TSCTLEGUIDELINESSYLLABUS2021

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TEACHER LICENSING EXAMINATION GUIDELINES AND SYLLABUS -

REPUBLIC OF SIERRA LEONE
Technical Report · February 2022

DOI: 10.13140/RG.2.2.11418.93126
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Teacher
Licensing
Examination
GUIDELINES
And
SYLLABUS
= Better Teachers, Stronger Nation =
TEACHING SERVICE COMMISSION

MINISTRY OF BASIC AND SENIOR SECONDARY
EDUCATION
REPUBLIC OF SIERRA LEONE
i
Teacher
Licensing
Examination
GUIDELINES
And
SYLLABUS
= Better Teachers, Stronger Nation =
© 2021
Teaching Service Commission
Ministry of Basic and Senior Secondary Education
Republic of Sierra Leone
All Rights Reserved

No part of this book may be reproduced, stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without the prior written permission of the Teaching Service Commission.
ii
ACKNOWLEDGEMENT
The Teacher Licensing Guidelines is a Focusing Resources on Equity and Excellence
(FREE) Project managed by the World Bank. Teaching Service Commission worked with
the relevant agencies and stakeholders under the Ministry of Basic and Senior Secondary
Education and Ministry of Technical and Higher Education. Among these were the Tertiary
Education Commission, Universities, Teacher Training Colleges, School Districts, Principals
and Head Teachers, and the Sierra Leone Teachers Union. The field trials further involved
several Basic and Senior Secondary Schools across the country. Subject experts also played
key roles. The Project was led by an international expert, Professor Steve Nwokeocha, the
Executive Director of the Africa Federation of Teaching Regulatory Authorities. The
Teaching Service Commission acknowledges the immense contributions of all these
organisations and individuals towards bequeathing a credible system of licensing examination
to the teachers.
The Core Team which worked with the international expert to develop the Guidelines
comprised the following:
S/N Title Surname Other Role in Organisation Represented Rank

Names Team
1 Mr Sackey Conrad Client Teaching Service Commission Chairman
2 Mrs Pyne-Bailey Hectora Chair Teaching Service Commission Director,
Registration &
Licensing
3 Prof Pemagbi Joe Member Emeritus University Faculty Education Expert
4 Dr Kabia Victor E.A. Member Emeritus University Faculty Education Expert
5 Mr Joseph Paul Kenei Member Eastern Technical University Lecturer
6 Mr Koroma Samuel M. Member National Council of Head Chairman
Teachers
7 Mr Kuyateh Foday Member Sierra Leone Teachers Union Regional Secretary
- West
8 Mrs Jones Harriet Member Njala University Lecturer
9 Mr Sawyer Josephus Member Tertiary Education Commission Administrative
Manager
10 Mr Thinka- Emmanuel Member Tertiary Education Commission Academic Audit
Kamara Manager
11 Mrs Morrison Ophelia Member Conference of Principals of National President
Secondary Schools
12 Mrs Kafula Frances Member Teaching Service Commission Deputy Director,
Registration and
Licensing
13 Mr Osho Kenneth Member University of Sierra Leone Lecturer
14 Mrs Denison- Michaela Member University of Sierra Leone Lecturer
George
15 Mr Sowah Sylvester Member Anti-Corruption Commission Senior Prevention
Officer
16 Mr Manley Alphonso Member Sierra Leone Civil Rights National
Coalition Coordinator
17 Prof Nwokeocha Steve International Africa Federation of Teaching Executive Director
Expert Regulatory Authorities
iii
PREFACE
- David Moinina Sengeh

Minister of Basic and Senior Secondary Education
iv
ACRONYMS
Abbreviation Full Name
AFTRA Africa Federation of Teaching Regulatory Authorities
B.Ed. Bachelor of Education
CBT Computer Based Test
ESP Education Sector Plan
GT Graduate Teacher
HTCP Higher Teachers’ Certificate (Primary)
HTCS Higher Teachers’ Certificate (Secondary)
ICT Information and Communication Technology
IFTRA International Forum of Teaching Regulatory Authorities
ITTF International Teacher Task Force
MBSE Ministry of Basic and Senior Secondary Education
MoEST Ministry of Education, Science and Technology
MTHE Ministry of Technical and Higher Education
NDE National Diploma in Education
PGDE Post Graduate Diploma in Education
SL Sierra Leone
TC Teachers’ Certificate
TLE Teacher Licensing Examination
TSC Teaching Service Commission
v
CONTENT
Acknowledgement iii
Preface iv
Acronyms v
TEACHER LICENSING
GUIDELINES
CHAPTER ONE: INTRODUCTION 1
1
1.1 Background of the Teacher Licensing Examination
1.2 Meaning and Purpose of Teacher Licensing Examination …/2 2
1.3 Licensing Examination as a Common Practice Among the Professions 3
1.4 Teaching as a Profession – the International Instruments and Coalitions 4
1.5 Teacher Licensing Examination Administered by Professional 6
Regulatory Authorities
1.6 Teacher Licensing Examination Driven by the Professional Standards 7
and Career path
1.7 Teacher Licensing Examination Focusing on the Beginner 10
1.8 The Modes of Teacher Licensing Examination – African and Global 13
Models
CHAPTER TWO: SIERRA LEONE LEGAL AND POLICY 15

