Dr. Eugene Kwarteng-Nantwi: Responding to Reality – Emerging Roles of Ministry of Education Agencies

Dr.  Eugene Kwarteng-Nantwi: Responding To Reality – Emerging Roles Of Ministry Of Education Agencies

Dr. Eugene Kwarteng-Nantwi: Responding To Reality - Emerging Roles Of Ministry Of Education Agencies

Hitler was right when he said that “through the intelligent and constant application of propaganda, people can be made to see heaven as hell, and also the other way around, to consider the most miserable kind of life as heaven.”

Consistently, this statement has proven to be more than true, looking at the version of the truth that has been told to the public about developments in the education space, more specifically between the Ministry of Education (MoE) and its largest agency, the Ghana Education Service. .

Against the backdrop of the many allegations made by some teachers unions, along with pronouncements of interference from other stakeholders, including some former members or leaders of GES, it is likely that you sincerely delude yourself into believing that there is in fact some systemic interference in the work of the Education Service by the Ministry of Education or the Minister of Education.

In hindsight, I can understand them, especially knowing that most of us are still unaware not only of structural and administrative reforms in the pre-tertiary space, but also of sweeping legislative reforms across the educational framework that, in turn, redefined and created additional mandates for other agencies within the Ministry of Education.

For example, with the entry into force of the Education Regulatory Law, Law 1023, the National Inspection Council, the Research and Curriculum Development Division, and the GES Teacher Training Division were all transformed into full-fledged autonomous agencies of the MoE. with mandates.

The National School Inspection Authority (NaSIA), for example, is now the Ministry’s agency mandated by Parliament to periodically provide an independent external assessment of quality and standards at primary and secondary education institutions in the country.

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Similarly, the National Education Council (NTC) is mandated by the Education Regulatory Bodies Act 2020 (Act 1023) to promote teacher professionalism in Ghana.

Consequently, activities such as the Licensing and Registration of Teachers, the development and revision of professional standards and code of ethics, among others, which were formally in the domain of the GES are now reserved for the CNT based on the same Law.

Another instance is the National Council for Curriculum and Assessment (NACCA), an entity mandated by the Education Regulatory Bodies Act 2020 (Law 1023) to develop national curriculum and assessment standards for pre-tertiary education institutions other than technical and professional training institutions. .

You may recall that the NaCCA was first established after the 2007 education reforms as an Advisory Board to the Curriculum Research and Development Division (CRDD) of the Ghana Education Service.

Today, as we speak, it is a fully fledged agency with a defined mandate. Consequently, if you see the GES not performing some of the functions it previously performed, it cannot be concluded that the Ministry has left the GES aside and has probably given the other functions to the other bodies. This will be very simplistic.

Once again, the provisions and requirements of Law 1023 have made it more than necessary for the Ministry of Education to coordinate, monitor and evaluate the efficiency and effectiveness of the performance of these agencies to ensure the harmonious fulfillment of our strategic objectives.

At no time should this coordinating role be interpreted or interpreted as interference. We must be careful not to discard the very principles of effective supervision, coordination, checks and balances on the altar of autonomy and independence.

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It kills the role of supervision in our educational bureaucracy. Such a path, if not crooked, is dangerous and leads us nowhere.

Furthermore, the result of the alleged interference does not point to a negative perspective. Normally, you would expect that when work interferes, it stifles the smooth running of the work, which in the end will negatively affect the expected results.

The converse of this rule, however, is true if you look at what the Ministry of Education together with its bodies has managed to achieve over time, and so, assuming these claims are substantiated and substantiated, I think it’s positive interference. to ask.

This is because, if an alleged interference of the work of an agency could more than double the enrollment of students at the SHS level in a space of 5 years, fully implement the Pre-Tertiary Curriculum (KG-JHS), implement the Accountability Project for Ghana Learning Outcomes in 10,000 Underperforming Elementary Schools Conduct National Standardized Testing, Expand Free SHS Program to Cover Secondary Level TVET Students, Introduce STEM Education and Build STEM Secondary Schools as well as e-testing and the serialization of the Institute, which minimized the negligence of the exam in our basic schools, then it is reasonably justifiable to say that such interference is positive and that, even if it exists, it is for the improvement of education in the country.

Section 13 of the Public Service Law of 1993 (PNDCL 327) describes the functions of the various Government Ministries, including initiating and formulating policies, taking into account the needs and aspirations of the people; Carry out development planning in consultation with the National Development Planning Commission; and Coordinate, monitor and evaluate the efficiency and effectiveness of the Sector’s performance”.

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Based on this framework, the Ministry of Education performs the following functions:

  • Initiate, review and advise on government policies and plans for the sector. Conduct research that may be necessary for the effective implementation of government policies.
  • Assess, monitor and coordinate the implementation of sectoral policies and strategies by state and non-state actors in education.
  • Set standards and provide strategic guidance for the provision of quality and affordable education in the country.
  • Mobilize and allocate resources for service delivery from local and international partners.
  • Provide the framework for the development and management of human resources for the education sector.
  • Provide the framework for the effective and efficient acquisition, distribution, management and use of goods, works and services in the sector.
  • Make proposals for the review and enactment of industry legislation.
  • Promote non-formal education and the acquisition of technical and professional skills.
  • Establish an effective database management system for the industry.

These functions are obviously not performed in a vacuum.

Nor are they held on an island. It requires the collaborative and complementary efforts of all of the approximately 19 agencies of the Ministry of Education that includes the GES.

Under no circumstances should such employment relationship be construed as taking over the work or marginalizing or interfering with the work of any agency.

At best, it can only mean checks and balances; a doctrine that is upheld by the Constitution of the Republic of Ghana 1992 and further provided for in Section 13 of the Civil Service Act above.

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By: Eugene Kwarteng-Nantwi, PhD. Speaker/Counselor.

Counseling Center, University of Cape Coast.

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