Ghana Hosts Regional Workshop to Strengthen Teacher Regulation and Professional Development Across Africa

Senior education officials from across Africa convened in Ghana's capital earlier this month for a landmark workshop aimed at strengthening teacher regulatory systems and professional development frameworks across the continent.

The high-level gathering, held from November 10-14, was organized by UNESCO's International Institute for Capacity Building in Africa (IICBA) through the GPE KIX Africa 19 Hub, in collaboration with Ghana's National Teaching Council (NTC) and regional partners. The workshop brought together representatives from teaching councils, universities, and ministries of education, alongside officials from UNICEF and UNESCO, to deepen regional cooperation and align regulatory mechanisms with evolving educational demands.

In his opening address, Ghana's Minister of Education, Hon. Haruna Iddrisa, reiterated that the quality of any education system is inseparable from the quality of its teachers. He emphasized the urgency of strengthening teacher regulations, adopting ethical standards, and integrating information technology and artificial intelligence into teacher training. "Continuous Professional Development must evolve in tandem with global shifts in pedagogy, ensuring teachers remain adaptable, accountable, and equipped to meet 21st-century learning needs," Iddrisa said.

Setting the tone for the week-long program, Dr. Claris Ujam, KIX Africa 19 Focal Point and Deputy Director in the Department of Educational Planning, Research and Development at the Federal Ministry of Education in Nigeria, highlighted the workshop's purpose: fostering collaboration and shared accountability among countries committed to elevating teaching standards. She emphasized that professionalizing teaching requires both rigorous regulation and consistent knowledge exchange.

Delivering the highlights, Dr. Christian Addai-Poku, Registrar of Ghana's National Teaching Council, detailed the country's ongoing reforms to improve teacher quality and welfare. He revealed that more than 350,000 teachers have been trained in cybersecurity and digital literacy—a critical shift as education increasingly relies on digital technologies. He also commended the Government of Ghana's incentive programs, which have enabled award-winning teachers to pursue advanced degrees, demonstrating the nation's commitment to career progression and excellence.

Representatives from UNICEF and UNESCO echoed these themes. The UNICEF speaker emphasized the transformative role of local languages in shaping inclusive learning environments, commending Ghana’s integration of indigenous languages across basic schools. UNESCO reaffirmed its continued support for teacher professionalization, highlighting ongoing continental platforms such as the upcoming African Teacher Regulatory Authorities (AFTRA) conference in Botswana.

The workshop's technical sessions provided participants with practical tools and frameworks for reform. Dr. Hungi Njor, Senior Project Officer from UNESCO IICBA guided attendees through the development of national teacher standards and competencies, urging countries to adopt frameworks that incorporate teacher motivation, mental health, and social dialogue.

In a keynote address, Dr. Ebby Mubanga, Registrar of the Teaching Council of Zambia and President of AFTRA, described Continuous Professional Development as "the engine of teacher excellence." He emphasized that CPD must be mandatory, context-responsive, and grounded in both pedagogy and technology.

To reinforce the practical dimensions of teacher development, participants visited local schools to observe professional learning communities and teacher learning circles in action. Throughout the workshop, delegates explored strategies for enhancing teacher satisfaction, inclusivity, and retention, while sharing comparative presentations on the status of CPD programs across participating countries.