Keynote Address By Alfred Agyenta(Bishop of the Catholic Diocese of Navrongo-Bolgatanga)

Keynote Address By Alfred Agyenta(Bishop of the Catholic Diocese of Navrongo-Bolgatanga)

I am grateful for the invitation to be part of your 11th
national delegates’ conference and for the opportunity to
contribute to your reflection on issues affecting your
profession and the nation as a whole. I do this not as an
expert in education but as a religious professional with a
deep passion for education.
The Change of the Theme of the Conference
I have had to contend within the space of three months with
the change in the original theme of the Conference from the
sort of education that stakeholders in the field would like to
provide for the 21 century to how we can protect the
integrity of examinations. Although these topics appear to
be quite different, upon a deeper reflection one realizes
that they are not mutually exclusive. After all, a twenty-first
century education that Stakeholders would wish for the
nation would be one that is of higher quality and aims at
excellence. Such an education, one would suppose, will not
by any means like to compromise on the integrity of the
system of evaluation and assessment that usually forms
part and parcel of any quality education delivery system.
In any case, I guess the organizers of the conference were
swayed by the recent incidents of exam malpractices that
hit the nation a few months ago to choose the present
theme of the conference namely, how to protect the
integrity of our examinations.
If we are worried about the integrity of the evaluation
systems of our education we should be equally concerned
about the quality of education, especially education in the
broader sense, whereby the process seeks to bring out the
best in the person being educated. In other words, by
seemingly focussing on the rising exam malpractices, we
might simply be taking the symptoms for the cause of a
dysfunctional educational system that is failing to inculcate
good moral values in our citizenry. I hope to come back to

the issue of the moral and ethical deficit in the educational
system in this country and how this affects the integrity of
our examination systems.
The Theme of the conference
Protecting the Integrity of Examinations. Which Exams?
-The theme seems to suggest that the integrity of all
examinations in this country is currently at stake because it
does not specify which form or level of examinations are
under threat.
However, given the recent cases of exam irregularities and
malpractices in the basic and secondary level examinations
one would suppose that these are the examinations in
question. However, we need not forget that there have
been instances of exam malpractices also at the tertiary
If not Us Who then?
I was not very sure who the ‘us’ in the theme of the
Conference, stands for; Nagrat or the Ghanaian public? In
either case, this is a clear indictment of the institutions that
have the mandate to ensure the integrity of the evaluation
and assessment systems of our education.
The Theme seems to suggest that these institutions have
failed us and that we need to do the work ourselves. This is
indeed a huge task and the question naturally arises, how

can we do this? And even if we are able to do so, are we not
usurping the task of these institutions?
2. My Approach in discussing the Theme
i. Do we have any good reasons to be worried about the
integrity of our examinations in this country? For the sake
of the discussion we shall focus on the current
arrangement that is in place for the efficient conduct of
examinations in this country. We will do this with
particular reference to the work of the WAEC, the official
body that has the mandate to supervise our examination
systems. A profile of WAEC and her affiliate bodies and
their performance in recent years.
I I. If yes, what evidence is there to warrant the call for public
intervention in protecting the integrity of our
examinations? What is the nature of these malpractices
and what are the implications of a situation like this for
the country as a whole and for the individual citizens.
III. What is the way forward? What concretely can be done
to protect the integrity of our exams without necessarily
having to usurp the roles of the institutions mandated to
ensure quality and efficiency in the conduct of our
Part I. Profile of the West African Examinations Council
WAEC, a non-profit-making organization, is the regional
body in charge of pre-university (tertiary) assessment
procedures with its Headquarters in Ghana, Accra. It was
established in 1952.
With 63 years of experience this is a body that certainly
knows what it is about.
Its vision: WAEC aspires ‘to be a world class examining
body, adding value to the educational goals of its numerous
Mission statement; WAEC, wants ‘to remain, Africa’s
foremost examining body providing qualitative and
reliable educational assessment, encouraging academic
and moral excellence and promoting sustainable human
resource development and international cooperation”.
Core values;
Integrity, professionalism, accountability, transparency,
team work.
A Formidable Council
Besides the above, the Council boasts of its well-developed
committee structure which is the source of its strength. It
makes clear that both the Council and its Committees are
made of some of the best men and women in the various
fields of human endeavour in the sub-region, particularly in
“All these ensure that the operations of the Council are
meticulously performed and they make the council an
authority on educational issues”.
Meticulous operations of the Council
Before, during and after the conduct of examinations the
council ensures its operations are meticulously executed.
Pre-examination activities include;
– designation of exam centres (certified )
– printing and packaging of exam material
– briefing exam personnel
– distribution of exam materials.
Post-examination activities include;
-collection of the scripts,
-coordinate marking of the scripts
-processing of marks
– issue of certificates
-investigate into irregularities and malpractices.
In the light of the above profile of the Exam Body namely,
its capacity to deliver on its mandate based on its vision,
mission, core values and meticulous operational machinery.
do we have any reason to be worried about the integrity of
our examinations and are we justified in calling for any
external intervention in the conduct of our examinations or
we are simply blowing false alarm?
Indeed, the examining body has been commended on a
number of instances in the past for its credible
performance, especially in the area of the application of ICT
in its service delivery, the credibility of its certificates and
qualifications and the reduction in exam malpractices.
But what has gone wrong of late?
Part II: Evidence of a failing Institution
If we are calling for the protection of the integrity of our
examinations we are acknowledging at the same time that
something is not working, that an institutional failure has
occurred (institutions are run by human beings).
Evidence of Exam Malpractices
i. Evidence has shown that there has been a rising
incidence of exam malpractices, especially in the BECE
since 2009.
In a report on the trends in irregularity cases recorded
in the BECE from 2009 to 2011, WAEC made the
following interesting revelations on the growing
incidence of exam malpractices. *

