Free GES AD II Promotion Exam Flashcards

Act 1049 section 1 defines basic education as two kindergarten, six primary and three JHS years: 11 years. Secondary education comprises three SHS years or three TVET years. Section 2 makes basic education free, compulsory and universal; do not confuse Free SHS policy with the statutory definition of basic education.

Act 1049 assigns pre-tertiary TVET management to the Ghana TVET Service. GES manages basic and senior high education; CTVET regulates TVET under Act 1023. Distinguish the Service delivering and managing institutions from the Commission setting TVET regulatory, assessment and certification arrangements.

NaCCA develops curriculum and assessment standards and approves teaching/learning materials for pre-tertiary institutions other than TVET institutions under sections 103–104 of Act 1023. NaSIA inspects schools and NTC regulates the teaching profession. The TVET exception matters when assigning curriculum responsibilities.

Professional Values and Attitudes; Professional Knowledge; Professional Practice. These cover ethics and commitment, knowledge of learners/curriculum/content, and classroom teaching/assessment respectively. Use evidence across the three domains when reflecting on professional development rather than equating good teaching only with examination results.

NTC’s published framework assigns CPD targets by rank over three years, not simply by academic qualification. It lists Principal Superintendent 80 points, AD II 85, AD I 90 and Deputy Director 95. Keep verified evidence of relevant activities and check current renewal instructions; a CPD shortfall is not automatically a promotion-test ban.

GALOP improves quality in low-performing basic schools and strengthens equity and accountability. It supports teacher development, school support/supervision and learning resources. It is targeted, while the capitation programme has a different funding basis. Apply the relevant school grant and SPIP instructions rather than assuming all schools receive identical support.

Six competencies: Critical Thinking and Problem Solving; Creativity and Innovation; Communication and Collaboration; Cultural Identity and Global Citizenship; Personal Development and Leadership; Digital Literacy. Integrate them with subject content and meaningful learning tasks. They do not make factual knowledge unnecessary or require all six to receive identical emphasis in every activity.

NST diagnoses foundational learning and guides policy and classroom support. MoE’s 2026 budget specifies P2, P4 and P6 tests. Check the implementation notice for the actual participating grades and sampling arrangements. It is distinct from BECE certification and should inform remediation rather than merely produce school rankings.

NaSIA registers and inspects public/private pre-tertiary institutions and enforces school standards under Act 1023. Section 89 distinguishes recommending closure with specified consultation from emergency closure after consultation. Failure to meet a standard does not automatically establish a criminal conviction or authorize a school head to close another institution.

The Act’s interpretation provisions identify kindergarten with ages four to five, preceding primary education. Section 2 requires school-going children to attend recognized basic education. Support timely enrolment and remove barriers; do not invent a precise birthday cutoff at the beginning of every school year without the applicable admissions notice.

The earlier CBE model served out-of-school children aged 8–14 with accelerated foundational learning, commonly over nine months in a familiar local language. Transition to formal school uses readiness and programme arrangements. Do not promise automatic placement into class 3 or 4 irrespective of the child’s learning level.

UDL plans multiple means of engagement, representation, and action/expression. For example, offer accessible text/audio and varied ways to show the same learning goal. Inclusion responds to individual barriers and support needs; it is not limited to a fixed mild-to-moderate disability category.

EMIS collects and analyses education information such as enrolment, teachers, facilities and resources. Heads should validate returns, keep supporting records and correct errors transparently. Reliable data support planning and accountability. A false return is not justified by a desire to obtain more funding.

Teachers collaboratively examine learning evidence, plan responses, try approaches and review their effect. Keep meaningful records and follow current GES scheduling and NTC recognition rules. A universal Wednesday-only, one-hour schedule and automatic portal credit should not be assumed for every school or CPD activity.

Clinical supervision uses a planned observation-feedback cycle to improve instruction. A common three-part version is pre-conference, classroom observation and post-conference; other models separate analysis and review. Use objective evidence and constructive dialogue. This developmental purpose does not abolish separate employer appraisal powers.

A school log book preserves a factual chronological record of important events and official visits. The head is responsible for appropriate custody and authorized entries under the applicable procedure. Preserve an audit trail for corrections. Do not infer an absolute legal ban on every teacher entry from the record’s administrative purpose.

