A proposed CLASS Allowance has become part of discussions surrounding teacher welfare and conditions of service in Ghana.
According to an explanation attributed to Jacob Anaba, President of the National Association of Graduate Teachers (NAGRAT), the term CLASS is used as an acronym representing five areas of teachers’ professional responsibilities and working conditions:
C – Class L – Learner A – Assessment S – Security S – Safety of the Teacher
The allowance should, however, be described as a proposed or requested allowance, not as an already approved and payable government allowance.
Key Takeaways
CLASS stands for Class, Learner, Assessment, Security and Safety of the Teacher.
The explanation has been attributed to NAGRAT President Jacob Anaba.
The proposed allowance is intended to recognise additional responsibilities and challenges teachers face in their work.
The acronym covers classroom management, learner management, assessment responsibilities, protection of teaching resources and teacher safety.
CLASS Allowance should not be confused with the existing or previously discussed Deprived Area Allowance.
Any final payment rate, eligibility criteria and implementation date would depend on formal negotiations and approval.
In Brief
The proposed CLASS Allowance is an acronym-based concept being discussed in relation to teacher welfare and conditions of service.
The five letters represent Class, Learner, Assessment, Security and Safety of the Teacher.
The concept seeks to draw attention to several responsibilities and challenges that teachers deal with beyond simply delivering lessons in the classroom.
What Does CLASS Allowance Mean?
According to the explanation attributed to NAGRAT President Jacob Anaba, the proposed allowance takes its name from the word CLASS, with each letter representing a different aspect of the teacher’s professional responsibility.
C – Class
The C represents Class.
This refers particularly to the demands associated with managing classrooms, including situations involving overcrowded classes.
Teachers may be required to manage large numbers of learners while maintaining classroom discipline, participation and effective teaching and learning.
➡️ Related: How Teachers Can Manage Overcrowded Classrooms
➡️ Related: Teacher Workload and Classroom Management in Ghana
L – Learner
The L represents Learner.
This focuses on the responsibilities involved in managing learners with different abilities, needs, personalities and behavioural patterns.
Teachers are expected to support diverse learners while maintaining an environment conducive to teaching and learning.
This aspect therefore highlights the additional demands involved in learner management and behaviour management.
➡️ Related: Inclusive Education and Supporting Diverse Learners
➡️ Related: Teacher Professionalism and Learner Behaviour Management
A – Assessment
The A represents Assessment.
Teachers undertake a substantial amount of assessment work as part of their professional responsibilities.
This may include:
Marking class exercises
Assignments
Tests
Examinations
School-Based Assessment (SBA)
Recording and analysing learner performance
Preparing assessment-related reports
The concept therefore recognises assessment as an important part of a teacher’s workload that often extends beyond classroom teaching hours.
➡️ Related: GES Assessment and School-Based Assessment Guide
➡️ Related: Understanding SBA Requirements for Basic School Teachers
S – Security
The first S represents Security.
This refers to the responsibility of teachers to safeguard teaching and learning materials and classroom property.
Depending on the school environment, teachers may have responsibility for materials, equipment and other resources used in their classrooms.
The proposed concept therefore connects teacher responsibilities with the protection of educational resources.
➡️ Related: Protecting School Property and Teaching Resources
S – Safety of the Teacher
The second S represents Safety of the Teacher.
This focuses on the personal safety of teachers while performing their professional duties, particularly in school environments where teachers may face security or safety challenges.
The concept therefore raises the question of how teacher welfare and workplace safety should be recognised within conditions of service.
➡️ Related: Teacher Welfare and Conditions of Service in Ghana
➡️ Related: Teacher Safety in Ghanaian Schools
CLASS Allowance vs Deprived Area Allowance
The proposed CLASS Allowance should not be confused with the Deprived Area Allowance.
They address different concepts.
The Deprived Area Allowance relates specifically to teachers serving in designated deprived or underserved areas, while the CLASS concept is framed around the broader responsibilities and working conditions associated with teaching.
Any final distinction, eligibility requirements or payment structure would depend on the outcome of negotiations between the teacher unions and the relevant government institutions.
Is the CLASS Allowance Already Approved?
The CLASS Allowance should currently be understood as a proposal or demand under discussion, based on the explanation attributed to NAGRAT leadership.
It should not be reported as an approved allowance that teachers are already entitled to receive.
A formal decision would require the relevant negotiations and official communication from the government and teacher unions.
Why the CLASS Concept Matters
The proposed acronym draws attention to the fact that teaching involves considerably more than classroom instruction.
Teachers are responsible for managing learners, assessing performance, maintaining learning environments and dealing with various professional and workplace responsibilities.
The CLASS concept therefore provides a framework for discussing whether some of these responsibilities should receive additional recognition under teachers’ conditions of service.
What Teachers Should Watch
Teachers should look for official information on:
Whether the CLASS Allowance becomes part of the Collective Agreement.
The proposed or negotiated payment rate.
Eligibility requirements.
Whether the allowance would apply to all teachers or specified categories.
The implementation date.
The institution responsible for processing payment.
Until these details are formally agreed and communicated, teachers should treat circulating figures and payment claims with caution.
Frequently Asked Questions
What does CLASS stand for?
According to the explanation attributed to NAGRAT President Jacob Anaba, CLASS stands for Class, Learner, Assessment, Security and Safety of the Teacher.
Is the CLASS Allowance already approved?
It should currently be regarded as a proposed allowance under discussion, not an already approved and payable allowance.
Who explained the meaning of CLASS?
The explanation has been attributed to Jacob Anaba, President of NAGRAT.
Does CLASS mean only classroom teaching?
No. The acronym is intended to cover several dimensions of teachers’ work, including classroom management, learner management, assessment, security and teacher safety.
Is CLASS Allowance the same as Deprived Area Allowance?
No. They refer to different concepts. The Deprived Area Allowance is connected to service in designated deprived areas, while CLASS is framed around broader teacher responsibilities and working conditions.
Will every teacher receive the CLASS Allowance?
There is currently no basis to state this as a confirmed entitlement. Eligibility would depend on the final terms agreed by the relevant parties.
Conclusion
The proposed CLASS Allowance introduces another concept into discussions about teacher welfare and conditions of service in Ghana.
As explained by NAGRAT President Jacob Anaba, C-L-A-S-S represents Class, Learner, Assessment, Security and Safety of the Teacher.
The concept seeks to recognise the range of responsibilities teachers undertake in and beyond the classroom.
However, teachers should distinguish between a proposal or union demand and an approved allowance. The final status, payment structure, eligibility and implementation of any CLASS Allowance will depend on formal negotiations and official decisions.
EducateGhana.com will continue to monitor developments concerning teachers’ conditions of service and report confirmed decisions as they emerge.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, teacher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, covering education news, research, policy, teacher development and academic opportunities.
Editorial Note
This explainer presents the meaning of the CLASS acronym as attributed to NAGRAT President Jacob Anaba. It does not present the CLASS Allowance as an approved government benefit. Final details should be based on formal negotiations and official communication from the relevant parties.
False reports attributed to Ferdinand Ellis concerning FWSC-unions negotiations
Source
Statement by Ferdinand Ellis, October 7, 2026
Fact Check & Editorial Review
Claim: Reports circulating on social media attributed information to Ferdinand Ellis regarding the outcome of a meeting between the Fair Wages and Salaries Commission (FWSC) and the three pre-tertiary teacher unions.
Finding:False attribution.
Ferdinand Ellis has publicly clarified that the information attributed to him concerning the outcome of the expected FWSC-unions meeting on Wednesday, October 7, 2026, was false. He stated that the meeting did not take place as expected.
Independent reports also indicate that the FWSC and the teacher unions had engaged earlier, with the October 6 discussions ending without an agreement. The FWSC said further consultations would be required before negotiations could resume.
Key Takeaways
Ferdinand Ellis has denied reports attributed to him concerning the outcome of an FWSC-teacher unions meeting.
He says the meeting expected on October 7, 2026, could not hold as expected.
The nationwide teachers’ strike therefore remains ongoing.
The three pre-tertiary teacher unions are GNAT, NAGRAT and PRETAG.
Earlier FWSC-union discussions ended inconclusively, with further consultations required before negotiations resume.
Teachers have been advised to rely on verified information rather than unconfirmed social media reports.
Teachers’ Strike Continues as Expected FWSC-Unions Meeting Fails to Hold
Education Analyst and Researcher, Ferdinand Ellis has debunked social media reports attributed to him concerning the outcome of an expected meeting between the Fair Wages and Salaries Commission (FWSC) and the leadership of Ghana’s pre-tertiary teacher unions.
In a clarification issued on Wednesday, October 7, 2026, Ellis said the information circulating in his name was false.
According to him, the meeting expected to take place that day could not hold as anticipated.
“I saw posts attributed to me concerning outcome of Unions n FWSC meeting today. Plz these are false informations.”
He added:
“The meeting couldn’t hold today as expected.”
Ellis further indicated that the strike would continue while teachers awaited developments in the negotiations.
“Teachers are expected to sleep, wake up and sleep again as strike continues.”
He assured teachers that he would continue to provide updates as reliable information becomes available.
→ Related: Teachers’ Strike in Ghana: Latest Updates on FWSC, GNAT, NAGRAT and PRETAG
→ Related: Teacher Promotion Arrears: What Government Has Promised Teachers
What Happened Between FWSC and the Teacher Unions?
The clarification comes amid continuing negotiations between the FWSC and the three major pre-tertiary teacher unions.
The unions are the Ghana National Association of Teachers (GNAT), the National Association of Graduate Teachers (NAGRAT) and the Pre-Tertiary Teachers Association of Ghana (PRETAG).
The FWSC engaged the unions on Tuesday, October 6, as part of efforts to address outstanding issues surrounding their collective agreement and conditions of service.
However, the engagement did not produce a final agreement.
The FWSC subsequently indicated that it would undertake further consultations on the demands presented by the unions and engage relevant stakeholders before negotiations resume.
→ Related: FWSC and Teacher Unions Begin Negotiations Over Conditions of Service
→ Related: GNAT, NAGRAT and PRETAG Strike: What Teachers Are Demanding
Teachers Remain on Strike
The clarification means that teachers should not rely on unverified reports suggesting that an agreement has been reached or that the strike has been suspended.
The three teacher unions have maintained their industrial action while negotiations continue.
The strike began on September 28, 2026, following unresolved concerns including outstanding promotion-related payments and other conditions of service issues.
The latest developments indicate that the negotiations remain unsettled.
NAGRAT has also called for a fresh government mandate to help move the negotiations forward.
FWSC Also Rejects False Reports
Ferdinand Ellis’s clarification comes on the same day that the FWSC itself rejected another report attributed to its Chief Executive, Dr George Smith-Graham.
The Commission denied reports claiming that Dr Smith-Graham had announced salary deductions for teachers participating in the ongoing strike.
The FWSC said the Chief Executive did not make the comments attributed to him and urged the public and media to disregard the reports.
The Commission stressed that its engagement with the unions remains focused on dialogue and negotiations concerning outstanding issues relating to their collective agreement and conditions of service.
→ Related: FWSC Denies Salary Deduction Claims Against Striking Teachers
→ Related: Teachers’ Strike: What the FWSC Has Officially Said
What Teachers Should Know Now
At the time of publication, there is no basis for teachers to conclude from the reports attributed to Ferdinand Ellis that an agreement was reached on October 7.
The clarification from Ellis is that the expected meeting did not hold as anticipated.
The FWSC’s earlier position was that further consultations were necessary before negotiations could resume.
Teachers should therefore await confirmed communication from their unions, the FWSC, the Ministry of Education or other authorised sources before making decisions concerning the continuation or suspension of the strike.
Ferdinand Ellis: “I Will Keep You Updated”
Ellis concluded his clarification by assuring teachers that he would continue to provide updates.
“I will keep you updated accordingly. Thank you.”
His clarification is particularly important because developments surrounding the teachers’ strike have generated considerable discussion and competing claims across social media.
For teachers following the negotiations closely, the distinction between confirmed information and attributed social media posts remains important as the dispute continues.
Conclusion
The teachers’ strike remains unresolved following the failure of the expected October 7 engagement to proceed as anticipated.
