Teachers in Ghana can now advance to senior ranks in the teaching service based purely on merit, competence, and years of service, without having to wait for administrative positions to become available, following a reform to career progression approved under the Public Service Commission’s scheme of service.
At the heart of the change is the decoupling of ranks from positions. Previously, advancement to senior levels such as Director II and Director I depended on the availability of administrative vacancies, a system that left many experienced and capable teachers stranded at lower ranks for years despite their performance and dedication.
President John Dramani Mahama disclosed the change at the commissioning of a PET scan facility at the Swedish Ghana Medical Centre in Accra, adding that it was a reform that recognised and rewarded excellence in the classroom.
Under the new arrangement, teachers can progress from Deputy Director to Deputy Director One and beyond based on their record of service, with no administrative vacancy required.
“This reform ensures that excellence in the classroom is recognised and rewarded while strengthening professionalism, morale and dignity across the teaching service,” Mahama said.
The announcement is likely to be welcomed by the teaching profession, which has long raised concerns about limited career growth opportunities and the frustration of watching administrative positions serve as bottlenecks to advancement.
The reform aligns with the government’s effort to improve teacher welfare, motivation, and professional development across the sector.
President Mahama said the government’s commitment to teachers extended beyond career progression.
A $300 million World Bank facility had been secured to upgrade 50 senior high schools under the STARR-J programme, all secondary school teachers would benefit from continuous professional development, and the double track system was targeted for elimination by 2027.
He told the gathering that behind every successful professional in Ghana stood a teacher who had inspired and guided them, and that it was therefore the nation’s collective responsibility to invest in the systems that supported effective teaching and learning.
Richard Aniagyei, ISD
