THE recent initiative of teacher licensing demonstrates the Sindh government’s commitment to ensuring quality teachers in public sector schools where the low academic achievement of students has generally been associated with the low capacity of teachers. The first phase of the licensure test has been conducted although the pass percentage was quite disappointing (17 per cent). This result generates further concerns related to the quality of teachers and teacher education institutes in the province. Relying solely on a licensure test is unlikely to fulfil the goal of having quality teachers.

Although a common practice in many countries, the licensure test is one of several measures to determine the competency of potential teachers for the profession of teaching. It is because the written test lacks the space and possibility to assess the important characteristics of potential teachers. Teaching is a complex and tempo-relational process that requires different responses to different situations. Someone might be very good at theory and in written aspects but not necessarily in teaching or in the response to problematic situations. On the contrary, someone else could prove to be exemplary in teaching, but not be good in theory or writing. If we agree that being an effective teacher requires practical skills, then setting a high passing score and relying solely on a written test may eliminate effective teachers.

Consequently, in many countries, including the US, there is a growing focus on performance assessment or the ability of prospective teachers to plan lessons, deliver instructions, engage students in meaningful activities, respond to problematic situations, assess student learning and reflect on their practice for further improvement. These are the acknowledged prerequisites to be an effective teacher, which a licensure test can barely assess.

Teacher licensing in itself is not a guarantee of quality teachers.

A high passing score and sole reliance on the written test may lead to the exclusion of aspiring teachers, who come from marginalised and disadvantaged communities. Individuals, for example, from remote and backward areas as well as minority groups may not have access to quality education. Resultantly, it is less likely for the disadvantaged students to achieve the target score in the licensure test. Where other countries are working on diversifying teaching — for instance, Ireland — we may be limiting diversity in our schools and in the teaching profession. To ensure inclusion in learning, we must first ensure inclusion in the profession of teaching.

Since the quality of teacher education institutes will be associated with the performance of their students in the licensure tests, simply relying on the written test would make them focus only on those curricular components that are assessed in the tests. In this sense, the practice aspect of teaching will receive reduced attention in teacher education institutes. If so, the consequences would be predictable.

Teacher licensing in itself is not a guarantee of quality teachers. Many countries across the globe, such as Finland, Singapore, the Netherlands, Japan and Korea, do not require any licensure test. It is to be noted here that these countries are well placed in international comparisons for student achievement. It suggests that quality teacher education, rather than the licensing test, determines the competency of a prospective teacher.

Thus, to ensure quality teachers for learners, a straightforward approach is required: improve the quality of teacher education institu­tes to produce quality teachers. These institutes must be mandated and supported to achieve certain levels of ac­­creditation from the National Accre­dita­tion Council for Tea-

cher Education. In addition, practical components such as teaching practice, or practicum or internship should be a compulsory part of the teacher education programme. It is crucial to provide prospective teachers with high-quality teaching practice experience. The evidence of effective teaching practice should be considered for licensing.

If those who have initiated the teacher licensing process are serious about the quality of teachers, their focus should be on practice and performance assessment. This could be achieved through improving the quality of teacher education institutes rather than licensure tests. Since other provinces in the country may introduce teacher licensing building on the experience of Sindh, how teacher licensing is implemented would have significant implications for education not only in this province but also across Pakistan. Thus those who are involved in teacher licensing should plan and implement it very consciously and cautiously.

The writer is an assistant professor at the Department of Education, Sukkur IBA University.

Published in Dawn, August 26th, 2024