FRAMEWORK FOR THE TEACHER LICENSING EXAMINATION
2.1 Constitution of Sierra Leone 15

2.2 Education Act, 2004 15
2.3 Teaching Service Commission Act, 2011 16
2.4 Education Sector Plan, 2018-2020 16
2.5 TSC Teacher Registration and Licensing Policy 17
2.6 Recognised Teacher Qualifications in Sierra Leone 18
2.7 Foreign Teachers 19
2.8 Teacher Education Institutions in Sierra Leone and Their Teacher 19
Qualification Programmes
CHAPTER THREE: RULES OF THE TEACHER LICENSING 20

EXAMINATION
3.1 Categories of Teachers for Licensing Examination 20

3.2 Subjects and Codes of the Teacher Licensing Examination 20
3.3 Number of Questions in a Teacher Licensing Examination 21
3.4 Grading of Results 21
3.5 Mode of Examination 22
vi
3.6 Validity and Reliability of the Examination 22
3.7 Registration for the Examination 22
3.8 Examination Fees 22
3.9 Invigilation of Examination 22
3.10 Acts Prohibited During the Examination 23
3.11 Release of Results 23
3.12 Repeating of the Examination and Probation 23
CHAPTER FOUR: STRATEGIES FOR IMPLEMENTATION OF 24

THE GUIDELINES
4.1 Recognising Challenges 24

4.2 Digital Platforms and Culture to be Pivotal 24
4.3 Examination Resources to Assist Teachers for the Examination 24
4.4 Teachers with Disabilities 25
4.5 Synergy with Stakeholders and Credible Service Providers 25
4.6 Transparency and Accountability 25
4.7 Procedure for Redress by Teachers 25
4.8 Review of the Guidelines 25
4.9 Period of Sensitisation and Preparation Before the Examination 26
4.10 Incentives to Motivate Teachers to Write the Examination 26
4.11 Frequently Asked Questions 26
4.12 Disclaimer 26
REFERENCES 27
LIST OF FIGURES 8
1 The Professional Standards as Anchor of Teacher Education, Licensing 8

Examination and Career Path
LIST OF TABLES 9
1 Domains of the Professional Teaching Standards Across the World 9
2 Samples of Career Path Stages and Their Terminologies Across the 11
World
3 A Tip of the Actual Standards and Competences in the Sierra Leone 12

Professional Teaching Standards
4 Teacher Education Institutions in Sierra Leone and Their Teacher 19
5 The Licensing Examination Subjects and Their Codes 21
6 The Selection of Questions from the Subjects 21
7 Classification and Interpretation of Scores 21
LIST OF BOXES 17
1 The Overarching Targets of the Education Sector Plan 2018-2020 17
2 Professional Qualifying Assessment/Examination prior to Registration 18
vii
TEACHER LICENSING
EXAMINATION SYLLABUS
PREAMBLE 32
SECTION 1: ENGLISH LANGUAGE 33
OBJECTIVES 33
1.1 TEACHERS’ CERTIFICATE 33
1.2 HIGHER TEACHERS’ CERTIFICATE – PRIMARY 34
1.3 HIGHER TEACHERS’ CERTIFICATE – SECONDARY 35
1.4 GRADUATE TEACHERS 35
SECTION 2: MATHEMATICS 38
OBJECTIVES 38
SECTION 3: 45
INFORMATION AND COMMUNICATION TECHNOLOGY
OBJECTIVES 45
3.1 TEACHERS’ CERTIFCATE 45
3.2 3.2 HIGHER TEACHERS’ CERTIFICATE – PRIMARY 48
3.3 3.3 HIGHER TEACHERS’ CERTIFICATE – SECONDARY 51
SECTION 4: TEACHER EDUCATION CURRICULUM 58
OBJECTIVES 58
SECTION 5: PROFESSIONAL STANDARDS 75
OBJECTIVES 75
SCOPE OF THE SYLLABUS 75
viii
ANNEXURES 110
Grids summarising the TLE subjects
1 English Language Grid for all Categories of Teachers 111
2 Mathematics Grid for all Categories of Teachers 112
3 ICT Grid for the various Categories of Teachers 113
4 Teacher Education Curriculum Grid for all Categories of Teachers 117
5 Professional Standards Grid for the various Categories of Teachers 118
ix
CHAPTER ONE
INTRODUCTION
1.1 Background of the Teacher Licensing Examination