Ferdinand Ellis has therefore urged teachers and the public to disregard reports attributed to him concerning the outcome of the meeting.
The FWSC and the teacher unions are yet to reach a final settlement, while further consultations remain part of the negotiation process.
EducateGhana.com will continue to monitor the negotiations and provide updates as verified information emerges.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, teacher, education policy analyst and education journalist. He has written extensively on Ghana’s education system, teacher welfare, curriculum implementation and education policy.
Author: Ferdinand Ellis Publication: EducateGhana.com Date: October 8, 2026
Sources
Fair Wages and Salaries Commission
Ghana News Agency
Graphic Online
GBC
Ferdinand Ellis’s public clarification, October 7, 2026
FWSC has clarified reports about salary deductions for striking teachers, saying there is no blanket directive to deduct salaries if the strike continues beyond Friday.
Article Information
Field
Details
Publication
EducateGhana.com
Category
Teacher Education / Education News / Labour Relations
Date
Wednesday, October 7, 2026
Article Type
Breaking Education and Labour Relations News
Primary Keyword
FWSC debunks teacher salary deduction claims
Status
Clarification / Developing
Fact Check & Editorial Review
The Fair Wages and Salaries Commission (FWSC) has clarified reports surrounding possible salary deductions for teachers participating in the ongoing nationwide strike.
The clarification follows reports suggesting that teachers would have their salaries deducted if they failed to end the strike by Friday, October 9, 2026.
The distinction is important. FWSC Chief Executive Dr George Smith-Graham has discussed the possible consequences of an industrial action that is determined to be illegal, including the principle that workers may forfeit remuneration for the period of an illegal strike. However, this should not be presented as a blanket announcement that all striking teachers will automatically have their salaries deducted if they remain on strike after Friday.
Key Takeaways
FWSC has clarified reports concerning possible salary deductions for striking teachers.
There is no confirmed blanket directive stating that all teachers will automatically lose their salaries if they remain on strike after Friday.
FWSC has separately explained the legal principle surrounding remuneration during an illegal strike.
The government is seeking to resolve the dispute through continued negotiations.
The October 6 FWSC-teacher union engagement ended without a final agreement.
GNAT, NAGRAT and PRETAG have maintained the industrial action while negotiations continue.
In Brief
The Fair Wages and Salaries Commission has moved to clarify reports concerning salary deductions for teachers involved in the ongoing industrial action.
Although FWSC Chief Executive Dr George Smith-Graham has spoken about the possible loss of remuneration where an industrial action is deemed illegal, the reports should not be interpreted as a blanket directive that teachers will automatically have their salaries deducted if they fail to return to school by Friday.
The clarification comes as negotiations between FWSC and the three pre-tertiary teacher unions continue.
What FWSC Actually Said About Salary Deductions
The controversy follows comments attributed to Dr George Smith-Graham concerning the legal consequences of an illegal strike.
In an interview on Wednesday, October 7, the FWSC Chief Executive explained that where a strike is determined to be illegal, workers could forfeit remuneration for the period they remain away from work.
He also said government remained hopeful of resolving the teacher dispute before Friday in order to avoid further consequences.
This is different from saying that every striking teacher will automatically have a salary deduction imposed on Friday.
The legal status of the industrial action and any formal decision concerning remuneration therefore remain important considerations.
➡️ Related: FWSC Engages Pre-Tertiary Teacher Unions Over Collective Agreement
➡️ Related: Teacher Strike: Negotiations Continue as FWSC and Unions Seek Resolution
Why Friday Has Become Important
Friday, October 9, 2026, has emerged as an important date in the government’s efforts to resolve the dispute.
FWSC has indicated that government hopes to reach a resolution before Friday. It has also indicated that further action could be considered if the strike remains unresolved.
However, Friday should not be described as an automatic salary-deduction deadline.
The distinction between a government deadline for resolving the dispute, a warning about possible consequences, and an actual payroll decision is essential for accurate reporting.
FWSC and Teacher Unions Yet to Reach Agreement
The clarification comes after the FWSC met the leadership of GNAT, NAGRAT and PRETAG on Tuesday, October 6.
The discussions focused on the unions’ Collective Agreement, conditions of service and other outstanding concerns.
The meeting ended without a final agreement. FWSC said further consultations would be necessary before negotiations could resume, while the unions maintained that the strike would continue.
The outstanding issues include concerns relating to promoted teachers’ salary placement and arrears, the Collective Agreement and the proposed Deprived Area Allowance.
Teacher Unions Maintain Strike
The three teacher unions have maintained their nationwide industrial action while negotiations continue.
The Ghana National Association of Teachers, National Association of Graduate Teachers and Pre-Tertiary Teachers Association of Ghana have indicated that they want concrete progress on their outstanding concerns before calling off the strike.
The position of the unions means that the government and FWSC face continued pressure to reach a negotiated settlement.
What Teachers Should Understand
Teachers should distinguish between the following:
Development
Meaning
FWSC warning
A statement about possible consequences under certain circumstances
Friday, October 9
A date by which government hopes the dispute will be resolved
Illegal strike
A legal status that can have consequences for remuneration
Salary deduction
An actual payroll action, which should not be assumed merely from the warning
Negotiations
The ongoing process between government/FWSC and the teacher unions
This distinction is particularly important because inaccurate reports about teachers’ salaries could create unnecessary anxiety among educators.
What Happens Next?
The immediate focus remains on negotiations between the government, FWSC and the teacher unions.
FWSC has indicated its intention to continue engaging the unions, while the unions have maintained their demand for concrete resolution of their concerns.
The next developments to watch include:
The next FWSC-teacher union negotiation.
Any formal communication from GNAT, NAGRAT and PRETAG.
Whether the unions suspend or continue the strike.
Any formal government decision concerning the industrial action.
Progress on promotion-related salary placement and arrears.
Developments concerning the Collective Agreement and Deprived Area Allowance.
Frequently Asked Questions
Will teachers automatically lose their salaries if they remain on strike after Friday?
There is currently no basis to describe the situation as an automatic blanket salary deduction for every teacher who remains on strike after Friday. FWSC’s comments concern the consequences that may arise where an industrial action is determined to be illegal.
Did FWSC say that salary deductions are possible?
Yes. FWSC Chief Executive Dr George Smith-Graham explained that workers participating in an illegal strike may forfeit remuneration for the period of the illegal action.
Has the teacher strike ended?
No. The strike remained in force after the October 6 FWSC negotiations ended without agreement.
Which teacher unions are involved?
The three unions are GNAT, NAGRAT and PRETAG.
What is happening with the negotiations?
The October 6 meeting ended without a final agreement, and further engagement is expected as the parties continue efforts to resolve the outstanding issues.
Conclusion
The Fair Wages and Salaries Commission’s clarification is important in separating possible legal consequences of an illegal strike from the claim that all striking teachers will automatically have their salaries deducted if they fail to return to school by Friday.
The government and teacher unions remain engaged in an unresolved labour dispute, with negotiations expected to continue.
For teachers and the public, the key issue now is to follow formal statements from FWSC, government and the teacher unions rather than relying on interpretations of individual comments.
EducateGhana.com will continue to monitor the negotiations and provide updates as confirmed developments emerge.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, teacher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, covering education news, research, policy, teacher development and academic opportunities.
Editorial Note
This article distinguishes between a possible legal consequence where an industrial action is deemed illegal and an automatic salary deduction deadline. Readers should rely on formal directives from the appropriate authorities for any actual payroll action.
Fair Wages and Salaries Commission Ghana Fair Wages and Salaries Commission Ghana public sector salary administration explanation
FWSC has warned striking teachers of possible salary deductions if the industrial action continues, as negotiations remain unresolved.
By Ferdinand Ellis | EducateGhana.com
Article Information
Field
Details
Publication
EducateGhana.com
Category
Teacher Education / Education News / Labour Relations
Date
Wednesday, October 7, 2026
Article Type
Breaking Education and Labour Relations News
Primary Keyword
FWSC warns striking teachers of salary deductions
Status
Developing
Fact Check & Editorial Review
The Fair Wages and Salaries Commission (FWSC) has warned striking pre-tertiary teachers that their salaries could be affected if the ongoing industrial action continues.
The warning comes a day after negotiations between the FWSC and the leadership of the three teacher unions ended without an agreement. The parties are expected to continue their engagement as efforts to resolve the dispute continue.
The warning should be distinguished from an announcement that deductions have already been made. Current reporting describes the salary deduction as a potential consequence if the industrial action continues under the circumstances outlined by the Commission.
Key Takeaways
FWSC has warned striking teachers of possible salary deductions.
The warning comes amid an unresolved nationwide strike by GNAT, NAGRAT and PRETAG.
Negotiations between FWSC and the teacher unions on October 6 ended without an agreement.
The parties are expected to continue discussions.
FWSC has indicated that further government action could follow if teachers remain on strike beyond Friday, October 9.
The salary warning does not mean that deductions have already been implemented.
In Brief
The Fair Wages and Salaries Commission has issued a warning to teachers participating in the ongoing industrial action, indicating that salary deductions could arise if the strike continues.
The development follows inconclusive negotiations between FWSC and the three pre-tertiary teacher unions on Tuesday, October 6.
The unions have maintained their industrial action while negotiations continue.
FWSC Warns of Possible Salary Deductions
The Fair Wages and Salaries Commission has cautioned striking teachers about possible financial consequences arising from their continued absence from work.
The warning comes at a critical point in the dispute, with the government seeking an end to the industrial action while the teacher unions continue to press their demands.
Recent reporting indicates that FWSC has warned that further action could be taken if the strike continues beyond Friday, October 9.
For teachers, the development introduces another significant consideration as the industrial dispute enters a further stage of negotiation.
➡️ Related: Teacher Strike: FWSC and Unions Resume Negotiations
➡️ Related: Teacher Strike Remains in Force After FWSC Talks End Without Agreement
FWSC–Teacher Union Talks End Without Agreement
The warning follows Tuesday’s engagement between the FWSC and the leadership of the three pre-tertiary teacher unions.
The meeting focused on outstanding concerns involving the unions’ Collective Agreement, conditions of service and other issues connected to the industrial action.
According to the Ghana News Agency, the negotiations ended without an agreement, with the parties expected to reconvene. NAGRAT President Jacob Anaba subsequently indicated that the strike would continue while negotiations remained ongoing.
The development means that the dispute has not yet reached a final settlement.
➡️ Related: FWSC Engages Pre-Tertiary Teacher Unions Over Collective Agreement
➡️ Related: Teacher Unions Maintain Strike as FWSC Talks Yield No Deal
What Is the Government Asking Teachers to Do?
Government has repeatedly appealed to the teacher unions to suspend the industrial action and return to the classroom while negotiations continue.
The Education Ministry previously said the FWSC would lead negotiations on the unions’ expired conditions of service and Collective Agreement.
The government has also been pursuing separate processes concerning promotion-related arrears and the proposed Deprived Area Allowance.
The current position therefore involves several interconnected issues rather than a single dispute.
Why the Salary Warning Matters
Salary deductions could significantly affect teachers if the industrial action continues and the government proceeds with the measure.
However, the current reports should not be interpreted as confirmation that all striking teachers have already been identified for deductions or that a specific amount has been determined.
The immediate development is the warning of possible deductions alongside the government’s stated intention to take further action if the strike continues beyond the stated deadline.
What Teachers Should Watch
Teachers and the wider education community will be watching several developments closely:
The next round of FWSC–union negotiations.
Any formal communication from GNAT, NAGRAT and PRETAG.
Whether the unions decide to suspend or continue the strike.
Any formal government directive concerning salary deductions.
Progress on promotion arrears and salary placement.
Developments concerning the Collective Agreement.
Progress towards implementation of the proposed Deprived Area Allowance.
The distinction between a warning, a formal directive and an actual payroll deduction will be important as the situation develops.
Frequently Asked Questions
Has FWSC already deducted teachers’ salaries?
The current reporting concerns a warning of possible salary deductions. It should not be presented as confirmation that deductions have already been made.
Why has FWSC issued the warning?
The warning comes amid the ongoing industrial action by the three pre-tertiary teacher unions and unsuccessful negotiations on October 6.
Which teacher unions are involved?
The three principal unions involved are GNAT, NAGRAT and PRETAG.
