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close this bookThe Importance of Posting in Becoming a Teacher in Ghana (CIE, 2000, 46 p.)
View the document(introduction...)
View the documentMulti-Site Teacher Education Research Project (MUSTER)
View the documentList of Acronyms
View the documentAbstract
View the documentChapter 1: Introduction and context
View the documentChapter 2: Research methods
View the documentChapter 3: A theoretical framework: Bureaucratic initiation, professional socialisation and teacher thinking
close this folderChapter 4: The posting system: rational system or ''Unsavoury ritual''?
View the document(introduction...)
View the document4.1 The posting form
View the document4.2 The posting system
View the document4.3 The bond
View the document4.4 Late payment of salaries
View the document4.5 The supervision system
View the document4.6 Orientation in the districts
close this folderChapter 5: Why do teachers report?
View the document(introduction...)
View the document5.1 Self-advancement and study leave: teaching as a ''stepping stone''.
View the documentChapter 6: Posting: A year on
View the documentChapter 7: Conclusion: A review of the problems and some possible solutions
View the documentReferences


"The Unsavoury Ritual" was the title of an editorial in the Daily Graphic (22/4/99), looking at the delays in paying new teachers' salaries

In Ghana, the posting system can be represented along rational Weberian lines (see, for example, Konadu (1994)). However, this is undermined in a number of important ways that profoundly affect the perceptions of newly trained teachers as to how it, and GES in general, operates in practice. The diagram overleaf (figure 2) shows the main stages of what is a highly complicated procedure. (See Konadu, 1994, for a more detailed description of this process)

Figure 2: System of posting newly trained teachers in Ghana 1998 - 1999