Licensing teachers: a global policy lever for educational quality and professionalism

In this report, we examine how teacher licensing practices around the world demonstrate how societies value teachers, and how teacher licensing can influence the effectiveness of education systems. We also consider the options available to governments and education leaders in taking action to establish minimum standards, invest in teachers’ ongoing growth, and support a culture that values and respects teachers.

In a context where teacher shortages have been identified as one of the most urgent challenges in global education (UNESCO and International Task Force on Teachers for Education 2030, 2024) , there is growing evidence that well-designed licensing systems can support broader goals for improvements in teacher recruitment and retention. The Global Report on Teachers calls for improved working conditions and overall support for teachers to stay and thrive in the profession, arguing that these systemic reforms are essential to meeting Sustainable Development Goal 4 (ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all). While it does not explicitly address teacher licensing, we believe that well-designed licensing systems could be leveraged by policymakers to support these aims.

Teacher licensing typically involves qualification verification, competency assessment, and, in some systems, ongoing renewal requirements. Though commonly overlooked in global reform conversations, licensing – when designed and implemented as part of a coherent policy framework – can serve as a potent mechanism to shape a more respected and professionally supported teaching workforce.

To support an understanding of the variety of approaches around the world and to inform recommended next steps in policy , our report identifies several major trends across the global landscape, which apply despite vast differences between individual countries. These include using professional teaching standards to guide teacher performance (a shift from relying on qualifications alone), and the use of digital platforms to manage licensing at scale. The report also highlights common challenges, including rigid licensing processes deterring potential new teachers, and standardised testing inadvertently disadvantaging minority candidates.

In our research, the key difference we found between different countries’ licensing practices was whether they were permanent or renewable. Permanent licensing means that teachers’ credentials remain valid indefinitely if ethical standards and competence are maintained. Renewable licensing prioritises accountability, with teachers being asked to periodically demonstrate continued development. A third perspective suggests a combined approach is more suitable for the teaching profession of today and the future.

Based on our research findings, we believe that leveraging teacher licensing effectively to address teacher shortages requires a nuanced approach. As evidence-informed practice becomes the norm, hybrid teacher licensing strategies – that require both a strong initial verification and ongoing learning – may offer the greatest long-term benefits. Policymakers should review their licensing policies in their local context while learning from global examples, such as positioning licensing as a tool for career-long development, and embedding equity and access into any approach. Effective licensing strategies should also be part of a coherent policy framework and align with other parts of the system, such as teacher education, school inspection, and professional development.

Licensing systems can encode how societies value teachers – either as trusted professionals or as functionaries. The most effective models elevate teaching through a blend of high standards, meaningful development, and coherent system design.

Read the full report on teacher licensing as a global policy lever here.

At edt, we work with policymakers and ministries of education around the world to address the challenge of delivering quality teaching and learning at scale. If you would like to find out more about our policy work, or to discuss working with us, please email enquiries@edt.org.

References

UNESCO and International Task Force on Teachers for Education 2030. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. Paris: UNESCO.