Teacher Trainees’ Association of Ghana (TTAG) Endorses Government’s Initiative to Reform Licensure Examinations
The Teacher Trainees’ Association of Ghana (TTAG), a prominent body representing teacher trainees across the country, has publicly declared its support for the government’s decision to initiate reforms to the teacher licensure examination system. This announcement was made by TTAG President Soale Razak during his address at the association's annual delegates congress held in Hohoe, in the Volta Region.In his speech, Mr. Razak expressed the association’s appreciation for the government's responsiveness to the concerns of teacher trainees and stakeholders in the education sector. He emphasized that the decision to review and restructure the licensure examinations marks a significant step toward addressing long-standing concerns about the relevance and fairness of the current testing regime.
Inconsistencies Between Training and Testing
Mr. Razak highlighted a major issue that has been a point of contention for some time—the misalignment between the content and structure of the Bachelor of Education (B.Ed.) programs offered at Colleges of Education and the teacher licensure examination format currently in place. According to him, many teacher trainees have found the examination to be out of sync with the curriculum and pedagogical approaches used in their academic training.
He explained that the current form of the licensure exams often assesses knowledge and skills that have not been fully covered or emphasized during their four-year training programs. This disconnect creates unnecessary stress for graduates who have otherwise completed a rigorous and accredited program of study. The mismatch between what is taught in the colleges and what is tested in the exams has led to concerns about fairness, transparency, and the true purpose of the licensure examination.
Support for Stakeholder Engagement
President Razak went on to commend the efforts of the Ministry of Education, the National Teaching Council (NTC), and other educational stakeholders for engaging in meaningful dialogue to explore possible reforms to the licensure examination framework. He noted that these consultations are essential in ensuring that the licensure process remains relevant, credible, and aligned with modern teaching standards and expectations.
He stressed that these reforms should not be seen merely as changes to the exam itself, but rather as part of a broader strategy to improve teacher education and quality assurance in Ghana’s educational system. The aim should be to ensure that newly trained teachers are not only knowledgeable and competent but also confident and well-prepared for their professional roles.
Call for Inclusion in Policy-Making
In addition to voicing support for the reforms, the TTAG president used the opportunity to make a passionate appeal to the government and education authorities to include the association in critical decision-making processes, particularly those that directly impact teacher training and professional development.
Mr. Razak argued that TTAG, as a representative body of teacher trainees, possesses firsthand knowledge of the challenges and experiences faced by students pursuing teaching careers. Their perspectives, he said, can greatly enrich the discussions around education policy and implementation. Including TTAG in these high-level deliberations would not only ensure more informed policy outcomes but also give trainees a greater sense of inclusion and agency in shaping their professional future.
He stated, “As trainees who are preparing to become future educators, we are directly affected by every decision made in the education sector. It is only fair and logical that our voices are heard and our inputs considered in shaping the policies that define our career paths.”
Background on the Licensure Examination
The teacher licensure examination was introduced in Ghana in 2018 as part of a broader effort to standardize the quality of teachers entering the profession. Administered by the National Teaching Council, the exam is a mandatory requirement for all newly qualified teachers who wish to be licensed to teach in public basic schools.
While the introduction of the licensure examination was aimed at ensuring a minimum standard of competence for teachers, it has faced criticism from various quarters over the years. Critics, including some educationists and trainee groups, have argued that the exam adds an additional layer of burden to graduates who have already undergone extensive training and assessment during their B.Ed. programs. Others have questioned the relevance and fairness of the exam structure, citing a lack of alignment with what is taught in teacher training colleges.
In recent years, the debate over the licensure exam has intensified, especially as some graduates fail to pass despite having completed their academic programs successfully. This has led to calls for either a complete overhaul of the system or significant reforms to address its shortcomings.
Importance of Reforming Teacher Licensure
Educational experts and stakeholders have agreed that reforming the teacher licensure process is crucial for ensuring that the system serves its intended purpose without disadvantaging the very people it is meant to help. Any credible licensure system must be both rigorous and fair, striking a balance between assessing competency and acknowledging the professional training that teacher trainees undergo.
By aligning the examination with the B.Ed. curriculum, teacher trainees will have a more coherent and consistent experience, from classroom instruction to final certification. This alignment will also make it easier for teacher education institutions to prepare their students effectively for the demands of the profession.
Moreover, reforms could introduce more practical and performance-based assessment tools, which many believe would be more effective in evaluating a teacher’s readiness for the classroom than traditional paper-based tests alone. Such reforms would also reflect global trends in teacher certification, where practical teaching ability and professional ethics are given as much weight as theoretical knowledge.
The Way Forward
The endorsement by TTAG is a significant boost for the government and the National Teaching Council as they work to reshape the future of teacher licensure in Ghana. It signals a willingness among key stakeholders to work together for a more inclusive, transparent, and effective system.
Mr. Razak concluded his address by reaffirming TTAG’s commitment to collaborating with the government and other education stakeholders to bring about positive changes in the sector. He stated that the association will continue to advocate for policies that support the growth, development, and professional well-being of teacher trainees throughout the country.
He added that TTAG looks forward to being an active participant in discussions not only about the licensure exam but also broader reforms related to teacher education, deployment, and welfare. In his words,