Just In | GES Diploma & University Graduate Recruitment To Be Decentralized


Just In | GES Diploma & University Graduate Recruitment To Be Decentralized.

The Government of Ghana is considering a major reform in the education sector aimed at fundamentally changing how teachers are recruited, posted, and managed across the country. 

The proposed policy seeks to decentralize the recruitment of diploma and university graduate teachers from the central administration to Metropolitan, Municipal, and District Assemblies (MMDAs).

This development was announced by the Minister of Education, Mr. Haruna Iddrisu, on January 31, 2026, during the 14th congregation of St. John Bosco’s College of Education. The announcement has already attracted significant attention among teachers, graduates, and education stakeholders nationwide.

Government to Review Centralized GES Recruitment System

Minister Iddrisu explained that President John Dramani Mahama has directed a comprehensive review of the current centralized teacher recruitment system managed by the Ghana Education Service (GES). The review aims to address ongoing challenges, including delays in postings, inefficiencies, and the poor alignment of teachers to schools’ specific needs.

Currently, teacher postings are coordinated at the national level—a process often criticized for its slow response to district-specific staffing requirements, particularly in rural and remote communities.

Decentralized Teacher Recruitment: What Is Being Proposed?

Under the proposed reform, district assemblies will take a leading role in:

•Recruiting GES diploma teachers

•Recruiting university graduate teachers

•Posting teachers within their districts

•Administering sanctions for absenteeism, misconduct, or breaches of service conditions

Minister Iddrisu emphasized that decentralizing teacher recruitment would enable districts to identify their precise staffing gaps and recruit teachers accordingly, rather than relying solely on a national posting system. This approach is expected to reduce the mismatch where qualified teachers remain unemployed while schools, especially in rural areas, experience acute shortages.

Improved Teacher Posting, Monitoring, and Accountability

The Minister highlighted that transferring authority closer to the districts would improve transparency, accountability, and efficiency. Local authorities would be better positioned to monitor:

•Teacher attendance

•Classroom performance

•Teacher retention and commitment

Decentralized sanctioning, he added, would ensure that disciplinary issues are addressed more swiftly compared to the lengthy processes characteristic of a centralized system.

Role of GES Under the New Framework

Minister Iddrisu clarified that the reforms are not intended to dismantle the Ghana Education Service. Instead, GES would assume a more supervisory and regulatory role, maintaining responsibility for:

•Setting national education standards

•Coordinating teacher training and professional development

•Ensuring uniform conditions of service nationwide

Meanwhile, MMDAs would handle day-to-day teacher management at the local level.

Stakeholder Consultations Ongoing

The Minister emphasized that the review process will involve extensive consultations with key stakeholders, including:

•Teacher unions

•Local government authorities

•The Public Services Commission

•Education policy experts

These consultations are intended to ensure that the reform is equitable, effective, and aligned with national education priorities.

No Immediate Changes Yet – Teachers Assured

Minister Iddrisu reassured teachers that no changes have been implemented at this stage. The decentralization proposal is still under review, and final decisions will be made after thorough consultation with all relevant stakeholders.

Final Thoughts

If adopted, the decentralization of diploma and university graduate teacher recruitment would represent a major shift in GES policy. The reform is expected to streamline teacher deployment, enhance accountability, and ensure that schools across the country, particularly in rural areas, are adequately staffed with qualified teachers.



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