The President of the Ghana National Association of Teachers (GNAT), Rev. Isaac Owusu, is pressing Parliament to pass legislation safeguarding the reinstatement of Parent-Teacher Associations (PTAs) in the country’s basic and secondary schools—warning that the absence of legal protections leaves the policy vulnerable to future political reversals.
Rev. Owusu’s remarks were delivered during a media briefing at the opening of the “Teaching Together” workshop, a professional development collaboration between GNAT and the Canadian Teachers’ Federation (CTF), held at the GNAT Institute for Research and Industrial Relations in Abankro.
“Restoring PTAs effectively returns the management of schools to the community,” Rev. Owusu stated. “Any future reversal would be a setback to inclusive governance in education.”
The call comes days after the Ghana Education Service (GES), following a directive from President John Dramani Mahama, formally announced the full reinstatement of PTAs across all pre-tertiary institutions. The July 17 policy move reverses a 2019 decision under the previous administration that dissolved PTAs in favor of “Parent Associations” (PAs)—a move critics said weakened parental engagement, particularly in the wake of the government’s flagship Free Senior High School (Free SHS) program.
In a June 2025 address, President Mahama had described the sidelining of PTAs as “unacceptable,” pledging their full reintegration into the public education framework.
GNAT, which represents tens of thousands of public school teachers, has long advocated for the institutionalization of PTAs as key instruments of community engagement and accountability in education. Rev. Owusu argues that without parliamentary backing, the current policy remains subject to the political whims of future administrations.
“A legislative framework would offer PTAs the legal stability to function without fear of arbitrary suspension,” he said.
PTAs have historically played a significant role in Ghana’s education sector, contributing to infrastructure projects, enforcing student discipline, supporting teacher initiatives, and supplying critical learning materials. Education researchers and practitioners alike cite strong PTA participation as a key determinant of positive student outcomes and effective school governance.
The “Teaching Together” workshop—GNAT’s joint initiative with the Canadian Teachers’ Federation—has brought together over 300 educators from Ghana’s Northern, Bono, Ahafo, and Upper West Regions. The training focuses on peer-led professional development in inclusive education, gender and culture sensitivity, digital pedagogy, and classroom management. A second batch of 300 educators is scheduled for training later this year.
Beyond PTA reform, Rev. Owusu used the platform to appeal to Finance Minister Dr. Ato Forson, calling for greater prioritization of the education sector in fiscal planning.
He cited persistent systemic issues—delayed teacher allowances, insufficient learning materials, and deteriorating infrastructure—as major barriers to teacher morale and performance.
“Teacher welfare must be central to any serious national education policy,” he said. “Failure to address these challenges will continue to erode the quality of education delivery in this country.”
As the policy landscape shifts under the Mahama administration, GNAT’s legislative push could emerge as a critical test of the government's commitment to long-term education reform—and its willingness to shield school governance structures from the volatility of partisan change.
