International Certification schools kick against attempt to regulate school fees

Schools offering internationally certified programs have raised concerns, they are been unlawfully forced by government regulators to reduce school fees.

In a press statement issued by the Association of International Certification Schools (ASICS GH), the private schools pointed fingers at the National Inspectorate Board for “worsening the hardships” school management bodies are enduring as a result of covid-19 pandemic.

Private teachers are among the worst hit of Ghana’s labour force due to the closure of schools in trying to curb the spread of coronavirus.

Any prospect of the resumption of normal school activities was cut off last Sunday when the president announced that the academic year for primary schools and Junior High Schools has been forfeited.

It means private school teachers may have to find alternative sources of income to weather out the economic effects of the pandemic.

The association of international certification schools in Ghana, in the press statement, drew attention to this plight.

“Unlike other sectors of the economy, we are not in receipt of any financial assistance from government and our only source of income is from school fees. This resulted in schools struggling to pay staff.”

The association complained that due to the shut down of schools in March, its member schools have not been to collect outstanding school fees while it has been compelled to slash staff salaries.

The schools said parents have also mounted pressure on the National Inspectorate Board to demand that schools reduce fees.

Member schools that have resorted to virtual learning programmes have been threatened by the NIB that they may not be registered.

 

Press Statement from ASSOCIATION OF INTERNATIONAL CERTIFICATION SCHOOLS (GHANA)

Threats posed to the International Certification Schools as a result of the pandemic

Introduction

The Association of International Certification Schools (ASICS GH) represents over 60 schools which run international curricula such as the International Baccalaureate (IB), Cambridge Assessment International Education (CAIE) and others.

When our President announced the physical lockdown of all schools on 15th March, we realised that we had the capacity to rise to the President’s challenge of finishing the academic year online. A quick solution had to be found to these problems which required empathy and cooperation between school and parents.

This took the form of:

1. consultations with parents to find ways of solving the problem with as much agreement as possible in view of the immense challenges on both sides.
2. training and investment in online infrastructure and techniques.

Unlike other sectors of the economy, we are not in receipt of any financial assistance from government and our only source of income is from school fees. This resulted in schools struggling to pay staff.

B. The peculiar situation of International certification schools and private schools generally
As schools following an international programme, we are required to comply with the necessary regulatory bodies, both locally and internationally, to prepare our students for international examinations.
Since International Certification schools are subject to an academic calendar which is not as flexible as the MOE school year, we could not afford to delay the Third and First Terms without jeopardising the preparation of our examination students. A case in point is this year’s Cambridge International May/June examination results which were based on teacher predicted grades which were in turn based on evidence of students’ classwork, termly examinations, mock examinations and recorded teacher assessment over the 2 year course period prior to the exams. For this reason, we must complete the syllabus as well as teacher assessments and student preparation either in the physical classroom or via virtual online lessons. To suspend the third term would have led to inability to admit new students at the beginning of the next school year, leading to further financial losses .

C. Financial Hardships faced by International Certification schools and private schools generally included:

1. Outstanding Terms 2 and 3 fees since the lockdown in March
2. Staff lay-offs and reduction of staff salaries
3. Teachers deciding to leaving the profession
4. The National Inspectorate Board (NIB) demanding that schools reduce fees in accordance with parents’ demands.
5. The GRA and SSNIT continuing to make financial demands on schools
6. Arbitrary Levy of Registration Fees for International Certification schools by the NIB
7. The NIB threatening to halt our virtual learning programme and to refuse registration of schools.

D. The role of the NIB in worsening the hardships
We appreciate its mandate to inspect standards of teaching and learning . However, since March we believe the NIB has been operating outside its legal mandate by attempting to dictate the fees schools can charge, and micro-manage aspects of the school operations which are the sole prerogative and a constitutional right of the management of private businesses.

The members of ASICS see the intervention of the NIB towards private International Certification schools as one of the biggest threats to our survival. We would expect a more harmonious and collaborative stance which is sensitive to, and in keeping with the rights of private enterprise in a free market economy, to be instituted within the corridors of power in the NIB.

E. International Certification schools in Ghana have for many decades played a significant role in enriching the educational landscape of Ghana by raising educational standards. This has allowed parents to choose the type and standard of education they want for their children as is typical in every sector, and characteristic of a free market economy like Ghana.

International Certification Schools in Ghana have :

1. complemented the role of government in providing education for the last 60 years. Private schools in general cater for approximately 30% of school-going children.
2. modelled some of the best schools anywhere in the world and spearheaded academic excellence in Ghana.
3. given many students the foundation to continue their education anywhere in the world, if circumstances favour studying abroad.
4. given Ghanaians who aspire to have an alternative educational experience, and a wide range of options in terms of academic programs, fee options, etc.
5. provided sustainable employment and livelihoods to thousands of highly skilled professionals.
6. contributed to the income of the state in payment of taxes, and the spending power of such schools has had a significant impact on the economy of this country.

Much has been said in the media, some of which was untrue, and designed to fuel conflict between stakeholders. We trust that this statement represents a more accurate and balanced view of the plight of private schools in Ghana.

Thank you

The Interim Council for the
Association of International Certification Schools (ASICS GH)