The GES Code prohibits sexual harassment, sexual relationships and exploitation involving pupils/students. Protect affected learners, document/report through safeguarding channels and refer suspected crimes to police. Interdiction depends on the Code’s conditions and authorized decision; an allegation does not itself establish guilt, dismissal or NTC licence revocation.

The GES June 2017 Code prohibits corporal punishment and physical/degrading treatment by staff. Use non-violent, proportionate discipline, counselling and support. Painful labour and humiliating postures are also unacceptable. Safeguarding, investigation and any disciplinary or criminal process are separate steps; penalties are not all automatic.

Interdiction is temporary during an investigation where continued presence could interfere and the alleged offence may be grave. The GES Code specifies 50% salary excluding allowances, not 50% gross monthly earnings. If proceedings do not end in dismissal/termination, restore the withheld balance with interest under the Code.

Use the GES Code’s levels of authority and applicable delegation, document the concern, follow procedure and refer cases beyond the school’s powers. Part 7 recognizes school-level authority as well as higher levels. Do not invent a universal query-only ceiling or personally stop salary without the proper authority.

A cumulative learner record follows academic progress, attendance and relevant support needs over time. Keep it accurate, secure and available only to authorized users; transfer it securely when necessary. A report card is a periodic summary, while a cumulative record supports continuity across terms and school transfers.

A SISO supports improvement across schools within an assigned circuit through monitoring, coaching, lesson observation and follow-up. NaSIA provides external statutory evaluation and standards enforcement. Heads should make relevant authorized records available while protecting personal information and observing proper access rules.

Establish facts, hear the learner fairly, document evidence and recommend a proportionate response within its authority. Protect safety, dignity and continued access to education. Composition and approval powers follow applicable GES/school procedures; do not substitute an invented universal membership or expulsion rule.

The GES Code requires regular, punctual attendance and an institutional attendance record. Section 3.15 treats continuous absence for ten working days or more as vacation of post. Check permission, explanation and official procedures before administrative action; that wording does not authorize a headteacher to impose an automatic payroll freeze.

Instructional leadership addresses teaching, curriculum, feedback and learner progress; administrative management organizes staffing, resources, facilities, records and schedules. Both support a functioning school. The distinction describes the focus of work, not a universal evidence claim that one action always has the greatest impact.

Use funds only within approved purposes and delegated authority, maintain records and internal controls, and account for resources entrusted to the school. Act 921 section 7 sets Principal Spending Officer duties; section 97 addresses recovery after due inquiry where negligence or misconduct caused or contributed to loss. Accountability is not automatic guilt.

Use capitation funds for approved school-improvement activities under current grant guidelines and the approved SPIP. Retain evidence and obtain the required approvals. A universal 50/30/20 allocation or automatic criminal consequence for every coding error is unsupported; distinguish ineligible expenditure, accounting error and proven misappropriation.

Request quotations from as many sources as practicable and at least three different sources when the quotation method is applicable under current rules. Compare specified requirements and evaluated costs, retaining the record. This rule does not require three quotes for every lawful procurement method or make single sourcing lawful only in emergencies.

A SPIP turns identified learning and management needs into prioritized activities, a budget, responsibilities and monitoring. Prepare it with staff and community governance participation and obtain approvals required by the applicable grant rules. Approved planning supports accountable spending; it does not replace receipts, authorisation or procurement controls.

Use an authorized public account and its approved bank mandate, including required joint signatories. Check authorization and supporting records before signing; never sign blank cheques or use personal accounts for public receipts. Act 921 section 51 governs account approvals; it does not prescribe one interchangeable headteacher/SMC/finance-officer signing pair for every school.

Record receipts and payments chronologically with supporting references. Reconcile the bank balance regularly, normally through monthly controls; investigate unpresented cheques, deposits in transit, charges and errors. A reconciliation explains differences. Missing it creates a control weakness, not automatic proof of fraud or a guaranteed grant withholding sanction.

An imprest is an authorized fixed float for small payments. Account for spending with valid receipts/vouchers and replenish the approved amount spent, restoring the authorized float. Cash plus unreplenished valid vouchers should equal the float. Keep personal money separate; investigate shortages rather than automatically labelling every discrepancy embezzlement.

PTR = enrolled pupils / teachers, using consistent coverage and counting rules. For 400 pupils and 10 teachers, PTR = 40:1. It is not average class size and does not reveal how teachers are distributed across subjects or grades. Compare the relevant current benchmark rather than assuming a universal 30–35 target.

