonstrating the importance of educational quality within the Service.
The ninth area requires candidates to remain informed about current developments affecting education.
These may include curriculum reform, teacher welfare, educational technology, assessment, inclusion, access, quality, educational financing and other current policy issues.
Candidates should not rely entirely on old examination preparation materials for this section.
Current GES communications, Ministry of Education publications and other authoritative education-sector sources are more appropriate for keeping abreast of developments. GES maintains sections for policies, guidelines, circulars, notices and other resources on its website.
The tenth area is Research and Professional Practice.
Candidates should understand how research contributes to educational improvement and professional decision-making.
Research skills can help education officers identify problems, gather evidence, evaluate interventions and make informed decisions.
Candidates should revise fundamental research concepts and understand how evidence can be applied to practical education problems.
This area is also relevant to continuous professional development because effective education leaders need to remain reflective and responsive to evidence.
Candidates should begin preparation by obtaining the framework and identifying the ten areas.
The next step should be to gather reliable source materials. Official GES resources should form an important part of the study process. GES provides access to policies, guidelines, circulars, notices, curriculum materials and teacher resources.
Candidates should then divide their available study time across the ten areas.
Each study session should combine reading with active recall. After studying a topic, candidates should close their materials and attempt to explain the main concepts from memory.
Practice questions should then be used to test understanding.
Candidates should pay particular attention to short-answer preparation because 60 percent of the paper consists of short-answer and fill-in-the-blank questions.
Finally, candidates should conduct timed mock examinations to develop speed and accuracy.
The two-hour duration means that candidates have an average of approximately 72 seconds per question if the 100 questions are considered equally.
This is only an average because different questions will require different amounts of time.
Candidates should avoid spending several minutes on a single difficult question while leaving other questions unanswered.
The MCQ section should generally be handled efficiently. Candidates should read the question carefully, identify the relevant concept and select the strongest answer.
For short-answer questions, candidates should give direct responses where the question requires a specific term or concept.
Candidates should also reserve a small amount of time for checking unanswered questions before submitting the paper.
The framework presents promotion to senior GES positions as a professional leadership responsibility.
The ten areas extend beyond classroom teaching and encompass the broader knowledge required to manage education programmes, people, resources and institutions.
Policy Implications
The framework places policy implementation and governance alongside curriculum, finance, human resources and quality assurance.
This suggests that senior education officers need a systems-level understanding of education.
Implementation Considerations
The examination should remain closely aligned with the competencies identified in the framework.
Candidates also need access to accurate and current materials. GES has previously published a warning concerning a fake promotion examination workshop, which reinforces the need for candidates to verify information before paying for examination-related services.
Future Outlook
The framework could become an important reference point for professional development among GES officers.
Its ten areas also provide a useful competency map for officers who wish to strengthen their preparation for senior educational leadership.
The framework was circulated to major stakeholders connected to the education sector, including the Ministry of Education, GES Council, Regional and District Directors, GNAT, NAGRAT, PRETAG and relevant GES Headquarters Directors.
The GES operates through headquarters, regional and district or municipal structures. Its official website identifies 16 regional directorates and 261 district or municipal directorates.
Candidates should distinguish between the examination framework and later administrative instructions. Any information concerning registration, examination dates, venues or other logistical arrangements should be confirmed through official GES channels.
This article is based primarily on the GES Promotion Examination Framework dated August 18, 2026, provided for this report.
EducateGhana.com has also checked the current GES website and related official resources for institutional context. The GES website confirms the Service’s mandate and organisational structure and provides official sections for policies, guidelines, circulars and notices.
Candidates are advised to verify any subsequent changes directly through authorised GES communication.
Frequently Asked Questions
1. How many questions are in the GES Promotion Exam 2026?
The framework provides for 100 questions.
2. How long is the GES promotion examination?
Candidates will have two hours.
3. How many MCQs will candidates answer?
There will be 40 multiple-choice questions.
4. How many short-answer questions are included?
There will be 60 short-answer and fill-in-the-blank questions.
5. How many areas are covered by the GES promotion exam framework?
The framework identifies 10 key content areas.
6. Who is eligible for the promotion pathways covered by the framework?
The framework covers officers progressing from Deputy Director to Director II and from Director II to Director I.
7. Is curriculum included in the examination?
Yes. Curriculum, Pedagogy and Assessment is one of the ten areas.
8. Will candidates be tested on educational finance?
Yes. Educational Finance and Resource Management is included.
9. Is human resource management included?
Yes. Human Resource Management in Education is one of the ten content areas.
10. Will educational law be tested?
Yes. Educational Law and Ethics is included.
11. Is research part of the examination?
Yes. Research and Professional Practice is the tenth content area.
12. Should candidates study contemporary education issues?
Yes. Contemporary Issues in Education is specifically listed in the framework.
13. How should candidates prepare for the short-answer section?
Candidates should practise recalling concepts, terms, policies, principles and administrative procedures without relying on answer options.
14. Where can candidates find official GES resources?
The GES website provides policy documents, guidelines, circulars and notices, curriculum materials and teacher resources.
15. Should candidates pay for GES promotion examination workshops?
Candidates should be cautious. GES has previously published an official warning concerning a fake GES promotion examination workshop. Candidates should verify any programme claiming official GES endorsement before making payments.
The GES Promotion Exam 2026 framework provides candidates with a clear study map for the examination.
The paper will contain 100 questions, to be completed within two hours, comprising 40 multiple-choice questions and 60 short-answer or fill-in-the-blank questions.
The ten content areas cover the major dimensions of senior educational leadership, including strategic management, policy, planning, finance, curriculum, human resources, law, supervision, contemporary education issues and research.
Candidates should therefore prepare systematically across all ten areas rather than concentrate on a single aspect of education.
