GNAT Urges GES to Back PTA Reinstatement with Legal Safeguards.

Protect PTAs reinstatement with law – GNAT tells GES

The reinstatement of Parent-Teacher Associations (PTAs) in Ghana’s pre-tertiary schools may mark a turning point in school governance, but only if it is protected from future political interference. This is the central message coming from the Ghana National Association of Teachers (GNAT), which is urging the Ghana Education Service (GES) to go beyond policy directives and ensure the move is backed by law.

On July 17, 2025, the GES issued a formal instruction to all public senior high, technical, and STEM schools to restore PTA structures with immediate effect. This directive, approved by President John Dramani Mahama, is part of a broader strategy to deepen stakeholder engagement in education. According to GES, the decision is aimed at strengthening collaboration between parents, teachers, and communities to improve educational outcomes across the country.

For many teachers, the announcement has been a welcome one. PTAs, when properly structured and active, can be powerful allies in school management. They provide critical support in areas such as discipline, student welfare, infrastructure, and school fundraising. Their absence in recent years has left a gap, particularly in schools where limited resources and rising enrolments have stretched the capacity of teachers and administrators.

However, GNAT believes this positive development could be short-lived if not legally secured. In an interview with Citi News, GNAT General Secretary Thomas Musah expressed deep concerns about the sustainability of the directive.

 “Now that we have restored PTAs, let us all agree that parents are the true owners of the schools. No future government should come and reverse this decision. We must agree on the kind of governance framework we want to maintain to ensure our children are properly trained,” he stated.

His message to the teaching profession is clear: unless this reform is institutionalized through legislation, it risks being dismantled by another shift in leadership, just as it was in the past. Teachers, who are often caught in the middle of such policy reversals, know too well the challenges that follow, confusion, lack of continuity, and lost momentum in school improvement efforts.

What GNAT is proposing is not unusual. In many countries, the structure and role of PTAs are legally defined. This allows for consistency, accountability, and proper checks and balances. It also prevents the politicization of decisions that should be based on educational merit and community interest. Ghana’s PTAs need that same protection, not only for the benefit of teachers and parents, but for the future of the learners themselves.

Teachers across the country must not view this conversation as a matter for unions or policymakers alone. It is every teacher’s business. The presence of a functional PTA often means more support, more resources, and more parental engagement, all of which directly impact classroom teaching and learning. On the other hand, the sudden removal of PTA structures, as seen previously, leaves teachers without key support systems.

The path forward should be clear. While the GES directive is commendable, it must be followed by a legal framework that clearly defines the roles, responsibilities, and rights of PTAs in school governance. This should involve consultations with teacher unions, school heads, parent representatives, and local education authorities to ensure a structure that is both practical and sustainable.

The call by GNAT is timely and necessary. It serves as a reminder that real education reform is not about slogans or announcements, it is about building systems that last. For teachers, this is a moment to push not just for the reinstatement of PTAs, but for their protection in law. The future of participatory school governance depends on it.