“Education can break the cycle of
poverty and abuse” – J. D. Mahama (SoNA - February 25, 2016). Without a doubt, the
essence of education cannot be overemphasized. The impact of sustainable and developmental
education permeates positively all aspects of our lives and all sectors of the
economy. And suffice to say, in the
centre of education is the teacher. The teacher is a resource. The teacher is an
absolute gem. The teacher is also part of the development of education.
Too many times teachers just like
many other professionals have had to embark on strike to press home their
demands on what is due them. The three professional teacher bodies namely Ghana
National Association of Teachers (GNAT), National Association of Graduate
Teachers (NAGRAT) and the Coalition of Concerned Teachers have all on many and
separate occasions called on their members to put down their teaching materials
to embark on the strike euphemistically referring to them as attending a series
of negotiation meeting.
Just within last week, what is
deemed to be unprecedented in the usual strike threats was issued by the teachers.
The three professional teacher unions together made a case to impress on
government through the Ghana Education Service (GES) to pay their salaries
outstanding. The ultimatum was given as Monday, February 29, 2016. After this
date, the country according to the executives of these unions would experience a
massive country-wide strike action.
The GES vehemently denied the fifteen
million Ghana cedis (GHC15million) owing them by government. This is the
accumulation of amounts outstanding over the period from 2012 to 2015. However,
the Minister of Employment and Labour Relations, Hon. Haruna Iddrisu noted the truth
in the claims of the unions and was rather swift after a negotiation meeting
with the executives of the union to order the ‘immediate’ release of One
million and seven hundred thousand Ghana Cedis (GHC1.7million). This is just about a
tenth of the teachers’ demand.
Just two days after the ‘order to
release the money’ was issued, the president of the Republic and Commander-in-Chief
of the Ghana Armed Forces, His Excellency Dr John Dramani Mahama delivered his
State of the Nation’s Address. I was very happy when I heard him speak about the
state of education in the nation right after the usual vocatives and
sympathizing with parliament over their loss of a member. This is evidently a
demonstration of the importance with which the president attaches to education.
So in the state of education, the
president spoke about the increment in the enrolment made possible by the
implementation of the free education policy, free exercise and textbooks, sandals
and uniforms distribution and the school feeding programme. The few schools
built out of the two hundred (200) community day Senior High Schools are also
contributing to the increased access to education.
The statistics given in what the
president called ‘Evidence-based State of the Nation Address’ was indeed
impressive and one could not but agree with the fact that there has been a
monumental increase in access to education. This is what a developing nation
poised at reaching developmental goals must do in spite of all problems
bedevilling the economy.
With all these wonderful policies
and their implementation, one wonders why the teacher is so marginalized. The
teachers are directly under the GES and for the service to refuse to work in
their interest leaves much to be desired. But how could they not know or better
still refuse to know about such gargantuan amount owed their employees?
Make no mistake about it, this
has been the number one reason teachers in the country have always embarked on
strike. But is that all there is as far as things militating against the teacher
development are concerned? A big fat no! Many are the problems that the typical
Ghanaian teacher is confronted with in both the private and public sectors.
About a year and half ago, I
called an English language teacher at Tanoso Model Junior High School located
in Sunyani in the Brong Ahafo Region of Ghana, Mr Peter Suaka, on phone. I had
never met this gentleman before and we have never met since I made the call to
him. The message was simple; I called and congratulated him on an interesting
and thought-provoking article he had published about the plight of teachers. As
a professional and practised teacher, Mr Suaka brought his experience to bear
in that no-nonsense article titled, ‘But Who Speaks for the Teacher?’ I was
just fascinated by the analyses he made while he gave a direct response to the
cause of teachers’ plight in his assessment.
I have decided to give highlights
from that detailed article. In which case, I urge you to read directly the
about 1700 word document published on October 16, 2014. His call on teachers to
be assertive and speak openly about their plight was direct rubbishing the
unscripted but widespread ‘culture of silence’ on their part. (http://myjoyonline.com/opinion/2014/October-16th/but-who-speaks-for-the-teacher.php)
Trained teachers, professional
teachers, great teachers, experienced teachers, graduate teachers and qualified
teachers are but a few of the names we use to give ourselves some morale
booster to stay in the job. Chai… Just a little diversion; did I say ‘we use to
give ourselves’? Sorry, I just remembered I’ve not mentioned that I’m a teacher
too. But quite unfortunately, I don’t even know where to put myself oo... Still,
as pointed out by Peter, how could the great teacher likened to a great hunter
be given only a catapult to kill a lion? You may argue that with dexterity, it
is possible. I agree. However, the main issue in this is the survival and
success rate of this expert using this inadequate resource to achieve that end.
Obviously, poor resource and motivation lead to poor performance.
The twenty-first century teacher is
no longer content with the popular age-old ‘motivational’ saying that the
teacher’s pay is in heaven. Who said why not? The teacher just like all other
professionals needs to pay huge sums of money to get the needed training. The
teacher trainee allowance has even been scrapped off. Student teachers have had
to take student loans to be able to complete their courses.
Then later the teacher seeking
professional development pursues an exceedingly exorbitant Post Graduate
Diploma or Master’s degree in Education programme. Take it or leave it, it is only
the most austere living of the Ghanaian teacher that can help afford. These
high amounts charged as fees are to be paid fully before the beginning of each
semester. Respectfully, I ask, how possibly could such an excruciatingly elephantine
earthly expense be made only for one to be asked to just cool off with the
expectation of a heavily heavenly reward while others enjoy? Oh yes, while
others enjoy. Hmm… I just sighed, nothing else.
For one thing, Mr Suaka commented
on the rather monetization of our society. The society including the church
with its clergy is even so corrupted that one is offered a particular status
depending on her or his wealth. The depth of one’s reasoning, experience and
capabilities are relegated into the abyss of irrelevance. To a very large
extent, many do not even question the source of one’s wealth today. What is
important is the wealth.
What is the position then of the
deliberately impoverished teacher in this situation? Sure, deliberately
impoverished. Teachers are recruited by the Ghana Education Service and for the
first two years, they do not receive any salary. Throughout these years or even
more, recruited teachers have to go through a very tall and unpalatable
bureaucratic process in order to get what is due them. This sad story has been
made sadder with the recent introduction of the ‘victims’ getting only three months’
salary after serving for the two or more years. And quite sadly again, only those
who are closer to the powers that be are those whose applications are processed
quicker.
So we indeed impoverish the
teachers. After which, we expect miracles from them. The students must pass
their exams. The students must become responsible people. The students must get
a high earning job. The students must have national recognition in their future
endeavours. When these fail, the teachers are to blame. These expectations come
in the midst of all the confusion. And a time when even the students know how
impoverished their teachers are and of course do not want to aspire to become
like them. Fortunately, I have not experienced any outright rudeness from any
of my students. But even if it does happen, my conviction is that I am rich no
matter what.
It’s very commendable government’s
commitment toward improving educational standards and access in the country.
However, it’s high time real recognition was given to teachers. The government
must make a conscious and concerted effort to improve the lot of teachers, if
not more than the politicians. The government must remove all the bottlenecks
to ensure that teachers get what is due them, if not more, on time. While these
are being done, the government must ensure that the teachers in the private
sector also get what is due them since every Ghanaian child deserves the best
of tuition from Ghanaian motivated and resourced teachers.
My name is Sir Joseph Appah (Sir
Joe, for short), a title given to me by my students which I never trivialise.
My slogan has always been, “Still a teacher…”
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