The Northern Network for Education Development (NNED) has warned that the ongoing nationwide strike by pre-tertiary teacher unions could widen educational inequalities, particularly among children in rural and deprived communities in Northern Ghana.
The Network says prolonged disruptions to teaching and learning could place children in underserved communities at a greater disadvantage because many have limited access to alternative learning opportunities.
In a statement on the industrial action, NNED called on government and teacher unions to urgently resolve the impasse while protecting both teachers’ welfare and children’s right to education.
“Extended disruptions to teaching and learning risk widening existing educational inequalities and placing already vulnerable learners at an even greater disadvantage,” the statement warned.
NNED acknowledged the right of teachers to demand improvements in their conditions of service, including remuneration, promotions, allowances, professional development and general welfare.
It called on the government, Ministry of Education, Ghana Education Service, Fair Wages and Salaries Commission, Controller and Accountant-General’s Department and other relevant institutions to address the concerns raised by the unions.
According to the Network, negotiations must go beyond assurances to include clear commitments and timelines for addressing outstanding issues.
“While dialogue remains important, it must be accompanied by concrete, transparent and time-bound actions capable of restoring confidence among teachers and their unions. Where commitments have already been made, clear implementation timelines should be communicated and honoured,” NNED stated.
The Network also appealed to teacher unions to consider the consequences of the industrial action on learners and explore ways to minimise disruptions while negotiations continue.
“Teaching is not only a profession; it is a national responsibility with a profound influence on the future of every child. Each day that children remain out of school represents valuable learning time that may be difficult to recover, particularly at a time when the education sector continues to face numerous challenges,” the statement said.
NNED expressed particular concern about children in rural communities in Northern Ghana, where opportunities for learning outside the classroom are often limited.
It warned that continued disruption could worsen existing disparities in educational access and outcomes between children in deprived communities and those with greater access to learning resources.
The Network consequently urged both parties to place the interests of learners at the centre of ongoing negotiations.
“Government must demonstrate good faith by responding promptly and concretely to the concerns of teachers, while teacher unions are encouraged to remain open to avenues that will minimise further disruption to academic activities as negotiations progress,” it said.
NNED maintained that protecting teachers’ welfare and ensuring uninterrupted learning should not be treated as competing priorities.
“We firmly believe that the interests of teachers and the interests of learners are complementary, not competing. A motivated, respected and fairly treated teacher is fundamental to the education and success of every child,” the statement noted.
It called for intensified negotiations and a resolution that addresses teachers’ grievances without prolonging disruptions to academic activities.
“The current impasse requires intensified dialogue, mutual understanding and decisive action from all parties. Ghana cannot afford a prolonged disruption to the education of its children. The nation must work collectively to achieve a fair and sustainable resolution that safeguards both the interest of teachers and the fundamental right of every child to learn.”
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