The world understands that education is the key to national and global development. Thus,
education has over the decades dominated the discussion about how to accelerate
development in society (African Development Bank, Organisation for Economic Co-
operation and Development & United Nations Development Programme, 2016; African
Union Commission, 2015, 2017; UNESCO, 2015a; United Nations, 2019, 2015a, 2015b;
Yousafzai, 2017). Thus, Irina Bokova, Director-General of UNESCO declared that
“Education is key to the global integrated framework of sustainable development goals.
Education is at the heart of our efforts both to adapt to change and to transform the world
within which we live…” (UNESCO, 2015a, p. 3). Going further, the Director asserts:
There is no more powerful transformative force than education - to promote human

rights and dignity, to eradicate poverty and deepen sustainability, to build a better
future for all, founded on equal rights and social justice, respect for cultural diversity,
and international solidarity and shared responsibility, all of which are fundamental
aspects of our common humanity. (UNESCO, 2015a, p.4)
The Director’s statements corroborated the famous pronouncements by Africa’s sage, Nelson
Mandela, who opined that “Education is the most powerful weapon which you can use to
change the world” (Mandela, 1990) and world-celebrated Malala Yousafzai, Nobel Peace
Prize, winner who announced that “One book, one pen, one child, and one teacher can
change the world” (Yousafzai, 2017). Earlier, Julius Nyerere of Tanzania, one of Africa’s
cerebral late Presidents defined education which can and should be an instrument for the
liberation of the people from mental, economic, political and social slavery and colonialism
(Nyerere, 1968). UNESCO sums the idea up by reiterating that all the seventeen (17)
Sustainable Development Goals (SDGs) are directly or indirectly connected with education
(UNESCO, 2015b, 2017). It emphasized that “Education is at the heart of the 2030 Agenda
for Sustainable Development and essential for the success of all SDGs” (2015b, p. 24).
If therefore, the world acknowledges education as the key to development, one of the pillars
of education – the teacher – is an important issue. It is obvious that the teacher significantly
determines learning outcome which is the ultimate goal of education (Odewumi, Ajibewa, &
Ajibade, 2015; Muvawala, 2012; Okland, 2012; Rice, 2003; UNESCO 2017). The work of
Rice (2003), published by the Economic Policy Institute, states that “teacher quality matters.
In fact, it is the most important school-related factor influencing student achievement” (p. 1).
Some countries (e.g., Nigeria’s National Policy on Education) put the fact succinctly that “No
education system can rise above the quality of its teachers” (Federal Republic of Nigeria,
2013). Thus, the SDG4 calls for “inclusive and equitable quality education” and the
promotion of “lifelong learning opportunities for all” (United Nations, 2015b) while the
SDG4c advocates for a substantial increase in the supply of qualified teachers as a
prerequisite for meeting the SDG4 (UNESCO, 2017, p. 15). This precondition is so serious
that the United Nations set up a Task Force – the International Task Force on Teachers for
1
Education 2030 – to drive the process of producing and deploying qualified teachers across
the world and across the levels of the education system. The Task Force has “over 150
members (including national governments, international organisations, international NGOs
and CSOs and foundations) working together to ensure there is a qualified, motivated and
empowered teacher in every classroom” (International Task Force on Teachers, 2021).
Therefore, teacher quality is a central factor in the aspiration to transform the world through
education. Obtaining the right teacher quality entails the professionalisation of teaching. This
is a process of putting in place the relevant time-honoured tenets of a profession. It implies
the identification and integration of the rules that govern a profession. The teacher licensing
examination is one such rule of a profession. It requires all teachers desiring to be trusted as
professionals to subject themselves to scrutiny so that their actual professional attainments
can be assessed.
1.2 Meaning and Purpose of Teacher Licensing Examination