> 2009 = 525 candidates involved
> 2010 = 1,083 candidates involved
> 2011 = 1,127 candidates involved

Although I was not able to lay hands on the statistics
of malpractices recorded in the subsequent years of
2012 to 2015, one would imagine that there certainly
has been no lessening in the trend as the incidents of
May and July this year testify.

An interesting detail in this report is the league table
of the cheaters by regions that was compiled by the
Council. At the top was placed the Brong Ahafo region
with the highest percentage of exam malpractices
whilst at the bottom with the least percentage of fraud
was the Upper West Region.


Admission by WAEC of the problem of exam
malpractices. In 2012, the regional Examining Body
itself admitted to the fact that exam malpractices
among students were increasing at an alarming rate
and called for a joint effort among stakeholders in
Education to deal with the situation since the Council
could not singlehandedly deal with the situation.

iii. The Nature of the evidence (exam malpractices) that
are reported.
a) Leakage of exam questions (i.e. when exam questions
and answers get into the hands of candidates before
the date scheduled for the exam. This has often led to
cancellation of results or withdrawal of papers.

One would ask how this is possible without the
involvement of WAEC, which is responsible for the
printing and packaging of the exam material; briefing of
exam personnel (recruited by the Council), e.g. depot
keepers, police, supervisors; distribution of exam
materials? Cf confirms WAEC inability to deal with the
b) Bringing foreign material into the exam halls, e.g.
Mobile phones, answer scripts and notes.

Once again we could ask how is this possible without the
knowledge of the invigilators, supervisors, and teachers?

Cf. confirms the growing sophistication in the practice of
exam malpractices.

c) Collusion, (illegal cooperation) i.e. candidates copying
from one another, soliciting help from the invigilators,
teachers, heads of institutions).

iv. Practices that abet exam malpractices
a) The strong desire by some officials of GES (district
directors, school administrators and head teachers) to
produce very good results in their districts, their
schools, as a proof of their worth and hard work.
– Sometimes these authorities ask students or their
parents to pay some monies either to procure the
exam questions or to arrange for external help for the
students in the exam halls.
b) Explicit request by students for help from Teachers in
the exam hall. Cf. request of the students of St John’s
c) Parents and guardians who are anxious to see their
wards acquire good grades connive with exam officials
(WAEC, invigilator, supervisors) to procure exam
material or help for their wards during exams.
d) Students have devised all sorts of tricks, with the help
of modern ICT to cheat and evade detection when
carrying foreign materials into the exam halls. Cf.
Introduction of body search during the exam period
was meant to check this, but it is becoming clear that
the sophistication of the students in this area is
growing by the day.

v. The Growing public disenchantment with Exam
malpractices in the country.

