By Solomon Gumah
Tamale, Sept. 16, GNA-Professor Eliasu Alhassan of the Department of Sociology and Social Work, Faculty of Social Sciences, University for Development Studies (UDS), has called for deliberate policies to accommodate teachers with terminal degrees, including PhDs, within the basic and senior high school levels of education.
He observed that many PhD holders were compelled to migrate to universities because the current pre-tertiary structure provided little space for such highly qualified professionals to make meaningful contributions at that level.
He said, “The current pyramidal structure of the teaching profession limits opportunities for PhD holders at the pre-tertiary level, forcing many to exit the sector for universities and other career paths.”
Prof. Alhassan made the call when he delivered the 21st Professorial Inaugural Lecture in Tamale on the theme: “Sociology of Educational Policy: Politics and Power Dilemma.”
The lecture attracted stakeholders in academia, religious and traditional leaders, as well as representatives of security agencies from the Northern Region.
Prof. Alhassan traced the evolution of the teaching profession, recalling its prestige during the pre-colonial and early independence era when it attracted some of the country’s brightest minds, including Dr James Kwegyir Aggrey, Dr Kwame Nkrumah, and Dr Kofi Abrefa Busia.
He lamented that teacher morale had since declined, citing disparities in conditions of service compared to other civil servants, limited promotion opportunities, and mounting economic pressures. These, he said, had forced many teachers to seek alternative income sources or leave the classroom altogether for politics, civil service, or corporate roles.
He stressed the need to treat training college tutors as specialists and reward them appropriately to improve motivation and retention.
Prof. Alhassan recommended transparency and accountability in educational decision-making to insulate the sector from political interference and urged government and regulators to invest in critical policy research to interrogate the power dynamics, interests, and values underpinning reforms.
Among his proposals was the establishment of a central research repository or “research pharmacy” to consolidate and make accessible academic findings for policymaking.
He also called for continuous professional development to enhance teachers’ pedagogy, critical thinking, and leadership capacity, alongside independent mechanisms to review evidence-based policies.
He emphasized that restoring of dignity to the teaching profession required both structural reforms and renewed investment in the welfare of teachers, particularly those with higher qualifications, to make Ghana’s education system more effective.
GNA
Edited by Eric K. Amoh/George-Ramsey Benamba