Teacher licensing examination is a test or evaluation administered on prospective and serving
professional teachers to check whether their general academic and professional knowledge
and skills meet the required standards before their licensing. The examination is, therefore,
termed licensure or licensing (used interchangeably) because it is the last bastion they must
overcome to earn a license. In other words, the purpose is to determine individuals who are fit
to be licensed as professionals. The license is an authorisation testifying that the individual
meets the required minimum academic and professional knowledge and skills and, thus, can
enjoy the rights and privileges as well as exercise the responsibilities that go with
professional practice. Such authorisation, therefore, cannot be given in respect of an
individual who has not demonstrated verifiable competence under the supervision of the
licensing authority. To the public, the authorisation implies that the professional can be
trusted within the vocation and his or her services meet the minimum expectation of society.
In turn, the society accords the professional due respect, support, and protection.
On its part, the Council on Licensure, Enforcement and Regulation (2000) described
licensing examinations as the final hurdle that professionals surmount before they finally
obtain their practicing licenses. It opined that a licensing authority has the ultimate
responsibility to ensure that candidates licensed meet the “technical, professional, and legal
standards, and protects the health, safety and welfare of the public by assessing candidates’
abilities to practice competently.” The Educational Testing Service (2021) which conducts
assessment for over forty States in the United States describes its teacher licensing test as a
measure of the “academic skills and subject-specific content knowledge needed for teaching.”
It asserts that the “tests are taken by individuals entering the teaching profession as part of the
certification process required by many states and professional licensing organizations” in the
United States (Educational Testing Service, 2021). The National Board for Professional
Teaching Standards (NBPTS) which is the national teacher licensing authority in the United
States asserts that its license is “recognised [as] the gold standard in teacher certification” and
believes that “higher standards for teachers means better learning for students” (NBPTS,
2021). The National Teaching Council of Ghana (2018) states that the teacher licensing
examination is in compliance with mandates assigned the Council by the Education Act 2008
(Act 778) to license teachers in Ghana. It describes the license which a teacher earns after
passing the licensure examination as “the highest mark of professional accomplishment that
makes the Ghanaian teacher a member of a larger network of accomplished educators
shaping the profession and human lives. It demonstrates the legal authorisation of the
2
mandate of the National Teaching Council, indicating that a teacher has met all the standards
required for the profession” (p. 2). Assessing the maiden teacher licensing examination in
Ghana, Fredua-Kwarteng (2019) identified four key purposes. These are: (a) that schools
across Ghana have quality teachers; (b) Standardisation of teaching across Ghana; (c)
Improvement in professionalism in school teaching; and (d) Preparation of teachers to be
accepted globally. Therefore, the teacher licensing examination which ensures that all
teachers admitted into the profession are qualified will have varied impacts on the education
system ranging from providing quality teachers across the country to ensuring that teachers
enjoy high social status and global recognition as professionals.
These statements about the meaning, purposes and implications of the teacher licensing
examination are true even for Sierra Leone because as a member of the world community, the
country aspires to stand on equal footing with all other countries anywhere in the world – in
education, economy, political and socio-cultural dimensions. Therefore, the country is
committed to professionalising teaching and ensuring that education is placed at the centre of
development as a guarantee that the country can meet the SDGs by 2030.
1.3 Licensing Examination as a Common Practice among the

Professions
The licensing examination is one of the practices that are common among the professions.
The Australian Council of Professions (2003) defines a profession as follows:
A profession is a disciplined group of individuals who adhere to ethical standards and

who hold themselves out as professionals and are accepted by the public as possessing
special knowledge and skills in a widely recognised body of learning derived from
research, education and training at a high level, and who are prepared to apply this
knowledge and exercise these skills in the interest of others. (p.1)
The Council emphasised that a code of ethics is one of the defining features of a profession.
Accordingly:
A code of ethics governs the activities of each profession. Such codes require
behaviour and practice beyond the personal moral obligations of an individual. They
define and demand high standards of behaviour in respect to the services provided to
the public and in dealing with professional colleagues. Often these codes are enforced
by the Profession and are acknowledged and accepted by the community. (p.1)
Furthermore, while the Cambridge Dictionary (2021) defines a profession as “any type of
work that needs special training or a particular skill, often one that is respected because it
involves a high level of education,” the Collins Dictionary (2021) defines it as “a type of job
that requires advanced education or training.” These definitions indicate that a profession is a
body of practitioners dedicated to a given vocation and distinguished by their advanced and
specialised knowledge and code of practice. By these facts, individuals who do not meet their
requirements are not admissible. To further guarantee their territorial integrity, they set up an
independent professional organisation to manage entry into the vocation and this necessitates
the screening of memberships and codification of behaviours that are acceptable. Over time,
the exclusive way of life of the professionals and the impact of their quality services become
unique and identifiable thereby earning them public recognition, respect, and rewards. Then
3
they guard such social status jealously by ensuring that their standards are not watered down
through the admission of individuals of lower calibre.
The Oxford Dictionary of Sociology (2005) sums up the concept of a profession this way: It
is a form of work organisation that “includes some central regulatory body to ensure the
standard of performance of individual members; a code of conduct; careful management of
knowledge in relation to the expertise which constitutes the basis of the profession’s
activities; and lastly, control of numbers, selection, and training of new entrants” (p. 523).
Against this backdrop, professions are vocations that are not open to everyone; individuals
are admitted only after a careful examination by a central regulatory authority to ensure that
they have attained the required level of specialised education, and the thresholds stipulated in
terms of professional standards, competences, attitudes, and orientations. Such examination
may take several forms across the professions, but the aims remain the same: To admit into
the professions only individuals with verifiable requisite professional attainments. This is true
of the professions such as law, medicine, pharmacy, engineering, and nursing. Now, the
Government of Sierra Leone through the Sierra Leone Teaching Service Commission is
ensuring that teaching joins these noble set of professions to protect teaching from invasion
by quacks or those who do not have the required aptitudes and standards of conduct.
From the foregoing, the idea that once training institutions graduate candidates, they are
100% sufficient to teach or practice is wrong. Therefore, the teacher licensing examination is
a quality assurance mechanism to safeguard professionalism of teachers in the country. It
shall help to double-check the quality of individuals who graduate from the teacher training
institutions in Sierra Leone or abroad. Each graduate, thus, gets an opportunity to defend
his/her qualification before finally entering the profession. The examination does not cast a
doubt upon the capacity of the training institutions, rather there are grounds to doubt that
once an individual passes through the training institution, he or she is automatically qualified
to practise. Ultimately, the outcome of the examination is beneficial not just to the
professional licensing authority but also to the training institutions which can use the
outcome to improve their internal quality assurance system, and to know areas and categories
of candidates that require additional improvement.
1.4 Teaching as a Profession – the International Instruments and Coalitions

