The drive for robust, transparent teacher‑regulatory frameworks has brought delegations From Tanzania and Namibia to Ghana’s doorstep, both countries are keen to establish vibrant teacher‑regulatory bodies in their own contexts—entities that go beyond mere licensing and CPD procedures to nurture professional excellence, accountability, and continuous improvement across the entire education system.
Study Tours
Namibia – Five‑Day Immersion
The Namibian delegation spent five days in Accra, a visit facilitated by its government. On arrival, Dr Christian Addai‑Poku, Registrar and CEO of the National Teaching Council (NTC), tasked Dr Cecilia Agbe (Deputy Registrar) and Dr Lawrence Sarpong (Director for Higher Education) with guiding the team through Ghana’s regulatory ecosystem. The programme covered licensing and registration, the Continuous Professional Development (CPD) framework, and the point‑based CPD system. It also showcased three home‑grown technology initiatives:
- Teacher Portal Ghana – a digital platform programmed by Next Dev Technologies that links teacher data (CPD transcripts, digital portfolios, the teacher register, and a marketplace of CPD service providers).
- Technology‑Induced Coaching and Mentoring Model – a digital‑first scheme developed by Samuel Nuamah Boakye that matches newly qualified teachers with seasoned mentors, tracks mentoring hours, and feeds outcomes into the CPD record.
- Teacher Learning Accountability System (TLAS) – an automated monitoring suite also created by Samuel Nuamah Boakye that validates CPD points, flags non‑compliance, and generates real-time dashboards for school leaders and regulators.
All three initiatives were brought to life under the skillful design and initiative of Dr Lawrence Sarpong, whose work was supervised by Dr Christian Addai‑Poku.
Tanzania – One‑Day Intensive Visit
A Tanzanian team arrived for a single, full‑day programme, also arranged by its government. Dr Addai‑Poku entrusted the delegation to Dr Lawrence Sarpong, leader of the partnership and affiliations team, and Ms Araba Eduafoah Mensah, support‑team lead, whose combined expertise delivered a concise overview of the same components presented to the Namibians.
Both visits were followed by a Ghanaian delegation’s trip to Uganda, sponsored by the Regional Teacher Initiative for Africa (RTIA). Led by Dr Addai‑Poku, the team shared best practices with Uganda’s Ministry of Education on 1 December 2025 at the Golden Tulip Hotel, Kampala.
Institutional Architecture
Unlike the centralized models often cited, Ghana and Nigeria operate decentralized systems in which the employer’s role is separate from regulatory functions. Kenya and Sierra Leone, by contrast, combine employer and regulatory responsibilities within a single authority.
Ghana has further refined its approach by establishing three zonal centres—in the Northern, Middle, and Southern regions—under Dr Addai‑Poku’s stewardship. These centres act as operational hubs, bringing council services closer to schools, streamlining registration, CPD accreditation, and support for Teacher Portal Ghana.
Legislative Momentum in Uganda and Namibia
Namibia and Uganda now have draft legislation for their own teaching regulatory bodies under parliamentary review. If enacted, the councils are expected to be operational before the Africa Federation of Teaching Regulatory Authorities (AFTRA) conference in Botswana in May 2026. Ghana’s early success has set a benchmark that other African states are keen to follow.
Comparative Overview of African Models
During his Uganda presentation, Dr Addai‑Poku sketched a comparative landscape of continental regulatory architectures:
- Nigeria and Ghana – employ a decentralized structure that separates employer functions from regulation.
- South Africa – operates a decentralized system, with provincial councils reporting to a national authority.
- Zambia – mirrors the Ghana‑Nigeria model, emphasizing statutory backing and a points‑based CPD system.
- Kenya and Sierra Leone – combine employer and regulatory functions within a single entity.
This analysis helped Ugandan officials see the full spectrum of options and the common ingredients that make a regulatory system effective.
Why Ghana’s System Stands Out
Ghana’s regulatory architecture enjoys recognition beyond the continent. The United Kingdom, Canada, the United States, Jamaica, and Australia have all acknowledged the quality of Ghana’s teacher‑licensing regime, granting reciprocal recognition to Ghanaian teachers.
Key differentiators include:
- Transparent, point‑based CPD that generates a verifiable transcript of every professional‑development activity.
- Technology‑induced CPD, an online learning‑management system that delivers tailor‑made modules, enabling teachers to earn points from anywhere.
- Teacher Learning Cycles (TLCs), school‑based action‑research projects that embed continuous improvement.
- Coaching and Mentoring Programme, which pairs newly qualified teachers with seasoned mentors.
Together, these innovations have turned Ghana into a beacon of success in teacher training and development across Africa.
The Ghana Teacher Prize: A Magnet for Benchmark Visits
Each year, from 2 to 5 October, the NTC hosts the Ghana Teacher Prize, celebrating outstanding educators at every level. Winners receive a suite of prizes—including a three‑bedroom house, a 4×4 vehicle, a salon car, motorbikes, fridges, laptops, international and local scholarships, and cash awards—making the event a draw for other nations seeking to replicate Ghana’s success.
Leadership Driving the Vision
Strong political and governance support underpins the momentum. Hon. Haruna Iddrisu, Minister for Education, and Mr Emmanuel Kwami Alorvi, Board Chairman of the NTC, have championed the cause of making teaching an attractive profession. Their leadership, coupled with Dr Addai‑Poku’s visionary direction, positions Ghana as the go‑to destination for countries aiming to raise the bar in teacher regulation.
Outlook: A Broader African Impact
As Uganda, Tanzania, and Namibia edge closer to establishing their own councils, the continent stands on the cusp of a new era in teacher professionalism. Ghana’s contribution—from policy formulation to cutting‑edge implementation, from transparent CPD to the inspirational Ghana Teacher Prize—is unparalleled.
The forthcoming AFTRA conference in Botswana will serve as a testament to this progress. With Ghana’s experience as a cornerstone, the newly formed regulatory bodies in Uganda, Tanzania, and Namibia are poised to join AFTRA, expanding the federation’s influence and reinforcing the message that quality teacher regulation is the foundation of quality education across Africa.
For further information on the Ghana Teacher Prize and upcoming benchmark visits, please visit the NTC website or contact the council’s communications office.
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