Upper West: Teachers reject gov’t assurances, demand proof of payments

At a press engagement organised by the three teacher unions in Wa on October 1, the regional secretary of GNAT, Ranford Owusu Adjei, said the unions identified three key demands: renewal of the expired collective agreement and conditions of service; payment of salary arrears and proper placement for promoted teachers; and implementation of the 20% deprived-area allowance.

‎The unions said repeated assurances that outstanding payments are being processed are no longer sufficient. They want evidence that promoted teachers have been placed on the appropriate salary scales and paid all arrears due to them.

‎“If the employer says teachers have been paid, show us the evidence. If promoted teachers have been placed on their current salary scales, show us the evidence.”

They stressed that promotion without financial implementation is incomplete, as teachers who assume additional responsibilities must receive the corresponding salaries and arrears.

‎The unions renewed their demand for the 20% deprived-area allowance, which they said has been included in their collective agreement since 2016.

‎They said teachers in deprived communities have endured difficult working conditions for years while awaiting an allowance already agreed upon.

‎“Ten years is too long to wait for an agreed allowance,” the unions said, calling on the government to move beyond commitments and make the payments.

‎The unions also demanded the immediate commencement and expedited completion of negotiations for a new collective agreement and conditions of service following the expiration of the existing arrangement.

‎They said teachers need updated conditions that reflect the realities of the profession and their increasing responsibilities.

The Upper West leadership said teachers will remain united behind the national leadership until there is demonstrable progress. While reaffirming their commitment to dialogue and a peaceful resolution, the unions insisted that negotiations must produce tangible results.

Their position, they said, is straightforward: no return to the classroom without concrete, credible and verifiable evidence of implementation.