That teaching is a profession is no longer contestable. Education International and UNESCO
(2019, p.1) asserted that:
“Teacher professionalism is not negotiable. Just as we would never want

unqualified surgeons operating on our children, we do not want our young
people to be taught by unqualified teachers.”
Therefore, there is a plethora of international instruments (policies, position papers, and
frameworks) and coalitions that speak about the teaching as a profession and endorse the
professionalization of teaching. They include the following among others:
4
Instruments
i. ILO/UNESCO (1966, 1997) Recommendations on the Status of Teachers & Higher
Education Teaching Personnel.
ii. UNESCO (2017) SDG4c.
iii. Education International and UNESCO (2019) Global Framework of Professional
Teaching Standards.
iv. African Union Commission (2016) Continental Education Strategy (CESA) 2016-
2025.
v. African Union Commission (2017) Study on Teacher Training, Working and Living
Conditions in
vi. Member States.
vii. African Union Commission (2019c). Continental Teacher Qualification Framework.
viii. African Union Commission (2019d). Continental Guidelines on the Teaching
Profession.
ix. African Union Commission (2020). African Continental Teaching Mobility Protocol.
x. African Union Commission (2018). Agreement Establishing the African Continental
Free Trade Area
Coalitions
i. ITTF - International Teacher Task Force (in full, International Task Force on
Teachers for Education 2030)
ii. IFTRA – International Forum of Teaching Regulatory Authorities
iii. AFTRA – Africa Federation of Teaching Regulatory Authorities
iv. ATRA – Australian Teaching Regulatory Authorities
v. NASDTEC – National Association of State Directors of Teacher Education and
Certification, USA.
Recommendations on the Status of Teachers & Higher Education Teaching Personnel

(ILO/UNESCO, 1966, 1997) made monumental impact towards pointing the direction that
the teaching profession should go. The 1966 Recommendation unambiguously stated that
teaching is a profession and must be treated accordingly. It extensively made declarations
regarding the status of teaching, covering the following areas:
i. Initial and continuing training

ii. Recruitment
iii. Advancement and promotion
iv. Security of tenure
v. Disciplinary procedures
vi. Part-time service
vii. Professional freedom
viii. Supervision and assessment
ix. Responsibilities and rights
x. Participation in educational decision-making
xi. Understanding and Using the Recommendations
xii. Negotiation
xiii. Conditions for effective teaching and learning and
xiv. Social security.
On Professionalism, it recommended that “teaching should be regarded as a profession: it is a

form of public service which requires of teachers expert knowledge and specialized skills,
5
acquired and maintained through rigorous and continuing study; it also calls for a sense of
personal and corporate responsibility for the education and welfare of the pupils in their
charge.” (Section III.6)
On Professional freedom, it recommended that “the teaching profession should enjoy