Sound examination evaluation systems have
repercussions for the country, the individual students
and for teachers. When this is missing people have
every reason to be worried about the future of our
i. The purpose of an examination assessment system is to
produce and select authentic products for building the
nation and the society. It makes it possible for the nation
to rely on a credible human resource base for its
development programmes. A dysfunctional evaluation
and assessment system puts the nation at risk since she
is likely to be building on a loose soil of incompetent and
poor quality human capital. This happens when people
are hired or employed based on their paper qualification
rather than experience.
ii. Besides, of late our country has become the destination
of many foreign students seeking quality education in the
sub-region. When our evaluation system is perceived as
fraudulent we stand to lose not only our image (cf.
Headquarters of WAEC in Ghana) but also these foreign
students who enrich our economy and scientific culture.
iii. A fraudulent evaluation and assessment system puts the
student’s future at risk. This happens when it turns out
that at the work place one’s performance/output does
not match his or her paper qualification that has been
acquired through fraudulent means.
Besides his or her poor chances of a successful career due
to fraudulent certificates and results, a more serious risk
is the moral integrity of our youth, who are taught at a
very early age that it is a good thing to cheat/steal, that
it is not important to work hard or to sweat to achieve
good results. What we are doing by this is preparing a
human resource capital that has the potential to ruin the
country and society once they enter public service, since
habits die hard)
iv. The hard work of most teachers is compromised in an
environment of prevalent exam malpractices. Exam
evaluation systems are not only meant to assess how
much knowledge/expertise a student has acquired in a
given period and how ready he or she is for the next step
or for a job or promotion, but also serves to evaluate the
quality of the teacher or the professor. The performance
of the student, whether good or poor, generally reflects
the skills or the lack of these in the teacher. Hence when
students are inclined to cheat in exam halls, it is an
indictment on the teachers for failing to make the
required impact on their students, either by imparting
the right knowledge to them or by way of influencing
their moral conduct. After all, Teachers are not just
supposed to be instructors but also to serve as role
models for their students.
v. Prosecution of culprits of exam malpractices has not
been very rigorous. People seem to get away with exam
malpractices. What we seem to forget is the financial loss
that the state and parents suffer when exams are
cancelled and have to be rewritten.
Part III. Way Forward. Protecting the integrity of our exams.

In the last part of my reflection I will like to defend the
thesis that, “the road to protecting the integrity of the
examinations and assessment systems of this country must
pass through a serious effort to promote moral integrity
among her citizenry.”

This is the bottom line as far as the root cause for what we are
witnessing in our educational system of late is concerned
namely, the moral and ethical deficit of our society. What
seems to be the order of the day in so many areas of our
public, social and religious life which, unfortunately, has
become the norm, is now spreading dangerously to and
attacking the very system on which we are still able to trust
the competence of the people who serve in various capacities
in our country. When we are no longer able to judge the
competence of the medical doctor, the administrative officer,
the bank manager, the professor or the scientist who hold
qualification certificates from a fraudulent evaluation and

assessment system, then we are in real trouble and danger of
destroying ourselves and our country.

And so what needs to be done?

i. Institutional Reform
First of all, my analysis has shown that we have what it takes
to run a credible and reliable examination and assessment
system in this country, but unfortunately this seems not to be
working. WAEC, the regional Body mandated to supervise and
coordinate this system should be held largely responsible for
the present crisis in the conduct of the BECE and WASSCE.
The Council and her affiliate bodies need to step up their
performance to match her vision and mission statement. Her
vision to become “a world class examining b o d / ‘ and her
dream to “remain Africa’s foremost examining body” are at
best elusive goals in the face of the current spate of exam
Indeed, most of her core values have been compromised; her
integrity has been seriously dented by her failure to ensure
the security and safety of the exam material as it makes its
way from the printing room to the exam halls.
Her professionalism has become questionable in the light of
the involvement of some of her officials and personnel in the
leakage of exam material. In dealing with investigations into
exam irregularities and malpractices the Council needs to
demonstrate more accountability and transparency than it

has done so far, especially in the instances where her own
personnel are implicated in these malpractices.
Fortunately, the Council has admitted that she cannot fight
the menace of Exam malpractices singlehandedly and has
called for the collaboration of all the stakeholders in Education
to deal with the situation. However, in our opinion, this can
only happen if the Council is willing and prepared to have her
structures and systems of operations overhauled.
Since the Council is responsible for the printing and packaging
of exam material, designation of the exam centres, briefing of
the examination personnel (we assume that there is a rigorous
system of selection of these personnel), distribution of the
examination material, it is to be expected that any form of
overhauling of the system would trickle down and have a
knock-on effect on the exam centres where the malpractices actually ocur

