Daniel Gyapong Nimo¹, Simon Ntumi^2,, Seth Sunu³, Theresa Dede Lawer¹, Dorothy Akuffo Boateng⁴, Kofi Afriyie⁵

The study explored teacher preparation and licensing practices in Ghana and Canada, highlighting significant differences in their structure, standards, and outcomes. Using document analysis and comparative case studies, the research examined policy documents, curriculum guidelines, and licensure requirements from both countries. The findings revealed that Canada’s teacher preparation system is highly structured and standardized, with consistent curriculum requirements, rigorous assessments, and an integrated approach to professional development. These elements contributed to producing well-prepared and competent educators who meet national standards across diverse regions. Conversely, Ghana’s teacher preparation system faces challenges such as variability in program quality, inconsistent implementation of licensing standards, and limited access to resources. These issues hinder the development of a uniform and effective framework for preparing and certifying teachers. Despite these challenges, the study identified opportunities for improvement by adopting elements of Canada’s system, including standardizing curriculum and assessments, emphasizing continuous professional development, and improving resource allocation. The study also acknowledged challenges in Canada, such as balancing standardized requirements with local educational needs and addressing disparities in access to professional development between urban and rural regions. By evaluating these challenges alongside Ghana’s needs, the research offers actionable recommendations aimed at improving Ghana’s teacher preparation system. Key reforms included enhancing curriculum consistency, increasing investment in teacher training institutions, and integrating professional development into the licensing process. This study underscores the value of cross-national comparisons in identifying best practices and fostering global collaboration in teacher education.

Teacher Preparation, Licensing Practices, Ghana, Canada, Professional Development, Curriculum Standards, Educational Policy