In Ghana, the public sector is the backbone of the nation’s workforce, employing hundreds of thousands of individuals who dedicate their lives to serving the country. However, a closer look at the salary structure reveals a stark and unsettling disparity that demands urgent attention. While the majority of public sector workers struggle to make ends meet, a select few enjoy astronomical earnings and perks that seem almost surreal in comparison. This glaring inequality raises important questions about fairness, equity, and the need for systemic change.

The Harsh Reality for the Majority

According to recent data, four out of every five public sector employees earn less than GH₵3,000 a month. To put this into perspective, out of the 688,000 individuals employed by the government in 2022, a staggering 533,179 fell into this category. For many of these workers, this income is barely enough to cover basic necessities, let alone provide for their families or plan for the future. Teachers, nurses, and other essential workers who form the backbone of public service are among those most affected by this low pay scale.

For instance, a full-degree teacher earns around GH₵3,700 a month, while a full professor, who has dedicated years to academia and research, takes home approximately GH₵12,000. These figures pale in comparison to the earnings of top-tier public officials and CEOs of state-owned enterprises.

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The Elite Few: A World Apart

At the other end of the spectrum, the salaries and benefits of high-ranking officials paint a picture of opulence that seems almost out of touch with the realities of the average Ghanaian worker. Take, for example, the CEO of COCOBOD, who earns a monthly salary of GH₵86,540. When you add fuel allowances, DSTV subscriptions, wardrobe allowances, and meeting allowances, the total perks exceed GH₵90,000 a month. This means that the CEO’s monthly earnings alone are more than what some public sector workers earn in two years.

Similarly, Members of Parliament (MPs) enjoy significant financial benefits. The Speaker of Parliament earns GH₵35,000 a month, while ordinary MPs take home GH₵28,000—figures that do not include additional allowances for housing, travel, and other expenses. For a teacher earning GH₵4,000 a month, the leap to an MP’s salary of GH₵28,000 represents a sevenfold increase, highlighting the vast disparity between different tiers of public service.

The Case of the SIC Boss: A Symbol of Excess

Perhaps one of the most striking examples of this inequality is the compensation package of the SIC Boss. With a monthly salary of GH₵70,000, the SIC Boss enjoys a range of additional benefits that push their total annual income to over GH₵1 million. These benefits include:

• Entertainment allowance: GH₵7,000 x 12 = GH₵84,000
• Clothing allowance: GH₵7,000 x 12 = GH₵84,000
• Househelp: GH₵3,000 x 12 = GH₵36,000
• Security personnel: GH₵3,000 x 12 = GH₵36,000
• Gardener: GH₵2,000 x 12 = GH₵24,000
• Free housing, medical care for themselves and their children, an official V8 vehicle, free fuel (450 liters per year), and free utilities (water and electricity).

When you add it all up, the SIC Boss’s annual income and benefits total over GH₵1 million—a figure that is unimaginable for the average public sector worker struggling to survive on less than GH₵3,000 a month.

A Call for Change

This disparity is not just a matter of numbers; it is a reflection of a deeper systemic issue that undermines the morale and productivity of public sector workers. How can we expect teachers, nurses, and other essential workers to give their best when they are constantly burdened by financial stress? How can we justify such vast differences in compensation for individuals who are all, in their own ways, serving the nation?

The Single Spine Salary Structure (SSSS), introduced to ensure equity and transparency in public sector pay, seems to have fallen short of its promise. While it was designed to harmonize salaries across the board, the reality is that significant gaps remain, with a select few enjoying disproportionately high earnings and benefits.

Time for Action

It is time for a thorough review of the public sector salary structure. The government must take concrete steps to address these disparities and ensure that all public sector workers are compensated fairly for their contributions. This could include:

1. Revising the SSSS: The Single Spine Salary Structure needs to be revisited to ensure that it truly reflects the principles of equity and fairness. This may involve adjusting salary levels and allowances to better align with the realities of the cost of living.
2. Transparency and Accountability: There must be greater transparency in how salaries and benefits are determined for top-tier officials. The public has a right to know how these figures are calculated and justified.
3. Prioritizing Essential Workers: Teachers, nurses, and other essential workers should be given priority in any salary adjustments. These individuals play a critical role in nation-building and deserve to be compensated accordingly.
4. Reducing Excessive Perks: While it is understandable that certain positions come with additional responsibilities and thus additional compensation, the current level of perks for some officials is excessive and needs to be scaled back.
5. Engaging Stakeholders: The government should engage with public sector unions, civil society organizations, and other stakeholders to develop a more equitable and sustainable salary structure.