academic freedom in the discharge of professional duties. Since teachers are particularly
qualified to judge the teaching aids and methods most suitable for their pupils, they should be
given the essential role in the choice and adaptation of teaching material, the selection of
textbooks, and the application of teaching methods, within the framework of approved
programmes, and with the assistance of the educational authorities.” (Section VIII.61)
The Recommendations were unprecedented and gave birth to the celebration of the October 5
every year as the World Teachers’ Day. Since, the momentum has increased leading to the
current context where the ILO and UNESCO asserted bluntly that the status of teaching as a
profession is non-negotiable. Similarly, from 1965 when the first the Teaching Council of
Scotland, the first in the modern world, was established, till the present day, many countries
have enacted laws to legalise teaching as a profession and set up national institutions for the
professional regulation of teaching. These national institutions, some of them owned by the
Government and others totally independent of the Government, have formed coalitions –
Federations or Unions – working collectively to deepen the roots of teaching as a profession
and collaborating to help member countries to get their regulatory practices right. Prominent
among such coalitions is the International Forum of Teaching Regulatory Authorities
(IFTRA) which is now the world governing body, and the Africa Federation of Teaching
Regulatory Authorities (AFTRA), which is the African continental body of the national
institutions regulating teaching. The Sierra Leone Teaching Service Commission is a member
of AFTRA and that gives it a platform to collaborate with the entire regulatory agencies for
teachers in Africa. Other continents have their own coalitions. Examples are the Australian
Teaching Regulatory Authorities (AFTRA) and the National Association of State Directors of
Teacher Education and Certification (NASDTEC), USA. Such instruments and coalitions
attest that teaching is a profession.
1.5 Teacher Licensing Examination Administered by Professional

Regulatory Authorities
Globally, and across all the professions, licensing examinations are designed and
administered by the licensing authorities. This is important because by their nature they are
independent and professional and are in the best position to determine when an individual
meets the requisite knowledge and standards expected of them. The composition of the
governing boards of the professional regulatory authorities endows them with the right mix
and balance of experts and stakeholders who authoritatively serve as the voice of the
profession. Typically, the governing boards of the teaching regulatory authorities comprise
the representatives of the Government, teachers’ union, teacher educators, proprietors of
schools, subject associations, academies of education, deans of education, heads of
polytechnics and colleges of education, the tertiary education commission, and other interest
groups. Equally, the representatives have not only the institutional and sub-sectoral but also
geographical spread. Therefore, they serve as the best and ultimate jury on professional
issues.
Furthermore, the laws that established the regulatory agencies endow them with the legal
powers to make such decisions. This means that the public holds them accountable largely for
6
the performance of the profession. Where the conducts and services of individuals licensed as
professionals fall below standards, they are the first to be accused of lacklustre performance
or relieved of their duties. These and other reasons make it imperative for the licensing
authorities to take direct responsibilities for the designing and administration of their
examinations. Even when they do this through collaboration with service providers (e.g., the
digital firms), they are still held accountable.
1.6 Teacher Licensing Examination driven by the Professional Standards

and Career Path
The professional standard is a statement of the level of expertise – knowledge, practice, and
behaviour – expected of a professional. The Southern African Development Community
(SADC) defined the professional standards as “statements that promote professional teaching
by describing the professional knowledge, competencies, classroom skills and ethics that
teachers need to know and be able to do during their professional career to provide learners
with knowledge-rich learning opportunities” (2018, p. 2). The National Teaching Council of
Ghana (2018) stated the purpose of its licensure is to “enable candidates (teachers) acquire a
professional licence” and to prepare the teachers to meet the prescriptions of the National
Teachers’ Standards which defined the “minimum knowledge, skills, values and attitudes
(competencies and experience)” that teachers must possess.
The professional standards are not peculiar to the teaching profession – it is another universal
characteristic of all professions. The standards bind all professionals within the same
vocation. An individual is admitted or rejected primarily based on the ability or inability to
demonstrate the required standards. Every important facet of the professional life is judged by
the standards. The standards are so important that they are codified like laws and professional
tribunals are set up to investigate their breaches and to try offenders. Those found guilty are
suspended or even dismissed from the profession. What this illustrates is that the professional
standards have overriding importance in professional performance. All through the initial
education up to the continuing professional development, the standards remain the anchor of
the programmes. Any of the programmes that fails to impart the right skills and competences
as defined by the standards are considered null and void. Similarly, the licensure examination
is directly anchored on the professional standards: it is simply an exercise to determine
whether the training received by the prospective professionals meets the scope, depth and
level of knowledge and competences prescribed by the professional standards. This is
illustrated in figure 1 while table 3 documents the domains of the professional teaching
standards across the jurisdictions of the world.
7
Figure 1: The Professional Standards as Anchor of Teacher Education, Licensing
Examination and Career Path.
Continuous
Teacher Professional
Licensing Development
Examination
Initial
Teacher
Education
Career
Path
Professional
Teaching
Standards
8
Table 1: Domains of the Professional Teaching Standards Across the World
Authority Domains of the Standards