Is the teacher strike over?
No. The strike remained in force after the October 6 negotiations ended without an agreement.
When could further government action occur?
FWSC has indicated that further action could follow if the strike continues beyond Friday, October 9, 2026.
Conclusion
The warning from the Fair Wages and Salaries Commission adds another important dimension to Ghana’s ongoing teacher strike.
While the government is seeking a return to normal teaching and learning, the teacher unions continue to demand resolution of their outstanding concerns. The October 6 negotiations did not produce an agreement, leaving the parties with further work to do.
The immediate focus will now be on the next round of negotiations and the response of GNAT, NAGRAT and PRETAG to the government’s position.
For teachers, the distinction between possible salary deductions and actual deductions will remain particularly important as the dispute develops.
EducateGhana.com will continue to follow the negotiations and report confirmed developments.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, teacher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, covering education news, research, policy, teacher development and academic opportunities.
Editorial Note
This report distinguishes between FWSC’s warning of possible salary deductions and any actual payroll action. It also distinguishes between ongoing negotiations and a concluded settlement. Readers should rely on formal communication from FWSC, the government and the teacher unions for any final directives.
The Fair Wages and Salaries Commission has engaged GNAT, NAGRAT and PRETAG over their Collective Agreement and conditions of service.
By Ferdinand Ellis | EducateGhana.com
Article Information
Field
Details
Publication
EducateGhana.com
Category
Teacher Education / Education News / Labour Relations
Date
Tuesday, October 6, 2026
Article Type
Education and Labour Relations News
Primary Keyword
FWSC engages teacher unions over Collective Agreement
Status
Meeting Held, Further Consultations Required
Fact Check & Editorial Review
The Fair Wages and Salaries Commission (FWSC) has engaged the leadership of Ghana’s three pre-tertiary teacher unions over outstanding issues relating to their Collective Agreement and conditions of service.
The meeting was held on Tuesday, October 6, 2026, at the premises of the FWSC as part of the government’s efforts to address concerns raised by the unions amid their ongoing nationwide industrial action.
The engagement did not conclude the negotiations. According to FWSC Chief Executive Dr George Smith-Graham, the meeting will be reconvened after the Commission undertakes further consultations on the issues presented by the unions.
Key Takeaways
FWSC met the leadership of GNAT, NAGRAT and PRETAG on October 6, 2026.
Discussions focused on outstanding issues concerning the unions’ Collective Agreement and conditions of service.
The meeting was chaired by FWSC Chief Executive Dr George Smith-Graham.
FWSC will undertake further consultations before the negotiations resume.
The meeting did not conclude the Collective Agreement negotiations.
The teacher unions’ nationwide strike remains ongoing.
Government has appealed to the unions to suspend the industrial action to create an atmosphere conducive to negotiations.
In Brief
The Fair Wages and Salaries Commission has begun formal engagement with Ghana’s three pre-tertiary teacher unions over their outstanding Collective Agreement and conditions of service.
The meeting brought together FWSC and the leadership of the Ghana National Association of Teachers, National Association of Graduate Teachers and Pre-Tertiary Teachers Association of Ghana.
Further consultations will now take place before the engagement resumes.
FWSC Meets GNAT, NAGRAT and PRETAG
The FWSC meeting brought together senior representatives of the three teacher unions.
Those present included Thomas Musah, General Secretary of GNAT, Jacob Anaba, President of NAGRAT, and King Awudu Ali, President of PRETAG, together with other union leaders.
The meeting was chaired by the Chief Executive of the FWSC, Dr George Smith-Graham.
The discussions provided an opportunity for the Commission and union leadership to examine the outstanding concerns and demands raised by the teachers.
➡️ Related: Teacher Strike: What GNAT, NAGRAT and PRETAG Are Demanding
➡️ Related: Teacher Conditions of Service and Collective Agreement Explained
Negotiations Not Yet Concluded
Speaking after the meeting, Dr Smith-Graham said the engagement would be reconvened at a later date.
He explained that the Commission needed to undertake further consultations on the demands presented by the unions before the negotiations could resume.
The consultations are expected to allow the FWSC to consider the issues raised and engage relevant stakeholders as part of the process.
Dr Smith-Graham also commended the leadership of the unions for the peaceful nature of the meeting.
The development therefore represents a continuation of the negotiation process rather than the conclusion of a new Collective Agreement.
➡️ Related: FWSC to Continue Talks with Teacher Unions Over Conditions of Service
➡️ Related: Teacher Strike: Key Issues Still Awaiting Resolution
How the FWSC Engagement Began
The October 6 engagement followed an emergency meeting convened by the Minister of Education, Haruna Iddrisu, with the leadership of the three teacher unions on Monday, September 28, 2026.
That meeting was held after the commencement of the unions’ nationwide industrial action.
Following the September 28 engagement, the Education Minister announced that the FWSC would spearhead the next phase of formal negotiations on behalf of government.
The October 6 meeting therefore forms part of the formal process established to address the outstanding issues concerning the Collective Agreement and conditions of service.
Teacher Strike Remains Ongoing
The FWSC engagement took place against the background of the ongoing nationwide strike by GNAT, NAGRAT and PRETAG.
The government has appealed to the leadership of the unions to suspend the industrial action to create a conducive atmosphere for constructive negotiations.
However, the FWSC meeting itself does not amount to a suspension or termination of the strike.
The unions’ position on the industrial action remains an important development to watch as the formal negotiations continue.
➡️ Related: Teacher Strike Update: What Happens After the FWSC Meeting?
➡️ Related: Government Appeals to Teacher Unions to Suspend Strike
What Happens Next?
The immediate next step is for the FWSC to conduct the consultations it says are necessary before reconvening the negotiations.
The key issues to watch include:
The outcome of the FWSC’s further consultations.
The date for the next engagement with the unions.
The specific issues that will be tabled for further negotiation.
Any agreements reached on the Collective Agreement and conditions of service.
The unions’ position on the ongoing industrial action.
Until a formal agreement is reached and communicated by the relevant parties, the outstanding issues remain subject to negotiation.
Frequently Asked Questions
Which teacher unions met the FWSC?
The three unions are GNAT, NAGRAT and PRETAG.
What was the main purpose of the meeting?
The meeting focused on outstanding issues concerning the unions’ Collective Agreement and conditions of service.
Was a new Collective Agreement concluded?
No. The meeting did not conclude the negotiations. FWSC indicated that further consultations would take place before the negotiations resume.
Who chaired the FWSC meeting?
The meeting was chaired by Dr George Smith-Graham, Chief Executive of the Fair Wages and Salaries Commission.
Does the FWSC meeting mean the teacher strike has ended?
No. The engagement does not automatically end the industrial action. The government has appealed to the unions to suspend the strike, but the strike remains an ongoing matter pending the unions’ decision.
Conclusion
The October 6 engagement between the Fair Wages and Salaries Commission and Ghana’s three pre-tertiary teacher unions marks a further step in the formal process to address outstanding concerns over their Collective Agreement and conditions of service.
However, the discussions have not yet produced a concluded agreement. FWSC is expected to undertake further consultations before reconvening the negotiations with the unions.
The next phase will therefore be important in determining whether the parties can reach concrete agreements on the outstanding issues and create conditions for the resolution of the ongoing industrial dispute.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, teacher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, which provides education news, research, policy analysis and educational resources.
Editorial Note
This report distinguishes between the October 6 engagement, the further consultations announced by FWSC, and the eventual conclusion of negotiations. The Collective Agreement should not be described as concluded until the relevant parties formally announce an agreement.
Fair Wages and Salaries Commission Ghana Fair Wages and Salaries Commission Ghana public sector salary administration explanation
The Fair Wages and Salaries Commission will meet GNAT, NAGRAT and PRETAG today, October 6, to negotiate their expired conditions of service.
By Ferdinand Ellis | EducateGhana.com
Article Information
Field
Details
Publication
EducateGhana.com
Category
Teacher Education / Education News / Labour Relations
Date
Tuesday, October 6, 2026
Article Type
Breaking Education News
Primary Keyword
FWSC to meet striking teacher unions today
Status
Developing
Fact Check & Editorial Review
The Fair Wages and Salaries Commission (FWSC) is scheduled to meet the leadership of the three teacher unions involved in the ongoing nationwide strike today, Tuesday, October 6, 2026.
The meeting is expected to focus on negotiations over the unions’ expired conditions of service, also referred to as their Collective Agreement. Education Minister Haruna Iddrisu confirmed the planned engagement on October 5.
The three unions are the Ghana National Association of Teachers (GNAT), National Association of Graduate Teachers (NAGRAT), and Pre-Tertiary Teachers Association of Ghana (PRETAG).
The meeting does not mean that a new Collective Agreement has already been concluded. It marks the beginning or continuation of formal negotiations between the FWSC and the unions.
Key Takeaways
FWSC is scheduled to meet GNAT, NAGRAT and PRETAG today, October 6, 2026.
The main focus is the unions’ expired conditions of service/Collective Agreement.
Government has expressed the expectation that negotiations could be completed within about one week.
The teacher unions’ nationwide strike remains in force pending their decision to suspend or end the action.
Other outstanding issues include promotion-related salary placement and arrears and the proposed 20% Deprived Area Allowance.
The outcome of today’s engagement could influence the next stage of the ongoing dispute.
In Brief
The Fair Wages and Salaries Commission is expected to sit down with Ghana’s three striking teacher unions today to negotiate their expired conditions of service.
The engagement comes as the nationwide industrial action by GNAT, NAGRAT and PRETAG continues. Government has been calling on the unions to suspend the strike and return to the classroom while the outstanding issues are addressed.
FWSC Meets Teacher Unions Today
The FWSC is expected to meet the leadership of GNAT, NAGRAT and PRETAG on Tuesday, October 6, as part of efforts to resolve the issues underlying the teachers’ nationwide strike.
Education Minister Haruna Iddrisu said the FWSC had been given the mandate of the Minister for Finance to engage the unions and work towards an amicable resolution.
He also expressed the government’s expectation that the negotiations would not exceed one week.
➡️ Related: Teacher Strike: FWSC to Begin Collective Agreement Negotiations with Unions on October 6
➡️ Related: Deprived Area Allowance: Committee to Complete Roadmap by December
What Will Be Discussed?
The immediate focus is the renewal of the teacher unions’ expired Collective Agreement or conditions of service.
The issue is one of the major concerns cited by the unions in their decision to embark on industrial action.
The wider dispute also involves the payment of outstanding promotion-related arrears and salary placement for teachers who have been promoted, as well as the implementation of the proposed 20% Deprived Area Allowance for teachers serving in deprived or underserved communities.
➡️ Related: Teacher Promotion Arrears and Salary Placement: What Teachers Need to Know
➡️ Related: 20% Deprived Area Allowance: What the Government Has Announced
Teacher Strike Remains in Force
The meeting comes while GNAT, NAGRAT and PRETAG remain on nationwide strike.
The unions began the industrial action on September 25, 2026, citing unresolved concerns including promotion arrears, the renewal of their Collective Agreement and the Deprived Area Allowance.
Government has repeatedly appealed to the unions to suspend the strike and return to the classroom while negotiations continue.
However, the commencement of negotiations today should not be interpreted as an automatic suspension of the strike. The unions’ position and any subsequent decision on the industrial action remain important to the outcome of the process.
➡️ Related: Why Ghana’s Teacher Unions Are Still on Strike
➡️ Related: Government Appeals to Striking Teachers to Return to Classrooms
Promotion Arrears Also Remain Part of the Dispute
Alongside the Collective Agreement negotiations, government has been taking steps to address salary placement and arrears owed to teachers who have been promoted.
The Education Ministry has said the Ghana Education Service was required to submit the relevant data to the Controller and Accountant-General’s Department for processing.
Deputy Education Minister Dr Clement Apaak recently said the delay in implementing new salary scales and consequential allowances for promoted teachers had partly involved challenges in transferring relevant data from GES to CAGD.
This issue is separate from the formal negotiations on the Collective Agreement, although both matters form part of the broader concerns raised by the teacher unions.
What Happens After Today’s Meeting?
The immediate issue to watch is whether the FWSC and the teacher unions can make substantive progress on the expired conditions of service.
