Free GES AD1 Exam Flashcards

Act 1023 establishes the NTC as the sole professional regulatory body responsible for licensing and registering teachers, establishing the National Teacher Standards (NTS), and regulating Continuous Professional Development (CPD). Distinction: GES employs and deploys teachers, but only NTC has the legal authority to license or revoke a teacher's professional practice license in Ghana.

Section 4 assigns effective basic-school management to District Education offices through GES collaboration with the Local Government Service. Sections 2 and 32 assign infrastructure and specified local responsibilities to District Assemblies. Regional Education Directorates manage senior high schools. These are complementary duties, not complete transfer of GES staffing authority to assemblies.

NaSIA replaced the National Inspectorate Board and sets and inspects pre-tertiary school standards. Act 1023 section 89 provides registration, compliance measures and closure powers with specified consultation and procedural conditions. An inspection concern does not automatically close a school or convict its staff.

Act 1023 sections 103–104 assign NaCCA curriculum and assessment standards and learning-material approval for pre-tertiary institutions other than TVET institutions. CTVET has the TVET regulatory mandate. Check NaCCA approval for materials within its scope; do not assume its mandate covers every form of technical and vocational education.

Basic education comprises two kindergarten years, six primary years and three JHS years: 11 years. Secondary education comprises three years of SHS or three years of TVET. SHS and TVET are alternatives within the secondary category, not two additional categories parallel to basic education.

Act 1049 establishes the TVET Service to manage and implement approved policy for pre-tertiary TVET institutions. Distinguish institutional delivery and human-resource management by the Service from regulation, assessment and certification standards by CTVET under Act 1023. These two bodies have different functions.

GTEC resulted from merging NAB and NCTE and regulates tertiary education. Act 1023 establishes five bodies: GTEC, CTVET, NTC, NaSIA and NaCCA. Match the question to tertiary regulation, TVET regulation, teacher professionalism, school inspection, or curriculum and assessment respectively.

Under Act 1023 section 63, the President appoints the NTC Registrar under Constitution article 195. The appointee must be a registered teacher with at least ten years of professional experience. The term is four years, renewable once. Do not add an unlisted separate administrative-experience requirement.

Act 1049 section 10 establishes the GES Council as its governing body. Membership includes education regulators, WAEC, rotating teacher-association representation, MoE, Local Government Service, faith-based organisations, non-teaching staff, a female educationist and the Director-General. Its statutory membership is not a list of three permanent union seats or traditional-authority seats.

MoE leads sector policy; GES implements approved basic and senior high education policies and manages the associated service. Parliament approves appropriations and financial controls govern spending. Calling MoE the sole budget-approving authority confuses policy leadership with the constitutional budget process.

The SMC supports community participation and governance of a public basic school, including school improvement, welfare and stewardship. It works with the headteacher and education authorities. Membership and delegated powers follow the applicable framework; community oversight does not itself authorize appointment, dismissal or redeployment of GES staff.

A Board of Governors governs a public senior high school, while an SMC serves a public basic school under Act 1049 section 37. Governance and oversight differ from a headteacher’s daily administration. Neither body acquires unrestricted power to appoint or dismiss GES employees merely by overseeing the school.

School access must not depend on unauthorized levies. Any parent-association contribution must comply with the applicable GES approval rules, and learners should not be excluded for parental non-payment. A PTA decision alone does not authorize a school charge or override free-education policy.

Document the payee, purpose, amount, budget charge and supporting evidence; obtain the required authorization and checks under the applicable financial procedure. Separate authorizing, paying and reviewing duties. An internal auditor is not automatically the compulsory joint signatory for every payment, and a missing voucher does not itself establish surcharge liability.

Act 921 section 97 concerns recovery of public loss or property damage caused or contributed to by an officer’s negligence or misconduct. It requires due inquiry; the recoverable amount may reflect the officer’s contribution. Section 96 addresses offences and penalties. Do not equate every irregularity with automatic dismissal or prosecution.

Section 32 governs authorized transfers of budget allocations. Capital expenditure cannot be moved to recurrent expenditure; wages have specific restrictions; changes to approved spending plans require prior written ministerial approval. Transfers between covered entities require parliamentary approval through a supplementary estimate. A school head cannot simply redirect a budget line.

