Ferdinand  | EducationGhana  | June 19 | Gambia Education Ministry Delegation Visits NTC Ghana to Learn Teacher Licensing and Professional Standards

A delegation from The Gambia Ministry of Education has visited Ghana’s National Teaching Council (NTC) to study teacher licensing, registration, Continuous Professional Development (CPD), and professional teaching standards.

Gambia Delegation Visits NTC Ghana for Educational Benchmarking

The National Teaching Council (NTC) has hosted a delegation from The Gambia Ministry of Education as part of efforts to strengthen teacher professionalism and education quality across West Africa.

The benchmarking visit, which took place on Tuesday, June 16, 2026, provided an opportunity for education officials from The Gambia to understudy Ghana’s teacher regulation systems and adopt best practices that could support reforms within the Gambian education sector.

The visit highlights Ghana’s growing reputation as a leader in teacher professionalization, licensing, and standards-based education management within the sub-region.

Focus Areas of the Benchmarking Visit

During the engagement, officials from The Gambia were taken through several key operational areas of the National Teaching Council.

The delegation received detailed presentations on:

• Teacher registration procedures
• Teacher licensing processes
• Professional Teacher Examination administration
• Continuous Professional Development (CPD) framework
• National Teachers’ Standards implementation
• Teacher compliance and professional regulation systems

The sessions allowed participants to gain practical insights into how Ghana regulates the teaching profession and maintains professional standards among educators.

NTC Shares Ghana’s Experience in Teacher Professionalization

Welcoming the delegation, Mr. Benjamin Manyeh, Deputy Registrar responsible for General Services at the National Teaching Council, expressed the Council’s readiness to share its experiences and expertise.

According to him, Ghana’s journey in implementing teacher licensing, professional standards, and continuous professional development has generated valuable lessons that could benefit other countries seeking to strengthen teacher quality.

He encouraged the visiting delegation to take advantage of the learning opportunity and assured them of NTC’s commitment to supporting educational improvement efforts within the region.

Why Ghana’s Teacher Licensing System Attracts International Interest

Over the past few years, Ghana has implemented significant reforms aimed at improving teacher quality and accountability within the education sector.

Key initiatives include:

• Mandatory teacher licensing
• Continuous Professional Development (CPD) requirements
• National Teachers’ Standards (NTS)
• Professional Teacher Licensure Examinations
• Teacher ranking and career progression reforms

These initiatives have positioned Ghana as one of the countries actively pursuing professional regulation of teaching as a recognized profession.

As a result, education institutions and governments across Africa continue to show interest in learning from Ghana’s experiences.

Strengthening Regional Cooperation in Education

The visit also reflects growing collaboration among African countries in addressing common educational challenges.

Through partnerships, knowledge sharing, and benchmarking exercises, countries can learn from successful reforms and adapt them to their local contexts.

Education experts believe such collaborations can contribute significantly to improving teacher effectiveness, learner outcomes, and overall education quality across the continent.

What the Visit Means for Teacher Development in Africa

The exchange between Ghana and The Gambia demonstrates the increasing importance of teacher professionalism in achieving quality education goals.

As countries work towards meeting global education targets, strong teacher regulatory frameworks, continuous learning opportunities, and professional accountability systems are becoming essential components of educational development.

The benchmarking exercise is therefore expected to contribute to policy development and capacity building efforts within The Gambia’s education sector.

Conclusion

The visit by The Gambia Ministry of Education delegation to the National Teaching Council underscores Ghana’s growing influence in teacher professionalization and educational reform in Africa.

By sharing its experiences in teacher licensing, professional standards, and Continuous Professional Development, Ghana continues to contribute to regional efforts aimed at strengthening education systems and improving learning outcomes across West Africa.