Government has indicated that it expects the negotiations to be completed within approximately one week.
For teachers, the important developments will therefore include:
The issues formally placed on the negotiation table.
Any areas where government and the unions reach agreement.
Outstanding matters that require further negotiation.
Whether the unions decide to suspend or continue the strike.
Any documented timelines for implementing agreements reached.
The final position should be based on formal communication from the unions and the government rather than assumptions arising from the meeting itself.
Frequently Asked Questions
When will FWSC meet the teacher unions?
The meeting is scheduled for Tuesday, October 6, 2026.
Which teacher unions are involved?
The three unions are GNAT, NAGRAT and PRETAG.
What is the main issue for negotiation?
The main issue is the unions’ expired conditions of service, also referred to as their Collective Agreement.
Does today’s meeting mean the teacher strike has ended?
No. The meeting itself does not automatically end the strike. The unions’ decision regarding the industrial action remains a separate matter.
How long is the negotiation expected to take?
Education Minister Haruna Iddrisu has said government expects the negotiations to be concluded within about one week.
Conclusion
Today’s engagement between the Fair Wages and Salaries Commission and Ghana’s striking teacher unions represents another formal stage in efforts to resolve the ongoing industrial dispute.
The immediate focus will be the renewal of the expired Collective Agreement, while promotion-related arrears and salary placement and the proposed Deprived Area Allowance remain important issues in the wider dispute.
For teachers, the key development to watch is not simply the commencement of negotiations but the specific commitments, timelines and documented outcomes that emerge from the process.
EducateGhana.com will continue to monitor the negotiations and report confirmed developments as they emerge.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist, teacher and education policy analyst. He is the founder of EducateGhana.com, an education intelligence platform focused on Ghana’s education system, teacher development, curriculum, policy and research.
Editorial Note
This report distinguishes between scheduled negotiations, government expectations and confirmed agreements. The FWSC meeting scheduled for October 6 should not be interpreted as evidence that a new Collective Agreement has already been concluded.
Sources: Ghana News Agency, MyJoyOnline, Citi Newsroom and official statements cited above.
Choosing a master’s degree is one of the most important decisions for anyone planning an academic career in Ghana.
For a graduate who wants to become a lecturer, researcher, professor or university academic, the question is often framed as:
MPhil, MSc, MA, MEd or MBA: Which one is best?
The answer is more nuanced than simply saying that an MPhil is betterthan an MSc, MA, MEd or MBA.
All five qualifications can be academically valuable. The better choice depends on your discipline, research interests, intended PhD pathway, teaching career, professional goals and the requirements of the institutions where you hope to work.
There is, however, an important distinction. An MPhil is normally designed as a strongly research-oriented master’s qualification, while MA, MSc, MEd and MBA programmes can be either research-oriented or more professionally/coursework oriented depending on the institution and programme.
That distinction can become extremely important when you are preparing for a PhD or an academic career.
Higher Education / Careers/ Research & Academic Writing
Article Type
Academic Career and Master’s Degree Guide
Target Audience
Graduates, teachers, researchers, postgraduate students and aspiring lecturers
Geographical Focus
Ghana
Primary Keyword
MPhil vs MSc vs MA vs MEd vs MBA in Ghana
Academic Focus
Master’s degrees and academic careers
Content Type
Evergreen Educational Resource
Editorial Status
Current guidance based on Ghanaian university and GTEC sources
Fact Check & Editorial Review
There is no universal rule in Ghana that says an MPhil is always superior to an MA, MSc, MEd or MBA.
The academic value of a master’s qualification depends on the programme, institution, discipline, research component and the requirements of the next academic stage.
For example, the University of Cape Coast’s 2026/2027 graduate admissions recognise an MPhil or research MA/MEd/MSc/MBA as a route into PhD study. UCC also provides another route for holders of MA, MEd, MSc or MBA degrees with a specified CGPA and Research Methods performance.
The University of Ghana similarly allows applicants with a relevant master’s degree from a recognised or accredited university to apply for PhD programmes, subject to programme requirements.
This means the critical question is not simply:
“Which degree has the better name?”
The better question is:
“Which programme gives me the strongest preparation for the academic career and PhD pathway I want?”
GTECalso plays an important role in Ghana’s tertiary education system, including quality assurance and qualification evaluation. It provides credential evaluation services for local and foreign qualifications and maintains information on recognised institutions.
Key Takeaways
MPhil is generally the strongest traditional choice for a research-intensive academic pathway, particularly where the programme has substantial original research.
MSc can be excellent for academia, especially in science, technology, quantitative and applied disciplines, provided the programme has strong research training.
MA can be an excellent academic qualification, particularly in humanities, languages, social sciences, communication and related disciplines.
MEd is highly relevant to education academics, especially curriculum, pedagogy, teacher education, educational leadership and related fields.
MBA is primarily designed for management and business leadership, but it can support an academic career in business-related disciplines when it has adequate research preparation.
The research component of the specific programme matters more than the letters alone.
A master’s degree does not automatically make someone a lecturer.
For a long-term academic career, the PhD, research record, publications and academic experience eventually become increasingly important.
Before choosing a programme, check whether it provides a suitable pathway to the PhD you intend to pursue.
In Brief
If your primary goal is to become a research-oriented university academic, an MPhil or a research-intensive MA/MSc/MEd may give you a particularly strong foundation.
If your goal is to become an academic in education, an MEd or MPhil in an education-related field may be appropriate.
If your goal is to become a lecturer in business administration, management, finance or a related field, an MBA can be relevant, although its academic usefulness depends heavily on the programme’s research component and the requirements of your intended academic career.
The letters after your name matter.
But what you learned, researched and demonstrated through the degree matters even more.
1. What Is an MPhil?
MPhil means Master of Philosophy.
Despite the word “Philosophy”, an MPhil is not necessarily a degree in the academic discipline of philosophy.
It is used across many disciplines as a research-oriented master’s qualification.
Examples include:
MPhil Curriculum Studies
MPhil Educational Administration
MPhil Mathematics
MPhil Chemistry
MPhil Economics
MPhil Development Studies
MPhil English
MPhil Agricultural Science.
An MPhil normally involves substantial research, a thesis or dissertation and advanced academic training.
For someone intending to pursue a PhD, this research orientation can be particularly valuable.
Strengths of the MPhil
Strong research orientation
Preparation for doctoral study
Extensive thesis research
Development of academic writing skills
Research methodology training
Development of subject specialisation
Strong foundation for scholarly publication.
Potential limitation
Not every MPhil programme is identical.
The title MPhil alone does not tell you everything about the quality or research intensity of the programme.
You should examine the curriculum, research requirements, supervision arrangements and thesis requirements.
2. What Is an MSc?
MSc means Master of Science.
It is commonly associated with scientific, technological, quantitative and applied disciplines, although the title is also used in many social science and professional fields.
Examples include:
MSc Mathematics
MSc Computer Science
MSc Statistics
MSc Economics
MSc Information Technology
MSc Environmental Science
MSc Data Science
MSc Finance.
An MSc can prepare a student for either professional practice or academic research.
That distinction is important.
One MSc may be heavily coursework-based with a professional project, while another may have a substantial research dissertation.
For an aspiring academic, the second type may provide a stronger foundation for doctoral research.
3. What Is an MA?
MA means Master of Arts.
It is widely used in:
Humanities
Languages
Social Sciences
Communication
International Relations
Development Studies
History
Political Science
Sociology
Arts-related disciplines.
An MA can be an excellent preparation for academia.
However, prospective lecturers should investigate whether the specific programme is:
coursework-based, research-based or a combination of both.
This distinction becomes particularly important when applying for a PhD.
The University of Cape Coast’s current graduate admission framework explicitly recognises research MA degrees as one route to PhD admission. It also provides a route for holders of non-research master’s degrees to qualify subject to specified academic performance requirements.
4. What Is an MEd?
MEd means Master of Education.
It is particularly relevant to professionals working in education.
Examples include:
MEd Curriculum Studies
MEd Educational Leadership
MEd Educational Psychology
MEd Measurement and Evaluation
MEd Science Education
MEd Mathematics Education
MEd Teacher Education
MEd Educational Administration.
For someone intending to become a lecturer in:
Colleges of Education
Faculties of Education
Schools of Education
Teacher education programmes
Curriculum studies
Educational leadership
Educational psychology
an MEd can be highly relevant.
However, once again, the specific programme matters.
A research-oriented MEd can provide a stronger foundation for doctoral research than a programme with limited research training.
5. What Is an MBA?
MBA means Master of Business Administration.
It is primarily designed for advanced training in business and management.
Typical areas include:
Finance
Marketing
Human Resource Management
Strategic Management
Entrepreneurship
Operations
Business Analytics
Leadership.
An MBA can therefore be highly appropriate for someone pursuing a professional career in business.
But what if the person wants to become a lecturer?
An MBA can support an academic career in business-related disciplines, particularly if the programme provides strong research preparation and the candidate subsequently develops a research profile.
However, an MBA should not automatically be assumed to be equivalent to a research master’s in every academic context.
The specific PhD and lecturer requirements matter.
6. MPhil vs MSc vs MA vs MEd vs MBA: Quick Comparison
Degree
Typical Orientation
Common Fields
Research Potential
Academic Career Value
MPhil
Research-intensive
Broad range of disciplines
Very strong
Excellent
MSc
Scientific/professional/research
Sciences, technology, economics, finance and applied fields
Varies by programme
Strong when research-oriented
MA
Humanities/social sciences/professional
Arts, humanities, social sciences and related fields
Varies by programme
Strong when research-oriented
MEd
Education/professional/research
Education and teacher education
Varies by programme
Excellent for education academia
MBA
Business/professional
Management and business
Varies by programme
Strong for business academia when research-oriented
The table should not be interpreted as a universal ranking.
Programme design matters.
➡️ Related: MPhil vs PhD in Ghana: Which One Should You Choose?
7. So Which Is Best for an Academic Career?
If we are talking specifically about a research-intensive academic career, the answer is:
First choice: A strong research-oriented master’s degree
This could be:
MPhil
or
Research MA / MSc / MEd / MBA
depending on your discipline.
The most important question is whether the degree develops your ability to conduct independent research.
Therefore, instead of asking:
MPhil or MSc?
Ask:
Which programme will give me the strongest research preparation for my intended PhD and academic discipline?
That is a much better academic question.
➡️ Related: How to Become a Lecturer in Ghanaian Universities and Colleges of Education
8. Is MPhil Better Than MSc for a Lecturer?
Not automatically.
Suppose two candidates apply for a university position.
Candidate A has:
MPhil Mathematics
Candidate B has:
MSc Mathematics
The institution may not automatically choose Candidate A.
It may consider:
PhD status
research area
publications
teaching experience
research experience
relevance of qualifications
academic performance
interview performance
institutional requirements.
A research-intensive MSc may actually provide stronger preparation than a poorly designed or weakly research-oriented MPhil.
Therefore:
Do not choose MPhil merely because the title sounds more academic.
Investigate the programme.
9. MEd vs MPhil for Education Lecturers
This is particularly important for teachers and education professionals in Ghana.
Suppose someone wants to become a lecturer in:
Curriculum Studies
They might consider:
MEd Curriculum Studies
MPhil Curriculum Studies
MA Education
MPhil Education
another relevant research master’s degree.
Which is best?
There is no universal answer.
If the MPhil has a substantial research component and the MEd is primarily coursework-based, the MPhil may provide stronger research preparation.
But if the MEd is research-intensive and directly aligned with the candidate’s intended PhD, it may be an excellent choice.
For a person targeting teacher education or Colleges of Education, an MEd may also provide highly relevant professional and disciplinary preparation.
10. MBA vs MPhil for Business Academia
This comparison requires even more care.
An MBA is often designed for people who want to become:
managers
entrepreneurs
consultants
business leaders
financial managers
human resource professionals.
An MPhil in a business-related field may be more directly research-oriented.
Therefore, if the primary objective is:
Corporate leadership
an MBA may be the better fit.
If the primary objective is:
Academic research and doctoral study
a research-oriented MPhil may provide a more direct foundation.
However, a research-intensive MBA can also provide a pathway to doctoral study.
