Ghana Education Service Responds to Salary and Staff ID Delays for Newly Posted Teachers.
The Ghana Education Service has formally addressed the concerns raised by newly posted teachers who commenced duty in September 2024, following a petition that outlined significant delays in the issuance of Staff Identification Numbers and salary disbursements, and has provided explanations and solutions to rectify the situation.
In its statement, GES indicated that 12,807 graduates were recruited from the Colleges of Education in 2024. Of these, 9,950 had received their Staff IDs and were being paid as of December 2024.
However, 2,113 teachers, though issued Staff IDs, could not be placed on the payroll due to the expiration of financial clearance, while a further 582 recruits had not received their IDs, largely owing to documentation discrepancies such as inconsistencies in SSNIT details, Ghana Card records, and instances of unauthorized reposting.
In an effort to address these challenges, GES undertook a nationwide staff validation exercise from March 7 to 14, 2025, aimed at verifying genuinely recruited personnel and rectifying anomalies cited in prior audit findings. Additionally, the Service constituted a technical committee, comprising representatives of the affected teachers, to enhance communication, streamline feedback, and ensure coordinated interventions.
Formal correspondence was also dispatched through the Minister for Education to the Ministry of Finance, requesting an extension of the expired financial clearance. Encouragingly, provisions for these outstanding payments had already been made in the 2025 national budget.
Beyond addressing immediate administrative hurdles, GES reaffirmed its commitment to resolving longstanding recruitment backlogs and implementing systemic reforms to prevent recurrence.
The Service further expressed concern over the fragmented and shifting leadership among the aggrieved teachers, which has complicated engagement efforts. In light of this, GES called for a more coherent and unified front to facilitate structured dialogue and sustainable resolution.
While acknowledging the frustration and distress experienced by the affected cohort, GES assured all newly posted teachers that considerable progress has been achieved and that every legitimate effort is being made to ensure timely remuneration.
The Service concluded by underscoring its dedication to transparency, accountability, and institutional responsiveness, principles it believes are essential to restoring confidence in the recruitment process and strengthening the broader educational framework.
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