I believe that it is in the interest of the Council to ensure that
all the arrangements that are made for the deployment of her
evaluation system are carefully monitored from the printing
room to the collection of the scripts from the examination
centres throughout the country.
Secondly, in dealing with reported cases of irregularities and
malpractices, there should be a transparent legal framework
for investigating these. The investigations should not be left

entirely to the Council but should involve an independent
body or a joint task force. In the event of some of the
personnel of the Council being implicated in the irregularities
and malpractices, it is not likely that such investigations can be
objective and yield concrete results if they are left exclusively
in the hands of the Council.
It is worth noting that calls have already been made by some
prominent personalities in the educational sector for a
regulating body or an independent assessor to evaluate the
operating systems of the Council periodically without
prejudice to the independence of the examination Body.
As a sole examining body, WAEC might have been very
complacent since she currently enjoys monopoly in the field.
If there were other officially recognized and approved
examining bodies in the country or in the sub-region
competing favourably with WAEC in quality examination and
assessment delivery, the Council would be forced to be more
vigilant in her operations and accountable to the public.
Besides this could also give exam candidates the possibility of
an alternative choice for the evaluation of their studies.
It is true to say that strong institutions and legal frameworks
do not necessarily change hearts but these can restrain the
heartless. Hence we need as a matter of urgency to make the
Examining Body work efficiently even if as a starting point for

entirely to the Council but should involve an independent
body or a joint task force. In the event of some of the
personnel of the Council being implicated in the irregularities
and malpractices, it is not likely that such investigations can be
objective and yield concrete results if they are left exclusively
in the hands of the Council.
It is worth noting that calls have already been made by some
prominent personalities in the educational sector for a
regulating body or an independent assessor to evaluate the
operating systems of the Council periodically without
prejudice to the independence of the examination Body.
As a sole examining body, WAEC might have been very
complacent since she currently enjoys monopoly in the field.
If there were other officially recognized and approved
examining bodies in the country or in the sub-region
competing favourably with WAEC in quality examination and
assessment delivery, the Council would be forced to be more
vigilant in her operations and accountable to the public.
Besides this could also give exam candidates the possibility of
an alternative choice for the evaluation of their studies.
It is true to say that strong institutions and legal frameworks
do not necessarily change hearts but these can restrain the
heartless. Hence we need as a matter of urgency to make the
Examining Body work efficiently even if as a starting point for

a more comprehensive approach to the problem of exam
ii. Responsible Citizenship.
We need to work towards building a responsible citizenry in
this country. We are all responsible for the present level of
exam malpractices in this country because of the generally
accepted and approved culture of corruption and impunity. A
citizenry that puts personal interest and profit over and above
the national one is bound to lose its soul to the devil.
Responsible citizenship requires that every one of us acts as
a gatekeeper and protector of the Common Good, which
includes the quality of our human capital, human resources. If
we refuse to be bothered by what is currently happening in
our examination halls which has repercussions for the quality
of the diplomas, certificates and degrees that people hold, we
are shooting ourselves in the foot and killing our nation
Unfortunately, most of these exam malpractices are often
carried out under the full glare and watch of some law
enforcement agents and perpetrated by citizens who should
know better (cf WAEC and GES personnel).
Moreover, when parents prefer to procure exam questions at
any cost for their wards rather than ensure they spend quality
time at their studies they are simply being irresponsible. Most
parents tend to be either too busy to monitor the amount of

productive time that their kids and wards waste on the
internet, at the TV, with their mobile phones and other forms
of electronic distractions. Worse still is the perceived freedom
that parents think they gain for the pursuit of their own
business by getting the kids off their backs and keeping them
occupied with all the latest electronic gadgets which they
acquire for them. Since such parents are used to buying things
for their kids, when it comes to their exams they will not
hesitate to procure the exam questions and answers for them.
This is irresponsible parenthood at its peak!
iii. Professional ethics

Apparently, in this country, we have thrown away professional
ethics in so many areas of our public life, often sacrificing this
on the altar of personal gain and instant profit. It is an
incontrovertible fact to argue that at the bottom of all these
exam malpractices is the crave for instant profit, especially
profit without toil and at the expense of the good of the
society. Cf. conduct of police investigators at crime scenes and
the use of the social media).

Invariably, accompanying these examination malpractices
and probably fuelling them is the desire to make cheap money
on the side line while performing our official duties. This is
highly unprofessional as it is unethical.