UCC’s current PhD admission requirements explicitly include research MA/MEd/MSc/MBA degrees among the recognised master’s routes, while holders of non-research versions may qualify under specified academic conditions.
11. The Most Important Question: Is the Master’s Research-Based?
This may be the single most important question in this entire article.
Before enrolling, ask the university:
Does the programme include a thesis?
How much research methodology is taught?
Is there a substantial dissertation?
Can graduates progress directly to the relevant PhD?
What are the programme’s PhD progression requirements?
Are students expected to publish?
Who will supervise the research?
What research facilities are available?
These questions can tell you much more than the degree title.
12. Your Master’s Degree Should Lead Somewhere
Do not choose a master’s degree simply because it sounds prestigious.
Build a pathway.
For example:
Education academic
B.Ed → MPhil/MEd Education → PhD Curriculum and Teaching → Lecturer → Senior Lecturer → Associate Professor → Professor
Science academic
BSc → MSc/MPhil → PhD → Lecturer → Senior Lecturer → Associate Professor → Professor
Business academic
BBA/BCom → MBA/MPhil → PhD → Lecturer → Senior Lecturer → Associate Professor → Professor
The exact pathway will vary according to discipline and institution.
But the principle is the same:
Your master’s degree should support your long-term academic identity.
13. What Matters More Than the Master’s Degree Title?
For a serious academic career, several factors can become more important than the master’s title itself.
1. Your PhD
The doctorate becomes increasingly important for academic progression.
2. Your research
What problems are you investigating?
3. Your publications
Have you contributed to scholarly literature?
4. Your teaching experience
Can you teach effectively at tertiary level?
5. Your academic specialisation
What are you known for?
6. Your research methodology
Can you conduct credible research?
7. Your supervision experience
Can you guide students through research?
8. Your academic service
Have you contributed to departments, faculties, institutions and professional communities?
GTEC’s ongoing review of academic staff promotion guidelines highlights the importance of transparent and evolving standards for academic progression across Ghana’s tertiary institutions.
14. What Does Ghana’s Academic System Tell Us?
Ghana’s tertiary sector does not operate on a simplistic model where one master’s degree automatically guarantees academic employment.
GTEC is currently reviewing guidelines for promotion of academic staff because of disparities in promotion practices across universities. The stated objective is to develop harmonised and transparent guidelines aligned with international best practices and evolving academic standards.
This is important for aspiring academics.
Your career should therefore be built around academic competence, not simply collecting credentials.
15. Can an MA, MSc, MEd or MBA Lead to a PhD?
Yes.
But the precise conditions depend on the university and programme.
For example, the University of Cape Coast’s 2026/2027 admissions state that candidates may enter PhD programmes with:
an MPhil
a research MA
a research MEd
a research MSc
a research MBA
or, under specified conditions, an MA, MEd, MSc or MBA with the required CGPA and Research Methods performance. Applicants must also satisfy additional departmental requirements.
The University of Ghana similarly accepts relevant master’s degrees from recognised/accredited universities for PhD applications, subject to programme requirements.
Therefore, the statement:
“Only an MPhil can take you to a PhD”
is too broad.
16. What If You Already Have an MSc?
Do not assume that you need to abandon it and start another master’s degree simply because you want to enter academia.
First determine:
Was the MSc research-based?
Did you complete a substantial dissertation?
Did you take Research Methods?
Is your degree relevant to the intended PhD?
What are the PhD admission requirements?
Do you have publications?
Can your master’s research be developed into doctoral research?
You may already have an excellent foundation.
17. What If You Already Have an MA?
The same principle applies.
An MA can be a strong academic qualification, particularly in fields where MA programmes are the normal postgraduate route.
Before enrolling for another master’s degree, investigate whether your existing MA qualifies you for the PhD you want.
A second master’s degree is not automatically a better academic strategy.
18. What If You Have an MEd?
If you are an education professional, an MEd may be highly relevant.
The important question is whether your MEd aligns with your intended doctoral specialisation.
For example:
MEd Curriculum Studies → PhD Curriculum and Teaching
could represent a coherent academic trajectory.
Similarly:
MEd Educational Psychology → PhD Educational Psychology
may provide a logical progression.
Academic coherence matters.
19. What If You Have an MBA?
An MBA can be a strong qualification, especially for professional and management careers.
If you want to enter academia, however, investigate the research requirements of your intended PhD.
Ask whether:
your MBA included a substantial research project
Research Methods was included
your dissertation meets the institution’s requirements
your proposed PhD is related to your master’s field.
UCC’s current PhD admissions framework specifically provides routes for MBA holders, including research MBA holders and certain non-research MBA holders who meet specified academic requirements.
➡️ Related: How to Write an Academic CV for Lecturer Jobs in Ghana
20. Should You Do Another Master’s Before a PhD?
Not necessarily.
This is one of the most common mistakes postgraduate students make.
Someone may have:
MSc → wants PhD → hears MPhil is better → starts another MPhil.
That may be unnecessary.
Before enrolling in another master’s degree, contact the intended PhD department.
Ask:
“Does my current master’s qualification satisfy the entry requirements for your PhD programme?”
If the answer is yes, you may be better off investing your time in:
research
publications
conference participation
academic networking
research proposal development
teaching experience
PhD preparation.
21. A Better Way to Choose Your Master’s Degree
Use this five-question test.
Question 1: What do I want to become?
Lecturer?
Researcher?
Professor?
Corporate executive?
Education administrator?
Consultant?
Question 2: What discipline do I want to specialise in?
Your master’s should align with it.
Question 3: What PhD do I eventually want?
Work backwards from the doctorate.
Question 4: Does the master’s programme provide strong research preparation?
Look beyond the title.
Question 5: What do my target universities require?
This is the final test.
22. Best Master’s Degree by Career Goal
Career Goal
Potentially Suitable Master’s Options
University research career
MPhil, research MA, research MSc, research MEd, relevant research MBA
Education lecturer
MPhil Education, MEd, relevant MA/MSc
College of Education lecturer
MPhil/MEd in Education or relevant discipline, depending on vacancy
Science lecturer
MPhil/MSc in relevant scientific field
Humanities lecturer
MPhil/MA in relevant field
Business lecturer
MPhil/MSc/MBA/MA in relevant business field, depending on institution
Corporate management
MBA
Educational leadership
MEd / relevant MA or MPhil
Research organisation
MPhil / research MA / MSc / MEd depending on field
Professional practice
MSc / MA / MEd / MBA depending on profession
This is a career-planning guide, not a universal employment rule.
23. The Academic Career Formula
For someone serious about becoming a lecturer, think beyond the master’s degree.
A useful model is:
Relevant Bachelor’s Degree
↓
Research-oriented Master’s Degree
↓
Research Experience
↓
Publications and Conference Participation
↓
PhD
↓
Tertiary Teaching Experience
↓
Lecturer
↓
Research + Publications + Supervision + Academic Service
↓
Senior Lecturer
↓
Associate Professor
↓
Professor
The precise order can vary.
Some people begin tertiary teaching before completing the PhD. Others enter academia after completing the doctorate.
24. Final Ranking: If Academia Is Your Main Goal
If the question is:
“Which master’s degree should I choose if I want to become an academic?”
A sensible ranking is not simply:
1. MPhil
2. MSc
3. MA
4. MEd
5. MBA
That would be misleading.
A better ranking is:
1. A research master’s directly aligned with your intended academic discipline
This could be an MPhil, research MA, research MSc, research MEd or research MBA.
2. A master’s that gives you a clear route into your intended PhD
This is critical.
3. A master’s that develops strong research methodology
Research competence matters.
4. A master’s that gives you opportunities to publish or present research
This helps establish your scholarly identity.
5. A master’s from a recognised/accredited institution and programme
GTEC advises students and the public to verify institutional and programme recognition before enrolling.
➡️ Related: How to Choose a PhD Programme in Ghana
Frequently Asked Questions
Is MPhil better than MSc for becoming a lecturer?
Not automatically. A research-oriented MPhil may provide stronger preparation for academia than a coursework-heavy MSc, but a research-intensive MSc can also be an excellent academic qualification.
Is MPhil higher than MSc?
They are different master’s qualifications. You should not treat the titles as a universal hierarchy. The structure, research component, discipline and institutional requirements matter.
Can I become a lecturer with an MSc?
Yes, depending on the institution, academic rank and vacancy. For a long-term academic career, progressing to a PhD and developing research and publication experience is generally important.
Can I become a lecturer with an MA?
Yes. An MA can be an appropriate academic qualification, particularly in humanities and social sciences. Its usefulness for doctoral study depends on whether it is research-oriented and on the requirements of the intended PhD programme.
Is MEd good for becoming a lecturer?
Yes, especially for education-related academic careers. An MEd in an appropriate field can provide a strong foundation for teacher education, curriculum studies and other education disciplines.
Can an MBA lead to a PhD?
Yes. Some Ghanaian universities recognise MBA qualifications for PhD admission, subject to specific requirements. UCC’s 2026/2027 requirements expressly include research MBA qualifications and provide another route for certain non-research MBA holders who meet specified academic conditions.
Should I choose MPhil if I want to become a professor?
An MPhil can be a strong research foundation, but becoming a professor requires much more than the master’s degree. Doctoral research, publications, teaching, supervision, academic leadership and sustained scholarly contribution become increasingly important.
Should I do an MPhil after completing an MSc?
Not necessarily. First determine whether your MSc qualifies you for your intended PhD. If it does, another master’s may not be the most efficient academic investment.
Which master’s degree is best for a College of Education lecturer?
It depends on the discipline and vacancy. An MPhil or research-oriented MEd can be highly relevant for education fields, while a relevant MPhil, MSc or MA may be appropriate for subject-specialist positions. Always follow the specific vacancy requirements.
➡️ Related: How to Publish Your First Academic Research Paper
Conclusion
There is no universal winner among MPhil, MSc, MA, MEd and MBA.
The best master’s degree for an academic career is the one that gives you strong disciplinary expertise, serious research training and a credible pathway to the PhD and academic position you ultimately want.
If you are choosing purely for research preparation, an MPhil can be an excellent choice.
If your field is science, technology, mathematics, economics or another applied discipline, a research-oriented MSc can be equally strategic.
If your discipline falls within the humanities or social sciences, a research-oriented MA can provide a strong academic foundation.
For education professionals, an MEd can be highly relevant, particularly when it aligns with your intended area of doctoral research.
For business and management professionals, an MBA can be an excellent professional qualification and can also support a doctoral academic pathway when its research preparation and subsequent PhD requirements align.
The central lesson is therefore simple:
Do not choose a master’s degree because of the letters after your name. Choose it because of the academic future it makes possible.
For an aspiring lecturer, the real objective is not merely to obtain an MPhil, MSc, MA, MEd or MBA.
It is to build an academic profile that eventually demonstrates:
That is the foundation of a sustainable academic career.
About the Author
Ferdinand Ellisis an education blogger, curriculum specialist, researcher and education policy analyst who writes on teacher education, curriculum, higher education, educational research, policy and academic development.
Through EducateGhana.com, he focuses on making Ghanaian education information more accessible, analytical and useful to teachers, students, researchers and education professionals.
Editorial Note
This article provides general academic and career guidance. Requirements for master’s admission, PhD admission, lecturer appointments and academic promotion vary among Ghanaian universities, Colleges of Education, disciplines and academic ranks.
Prospective postgraduate students should consult the current requirements of their intended institution and department before making an academic decision.
The University of Ghana and University of Cape Coast demonstrate that master’s-to-PhD pathways can accommodate different master’s qualifications, subject to programme-specific requirements.
GTEC also advises prospective students to verify the recognition and accreditation status of tertiary institutions and programmes before enrolling.
How to Become a Lecturer in Ghanaian Universities and Colleges of Education
Learn how to become a lecturer in Ghanaian universities and Colleges of Education, including qualifications, PhD requirements, experience, publications, applications and career progression.
By Ferdinand Ellis | EducateGhana.com
Becoming a lecturer in Ghana is a major academic and professional achievement, but the pathway is more demanding than simply obtaining a postgraduate degree.
For many aspiring academics, the journey involves progressing from a relevant bachelor’s degree to a research-based master’s degree and, increasingly, a PhD, while developing competence in teaching, research, academic writing, student supervision and university or college service.
