Does GES Grant Study Leave With Pay for Master’s Degrees? Setting the Record Straight
One of the recurring debates among teachers in Ghana today is whether the Ghana Education Service (GES) grants study leave with pay to teachers who wish to pursue master's degree programmes.
The discussion has become even more controversial because some teachers claim that study leave with pay for master's programmes is reserved only for teachers who obtained their first degree through the regular university system, particularly those who previously enjoyed study leave with pay. According to this argument, teachers who earned their first degrees through sandwich, distance, weekend, or other alternative modes are not eligible.
But is there any official policy backing this claim?
More importantly, does such an interpretation align with fairness, equity, and the spirit of the GES Conditions of Service?
Let us examine the facts.
What Does the 2024 Collective Agreement Say?
The most important document governing the conditions of service for teachers in Ghana is the 2024 Collective Agreement negotiated between GES and the teacher unions.
Section 18.13(ii) of the agreement states that:
Study leave with or without pay may be granted by the Director-General to members of the Ghana Education Service for approved programmes ranging from First Degree to PhD, including industrial and professional programmes.
This provision is significant because it clearly recognizes study leave opportunities for various levels of education, including:
- First Degree Programmes
- Master's Degree Programmes
- Doctor of Philosophy (PhD) Programmes
- Industrial Programmes
- Professional Programmes
The wording does not suggest that master's degree study leave is restricted to any specific category of degree holders.
Neither does it indicate that teachers who obtained their first degree through sandwich or distance education are excluded.
Where Did the Controversy Come From?
The controversy arises from an assumption held by some teachers.
According to this school of thought, a teacher who obtained a first degree through sandwich or distance education should not be granted study leave with pay for a master's programme.
They argue that the master's study leave provision was intended only for teachers who earned their first degree through the regular university route.
The challenge, however, is that those making this claim often fail to provide any official document, policy guideline, circular, directive, or correspondence from GES supporting their position.
In matters involving public service conditions, opinions and assumptions cannot replace official policy documents.
If a restriction exists, it must be documented.
If it is not documented, then it remains speculation.
The Fairness Test
To understand why this argument is problematic, let us consider a practical example.
Imagine two teachers who joined the Ghana Education Service with diploma qualifications.
Teacher A
After completing the required years of service, Teacher A applied for study leave with pay and was granted approval.
Teacher A left the classroom and spent four years on campus pursuing a first degree while receiving a full salary and enjoying all the benefits associated with study leave.
Teacher B
Teacher B also applied for study leave with pay but was not fortunate enough to receive approval.
Instead of giving up on personal development, Teacher B continued teaching in the classroom.
At the same time, Teacher B enrolled in a sandwich or distance education programme.
This teacher had to:
- Pay tuition fees personally.
- Cover transportation expenses.
- Manage academic pressure alongside classroom responsibilities.
- Sacrifice weekends, holidays, and personal time.
- Continue performing professional duties while studying.
After years of hard work and financial sacrifice, Teacher B successfully obtained a first degree.
The Big Question
Today, both teachers hold bachelor's degrees.
Both are applying for study leave with pay to pursue master's programmes.
Should the system now tell Teacher B:
"Sorry, you are not eligible because your first degree was obtained through sandwich or distance education."
Meanwhile, Teacher A, who already benefited from four years of study leave with pay, is considered eligible.
Does that sound fair?
Does it promote equal opportunities?
Does it encourage professional growth?
Most reasonable people would answer no.
Why Such an Interpretation Would Be Unjust
If the claim were true, it would create a situation where teachers who made greater sacrifices to upgrade themselves are punished rather than rewarded.
Teachers who pursued sandwich and distance education often:
- Funded their education themselves.
- Continued serving learners while studying.
- Balanced family, work, and academic responsibilities.
- Received no special privileges.
Denying them future study leave opportunities solely because of the mode through which they obtained their first degree would amount to discrimination.
It would effectively communicate that self-sponsored professional development is less valuable than education obtained through study leave sponsorship.
Such a position would be difficult to justify.
What the Collective Agreement Appears to Support
The language of the Collective Agreement appears broad and inclusive.
The agreement focuses on:
- Qualification requirements.
- Programme approval.
- Service conditions.
- Director-General approval.
It does not explicitly focus on how a previous degree was obtained.
If teacher union leaders and GES representatives intended to exclude holders of sandwich or distance education degrees from master's study leave opportunities, one would reasonably expect such a significant restriction to be clearly stated.
The absence of such wording is important.
Policy interpretation should be based on what is written, not on assumptions about what people think should have been written.
Real-Life Evidence Suggests Otherwise
Beyond the wording of the agreement, there are instances where teachers have reportedly been granted study leave to pursue master's programmes.
In fact, many educators personally know colleagues who are currently pursuing master's degrees under study leave arrangements.
While individual cases may not establish official policy on their own, they certainly challenge the claim that master's study leave opportunities do not exist or are automatically denied to certain categories of degree holders.
The Burden of Proof Lies With Those Making the Claim
In policy discussions, evidence matters.
Anyone claiming that holders of sandwich or distance education degrees are disqualified from master's study leave opportunities should be able to produce:
- An official GES circular.
- A policy guideline.
- A directive from the Director-General.
- A documented regulation.
- An approved implementation framework.
Without such evidence, the claim remains an opinion rather than an established fact.
Teachers deserve factual information, especially when making important career decisions.
Why Continuous Professional Development Matters
Education systems around the world encourage teachers to upgrade their qualifications.
Master's degree programmes help teachers:
- Improve pedagogical skills.
- Strengthen subject knowledge.
- Develop leadership competencies.
- Enhance research capabilities.
- Improve classroom outcomes.
- Prepare for administrative and supervisory roles.
When teachers advance academically, learners ultimately benefit.
This is why educational institutions and governments often support professional development initiatives.
What Teachers Should Do
Teachers interested in pursuing master's degree programmes should:
1. Consult Official Documents
Always rely on:
- Collective Agreements.
- GES circulars.
- Official directives.
- Communications from GES headquarters.
2. Seek Clarification
Where uncertainty exists, seek clarification through:
- District Education Offices.
- Regional Education Offices.
- Teacher unions.
- Human Resource Departments.
3. Avoid Rumours
Many misconceptions spread through informal conversations and social media discussions.
Before accepting any claim, ask:
Where is the official document?
4. Continue Investing in Professional Development
Teachers should not be discouraged from pursuing further education because of unverified claims.
Professional growth remains one of the most valuable investments a teacher can make.
Conclusion
The assertion that teachers who obtained their first degree through sandwich or distance education are automatically disqualified from study leave with pay for master's programmes lacks publicly available documentary evidence.
The 2024 Collective Agreement recognizes study leave opportunities for programmes ranging from first degree to PhD and does not explicitly exclude teachers based on the mode through which their first degree was obtained.
Until an official policy, circular, or guideline is produced to support the contrary position, such claims should be treated as opinions rather than established facts.
The conversation should be guided by evidence, fairness, and the principles of equal opportunity.
After all, if two teachers possess the same qualification today, why should one be punished simply because they worked harder under more challenging circumstances to obtain it?
The challenge remains open:
If anyone insists that holders of sandwich or distance education degrees are not eligible for master's study leave with pay, let them provide the official document.
Until then, the claim remains unsupported.