THE EDUCATION sector is a vital component of any society’s growth and development, as it lays the foundation for the advancement of future generations. However, the sector’s success is not exclusively reliant on the teachers and educators, but also on the non-teaching staff who work tirelessly behind the scenes. These workers, such as administrators, kitchen staff and labourers, play a vital role in ensuring that schools run efficiently and that students have a conducive learning environment.
Unfortunately, many non-teaching staff members within the Ghana Education Service face discrimination, intimidation, and disrespect from their teaching colleagues. These negative attitudes stem from a lack of understanding and a sense of superiority amongst some teachers, who view their non-teaching co-workers as inferior and insignificant. Some of the teachers refer with disdain to the non-teaching staff as ‘auxiliary staff’.
This mentality creates a divisive atmosphere that hinders the growth and development of the education sector.
The Ghana National Association of Teachers (GNAT) represents the majority of teachers in Ghana, and the Teachers and Educational Workers’ Union (TEWU) represents the non-teaching staff in the Senior High Schools across the country. While these unions have different mandates, their primary goal is to advance the welfare of their members. However, over the years, a gap has developed between the two unions from a lack of trust, cooperation and unity amongst education sector workers.
One of the most significant issues that widens this gap is the priority and attention given to teachers, vis-à-vis the neglect of the rights and benefits of the non-teaching staff. Generally, for example, non-teaching staff members are often paid lower salaries and remunerations than their teaching colleagues. Furthermore, non-teaching staff are frequently treated unfairly, with some teachers even refusing to acknowledge their worth or treating them with contempt.
Currently, in contention is the Professional Development Allowance (PDA) which has been paid to teachers in Senior High Schools (SHS) but so far denied the non-teaching staff. The allowance is intended to support teachers’ professional development and is paid annually as part of their salary package.
There have been agitation from non-teaching staff demanding they are also paid this allowance since they play an equal role in the education system – and are required – and do undertake professional development and training too.
Another very significant occurrence was in July 2022, when members of the four Unions in Education, viz. the Ghana National Association of Teachers (GNAT), the National Association of Graduate Teachers (NAGRAT), the Coalition of Concerned Teachers Ghana (CCT) and the Teachers and Educational Workers’ Union (TEWU) agreed to withdraw their services to back a demand for a Cost of Living Allowance (COLA).
Some headmasters however, threatened to sack TEWU members, especially the kitchen staff, who stayed away from work. By intimidating a section of the workforce and demanding their return to duty, the significance and impact of such an important industrial action was unwittingly water-down.
Similarly, there has been reports of some teachers denying non-teaching staff members access to water and toilets in some Senior High Secondary Schools and preventing them from participating in decision-making processes.
The incidents above highlight the need for solidarity and a collective mind-set amongst education sector Unions and workers. Teachers and non-teaching staff members must complement and respect each other’s role in the sector. To achieve this, there is an urgent need for more training and sensitization programmes aimed at educating teachers on the importance of their non-teaching colleagues and the need to treat them with respect and dignity.
The Ghana Education Service must prioritize the rights and privileges of all education sector workers, irrespective of their roles.
GNAT and TEWU must work together to bridge the gap between teachers and non-teaching staff, promote greater unity, and foster mutual respect amongst the workers. The education sector’s success and development depend on the collective effort of all the workers, and a harmonious and respectful working environment is key to achieving this. The Ghana Education Service must enforce policies that prohibit discrimination, intimidation, and disrespect towards non-teaching staff. This would serve as a deterrent to those who exhibit such behaviour, and also ensure that education sector workers are held accountable for their actions.
In addition, it is essential to create a system where non-teaching staff can provide feedback and contribute to decision-making processes within schools. By including non-teaching staff in school management and decision-making, teachers can gain a better understanding of the critical role they play in ensuring that schools run smoothly.
There is sufficient anecdotal evidence to suggest that discrimination, intimidation, and disrespect towards non-teaching staff are prevalent within the Ghana Education Service. To ensure a harmonious working environment, these concerns must be addressed quickly.
The Ghana National Association of Teachers and the Teachers and Educational Workers’ Union must work together to promote greater unity and respect amongst education sector workers. Through collective effort the education sector in Ghana would continue to grow and develop, and future generations would reap the benefits of a peaceful environment to facilitate quality teaching and learning to enhance education in Ghana.
Indeed greater collaboration between GNAT and TEWU is crucial in achieving common union goals, and through solidarity prioritise the rights of all education sector workers.
It would be important to state some of the roles that the collaboration between GNAT and TEWU could play in achieving union goals in the Ghana Education Service:
ADVOCACY:
By working together, GNAT and TEWU can advocate for policies and practices that promote the welfare of all education sector workers, both teaching and non-teaching staff. This includes issues such as fair pay and benefits, equal access to professional development opportunities, and respectful treatment of all workers.
TRAINING AND SENSITIZATION:
There is a need for training and sensitization programs aimed at educating teachers on the importance of their non-teaching colleagues and the need to treat them with respect and dignity. GNAT and TEWU could collaborate to develop and implement such programs to foster greater understanding and mutual respect among education sector workers.
NEGOTIATION:
Both GNAT and TEWU have experience in negotiating with the government and other stakeholders on behalf of their members. By working together, they can negotiate more effectively for the rights and privileges of all education sector workers, rather than just focusing on the needs of their own particular union.
UNITY AND SOLIDARITY:
Finally, GNAT and TEWU can play a role in promoting greater unity and solidarity among education sector workers. By working together and supporting each other’s goals, they can create a more cohesive and effective voice for workers in the Ghana Education Service, ultimately leading to better outcomes for both Unions.
JOINT COLLABORATION COMMITTEE:
GNAT and TEWU can promote collaboration through establishing a Joint Collaboration Committee. This committee would consist of members from both unions, who would work together to identify issues affecting both teaching and non-teaching staff and develop solutions to address these issues.
By working together in this way, GNAT and TEWU can demonstrate their commitment to promoting unity and respect amongst education service workers and achieving their union goals.
Additionally a Joint Collaboration Committee can help to foster a sense of collaboration and teamwork between the two unions, which can ultimately benefit all workers of the Education Service.
By: IRO, E/R
Gifty Abena Turkson
+233240976559.
Source: Nationaltymes.com