Contract splitting means artificially dividing procurement to evade the applicable method or approval threshold. Plan and aggregate related requirements honestly, using current thresholds. Legitimate lots are not automatically prohibited. Breach can lead to statutory or administrative consequences through the proper process; every affected contract is not automatically void.

Section 40 permits single-source procurement on specified grounds, subject to PPA approval. Grounds include exclusive supply without reasonable substitute, qualifying unforeseen urgency, catastrophe, justified standardisation or compatibility, specified research/development, and national security. Emergency is not the only ground; late planning does not itself justify urgency.

A school log book records significant official events in chronological, factual entries. Preserve its integrity and permit access only through the applicable record-management rules. Correct errors transparently rather than erasing history. Confidentiality and authorized access should be determined by the information and current procedures, not a blanket claim that every entry is secret.

A Board of Survey examines and reports on assets proposed for disposal. Obtain the required disposal and write-off approvals, retain valuation and disposal records, and update asset registers. Act 921 section 52 and procurement rules govern control and disposal; a board report alone is not authority to sell public property.

Record cash-book receipts as debits and payments as credits, with dates and voucher references. Reconcile the bank column to bank statements regularly, normally through monthly financial controls. Explain timing differences and correct errors with an audit trail; a difference alone does not prove theft.

Clinical supervision uses planned observation and evidence-based feedback to improve instruction. A common cycle includes pre-conference, observation and post-conference; a five-stage model separates analysis and review. Collegial supervision emphasizes peer support. These are supervisory models, not competing statutory rules prescribing one universal stage count.

An ETC reviews procurement plans, processes and recommendations within its statutory authority and current approval limits. Distinguish the committee’s oversight and approval from detailed evaluation by the evaluation panel and processing by the procurement unit. Follow current procurement amendments and funding/commitment authorisations; approval is not a guarantee of value for money.

Free SHS supports eligible secondary learners through approved government-funded education inputs, including specified fees, learning materials and feeding arrangements. Coverage differs for day and boarding students and follows current policy. Do not infer that every personal expense or locally proposed levy is automatically covered or authorized.

Double track was introduced in selected schools to use limited facilities in alternating student cohorts while expanding access. Calendars coordinate teaching and vacation periods. It does not establish a universal 50% capacity increase or a permanent timetable for every school; follow the current GES calendar.

GALOP targets improved quality in low-performing basic schools and stronger equity and accountability. Support includes teacher capacity, school supervision and learning grants. World Bank/IDA and Global Partnership for Education financing are documented; do not substitute an unsupported claim that FCDO is the project’s universal funding partner.

A SPIP links identified learning and school-management needs to activities, budgets, responsibilities and monitoring. Prepare it collaboratively and obtain the approvals required for the relevant grant. Expenditure must follow the approved plan and grant rules; an unsupported fixed national percentage split is not a substitute for those instructions.

The Ghana School Feeding Programme links school meals with improved attendance, nutrition and domestic food production. These are programme objectives; they do not prove that every ingredient must be locally purchased or that every child or school is covered. Apply current beneficiary and procurement rules.

To establish an equitable, inclusive, quality, and comprehensive education system that empowers all Ghanaian learners with relevant 21st-century skills, aligning national education policy with United Nations Sustainable Development Goal 4 (SDG 4).

NST provides evidence on foundational learning to identify gaps and inform support, rather than replacing BECE certification. The 2026 MoE budget specifies tests for P2, P4 and P6. Check the current implementation notice for sampling, participating grades and arrangements; do not assume an unchanged universal annual test design.

Ghana’s earlier CBE model offered accelerated foundational learning, commonly nine months in a familiar local language, to out-of-school children aged 8–14. Transition into formal schooling depends on assessed readiness and programme arrangements. These historical model features are not an automatic grade-placement entitlement for every future programme.

Inclusive education seeks equitable participation and removes barriers in the learning environment. Assess individual needs, provide reasonable support and accessible materials, and coordinate specialist assistance where needed. A diagnosis or a simple mild/severe label alone should not determine placement or justify refusing a learner.

EMIS is the centralized digital census system that collects, verifies, and analyzes nationwide educational data—including annual student enrollment, teacher headcounts, pupil-teacher ratios (PTR), infrastructure conditions, and textbook ratios—to drive national resource allocation, Capitation disbursements, and teacher postings.

