From Exams to Experience: Ghana’s Shift Away from Teacher Licensure Tests

Ghana’s Ministry of Education has announced plans to abolish the country’s national Teacher Licensure Examination by August 30, 2025, in what is being described as one of the most significant reforms to the nation’s teacher qualification process in recent years. The move, led by Education Minister Haruna Iddrisu, will see the current high-stakes examination system replaced with a practical, experience-based assessment model. Future teachers will now be evaluated through academic performance, mentored teaching practicums, and on-site classroom assessments within their teacher training programmes. The announcement fulfils a key campaign promise made by President John Mahama and the National Democratic Congress during the 2024 general elections. Supporters argue that this policy will improve equity and reduce barriers for aspiring teachers. Critics warn it could weaken national standards and affect the international recognition of Ghanaian teaching qualifications.

A New Direction for Teacher Certification

Since 2018, the Ghana Teacher Licensure Examination (GTLE) has served as a national benchmark for assessing whether graduates from accredited teacher training institutions are professionally ready to enter the classroom. However, the test has been met with widespread criticism from students, education unions, and civil society organisations. Under the new model, the Ministry says teacher trainees will be assessed continuously during their training through structured mentorship and evaluated practicum performance, rather than sitting for a separate professional examination after graduation. A seven-member committee, chaired by renowned educationist Kwami Alorvi, has been tasked with designing the new framework. The committee includes representatives from major education unions, including GNAT, NAGRAT, and PRESEC, as well as academic institutions and regulatory bodies.

Divided Reactions
While the government has described the decision as a progressive and inclusive step forward, reactions across Ghana’s education landscape have been mixed. Supporters of the reform argue that the licensure exam was an unnecessary duplication of assessments already embedded within the curriculum of teacher education institutions. They also point to the psychological and financial pressure placed on trainees, especially those in rural or under-resourced areas. “This decision will ease the burden on many hardworking student-teachers,” said Dr. Sarah Ofori, an education policy researcher at the University of Ghana. “It shifts the focus from memorisation to mentorship and real teaching competence.” However, critics, including former Education Minister Dr. Yaw Osei Adutwum, have expressed concern. He warned that Ghana risks undermining the professional integrity of its teaching workforce by scrapping a standardised national assessment. “It is not just about local certification,” he said. “Many of our teachers travel abroad for work, and licensure serves as a mark of credibility. We cannot afford to lower the bar.” Dr. Prince Hamid Armah, a former executive secretary of the National Council for Curriculum and Assessment, echoed similar sentiments. He called for a hybrid model that retains a final assessment component but integrates it within the teacher training system, similar to how lawyers and doctors are examined through both coursework and professional practice.

Concerns Over Implementation

The Ministry has assured all teacher trainees who have previously failed the GTLE that they will have one final opportunity to resit the exam in July 2025 before the policy is fully implemented. However, concerns remain about the readiness of institutions to transition smoothly to the new model. “We support the idea, but clarity is needed,” said Felicia Agyemang, a senior tutor at a teacher training college in the Volta Region. “Who will train and assess the mentors? How do we ensure consistency across institutions?”

Education analysts are also calling for significant investment in training mentors and supervisors, developing detailed assessment criteria, and equipping teacher education colleges with the resources necessary to manage the increased administrative and evaluative workload.

Global Comparisons
Ghana’s reform follows a growing trend in teacher certification globally. Countries such as Finland, Canada, and Singapore have adopted holistic teacher qualification systems that emphasise classroom performance and long-term mentorship rather than standardised licensure tests. However, successful implementation in these countries has relied heavily on high levels of institutional autonomy, rigorous teacher training, and consistent quality assurance frameworks. These are factors that remain underdeveloped in parts of Ghana’s education sector.

Personal Endorsement
I fully support the Ministry of Education’s decision to phase out the Teacher Licensure Examination. The profession of teaching demands more than the ability to pass a multiple-choice test. It requires practical wisdom, emotional intelligence, and real-world classroom competence. Shifting from a one-time exam to continuous mentorship and practicum-based assessments is a step in the right direction. If implemented with transparency and rigour, this reform will not only reduce unnecessary barriers for aspiring teachers but also enhance the quality of instruction in our schools. Ghana needs teachers who are not only certified but genuinely prepared, and this policy brings us closer to that vision.

Looking Ahead
The decision to abolish the licensure exam signals a shift in educational philosophy, prioritising practical readiness over theoretical testing. If well executed, the reform could produce a generation of teachers who are not only academically sound but also professionally grounded. Yet, the road to implementation will be closely watched. Stakeholders agree that without clear guidelines, sufficient training, and institutional support, the new system could risk undermining the very goals it seeks to achieve. With just over a year until the final GTLE is administered, the spotlight now falls on the Ministry of Education and its partners to deliver a transition that maintains public confidence while advancing the quality of teaching across Ghana.