The exact requirements vary according to the institution, discipline, academic rank and vacancy. However, recent recruitment notices from Ghanaian universities and Colleges of Education show several recurring expectations, including advanced academic qualifications, relevant teaching experience, research competence and evidence of scholarly work.
Graduates, teachers, master’s students, PhD candidates and aspiring academics
Primary Keyword
How to become a lecturer in Ghana
Geographical Focus
Ghana
Academic Sector
Universities and Colleges of Education
Content Type
Evergreen Educational Resource
Editorial Status
Fact-checked against current institutional and GTEC sources
Fact Check & Editorial Review
Editorial position: There is no single qualification that automatically makes a person a lecturer in every Ghanaian university or College of Education.
Academic appointments are governed by institutional statutes, approved staffing structures and specific vacancy requirements. GTECregulates Ghana’s tertiary education sector,while individual institutions establish their own recruitment and promotion procedures within the applicable regulatory framework. GTEC also began a 2026 review of academic-staff promotion guidelines because of differences in promotion practices across universities.
Recent 2026 recruitment noticesdemonstrate this variation. For example, Gambaga College of Education advertised lecturer positions requiring a PhD or, in that particular advertisement, allowing applicants with a research master’s degree to apply. Akrokerri College of Education’s 2026 lecturer vacancy required a PhD, a professional teaching qualification and at least two years of tertiary teaching experience. St. Joseph’s College of Education similarly specified a PhD, tertiary teaching experience, publications and a teacher education qualification or PGDE.
Therefore, applicants should always read the specific vacancy announcement rather than assuming that one qualification guarantees appointment everywhere.
Key Takeaways
A relevant bachelor’s degree is normally the foundation of an academic career.
A research-based master’s degree is an important step towards academic employment and doctoral study.
A PhD is increasingly important for lecturer-level appointments, particularly in universities and many Colleges of Education.
Teaching or academic experience can strengthen an application and may be expressly required.
Research competence and scholarly publications are important components of an academic career.
Applicants without an education background may need a PGDE or another recognised professional teaching qualification for some College of Education positions.
Foreign qualifications may require GTEC evaluation or other institutional verification.
A strong academic CV should demonstrate qualifications, teaching, research, publications, supervision, conferences and professional service.
The vacancy notice remains the final authority on the requirements for a particular position.
In Brief
If your ambition is to become a lecturer in Ghana, the most reliable long-term pathway is to build expertise in a specific academic discipline, obtain appropriate research qualifications, develop teaching experience, conduct research, publish scholarly work and apply for academic positions that match your qualifications.
For many aspiring university academics, this means progressing towards a PhD. For Colleges of Education, recent vacancies also show strong demand for academics who combine advanced subject knowledge with teacher education, tertiary teaching and research competence.
Introduction
Lecturing is one of the most respected professional pathways in Ghana’s education system.
A lecturer is not simply someone who stands before students and delivers lessons. Academic staff are generally expected to contribute to several areas of institutional life, including teaching, research, student supervision, curriculum development, academic administration, community engagement and professional service.
The University of Ghana’s academic appointment framework, for example, describes lecturer appointments in terms of research training evidenced by a higher research degree, preferably a doctorate or equivalent higher professional qualification.
This means that anyone planning an academic career should begin preparing for academic life, rather than merely preparing to obtain a job title.
1. Understand What a Lecturer Does
Before pursuing an academic career, it is important to understand what the job involves.
A lecturer may be expected to:
teach undergraduate or postgraduate courses
prepare lecture materials
design assessments
mark examinations and assignments
supervise undergraduate projects
supervise postgraduate research where qualified
conduct independent and collaborative research
publish scholarly articles
participate in conferences and academic seminars
contribute to curriculum development
mentor students
participate in departmental committees
contribute to community or professional service
undertake academic administration.
Recent College of Education vacancy notices illustrate this broad role. Akrokerri College of Education, for example, lists teaching, supervision of student projects, research, publication, mentoring, committee work and community service among the responsibilities of a lecturer.
➡️ Related: How to Write an Academic CV for University and College of Education Jobs
2. Start With a Strong Bachelor’s Degree
The first stage is obtaining a relevant bachelor’s degree.
Your undergraduate qualification should normally be connected to the academic discipline in which you eventually want to teach.
For example:
Intended Academic Area
Possible Undergraduate Background
Mathematics Education
Mathematics / Mathematics Education
English
English / English Education
Curriculum Studies
Education / Curriculum Studies / related discipline
Economics
Economics / Economics Education
Accounting
Accounting / Accounting Education
Computer Science
Computer Science / related computing discipline
Physics
Physics / Physics Education
Geography
Geography / Geography Education
Educational Psychology
Psychology / Education / related field
The important principle is academic alignment.
If your qualifications move too far away from the subject you want to teach, an institution may question whether your academic background sufficiently matches the position.
3. Obtain a Research-Based Master’s Degree
For an aspiring academic, the master’s degree is not simply another certificate.
A research-based master’s degree, such as an MPhil or another recognised research master’s qualification, can provide the foundation for doctoral study and academic research.
At this stage, you should develop competence in:
research methodology
academic writing
literature review
theoretical frameworks
qualitative and quantitative research
data analysis
academic referencing
research ethics
scholarly presentation
publication development.
The University of Ghana’s academic appointment framework recognises research training through a higher research degree in its lecturer appointment provisions.
This is why prospective lecturers should take their master’s research seriously.
Your thesis should not simply be viewed as a requirement for graduation. It can become the beginning of your research identity.
➡️ Related: MPhil vs MSc vs MA in Ghana: Which Master’s Degree Is Better for an Academic Career?
4. Work Towards a PhD
For anyone who wants a long-term university academic career, a PhD should generally be treated as a major career objective.
A doctorate demonstrates advanced expertise and the capacity to conduct independent research.
Recent GTEC recruitment for teaching faculty with terminal qualifications specifically called for academics with PhD and equivalent qualifications.
Several 2026 Colleges of Education recruitment exercises also required PhDs for lecturer positions. Akrokerri College of Education, for instance, required a PhD in the relevant subject area for its advertised lecturer positions.
However, the important qualification is this:
A PhD does not automatically guarantee a lecturer appointment.
Institutions may consider:
relevance of the PhD
quality of academic training
teaching experience
research record
publications
professional qualifications
supervision experience
institutional needs
performance at interview
references and recommendations.
5. Develop a Specialisation
Do not try to become an expert in everything.
Academic careers are built around areas of specialisation.
For example, an education scholar might specialise in:
Curriculum Studies
Teacher Education
Educational Leadership
Educational Psychology
Science Education
Mathematics Education
Assessment and Evaluation
Educational Technology
Special Education
Comparative Education
Language Education
Educational Policy.
Your specialisation should become visible across your:
Akrokerri College of Education similarly specified a minimum of two years of tertiary teaching experience.
Other institutions may specify three years or another period depending on the position.
Teaching experience can be gained through:
assistant lecturer appointments
teaching assistant positions
graduate teaching roles
part-time tertiary teaching
tutorial roles
recognised academic teaching assignments.
However, teaching at the basic or secondary school level and teaching at tertiary level are not necessarily treated as equivalent.
Therefore, teachers who want to transition into academia should deliberately seek opportunities to teach at the tertiary level where possible.
7. If You Are Not an Education Graduate, Consider a PGDE
This is particularly important for people who want to work in teacher education.
Some Colleges of Education require lecturers to possess a professional teaching qualification.
For example, Akrokerri College of Education’s 2026 vacancy required a professional teaching qualification such as a PGDE, B.Ed or Diploma in Education.
St. Joseph’s College of Education also specified a teacher education certificate or PGDE for its lecturer position.
This means that a person with a strong disciplinary background but no professional teacher education qualification may need additional professional preparation.
The exact requirement depends on the vacancy.
8. Start Publishing Before You Become a Lecturer
One of the biggest mistakes aspiring academics make is waiting until they become lecturers before beginning research publication.
Start early.
Your research journey can progress through:
Research project → conference presentation → working paper → journal article → research profile → academic collaboration.
Publications can demonstrate your ability to:
identify research problems
review literature
collect and analyse evidence
develop arguments
communicate scholarly findings
contribute to academic debates.
Some institutions explicitly identify publications as an advantage or requirement.
Akrokerri College of Education, for example, lists research and publications among the additional strengths for lecturer applicants, while St. Joseph’s College of Education required evidence of publications for its advertised position.
Do not, however, pursue publications merely to increase the number on your CV.
Quality, relevance and credible publication outlets matter.
9. Learn How Academic Research Works
A lecturer is expected to contribute to knowledge.
You should therefore become comfortable with:
Research methodology
Understand qualitative, quantitative and mixed-methods research.
Academic literature
Learn how to search, evaluate and synthesise scholarly literature.
Data analysis
Develop appropriate skills in statistical analysis or qualitative data analysis according to your research field.
Academic writing
Learn to write journal articles, conference papers, research reports and academic books.
Referencing
Become proficient in APA, Chicago, Harvard or the referencing style required by your discipline.
Research ethics
Understand ethical requirements governing research involving human participants, institutions and sensitive information.
These skills become increasingly important as you progress towards PhD study and academic employment.
10. Build an Academic CV
An academic CV is different from an ordinary employment CV.
Your academic CV should normally highlight:
Personal and professional information
Academic qualifications
Professional qualifications
Teaching experience
Research experience
Publications
Conference presentations
Academic projects
Research supervision
Professional memberships
Grants and research funding
Academic awards
Community or professional service
ICT and research skills
Referees.
For lecturer applications, your publications should be clearly listed.
Where possible, distinguish between:
peer-reviewed journal articles
book chapters
books
conference papers
technical reports
policy papers
working papers.
➡️ Related: Academic CV Format for Lecturer Jobs in Ghana
GTEC oversees matters relating to tertiary institutions, accreditation and quality assurance. Its current institutional database lists recognised Colleges of Education and other tertiary institutions.
This matters particularly when your qualifications were obtained outside Ghana.
GTEC’s Credential Evaluation Management Service evaluates local and foreign educational qualifications and produces reports indicating their equivalence within the Ghanaian education system.
Therefore, applicants with foreign qualifications should carefully check whether a vacancy requires a GTEC evaluation or equivalent documentation.
12. Know the Difference Between University and College of Education Lecturing
Although both are tertiary academic careers, their contexts can differ.
Area
University
College of Education
Main focus
Broad higher education, research and professional education
Teacher education and professional preparation
Typical students
Undergraduate and postgraduate students
Mainly teacher trainees
Research
Often highly emphasised
Increasingly important
Teaching
Discipline-specific and interdisciplinary
Strongly connected to teacher education
Professional education
Depends on discipline
Often particularly important
PhD
Increasingly important for lecturer appointments
Frequently required for lecturer positions
Publications
Often important for appointment and promotion
Increasingly important and sometimes expressly required
Teaching experience
Institution-specific
Often specified in vacancies
Academic service
Important
Important
Field experience
Discipline-dependent
Particularly useful in teacher education
The distinction should not be interpreted as meaning that every university or College of Education follows exactly the same requirements.
Institutional regulations and vacancy notices remain decisive.
13. Understand the Academic Career Ladder
A typical academic career may progress through several ranks.
These can include:
Teaching Assistant → Assistant Lecturer → Lecturer → Senior Lecturer → Associate Professor → Professor
Not every institution uses exactly the same structure or terminology.
The University of Ghana’s academic framework, for example, contains provisions for Assistant Lecturer and Lecturer appointments and sets requirements concerning research training and probation.
Promotion normally involves more than simply remaining in the job for a certain number of years.
Academic progression may consider:
teaching effectiveness
research
publications
postgraduate supervision
academic leadership
community service
professional contribution
administrative responsibilities.
GTEC is currently reviewing academic staff promotion guidelines because of disparities among universities, which reinforces the importance of checking the rules of the institution where you work.
14. Prepare for Academic Interviews
Getting shortlisted is not the same as getting appointed.
A lecturer interview may test your:
subject knowledge
teaching philosophy
research agenda
communication skills
understanding of the institution
knowledge of current developments in your discipline
ability to supervise students
curriculum knowledge
academic leadership potential.
You may also be asked to deliver a teaching demonstration or presentation.
