The role of Ghana National Association of Teachers (GNAT) in educational policy formulation and implementation
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Date
2001-12-13
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Abstract
The Ghana National Association of Teachers (GNAT) was established in 1960 as the recognized Association of teachers in pre-tertiary schools and institutions in Ghana. The Association was established to unite members and present a unified front to advise government in education Policy formulation and implementation. It is also to act as the ‘spokesman’ to discuss and influence government in the formulation and implementation of better conditions of service for teachers.
However, there have been many Complaints from teachers about the poor state of their conditions of service. They complain that GNAT is dormant and only a liability toteachers. In recent times graduate teachers are discontented with GNAT and are threatening to back-out of the Association. GNAT officials assert that they present teachers grievances but there is no political will on the part of the government to accept and implement the wishes of teachers. GNAT official’s claim that they are normally not involved in the formulation and implementation of educational policies especially the reforms that started in 1987. Parents and guardians of students complain of teacher’s languid attitude towards their work and thus the low performance of students.
These problems are therefore looked at as being caused by the inactivity of GNAT in the performance of its duties as the liaison between teachers and the government. The study therefore looked at the activities of GNAT, and identified the modes and extent to which GNAT acts as a liaison between teachers and the government. These helped in making recommendations for addressing the issues.
The research was conducted through a field survey with questionnaire and face-to-face interviews with teachers, GNAT officials and the Ghana Education Service personnel at the district, regional and national levels. The responses were then analysed into tables in absolute numbers and percentages. Compatibility matrices were also constructed to identify the harmonious and conflicting GNAT’S objectives with the national educational policies.
The findings reveal that, the political and administrative structures and modes of appointing GNAT officials are undemocratic and dictatorial. The officials may therefore not be fully committed to their tasks. Secondly, their capacity is not adequate to perform the task of liaison between teachers and government in the complex educational policy formulation and implementation processes. Thirdly, there had been very low level of political will on the part of government taking advantage of the low capacity of the GNAT’s representatives in the process.
The conclusion is that the GNAT political and administrative hierarchy should be made more democratic. The GNAT capacity in educational policy formulation and implementation should be improved by employing planners and strategic analysts
Furthermore, the government should have the political will to accept GNAT and teachers’ views as integral and necessary inputs for educational policy information and implementation. These measures will ensure teachers’ job and remuneration satisfaction, improve teaching and learning, and give GNAT the strength and support from teachers to enable them play a more active role in educational policy formulation and implementation.
Description
A thesis submitted to the Board of Postgraduate Studies,
Kwame Nkrumah University of Science and Technology in partial
fulfilment of the requirements for the award of Master of Science in Development Policy and Planning, 2001