NaCCA’s curriculum integrates six competencies: critical thinking/problem solving; creativity/innovation; communication/collaboration; cultural identity/global citizenship; personal development/leadership; digital literacy. The familiar 4Cs summarize only part of this framework. Plan observable learning activities rather than treating competency labels as a replacement for subject knowledge.

1. Remembering (recalling facts); 2. Understanding (explaining ideas); 3. Applying (using information in new situations); 4. Analyzing (drawing connections among ideas); 5. Evaluating (justifying a stand or decision); 6. Creating (producing new or original work). AD I leaders evaluate lesson plans to ensure higher-order questions (Analyzing, Evaluating, Creating).

Formative assessment uses evidence to improve ongoing learning and teaching; summative assessment summarizes attainment for a defined purpose. Timing and stakes alone do not define either. A classroom quiz can serve a formative purpose when its results lead to feedback and instructional adjustment.

Assessment AS Learning is a metacognitive process where students reflect on their own learning habits, monitor their conceptual understanding, and perform peer- and self-assessments against established rubrics, fostering critical self-regulation and personal ownership of learning goals.

1. Professional Values and Attitudes (commitment to social justice, inclusion, professional ethics); 2. Professional Knowledge (mastery of curriculum content, pedagogy, child development, and policy); 3. Professional Practice (effective instructional delivery, classroom management, assessment, and collaborative community engagement).

Starter, main activity and plenary form a common lesson-planning structure: connect prior knowledge, develop learning, then check and consolidate understanding. Adapt it to the curriculum, task and learner needs. It is a planning model, not a universal statutory requirement that every lesson has exactly three phases.

For a dichotomous item, p = correct responses / responses scored. Higher p means easier for that group. If 36 of 60 answer correctly, p = 0.60. Appropriate difficulty depends on the test’s purpose and population; there is no universal optimal 0.30–0.70 rule or automatic discard threshold.

For equal upper/lower groups of n, D = (upper correct − lower correct) / n. With 18/20 versus 10/20, D = 0.40. D > 0 is positive discrimination; 0.20 is not its mathematical boundary. Negative D warrants checking the key, wording, content and sample, rather than proving a particular defect.

The ZPD is the cognitive distance between what a learner can accomplish independently and what they can achieve with instructional guidance and peer collaboration. Educational leaders train teachers to provide instructional 'scaffolding'—temporary supportive structures gradually removed as learner independence increases.

Differentiate content, learning activities, support or ways of demonstrating learning in response to assessed readiness and needs. Keep the intended standard clear and monitor progress. Avoid equating differentiation with fixed learning-style labels or permanently assigning learners to ability groups.

Protect the learner, document and report suspected sexual misconduct through GES safeguarding procedures and refer suspected crimes to police. Employment discipline and NTC licensing decisions involve their respective authorities and procedures. An allegation alone does not automatically impose dismissal, criminal conviction or licence revocation.

The GES June 2017 Code section 3.8 prohibits corporal punishment and physical or degrading treatment by staff. Use proportionate, non-violent support and discipline that preserve dignity. Do not replace caning with painful labour, humiliating postures or emotional abuse. Allegations require safeguarding and the applicable disciplinary process.

Interdiction protects an investigation where continued presence could interfere and the alleged offence may be grave. The published GES Code specifies 50% salary, excluding allowances. If proceedings do not end in dismissal/termination, withheld salary is restored with interest. It is temporary, not proof of guilt or automatic punishment for every charge.

Part 7 identifies school, district, unit, regional, divisional and national levels. The authority must follow the applicable procedures and delegated powers. A head should document concerns and refer matters beyond that authority; do not invent a universal query-only rule or assume every major action belongs exclusively to one office.

Labour Act 651 section 57 provides at least twelve weeks’ maternity leave with full remuneration, with specified extensions. Nursing mothers receive a paid one-hour interruption during working hours. Section 57(9)(b) defines nursing mother using a period of not more than one year; check any more favourable employment terms separately.

Check the current GES circular, qualifying service, approved programme or priority area, quota, application deadline and written approval. Study leave is not automatic on reaching a generic three-year mark. Approval to study and approval for paid absence are separate; do not leave duty without the required permission.

NTC’s published CPD framework uses rank-based points over a three-year cycle, supported by evidence of professional learning. Its table lists Principal Superintendent 80, AD II 85, AD I 90 and Deputy Director 95. These are not degree-versus-diploma categories; confirm current NTC instructions for the applicable renewal cycle.