Prepare a concise explanation of:
Who you are academically, what you teach, what you research, what problem your research addresses and how your expertise will contribute to the institution.
15. Prepare a Research Agenda
A PhD thesis alone should not be your entire research identity.
Develop a research agenda.
For example:
Broad field: Teacher Education
Specialisation: Practicum and teacher professional learning
Research programme: School-based teacher preparation
Possible themes:
teaching practicum
mentoring
reflective practice
teacher identity
school-university partnerships
professional learning
curriculum implementation.
This makes it easier to explain what you intend to contribute to academia.
16. Develop Digital and Technology Skills
Modern lecturers increasingly work in technology-supported environments.
Develop competence in:
Learning Management Systems
Microsoft Office
presentation software
academic databases
reference-management tools
statistical software where relevant
qualitative analysis software where relevant
online teaching platforms
AI-assisted research tools
academic integrity and responsible AI use.
ICT competence is already appearing explicitly in some College of Education lecturer advertisements. Gambaga College of Education, for example, included proficiency in ICT and modern teaching technologies among its requirements.
17. Build Academic Networks
Academia is not built entirely from your office.
Build relationships with:
supervisors
lecturers
researchers
professional associations
research groups
universities
education organisations
conferences
journal editors
postgraduate researchers.
Academic collaboration can lead to:
joint publications
research projects
conference invitations
research networks
mentorship
postgraduate opportunities.
But networking should complement academic competence, not replace it.
18. Apply Strategically for Lecturer Vacancies
Do not apply for every academic vacancy simply because the title says “Lecturer.”
Read the vacancy carefully.
Check:
Qualification
Does your degree match the required discipline?
Research qualification
Does the institution require MPhil, research master’s, PhD or equivalent?
Experience
Does your experience meet the stated requirement?
Publications
Are publications required or advantageous?
Professional qualification
Is PGDE, B.Ed or another professional qualification required?
Documentation
Are certificates, transcripts, referee reports or GTEC evaluation documents required?
Application format
Does the institution require hard copies, electronic applications or both?
Deadline
Has the closing date passed?
Recent Ghanaian College of Education advertisements have required application letters, CVs, certified certificates and transcripts, referee reports and, in some cases, GTEC evaluation documentation.
19. What If You Have an MPhil but No PhD?
This is one of the most important questions for aspiring lecturers.
The answer is:
An MPhil does not automatically exclude you from every academic position, but it also does not guarantee appointment as a lecturer.
Institutional requirements differ.
For example, a 2026 Gambaga College of Education vacancy stated that applicants with a research master’s degree could apply alongside PhD holders. Another 2026 vacancy from E.P. College of Education, Bimbilla similarly stated that MPhil or research master’s holders could apply for its lecturer positions.
However, other institutions explicitly require a PhD.
Therefore:
MPhil + relevant experience + research + publications can create opportunities, but PhD remains the stronger long-term qualification for an academic career.
20. What If You Are Already a Teacher?
Teachers in Ghana can transition into tertiary education, particularly where their academic qualifications and professional experience align with teacher education.
A teacher who wants to become a lecturer should consider building a pathway such as:
For someone interested in Colleges of Education, experience in curriculum implementation, teacher education, mentoring, assessment, practicum and classroom practice can be particularly relevant.
However, applicants should still meet the academic requirements stated in the vacancy.
A Practical Lecturer Career Roadmap
Stage
Main Objective
What to Build
Stage 1
Bachelor’s degree
Strong disciplinary foundation
Stage 2
Research master’s
Research and academic writing
Stage 3
Early research
Conference papers and publications
Stage 4
Tertiary teaching
Teaching and supervision experience
Stage 5
PhD
Advanced subject and research expertise
Stage 6
Lecturer application
Academic CV, publications, referees and teaching record
Stage 7
Lecturer
Teaching, research, supervision and service
Stage 8
Senior Lecturer
Stronger research, publications, supervision and leadership
Stage 9
Associate Professor
Sustained scholarly contribution and academic leadership
Stage 10
Professor
Distinguished scholarly contribution and academic leadership
What Makes a Strong Lecturer Candidate?
A strong candidate is not necessarily the person with the longest list of certificates.
A competitive academic profile usually combines:
Academic qualification + subject expertise + teaching ability + research competence + publications + professional experience + communication + academic service.
The strongest candidates can demonstrate what they will contribute to the institution rather than merely what qualifications they possess.
Common Mistakes Aspiring Lecturers Should Avoid
1. Assuming a master’s degree automatically makes you a lecturer
It does not.
The vacancy determines the requirements.
2. Collecting degrees without developing research competence
Academic careers are research-intensive.
3. Publishing in questionable journals
Not every journal that promises rapid publication is academically credible.
4. Ignoring teaching experience
Some institutions expressly require tertiary teaching experience.
5. Using the same CV for every application
Tailor your academic CV to the position.
6. Applying outside your academic specialisation
Your qualifications should make a convincing case for the position.
9. Assuming all institutions use identical criteria
They do not.
10. Treating the PhD as the end of the journey
For an academic, the PhD can be the beginning of a longer research career.
Frequently Asked Questions
Can I become a lecturer in Ghana with an MPhil?
Yes, depending on the institution and specific vacancy. Some 2026 College of Education advertisements allowed applicants with research master’s qualifications to apply, while others specified a PhD.
Is a PhD compulsory to become a lecturer in Ghana?
Not in every advertised position. However, a PhD is increasingly important, particularly for long-term university academic careers and many lecturer positions in Colleges of Education.
Can a teacher become a university lecturer?
Yes. A teacher can transition into academia by obtaining relevant advanced academic qualifications, developing research competence and meeting the requirements of specific academic vacancies.
Do I need a PGDE to become a lecturer?
Not universally. However, some Colleges of Education specifically require a professional teaching qualification such as a PGDE, B.Ed or Diploma in Education.
Do lecturers need publications?
Requirements vary. However, research and publication are important components of academic careers, and some institutions expressly require or give significant weight to publications.
Can someone with a foreign degree become a lecturer in Ghana?
Yes, provided the qualification meets the relevant institutional and regulatory requirements. GTEC provides credential evaluation services for local and foreign qualifications.
Can I become a lecturer without teaching experience?
It depends on the institution and position. Some vacancies require tertiary teaching experience, while others may have different entry requirements.
What is the difference between a lecturer and a professor?
Lecturer and professor are different academic ranks. A professor is normally a much more senior academic rank reached through sustained scholarly achievement, research, publications, academic leadership and other institutional requirements.
The journey normally begins with a strong academic foundation, develops through research-based postgraduate education and grows through teaching, research, publication, supervision and academic service.
For aspiring university lecturers, pursuing a PhD and developing a credible research profile can significantly strengthen long-term prospects. For those targeting Colleges of Education, combining advanced disciplinary knowledge with teacher education, tertiary teaching experience and research competence can be particularly valuable.
Most importantly, aspiring academics should never assume that one qualification applies universally. Read the vacancy, understand the institution’s requirements and build your academic profile deliberately.
GTEC’s role in regulating Ghana’s tertiary education system also means that applicants should pay attention to accreditation and qualification recognition, particularly when qualifications are obtained outside Ghana.
The ultimate goal should not simply be to obtain the title Lecturer.
It should be to become an academic who can teach effectively, conduct credible research, supervise emerging scholars, contribute to knowledge and improve society through scholarship.
About the Author
Ferdinand Ellisis an education blogger, curriculum specialist, researcher and education policy analyst with professional experience in Ghana’s education sector. He writes on teacher education, curriculum implementation, higher education, educational policy, research and emerging developments in education.
EducateGhana.com is an education intelligence platform providing education news, resources, research, policy analysis and career information for Ghana and beyond.
Editorial Note
This guide is intended for general career and academic guidance. Academic appointment requirements vary among institutions, disciplines and ranks.
Applicants should always consult the specific vacancy announcement and applicable institutional requirements before applying.
GTEC is Ghana’s tertiary education regulator, while individual universities and Colleges of Education have their own appointment procedures and requirements. Recent 2026 vacancy notices demonstrate that requirements can differ significantly between institutions.
According to GES Director-General Professor Ernest Kofi Davis, the Service is doing everything possible to meet the deadline.
However, the Director-General clarified that any decision to process the information electronically rests with the Controller and Accountant-General’s Department.
Editorial clarification: The October 5 deadline concerns the submission of promotion information for payroll processing. It should not be interpreted as a guarantee that all affected teachers will receive their new salaries or outstanding arrears on October 5.
Key Takeaways
GES is targeting 4:00 p.m. on Monday, October 5, 2026 to submit outstanding promotion data to CAGD.
GES Director-General Prof. Ernest Kofi Davis says the Service is doing everything possible to meet the deadline.
Electronic processing of the submitted information will depend on CAGD.
Regional directors and input officers have been supporting the data exercise.
Representatives of the teacher unions are also participating in the process.
The deadline is for data submission and payroll processing, not a guaranteed payment date.
Salary placement and payment of applicable arrears remain central issues in the ongoing teachers’ strike.
In Brief
The Ghana Education Service is working against a 4:00 p.m. Monday, October 5, 2026 deadline to submit promotion information for affected teachers to the Controller and Accountant-General’s Department.
GES Director-General Professor Ernest Kofi Davis says the Service is doing everything possible to complete the exercise on time.
The development forms part of government efforts to address delays in placing promoted teachers on their appropriate salary grades, one of the issues underpinning the ongoing nationwide teachers’ strike.
While GES is targeting the Monday deadline, the Director-General has made clear that electronic processing of the information will depend on CAGD.
GES Targets October 5 Deadline for Promotion Data
The Ghana Education Service is working to submit details of promoted teachers to CAGD by 4:00 p.m. on Monday, October 5, 2026.
The exercise is intended to provide CAGD with the information required to process the salaries of affected teachers on their appropriate grades.
GES Director-General Professor Ernest Kofi Davis said the Service is making every effort to meet the deadline.
“We are doing everything possible to meet the deadline,” he said.
The statement comes at a critical stage in efforts to resolve the dispute between government and teacher unions over the placement and payment of promoted teachers.
One of the important points raised by the GES Director-General concerns how quickly the submitted information can be processed after it reaches CAGD.
Asked about the prospect of electronic processing, Professor Davis said:
“That is my wish, but that depends on CAGD.”
The comment highlights the distinction between the work being undertaken by GES and the subsequent payroll-processing responsibilities of CAGD.
GES is responsible for compiling and submitting the relevant promotion information, while CAGD is responsible for the subsequent payroll processing within its mandate.
Consequently, meeting the October 5 submission deadline does not by itself establish the date on which every affected teacher’s new salary grade or arrears will appear in payroll.
What the October 5 Deadline Actually Means
The October 5 deadline is particularly important because of the possibility of confusion between data submission, payroll processing and payment.
These are separate stages.
Stage
What It Means
Promotion data preparation
GES compiles the required information on promoted teachers
Submission to CAGD
GES sends the information to CAGD for payroll processing
Validation/processing
CAGD undertakes the relevant payroll processes
Salary placement
Eligible teachers are reflected on the appropriate salary grade
Arrears processing
Applicable outstanding amounts are processed
Payment
Salaries and applicable arrears are credited through payroll
Therefore, October 5 is the stated target for submission of the promotion information, not a universal payment deadline.
This distinction is important for teachers following the development closely.
Regional Directors and Input Officers Supporting Exercise
The promotion-dataexercise involves officials at different levels of the Ghana Education Service.
Regional directors and input officers are expected to support the process of compiling and submitting the necessary information.
Representatives of the teacher unions are also participating in the exercise.
Their involvement is significant because the promotion-placement issue has been one of the principal concerns raised by the unions during the ongoing industrial action.
How the Promotion Issue Relates to the Teachers’ Strike
The nationwide teachers’ strike began on September 25, 2026.
The industrial action involves:
Ghana National Association of Teachers (GNAT)
National Association of Graduate Teachers (NAGRAT)
Pre-Tertiary Teachers Association of Ghana (PRETAG)
The unions have raised several issues concerning teachers’ conditions of service and remuneration.
Among the key demands are:
Appropriate salary placement for promoted teachers.