The strongest preparation should combine official education-sector documents, conceptual understanding, practical application, short-answer practice and timed examination exercises.
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, educational assessment, AI in education and evidence-based educational reform.
Sources
Ghana Education Service. (2026). Ghana Education Service official website and resources.
Ghana Education Service. (2026). Policies and guidelines.
Find out what GES and DOVVSU have said about the alleged sexual assault involving a student of Bolgatanga Girls SHS and two watchmen
By Ferdinand Ellis | EducateGhana.com
The alleged sexual assault involving a student of Bolgatanga Girls Senior High School (BOGISS) has raised serious concerns about student safety, institutional responsibility and the protection of vulnerable learners in Ghanaian schools.
The case involves a student and two security guards attached to the school. According to information released by the Ghana Education Service (GES), the matter was reported to the Police and the two watchmen were subsequently arrested and handed over for investigation.
Because the case involves an alleged sexual assault of a student, this account deliberately excludes the student’s name, photograph, class and other identifying details.
What allegedly happened at Bolgatanga Girls SHS
According to the preliminary account released by GES, the student involved was a learner with special educational needs who was receiving medication.
GES said the student reportedly suffered a relapse on the day of the incident and required medical attention.
It was during this period, according to the preliminary information available to GES, that the alleged sexual assault occurred.
The specific circumstances surrounding what happened between the student and the two security guards remain subject to police investigation. GES has therefore not presented the allegations as established facts.
The two watchmen were subsequently arrested and handed over to the Police for further investigation.
➡ Related: [GES Interdicts Two Watchmen Over Alleged Sexual Assault at Bolgatanga Girls SHS]
➡ Related: [Bolgatanga Girls SHS Case: What Schools Must Do to Protect Vulnerable Students]
DOVVSU became involved in the case
The case had already reached the attention of the Domestic Violence and Victims Support Unit (DOVVSU) before the GES announcement.
On Sunday, August 16, 2026, DOVVSU told Media Without Borders that the matter had been reported and that efforts were underway to arrest the guards allegedly connected to the incident.
The DOVVSU involvement placed the matter within the formal law enforcement process and meant that the allegations could be investigated independently of the school’s internal disciplinary procedures.
The subsequent arrest of the two watchmen was confirmed by GES in its August 20 statement.
➡ Related: [DOVVSU and Sexual Assault Cases: What Parents and Students Should Know]
➡ Related: [Child Protection in Ghanaian Schools: Responsibilities of School Authorities]
What GES says about the two watchmen
In its immediate release dated August 20, 2026, GES said the two watchmen had been arrested and handed over to the Police.
The Service also stated that Management had interdicted the two employees with immediate effect.
Interdiction does not amount to a finding of guilt. It is an administrative measure that removes the staff members from active duty while the allegations and circumstances surrounding the incident are investigated.
GES said a thorough investigation was ongoing and that appropriate sanctions would be applied based on the outcome of the investigation and in accordance with the GES Code of Conduct and the laws of Ghana.
➡ Related: [GES Code of Conduct: Disciplinary Procedures for Staff]
➡ Related: [Teacher and School Staff Conduct in Ghana: Rules and Responsibilities]
Why the student’s vulnerability is important
GES said preliminary reports indicated that the student was a special needs student who was on medication.
The Service further stated that the student had reportedly suffered a relapse and required medical attention when the alleged incident occurred.
That information raises important safeguarding questions about how vulnerable students are supervised and protected when they experience medical, psychological or other difficulties while at school.
However, the student’s medical circumstances should not be used to identify, stigmatise or blame her.
The central safeguarding question is whether appropriate systems were in place to ensure that the student was protected and received the assistance she required at the relevant time.
➡ Related: [Inclusive Education in Ghana: Complete Guide]
➡ Related: [Special Education in Ghana: Programmes and Career Opportunities]
The earlier disciplinary letter requires careful interpretation
The case has attracted additional attention because an earlier BOGISS disciplinary letter dated July 20, 2026 referred to a female student being accused of sexual misconduct under the GES Code of Conduct.
That earlier document recommended that the student be placed temporarily as a day student, receive counselling and be taken for medical attention.
The later GES statement, however, describes a student as the alleged victim of sexual assault by two watchmen.
These two accounts should not automatically be treated as referring to the same incident or the same student unless GES, the Police or another competent authority establishes that connection.
The apparent discrepancy requires clarification from the relevant authorities rather than speculation.
➡ Related: [Bolgatanga Girls SHS Disciplinary Case: What the July Letter Said]
➡ Related: [GES Student Discipline: Rules, Procedures and Safeguards]
What happens next
The Police investigation will be important in establishing what allegedly occurred, the circumstances surrounding the incident and whether there is sufficient evidence to support criminal proceedings.
GES has indicated that it will take appropriate administrative action based on the outcome of the investigations.
The case may also prompt questions about security arrangements, supervision of vulnerable students, reporting procedures and safeguarding mechanisms within boarding schools.
For now, the allegations should remain allegations until the appropriate investigative and judicial processes are completed.
EducateGhana.com’s position on the case
The protection of students must remain central to the handling of this matter.
Schools have a responsibility to provide an environment in which students are safe from abuse, exploitation and inappropriate conduct by staff, security personnel and other adults who have access to them.
At the same time, responsible reporting requires protection of the student’s privacy and respect for due process.
EducateGhana.com will therefore avoid publishing information that could identify the student and will distinguish clearly between allegations, preliminary findings, arrests, administrative action and proven facts as the case develops.
The Police investigation remains ongoing, while GES has confirmed that the two watchmen have been interdicted and handed over to the Police.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, education policy analyst and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, where he writes on education policy, teacher education, curriculum, schools, examinations and developments within Ghana’s education sector.