Conclusion

The current state of public sector salaries in Ghana is a reflection of a broader issue of inequality that needs to be addressed. While a select few enjoy lavish salaries and benefits, the majority of public sector workers struggle to make ends meet. This is not just a matter of fairness; it is a matter of national importance. A motivated and well-compensated public sector workforce is essential for the development and progress of the nation. It is time for change, and that change must start now.

Join the conversation and stay updated on public sector salary reforms by following our WhatsApp channel: Public Sector Salary Updates. Together, we can push for a fairer and more equitable Ghana.

New Curriculum Assessment Methods and Monitoring Visits by GES and WAEC

The Ghana Education Service (GES) and the West African Examinations Council (WAEC) have introduced new internal assessment practices as part of the implementation of the updated SHS/SHTS/STEM curriculum for the 2024/2025 academic year.

In a letter sighted by gesi360.com, GES and WAEC announced plans to conduct monitoring visits to schools to ensure the fidelity of implementation (FI) of these new assessment methods.

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Key Details from the GES Letter

The letter, dated 30th January 2025, outlines the following:

• Purpose of Visits: To monitor the implementation of internal assessment practices under the new curriculum.
• Dates: 10th to 14th February 2025.
• Schools to be Visited: All SHS/SHTS/STEM schools with Year 1 students.
• Teams: Two representatives from GES and WAEC will visit each school.
• Engagement: The teams will interact with school management, Year 1 teachers, and learners to assess the implementation of internal assessments and provide support where necessary.
• Outcome: Data collected will be used to improve assessment processes and practices.

For further clarification, schools are advised to contact Mr. Lawrence Dogbatse on 0231641864.

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New Assessment Methods in the Curriculum

The new curriculum introduces nine main assessment events that teachers must score and record to compile each learner’s academic transcript for the year. These are:

1. Two Class Exercises or Homework
2. One Individual Portfolio
3. One Group Project
4. Two Mid-Semester Examinations (first and second semesters)
5. Two End-of-Semester Examinations (first and second semesters)
6. One Individual Project

The curriculum also emphasizes continuous weekly assessments to foster 21st-century skills, ICT integration, national values, and support for special needs learners.

Six Modes of Assessment

The TAMT (Teaching and Assessment Methods Toolkit) identifies six modes of assessment, which cover the nine assessment events:

Individual Portfolio Requirements

The Individual Portfolio is a comprehensive compilation of a learner’s academic achievements throughout the year. It must include the following artefacts:

1. Research Report: Completed in Week 3.
2. Group Project: Submitted in Week 8.
3. Group Simulation Records: From Week 10.
4. Poster Records: From Week 11.
5. End-of-Semester Exams: First semester results from Week 12.
6. Group Homework: Completed in Week 15.
7. Mid-Semester Exams: Results from Weeks 6 and 18.
8. Individual Project: Completed in Week 22.

How to Administer: Teachers must provide clear instructions to learners on how to compile and submit their portfolios by the end of Week 22.

Mid-Semester and End-of-Semester Examinations

Schools are required to create a Table of Specification for both Mid-Semester and End-of-Semester Examinations to ensure alignment with the curriculum objectives.

Capturing Learner Assessment Scores for Transcripts

Assessment scores must be captured at specific intervals to ensure accurate record-keeping. Here’s a breakdown:

1. Individual Class Assessment: Scores should be ready by Weeks 4 and 18.
2. Individual Practical/Performance Assessment: Scores should be ready by the end of Weeks 5–10 and 15–22.
3. Group Projects/Research/Case Studies: Scores should be ready by Week 10.
4. Supervised Individual Semester Assessment: Completed by Weeks 13/14 and 27/28.
5. Individual Project Work/Research/Case Study: Scores should be ready by Week 24.

Assessments must cover 21st-century skills, GESI (Gender Equality and Social Inclusion), SEL (Social and Emotional Learning), and national values as outlined in the TAMT.

Conclusion

The new curriculum and assessment methods aim to provide a holistic education that prepares learners for the challenges of the 21st century. With the support of GES and WAEC, schools are expected to implement these practices effectively, ensuring that learners develop the necessary skills and competencies for future success.

For more information, refer to the TAMT (Teaching and Assessment Methods Toolkit) or contact the relevant authorities.

This blog post is based on official communication from the Ghana Education Service and the West African Examinations Council. Stay tuned for more updates on educational reforms in Ghana!

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