For teachers awaiting placement following promotion, the deadline represents another important stage in the government’s efforts to resolve the payroll issue.
However, teachers should distinguish between progress on the administrative process and actual payment.
If GES submits the required information by the deadline, CAGD would then have to undertake the relevant processing.
The eventual appearance of a teacher’s new grade or applicable arrears in payroll would therefore depend on the completion of the subsequent processes.
This is why the October 5 deadline should be understood as an important processing milestone, rather than an automatic payment date.
What Teachers Should Watch After October 5
Following the deadline, teachers will be watching for several developments.
1. Confirmation of GES submission
The first question will be whether GES successfully submits the outstanding promotion information to CAGD by the stated deadline.
2. CAGD processing
The next stage will involve CAGD processing the information received from GES.
3. Salary placement
Affected teachers will want to know when their appropriate salary grades will be reflected in payroll.
4. Promotion arrears
Teachers will also be monitoring the processing and payment of applicable arrears.
5. Union response
The teacher unions are expected to assess developments and determine their position in accordance with their internal processes.
What Teachers Should Not Assume
Teachers should avoid interpreting the October 5 deadline as meaning:
all affected teachers will be paid on October 5;
all arrears will automatically be credited on October 5;
every promotion case has already been validated;
every teacher’s payroll issue has been resolved.
The deadline is specifically connected to the submission of promotion information to CAGD.
Any subsequent payment depends on the processing of the submitted information and the applicable payroll arrangements.
Frequently Asked Questions
What is the GES October 5 deadline about?
The deadline concerns the submission of promotion information for affected teachers to the Controller and Accountant-General’s Department for payroll processing.
What time is the deadline?
GES is targeting 4:00 p.m. on Monday, October 5, 2026.
Does October 5 mean teachers will be paid on that day?
No. The deadline concerns data submission and should not be interpreted as a guaranteed payment date.
Who is responsible for processing the information after GES submits it?
The information is to be submitted to the Controller and Accountant-General’s Department, which handles the relevant payroll processing.
Will the information be processed electronically?
GES Director-General Professor Ernest Kofi Davis indicated that electronic processing is his wish but that it depends on CAGD.
Why is this issue connected to the teachers’ strike?
The delayed placement of promoted teachers on their appropriate salary grades and payment of outstanding promotion arrears are among the issues raised by the teacher unions.
Which teacher unions are involved in the strike?
The industrial action involves GNAT, NAGRAT and PRETAG.
What other issues are part of the unions’ demands?
The unions are also demanding the conclusion of a new Collective Agreement and implementation of the 20% Deprived Area Allowance.
Conclusion
The Ghana Education Serviceis working toward a 4:00 p.m. Monday, October 5, 2026 deadline to submit outstanding promotion information to the Controller and Accountant-General’s Department.
GES Director-General Professor Ernest Kofi Davis says the Service is doing everything possible to meet the deadline, while acknowledging that the subsequent electronic processing of the information depends on CAGD.
For affected teachers, the development represents an important step in the promotion-placement process. However, the distinction between submission, payroll processing and payment remains critical.
Meeting the October 5 deadline would constitute progress in the administrative process, but it would not by itself mean that every affected teacher has been paid.
The next major developments will therefore be the confirmation of GES submission, CAGD processing, salary placement and the treatment of applicable promotion arrears, alongside the teacher unions’ response to the government’s actions.
About the Author
Ferdinand Ellisis a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on Ghana’s education system, teacher welfare, GES policies, promotion, curriculum implementation and education policy.
Editorial Note
This report is based on statements attributed to the Ghana Education Service Director-General, Professor Ernest Kofi Davis, concerning the October 5 deadline for submission of promotion data to CAGD.
EducateGhana.com distinguishes between data submission, payroll processing, salary placement and actual payment. Readers should therefore avoid interpreting the submission deadline as a guaranteed payment date.
Education Minister Haruna Iddrisu has questioned the continued use of paper forms in processing information on promoted teachers and called for the adoption of an electronic system.
The comments were made during a visit to Ghana Education Service staff working on the compilation and processing of promoted teachers’ data for submission to the Controller and Accountant-General’s Department.
Education Minister Haruna Iddrisu has questioned the continued use of paper forms in processing promoted teachers’ data.
He said the process should be supported by an information technology infrastructure system.
The Minister made the comments while visiting GES staff working on the promotion-data exercise.
The current exercise involves compiling information for submission to CAGD for payroll processing.
Mr Iddrisu said he would raise the issue with the relevant authorities.
His comments come amid efforts to address teacher-promotion concerns linked to the ongoing nationwide strike.
The proposed electronic approach is a call for future improvement and should not be confused with an already implemented system.
In Brief
Education MinisterHaruna Iddrisu has raised concerns about the use of paper forms to process information on teachers who have been promoted.
The Minister made the comments during a visit to Ghana Education Service officials working to compile and process promotion data for submission to the Controller and Accountant-General’s Department.
Mr Iddrisu questioned why teachers and officials should continue to handle large volumes of paper when an electronic system could potentially make the process more efficient.
His comments come as GES works to meet a 4:00 p.m. Monday deadline for submitting promotion information to CAGD, amid the ongoing nationwide teachers’ strike.
Haruna Iddrisu Calls for Electronic Teacher Promotion Processing
Education Minister Haruna Iddrisu has questioned the continued reliance on paper forms in processing the details of promoted teachers.
The Minister raised the concern during a visit to GES staff who are currently working on the compilation and processing of promotion data for submission to CAGD.
The exercise is part of efforts to complete the administrative processes required to have the promotion details of affected teachers captured for payroll processing.
Mr Iddrisu argued that the process should be modernised through the use of information technology.
“We must find a way of doing this better than we are doing. Why are we doing that? Why should teachers at this age be filling forms?”
He said an IT-based system could provide a more efficient way of handling the information and reduce the burden associated with the current paper-based process.
➡️ Related:Teachers’ Strike: GES Targets October 5 Deadline to Submit Promotion Data to CAGD
During the visit, Mr Iddrisu also drew attention to the volume of documents and other materials being handled by officials working on the exercise.
He questioned how such a large amount of paperwork could be transported and managed efficiently.
“But how can we carry all this material? How can we carry all this?”
The Minister said the continued reliance on physical forms was no longer appropriate for a modern administrative system.
“We cannot be filling forms by this age,” he added.
His comments point to a broader concern about the administrative burden associated with collecting, checking, transferring and processing large volumes of teacher promotion information.
Minister Proposes IT-Based Approach
Mr Iddrisu said the way forward should involve an information technology infrastructure system.
“The only way we can do so is using an IT infrastructure system,” the Minister said.
The proposed approach would seek to reduce dependence on physical forms and improve the movement and management of promotion information between the relevant institutions.
However, the Minister’s comments should be understood as a call for modernisation. They do not mean that a new electronic teacher-promotion processing system has already been introduced.
Mr Iddrisu said he would raise the matter with the relevant authorities and push for a better system to be adopted in the future.
“I’ll raise questions about this and I think that we must find a better way of doing it than this manner,” he said.
Why the Paper-Based Process Matters in the Current Teacher Strike
The Minister’s comments come at a particularly important time for Ghana’s education sector.
The nationwide teachers’ strike has included concerns over the processing and placement of promoted teachers on their appropriate salary grades and the payment of applicable promotion arrears.
GES is currently working to compile and submit the necessary information to CAGD.
The exercise is therefore not simply an administrative exercise. Its outcome is connected to one of the major issues at the centre of the ongoing industrial dispute.
For affected teachers, the immediate concern remains whether their promotion information will be successfully processed and reflected in payroll.
For government, the episode has also exposed questions about whether the existing administrative system is sufficiently efficient for handling large-scale promotion exercises.
From Paper Forms to Digital Processing
The Minister’s intervention raises a broader question about the digitalisation of teacher administration in Ghana.
A fully electronic system could potentially reduce the need for:
Large volumes of physical forms.
Manual movement of documents.
Repeated data entry.
Physical storage of records.
Manual transfer of information between institutions.
Delays associated with handling paper documentation.
However, moving from a paper-based process to a digital system would require more than simply replacing forms with computers.
An effective system would need reliable data infrastructure, secure authentication, accurate staff records, interoperability between relevant institutions and mechanisms for correcting errors.
It would also need clear responsibility for data verification and approval.
➡️ Related:GES Promotion Data and CAGD Payroll Processing: Understanding the Steps Teachers Should Watch
GES Promotion Data Exercise Under Deadline Pressure
The Minister’s comments came while GES staff were working toward a 4:00 p.m. Monday, October 5, 2026 deadline for processing and submitting promotion information to CAGD.
Regional directors and input officers have been involved in supporting the exercise, with representatives of teacher unions also participating.
The immediate objective is to ensure that the required information reaches CAGD for the relevant payroll processes.
However, submission of the data does not automatically mean that all affected teachers will be paid on the same day.
There is a distinction between:
data compilation → submission → validation and processing → salary placement → payment of applicable arrears.
This distinction remains important as teachers follow developments surrounding the strike.
What the Minister’s Proposal Could Mean for Future Promotions
If an electronic system is eventually developed and adopted, it could change how teacher promotion information is managed.
Instead of relying heavily on physical forms, relevant information could potentially move through an integrated digital workflow.
Such a system could allow authorised officials to:
Access verified teacher records.
Update promotion information electronically.
Upload required supporting documents.
Validate information before submission.
Track the progress of individual cases.
Identify incomplete records.
Transfer approved information electronically to the next stage.
The actual design, implementation and institutional responsibilities would, however, need to be determined by the relevant authorities.
The Immediate Issue Remains the October 5 Deadline
While the Minister’s comments have opened an important conversation about modernising teacher promotion administration, the immediate issue remains the ongoing promotion-data exercise.
GESis working to meet the October 5 deadline for submission to CAGD.
For teachers awaiting promotion placement and applicable arrears, the immediate questions are whether the data will be submitted on time, whether CAGD will process it and when affected teachers will see the resulting changes in their payroll.
The longer-term question is whether the current experience will lead to reforms in the way teacher promotion data is collected and processed.
Frequently Asked Questions
Why did Haruna Iddrisu question the paper-based process?
The Education Minister questioned why teachers and officials were still required to handle large volumes of paper forms and argued that technology could make the process more efficient.
What system did the Minister propose?
Mr Iddrisu called for the use of an IT infrastructure system to improve the processing of teacher promotion information.
Has the electronic system already been introduced?
Not according to the information available in the Minister’s comments. He said he would raise the issue with the relevant authorities and push for a better system to be adopted in future.
Why are promoted teachers’ details being processed?
The information is being compiled for submission to CAGD as part of the payroll-processing arrangements for affected promoted teachers.
What is the October 5 deadline?
GES is working toward a 4:00 p.m. Monday, October 5, 2026 deadline for submitting the relevant promotion information to CAGD.
Does submission of the data mean teachers will be paid immediately?
No. Submission is one stage of the process. CAGD would still have to undertake the relevant payroll processing before salary placement and applicable payments are reflected.
Why is the issue important to the teachers’ strike?
The delayed processing and placement of promoted teachers, together with outstanding promotion arrears, are among the issues raised by the teacher unions during the ongoing industrial action.
Conclusion
Education Minister Haruna Iddrisu has questioned the continued reliance on paper forms in processing information on promoted teachers and called for a more technology-driven approach.
His comments came during a visit to GES officials working under pressure to compile and process promotion data for submission to CAGD.
The immediate exercise is focused on meeting the October 5 deadline. But the Minister’s intervention raises a broader issue about the efficiency of Ghana’s teacher-administration systems.
For the current promotion exercise, the priority remains completing the data process and ensuring that the relevant information reaches CAGD. Beyond the immediate crisis, however, the call for an electronic system could become an important starting point for discussions on digitalising teacher promotion and payroll-related administrative processes.
About the Author
Ferdinand Ellisis a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on teacher welfare, GES policies, teacher promotion, curriculum implementation and education policy in Ghana.
Editorial Note
This article reports comments attributed to Education Minister Haruna Iddrisu during a visit to GES officials working on the processing of promoted teachers’ data.
The proposed electronic approach is presented as the Minister’s call for future improvement. It should not be interpreted as confirmation that an electronic teacher-promotion processing system has already been approved or implemented.
