NEWS IN: Practical Reasons Why the Ghana Teacher Licensure Examination (GTLE) Should Be Reviewed or Abolished”
1. Duplication of Assessment
The GTLE overlaps with existing rigorous assessments during teacher training—such as semester exams, teaching practicums, research projects, and National Teaching Council (NTC) evaluations—leading to redundancies and “exam fatigue” rather than enhanced quality assurance .
2. Financial and Emotional Burden on Graduates
Many teacher trainees, especially those from modest backgrounds, face significant financial strain from registration fees, transportation, accommodation for the exam, and potential re-sits. This strain can discourage capable individuals from entering the profession, further exacerbating teacher shortages .
3. Questionable Relevance to Practical Teaching Skills
The current licensure exam prioritizes theoretical knowledge over critical hands-on skills such as classroom management, adaptability, creativity, and emotional intelligence. A multiple-choice written test cannot effectively assess a teacher’s ability to inspire or adapt to diverse classroom contexts .
4. Impact on Teacher Motivation and Retention
Failing the GTLE, even marginally, can lead to demoralisation and discouragement among trainees—sometimes prompting them to abandon the teaching path altogether. This results in a loss of human capital at a time when more committed educators are needed .
5. Inconsistencies and Lack of Transparency
Stakeholders express concerns about the transparency and credibility of the GTLE process—raising questions about how questions are formulated, grading fairness, and overall validity. This opacity undermines trust in the examination’s integrity .
*Proposed Alternatives to GTLE*
The author points to international examples—like Finland and Singapore—that rely less on post-graduation standardized testing and instead emphasize:
Stronger teacher education programmes,
Continuous professional development (CPD),
In-school mentorship systems.
The suggestion is that Ghana could reallocate resources from the GTLE to enhance teacher training curricula, improve infrastructure, and provide sustained in-service training—thus creating a more holistic, supportive, and competency-based certification system .
*Conclusion*
According to Issah Adam, while the GTLE’s intent of maintaining high teaching standards is valid, its current implementation is impractical and counterproductive. The examination is presented as an obstacle rather than a support mechanism for aspiring teachers. The author advocates for either a thorough review to align it with practical competencies or a complete replacement with a more nuanced, developmental approach to teacher qualification.
Concern Teacher.
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