Assessment FOR learning uses evidence to adjust teaching and feedback; OF learning summarizes attainment; AS learning develops learners’ monitoring and reflection. Purpose determines the distinction. The same quiz may serve different purposes, and summative reporting need not rank pupils.

School-based continuous assessment records evidence of learning over time. WAEC’s BECE school regulations specify 30% continuous assessment and 70% external examination. Keep authentic, verifiable marks and apply the relevant scheme; do not automatically transfer this percentage to every classroom assessment or qualification.

For a scored dichotomous item, p = correct responses / responses scored. A p of 0.90 means 90% answered correctly and the item was easy for that group. Suitable difficulty depends on purpose and learners. Very easy or difficult items can be useful; p alone is not an automatic discard rule.

D = p_upper − p_lower. With equal groups of n, D = (R_upper − R_lower)/n. If each selected group contains 27% of the sample, n is about 0.27T, not 0.5T. Negative D prompts investigation of key, wording, instruction and sampling; it does not by itself prove mis-keying.

Reliability concerns consistency/precision of scores; validity concerns evidence supporting a particular interpretation and use. Consistent measurement can still support a wrong interpretation. Examine content alignment, response processes and other relevant evidence; neither label is an absolute property guaranteed for every use of a test.

Remember, Understand, Apply, Analyze, Evaluate, Create. These are cognitive-process categories in the revised taxonomy. Match tasks to curriculum objectives and appropriate cognitive demands; factual recall remains useful. The taxonomy does not require every assessment to give identical weight to all six categories.

The median is the middle ordered score and is less sensitive to extreme values than the mean. It can help describe a skewed distribution, but neither measure alone represents the whole class. Review spread, sample size and learning objectives alongside central tendency rather than treating the median as the uniquely true result.

Act 1049 section 10 establishes the Council as GES’s governing body. It 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. The Director-General administers the Service; do not invent permanent separate seats for each union.

The two Deputy Director-General portfolios are Quality and Access, and Management Services. The former emphasizes educational delivery and access; the latter organizational and workforce administration. Check the current official organogram for detailed departmental allocations rather than placing internal audit under a portfolio without evidence.

Use the appropriate school and directorate channel for the subject, normally through the head and relevant district/regional offices. A circuit SISO is not a compulsory intermediate for every type of correspondence. Safeguarding reports, protected disclosures, emergencies and appeal procedures may have their own routes.

An SMC supports public basic-school governance and community accountability; a PTA or parent association supports parent-school cooperation and welfare. Neither can override legislation, approved GES policy or employer appointment powers. A contribution or project agreed by an association still needs any required approval.

Do not exclude a learner from education because a parent has not paid an unauthorized levy. Follow current GES rules on approved fees and parent-association contributions, and separate voluntary support from conditions of attendance. A local association vote alone does not legalize a charge.

SDG 4 seeks inclusive, equitable quality education and lifelong learning. Target 4.1 concerns completion of free, equitable quality primary and secondary education with relevant learning outcomes by 2030. Access and enrolment figures alone do not show that learners are completing school or acquiring the intended skills.

ESP 2018–2030 aims to establish a high-quality education system that provides all Ghanaian children with relevant skills, knowledge, and values to empower them to realize their potential and contribute to national socio-economic transformation. Key priorities include improving basic learning outcomes, expanding secondary and TVET access, modernizing teacher professional standards, and strengthening accountability through decentralized governance.

GNAT, NAGRAT and CCT-GH are major teaching-staff unions. Distinguish these from TEWU, which also represents education workers, and from professional regulators such as NTC. Union representation supports bargaining and grievances; it is not the authority to issue teaching licences or make unilateral GES promotion decisions.

Faith-based educational units collaborate with GES in managing their schools. Act 1049 provides for memoranda of understanding and district collaboration with religious educational units. Preserve applicable public education standards and rights; mission association does not itself determine that every school is public or give unrestricted staffing powers.

NTC regulates teacher registration, licensing and professional standards under Act 1023. GES assesses eligible serving officers for rank promotion. A licence and a promotion are different decisions. Follow the current NTC entry/licensing route; do not assume the former literacy/numeracy/pedagogy GTLE format applies unchanged to every new graduate in 2026.