GES Opens Online Posting Portal for Teachers Returning from Study Leave With Pay
GES Opens Online Posting Portal for Teachers Returning from Study Leave With Pay
The Ghana Education Service (GES) has officially announced the commencement of the posting process for staff returning from Study Leave with Pay in 2025. A circular dated 4th November 2025 and signed by Angela Frimpomaa Nkansah, the Director of Human Resource Management and Development (HRMD), directed all Regional Directors of Education to take note of the arrangement and inform eligible staff.
According to the notice, the online platform for posting applications has been activated, allowing qualified teachers who have completed their study leave program to submit their details for placement. The initiative aims to ensure a smooth and transparent posting process while encouraging applicants to provide accurate information during the submission.
The application window begins on Tuesday, 4th November 2025, and closes on Friday, 7th November 2025. Teachers returning from Study Leave with Pay are required to complete the online posting form within the stated period to secure placement in the service.
The circular also included a link to the online portal, urging applicants to visit the designated platform to fill out their forms and complete the process. Regional Directors were further instructed to help disseminate the information to all concerned staff across the various districts.
This directive reflects GES’s ongoing effort to streamline administrative processes through digital systems, reducing delays and improving efficiency in staff placement.
The letter was copied to key stakeholders, including the Chairman of the GES Council, the Acting Deputy Director-General in charge of Management Services, and the Acting Deputy Director-General of Quality and Access, emphasizing the nationwide importance of the exercise.
Teachers returning from study leave are therefore advised to take note of the timelines and comply accordingly to avoid any posting challenges.