I II III IV V VI
Global - Professional Professional Professional Professional Professional
International Knowledge and Skills and Values/Attributes/ Partnerships Leadership
Task Force Understanding Practices Commitment
African Union Professional Professional Professional Professional Professional
Commission Knowledge and Skills and Values/ Partnerships Leadership
Understanding Practices Attributes/
Commitment
Southern Professional Professional Professional Professional Professional
African Knowledge and Skills and Values/Attributes/ Partnerships Leadership
Development Understanding Practices Commitment
Community
(SADC)
West & Central Lesson Conduct of Assessment of Extra-curricular
Africa Preparation Lessons Learning Activities
CARICOM Professional Professional Professional
(Caribbean Knowledge Practice Engagement
Community)
Commonwealth Professional Professional Professional Professional Professional
knowledge skills and ethics, leadership, learning
practice Values community and
and attributes relationships
Australia Professional Professional Professional

National Knowledge Practice Engagement
Framework
Wales, UK Professional Knowledge and Professional
Values and Understanding. Skills
Attributes.
Ireland Professional Professional Professional Professional Professional Professional

Values and Integrity Conduct Practice Development Collegiality
Relationships and
Collaboration
Scotland, UK Professionalism Professional Professional Professionalism Equality and
and Responsibilities Competence towards Diversity
maintaining towards Pupils Colleagues,
trust in the Parents and
profession Carers
Ontario, Commitment to Professional Professional Leadership in Ongoing
Canada Students and Knowledge Practice Learning Professional
Student Communities Learning
Learning
National Board Teachers are Teachers know Teachers are Teachers think Teachers are
for committed to the subjects responsible for systematically members of
Professional students and they teach and managing and about their learning
Teaching their learning. how to teach monitoring practice and communities.
Standards, those subjects student learning. learn from
USA to students. experience.
Nigeria Professional Professional Professional Professional
Knowledge Practice Conduct Membership
Obligations
Sierra Leone Professional Professional Professional
Knowledge Practice Engagement
Namibia Planning Teaching Assessment Management Professional Community
Competence competence competence competence competence development
South Africa Ethical teaching Teachers Teachers Teachers Teachers … Continues
is based on a collaborate with understand that promote social make till ten (10)
commitment to others to language plays justice and the judgments that standards.
the learning support an important role redress of are Note:
and teaching, in teaching inequalities conceptually The South
wellbeing of all learning and and learning. within informed, Africa case
children. their their responsive is not strictly
9
professional educational to learners and classified
development. institutions and contextually into
society more appropriate. domains.
broadly.
Kenya Promotes Has Knows how to Knows how to Knows and … Continues
professionalism pedagogical conduct create and promotes till seven (7)
throughout content assessment and support comprehensive standards.
his/her career knowledge and reporting. inclusive and school health Note:
understanding collaborative and safety. The Kenya
of competency education case is not
based practices. strictly
curriculum and classified
how to into
implement. domains.
Source: African Union Commission (2019a, p. 95)
1.7 Teacher Licensing Examination Focusing on the Beginner

Whereas the professional standards serve as anchor of the teacher licensing examination, the
focus of the examination is not on all competences in the standards. Rather, the interest is on
the minimum competences required to be a teacher and these are found in the first stage of
the teacher career path called the “Novice”, “Beginner”, “New Teacher” depending on the
terminologies used by the various teacher regulatory jurisdictions: Table 2 displays the
terminologies by jurisdiction while table 3 gives a tip of the actual standards and
competences in the Sierra Leone Professional Teaching Standards.
The terminologies (Novice, Beginner, New Teacher) refer to the fresh graduates from the
teacher education institutions. They are not expected to have much experience; however, they
are supposed to attain the minimum national competences stipulated for teaching. They are
the starting point of the Teacher Career Path. The latter denotes levels of proficiency -
hierarchy of knowledge and skills – varying according to years spent and experiences
acquired in the profession. The Sierra Leone Professional Teaching Standards has a career
path with four stages, namely: New Teacher, Proficient, Highly Accomplished, and
Distinguished Teacher. While the New Teacher is fresh from the education institution, the
Distinguished is one that must have spent at least fifteen years in the profession and have
accumulated enormous amount of professional knowledge and experience.
The teacher licensing examination is essentially testing the knowledge and competences
stated for the New Teacher. These are the basic or minimum competences required for entry
into the teaching profession. Therefore, it is not an examination for the placement of teachers
across the career path or stages. The evaluation for the placement of teachers on the career
stages is a different package. The teacher licensing examination is comparable to the Bar
Examination which simply aims at determining individuals fit to be called lawyers. It is not
an examination to determine lawyers to be elevated to the rank of the Senior Advocates or
Judges. Thus, the Council on Licensure, Enforcement and Regulation (2000) reiterated that
the purpose of a licensing examination is:
10
to identify persons who possess the minimum knowledge and experience necessary to
perform tasks on the job safely and competently - not to select the “top” candidates or
ensure the success of licensed persons. Therefore, licensing examinations are very
different from academic or employment examinations. Academic examinations assess
how well a person can define and comprehend terms and concepts. Employment
examinations can rank-order candidates who possess the qualifications for the job. (p.
1)
It is noteworthy that the African Union Commission (2019c) Teacher Qualification