I would like to believe that there is a code of conduct for all
those responsible for the conduct of our examinations (WAEC

personnel; those who print the questions, those who package
them, the distribution team, including the drivers and security
force, the depot keepers, the supervisors, invigilators,
Headmasters of the exam centres, etc.) What has become of
this if there is any at all.

Teachers have most often been cited as playing a major role
in the exam malpractices and I am sure at one time or the
other some of you might have dabbled in this shameful
practice, throwing your professional ethics to the wind. Exam
malpractices, especially involving the teacher is an indictment
on the teaching profession.

Whenever students cheat in exam halls it may be partly due
to the fact that teachers have failed to provide them with
adequate knowledge and skills to pass their exams. In this case
cheating in the exam halls could be seen as a desperate cry by
the students for help, for greater attention and for quality
tuition from their teachers.

When teachers get paid and yet fail to teach, and on top of
that go to the exam halls to assist students to cheat, this is a
double crime, and worse still, if they take money from the
students for such services. Such conduct on the part of
teachers is certainly unprofessional as it is criminal.

I hope this noble Association of Graduate Teachers can show
the way forward by your individual and collective
commitment to live above reproach and I would like to
challenge you to do more to protect the image and dignity of
your noble profession.


iv. Good moral education for our youth.

It is disheartening to know that children as young as 13/14
years(at JHS level) have learnt to cheat and are made to
believe that it is normal to steal, to outwit others, to frown
upon hard work and honesty as a means of achieving their
goals. When these are taught such social vices at this tender
age, they will grow up believing that this is the normal way of

In this regard, we need to review seriously the religious and
moral component of the curriculum at both the JHS and the
SHS levels. Following the removal of Religious and Moral
Education at the basic level and its reintroduction, after the
public outcry, we seem as a country to have lost ground in
building into our educational system the sense of what is
wrong and morally reprehensible.

Institutions are not good or bad by themselves. Rather it is the
moral calibre of the men and women who run them who make
the difference. Such men and women do not drop from the
sky but are formed and groomed from a very early age, at
home and in the schools. This is where the role of the family
and the school as the locus for the formation of our youth, the
leaders of tomorrow, becomes very crucial. Unfortunately,

the family today appears to be in serious crisis,
all sorts o f i d e o l o g i e s a n d p h i l o s o p h i e s , t h e l e a s t n o t b e i n g
materialistic m e n t a l i t y t h a t drives p a r e n t s a n d f a m i l y h e a d s
spend m o r e t i m e n u r t u r i n g t h e i r businesses a n d p r o f e s s i o n s
rather than their children.
With a dysfunctional system of e d u c a t i o n w h e r e the p r e m i u m is
placed m o r e o n p a s s i n g e x a m s r a t h e r t h a n o n l e a r n i n g f o r l i f e ,
our f u t u r e h u m a n resource capital is s e r i o u s l y j e o p a r d i z e d .

I t i s i n this light t h a t I s t r o n g l y b e l i e v e t h a t w e n e e d to go
beyond institutional reforms, g o o d a n d necessary as t h e s e
m a y be, t o t h e p r o m o t i o n o f t h e l o v e f o r v i r t u e i n t h i s c o u n t r y .
This m u s t b e g i n a t a n e a r l y a g e a n d , a s s o m e o n e h a s s a i d , w i t h
the yet unborn!

A s a religious p r o f e s s i o n a l , i t i s m y c o n v i c t i o n t h a t w e c a n n o t
succeed i n a n y e n d e a v o u r w i t h o u t a s e n s e o f g o d l i n e s s , f o r t h e
b o o k o f P r o v e r b s m a k e s i t c l e a r t h a t , t h e ” f e a r o f God i s the
beginning o f Wisdom”. If we w a n t to be t r u l y w i s e in t h e s e n s e
o f pursuing w h a t i s g o o d f o r ourselves, f o r o t h e r s a n d f o r o u r
nation, t h e n w e need t o b e G o d – f e a r i n g .

And so I dare to conclude w i t h my t h e s i s that the road to protecting the integrity of examination in this country passes through the desire and the willingness to embrace a life of moral integrity. This must begin with you and me, and right now.


