The Ghana National Association of Teachers (GNAT) says the Ghana Education Service (GES) portion of Occupational Pension Scheme of the 80 months contribution arrears in the temporary pension fund account has not been released by government.
General Secretary of GNAT, David Ofori Acheampong, stated that this is because the National Pension Regulatory Authority (NPRA) has erroneously claimed the teaching union does not have a custodian.
In a speech read on his behalf at the closing ceremony of the 56th GNAT/Canadian Teachers Federation (CTF) professional development programme in Kumasi, Mr Acheampong asserted that it appeared NPRA enjoys being a pension manager than a regulator, contrary to its set of guidelines, regulation and law (National Pension Act 2008).
“The patience of our members is running out and in the near future we will let the whole nation know the next line of action we intend to take to get our contribution,” he indicated.
A total of 160 teachers drawn from the Northern Region participated in the workshop to broaden their knowledge on early childhood development, entrepreneurship and healthy living lifestyle.
Mr Acheampong said even though what the Finance Minister said about the payment of the pension arrears regarding the GES portion is not true, the union is aware of the efforts being made by the Minister of Employment and Labour Relations with other stakeholders to pay the arrears of over 10,000 teachers through a supplementary payment voucher after the July salaries.
“Therefore, we call on our members to remain calm because we are convinced that the arrears would be paid in due course,” he noted.
The Ashanti Regional Director of Education, Mary Owusu Achiaw, on her part, said the role of teachers is paramount if any educational system can flourish and achieve its goals.
She added: “The quality of training that teachers receive and the systematic support for their professional growth are what would ensure that educational system reaps the full potential of teachers’ contribution to quality education. Over the years, Ghana has reformed and restructured its teacher educational system in response to demands of new visions and mission for education. What has been missing in this entire process is a set of policies that guide the development and management of teachers in ways that commit them”.
From Ernest Kofi Adu, Kumasi