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Licensing Teachers: A Global Policy Lever for Educational Quality and Professionalism

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Title: Licensing Teachers: A Global Policy Lever for Educational Quality and Professionalism
Language: English
Authors: Richard Churches, Rachael Fitzpatrick, Codie Chaudoin, Ella Page, Catherine Lenahan, Grace Cox, Marion Smallbones, Education Development Trust (United Kingdom)
Source: Education Development Trust. 2025.
Availability: Education Development Trust. Highbridge House, 16-18 Duke Street, Reading Berkshire, England RG1 4RU, United Kingdom. Tel: +44-1189-021-000; e-mail: enquiries@educationdevelopmenttrust.com; Web site: https://www.educationdevelopmenttrust.com/
Peer Reviewed: N
Page Count: 26
Publication Date: 2025
Document Type: Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Comparative Education, Teacher Education Programs, Teacher Education, Teacher Certification, Educational Policy, Case Studies, Teacher Education Curriculum
Geographic Terms: United Kingdom, United States, Saudi Arabia, South Africa, Ghana, Vietnam, Estonia, Finland, Qatar, Singapore
ISBN: 978-1-912610-21-1
Abstract: Global teacher shortages and trends in retention threaten the achievement of sustainability in education. This report aims to contribute to that debate by examining teacher licensing practice across the world and the options available to policymakers. The report explores teacher licensing as a global policy lever capable of driving systemic improvements in education quality, equity, and professionalism. Alongside a global review, the authors include detailed case studies from ten jurisdictions--the United States, the United Kingdom, Ghana, Saudi Arabia, Qatar, Singapore, Vietnam, Estonia, Finland, and South Africa. Teacher licensing refers to the formal process through which individuals are authorised to teach, typically involving qualification verification, competency assessment, and, in some systems, ongoing renewal requirements. Though commonly overlooked in global reform discourse, licensing can serve as a potent mechanism to establish minimum standards, support professional development, and elevate the status of teaching--when designed and implemented as part of a coherent policy framework.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED678686
Database: ERIC
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  Data: Education Development Trust. Highbridge House, 16-18 Duke Street, Reading Berkshire, England RG1 4RU, United Kingdom. Tel: +44-1189-021-000; e-mail: enquiries@educationdevelopmenttrust.com; Web site: https://www.educationdevelopmenttrust.com/
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  Data: Global teacher shortages and trends in retention threaten the achievement of sustainability in education. This report aims to contribute to that debate by examining teacher licensing practice across the world and the options available to policymakers. The report explores teacher licensing as a global policy lever capable of driving systemic improvements in education quality, equity, and professionalism. Alongside a global review, the authors include detailed case studies from ten jurisdictions--the United States, the United Kingdom, Ghana, Saudi Arabia, Qatar, Singapore, Vietnam, Estonia, Finland, and South Africa. Teacher licensing refers to the formal process through which individuals are authorised to teach, typically involving qualification verification, competency assessment, and, in some systems, ongoing renewal requirements. Though commonly overlooked in global reform discourse, licensing can serve as a potent mechanism to establish minimum standards, support professional development, and elevate the status of teaching--when designed and implemented as part of a coherent policy framework.
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  Data: 2026
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  Data: ED678686
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      – Text: English
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        PageCount: 26
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Comparative Education
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Teacher Certification
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      – SubjectFull: Educational Policy
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      – SubjectFull: Teacher Education Curriculum
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      – SubjectFull: United States
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      – SubjectFull: Saudi Arabia
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      – SubjectFull: South Africa
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      – SubjectFull: Singapore
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