Alfred Agyenta

September 15, 2015

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NATIONAL ASSOCIATION OF GRADUATE TEACHERS (NAGRAT) - GHANA National Secretariat P. O. Box NM 329 Accra –Ghana 4th July, 2014

Tel:  233-0302-403454



We write to complain about the way and manner government and the Ghana Education Service management have handled grievances of the staff of the service. From 2010 to date, the unions of the Ghana Education Service have raised concerns on grievances that have been left unresolved by the Ministry of Education, the Ghana Education Service, the Fair Wages and Salaries Commission and for that matter government. These grievances have been the major reasons behind various strikes, demonstration; and petitions, and yet their redress remains far from sight. Sir, you would recall that in May 2014 the grievances listed below caused the National Association of Graduate Teachers to serve notice of its intention of industrial action on the National Labour Commission and the subsequent declaration of industrial action. They are:
  1. Second Tier Pension Scheme
  2. Payment of Outstanding Incremental Credits for 2011 and 2012
  3. Non-payment of Transfer Grants and T&T Allowances to Teachers Transferred from 2010 to date
  4. Three (3) Months Pay Policy on Newly Recruited Staff, Promotions and Re-engagement
  5. Revision of WAEC Invigilation Allowances.
Consequent upon that industrial action, a meeting was convened between the government team and the Teacher Unions on 15th May, 2014 to resolve the issues relating to teachers of the Ghana Education Service. At the meeting various agreements were reached on the issues and a Communiqué signed. (Vide copy for your study and use). We wish to bring to your notice that government and the GES management have failed to adhere to the tenets of the Communiqué they signed. A case in point is that on the payments of not more than three (3) months’ salary arrears. The agreement is that District Directors of education would submit completed templates for payment of the remaining arrears to Regional Directors latest by 16th May, 2014 and that payment are expected by the end of June 2014. Sir, we are now in July and most of the templates are still at the District Directorates. Payments for those that have been submitted to headquarters have not been made. On transfer grants, the Communiqué mandated District Directors to collate data on qualified beneficiaries by end of May 2014. Stakeholders were to be invited upon receipt of the data for a verification and validation exercise for payments to be effected. We have moved through June to July, 2014 yet the Stakeholders’ meeting has not been convened. Needless to say, the verifications and validation exercise has not taken place and a date for payment not known. Closely linked to the payment of transfer grant is the staff deployment and rationalization exercise. Government and the GES management agreed to suspend the exercise and source funding for the payment of transfer grants and T&T of teachers transferred since 2010. As of now the outstanding grants and allowance have not been paid yet teachers are being transferred under the exercise Collection of data on teachers who were transferred has been done for the group of 2014 to the neglect of all those transferred from 2010 to 2013. On the strength of that Communiqué and the genuine desire to create the congenial climate for further negotiations, NAGRAT called off its strike on 21st May, 2014. On the same day, the National Labour Commission (NLC) invited the parties to a meeting aimed at resolving the grievances. It is pertinent to point out that while NAGRAT and the FWSC attended the meeting other parties namely the Ministry of Education, the Ghana Education Service, the Ministry of Finance, and the Ministry of Employment and Labour Relations failed to honour the invitation. The NLC scheduled another meeting for 18th June, 2014. The National Labour Commission notwithstanding issued some directive to be responded to by 11th June, 2014 prior to the meeting of 18th June, 2014. (Please find copy attached) Sir, it is interesting to note that the Ministry of Education and the Ghana Education Service which had invited NAGRAT to a meeting on that day postponed the meeting indefinitely when NAGRAT called off the strike. That meeting has not been reconvened to date. This is a clear indication of the lack of commitment of government and the GES management to resolving the grievances of the Ghana Education Service Staff. When National Officers of NAGRAT reported at the premises of the National Labour Commission on 18th June, 2014, they were told that the meeting had been postponed indefinitely. It is almost three (3) weeks now and the National Labour Commission has left the issues hanging without any communication with the leadership of the Association. Sir, teachers are getting increasingly convinced that their grievances are systematically trivialized. We want to state emphatically that should any unpleasant outcome occur, teachers will take no share of blame. Their patience has been stretched to the limit and the disquiet is becoming alarming.   Yours faithfully,     Stanislaus P. Nabome General Secretary Cc:
  1. The Honourable Minister,
Ministry of Education Accra
  1. The Honourable Minister
Ministry of Employment and Labour Relations Accra
  1. The Honourable Minster,
Ministry of Finance Accra
  1. The Chief Executive
Fair Wages and Salaries Commission Accra
  1. The Director General
Ghana Education Service Accra
  1. The General Secretary
Ghana National Association of Teachers Accra
  1. The General Secretary
Teacher and Educational Workers Union Accra
  1. The President
Coalition of Concerned Teachers Accra
  1. All Regional Chairmen,
NAGRAT Regional Secretariat