President Mahama WhatsApps GES: Grant Autonomy to District Directors

As part of efforts to strengthen our educational framework, the President of the Republic, John Dramani Mahama has urged the Ghana Education Service (GES) to empower District Education Directors with increased administrative autonomy. He voiced this request during the formal presentation of the National Education Forum Report at the Jubilee House in Accra on June 5, 2025.

Highlighting the critical need for decentralization, the President asserted, “We must give greater authority to the district directors and make them autonomous to be able to manage the schools. That’s where we’ll be able to know which teacher has not come to school… If a teacher has left post, their salaries will not continue going forever… I support this very much.”

The Argument for Decentralization

• Increased Accountability

District Directors, who are embedded within the communities they oversee, possess a superior perspective on school operations. Their closeness allows them to regularly visit schools, monitor teacher attendance and performance, and swiftly identify challenges. In contrast to centralized officials who may only perform occasional assessments, local leaders can uphold standards on a daily basis. They can quickly address misconduct, and consistently track student learning outcomes.

• Better Resource Allocation

Local education leaders have a clearer understanding of the unique and changing needs of schools within their jurisdictions. This insight facilitates a more equitable distribution of textbooks, classroom furniture, and financial assistance. Unlike centralized systems that depend on generalized data, District Directors can prioritize resources based on real-time evaluations, shifts in enrolment, or urgent requirements such as repairs to facilities. They are also more adept at identifying supply shortages early and taking prompt action to address them, ensuring that all schools are adequately supported and that resources are allocated more efficiently according to actual needs.

• Quicker Decision-Making

Granting autonomy to District Directors will streamline the often lengthy processes associated with centralized decision-making. Currently, even minor requests like approving a substitute teacher can be delayed for weeks. However, with local authority, District Directors can act promptly and decisively. This will keep school operations running smoothly, avoid disruptions in teaching and learning, and increase the confidence of both staff and the community.

Rapid response times are also crucial for immediate action during emergencies, such as floods or facility hazards, without waiting for higher-level approval. The flexibility is essential for establishing an effective and responsive education system.

• Enhanced Community Engagement

Decentralization will simplify the process of involving parents, local leaders, assembly members, and civil society organizations in school governance. Being present in the community, District Directors can organize regular meetings with stakeholders, address community feedback, and engage Parent-Teacher Associations in school planning and budgeting. This transparent and approachable leadership style will foster collective ownership of educational outcomes. When communities feel involved and valued, they are more inclined to support school improvement initiatives through fundraising, volunteering, or infrastructure enhancements.

Additionally, it is important welcoming the fact that open collaboration boosts accountability and alleviates mistrust. Engaging the community not only builds confidence but also reinforces the social and moral support concept for schools.

President Mahama further pointed out the shortcomings of centralized teacher recruitment. He remarks “Vacancies must be declared at the district level… They know how many schools they have, how many teachers they need… Why do we sit and do mass posting of teachers from the center?”

• Support from Traditional Leaders

The push for decentralization has resonated with traditional leaders earlier. Osagyefo Amoatia Ofori Panin, the Okyehene, questioned the logic of centralized control. He stated, ” “How can someone sit in Accra and control schools in Bolga?” He advocated for decentralization, asserting, “No one can be corrupt if the system is decentralized because we will have the best-qualified teachers teaching our children.”

Strategies for Implementation

To realize this directive, the following measures are suggested:

• Policy Revisions: The GES needs to update its policies to distinctly outline the roles, responsibilities, and boundaries of District Directors. These revisions should establish their legal authority and clarify reporting lines to prevent misunderstandings.
• Capacity Development: To empower directors, it is essential to provide training in leadership, resource management, digital tools, and ethics. Additionally, ensuring district offices are equipped with resources such as internet access, vehicles, and IT equipment is vital for optimal performance.
• Performance Monitoring: A transparent system must be established to monitor school advancements, hold teachers accountable, and ensure resources are used efficiently. Regular evaluations, digital dashboards, and audits will help verify that Directors are achieving desired outcomes.
• Stakeholder Involvement: It’s important to involve teachers, parents, traditional leaders, and local assemblies in the planning and oversight processes. Their engagement enhances transparency, fosters ownership, and encourages community backing for the reforms. These strategies collectively guarantee that decentralization will lead to meaningful advancements in school leadership, educational outcomes, and community trust.

Anticipated Challenges

The shift to decentralizing Ghana’s education system is promising, but it comes with potential challenges that must be addressed to ensure success:

• Resistance to Change: Some stakeholders, especially within centralized bureaucracies, may fear loss of power or job security, leading to resistance. Managing this requires clear communication, stakeholder engagement, and targeted training to build trust and support for the reform.
• Resource Inequity: Not all districts are equally prepared. Rural and under-resourced areas may lack trained personnel, infrastructure, or logistics. Equity-focused support and targeted investments are essential to prevent deepening disparities between districts.
• Maintaining Standards: Decentralization may lead to inconsistent practices and uneven education quality. To avoid this, GES must enforce national quality assurance frameworks, standard procedures, and regular monitoring to ensure uniform standards across all districts.

Conclusion

President Mahama’s comment to empower District Education Directors represents a transformative shift in the governance of our education system. By decentralizing authority, the government seeks to cultivate a more responsive, accountable, and effective education system tailored to each district’s unique needs. This strategic change promises improved educational outcomes and a fair distribution of resources, ultimately benefiting students across the country.

 

WRITTEN BY: WISDOM KOUDJO KLU,

EDUCATION EXPERT/COLUMNIST,

GREATER ACCRA REGION.

[email protected]