Framework (TQF) has stipulated that from 2025 the Bachelor’s degree in education, or a
degree with Post Graduate Diploma in Education, shall be the minimum qualification for
entry into the teaching profession in Africa. The implication is that all prospective teachers
shall hold a degree and there will no longer be the categorisation of teachers according to the
level of teacher qualifications they hold. All individuals applying for a teaching license will
write the same teacher licensing examination not ones that are segregated according to TC,
HTC and Graduate. In the advanced countries of Europe, Canada, and Australia where a
Bachelor’s degree is the minimum entry qualification for the teaching profession, teacher
licensing examination has since become a common denominator – all teachers entering the
profession write the same examination without categorisation according superior or inferior
levels. Until that is achieved in Sierra Leone, the teachers shall be categorised according to
TC, HTC and Graduate, and the various categories or levels shall have different content in
the teacher licensing examination. The content shall also focus on the knowledge and
competences expected of the Beginners (New Teachers) in the various categories.
Table 2: Samples of Career Path Stages and their Terminologies across the World
Career stages
Jurisdiction 1 2 3 4
Nigeria Beginner Proficient Mentor Distinguished
Sierra Leone New Proficient Highly Accomplished Distinguished
Teacher
Ethiopia Beginner Proficient 1 Proficient 2 Lead
Commonwealth Initial Proficient Distinguished

Caribbean Novice* Proficient Accomplished Lead
Australia Graduate Proficient Highly Accomplished Lead
Missouri (USA) Emerging Developing Proficient Distinguished
NBPTS (USA) Novice Professional Board Certified Lead
African Union Beginner Proficient Expert Distinguished
UN ITF (Global) Novice Proficient Expert
Source: African Union Commission (2019b, p. 12)
11
Table 3: A Tip of the Actual Standards and Competences in the Sierra Leone
Professional Teaching Standards.
DOMAIN 1: PROFESSIONAL KNOWLEDGE

Standard 1: Know and understand the International context and goals of education
Specifics New Teacher Proficient Highly Accomplished Distinguished
1.1 The teacher as a Demonstrate Localise the global Provide advice and Conduct and publish
global change agent knowledge and roles of teachers as support the development research findings and
understanding of the change agents in the of teaching-learning and provide insight on the
teacher as a global development of professional programmes role of the teacher as a
change agent who teaching-learning and based on role of the global change agent.
impacts at the local, professional teacher as change agent.
national, and programmes
international levels.
1.2 The United Demonstrate Apply knowledge of Support colleagues to Lead knowledge of the
Nations Sustainable knowledge and the 17 SDGs in the design teaching-learning 17 SDGs and create
Development Goals understanding of the designing of teaching- programmes founded on school and community-
(SDG) 2030 17 SDGs learning programmes the tenets of the 17 SDGs wide awareness
1.3 SDG 4 - Ensure Demonstrate Apply knowledge of Support colleagues to Lead knowledge of the
inclusive and knowledge and the SDG 4 – Education design teaching-learning SDG 4-Education and
equitable quality understanding of the in the designing of programmes that take create school and
education and SDG 4 which is on teaching-learning cognisance of the SDG 4 - community-wide
promote lifelong education programmes Education awareness
learning
opportunities for
all.
1.4 African Union Demonstrate Apply knowledge of Support colleagues to Lead knowledge of the
Agenda 2063: The knowledge and the seven African design teaching-learning seven African
Africa We Want. understanding of the Aspirations outlined in programmes founded on Aspirations outlined in
seven African the African Union’s the seven African the African Union’s
Aspirations outlined 2063 Agenda titled Aspirations outlined in 2063 Agenda titled
in the African Union’s “The Africa We Want” the African Union’s 2063 “The Africa We Want”
2063 Agenda titled in the designing of Agenda titled “The Africa and create school and
“The Africa We Want” teaching-learning We Want” community-wide
programmes awareness.
Extract from: Teaching Service Commission (2017, p. 59). Professional Standards for
Teachers and School Leaders in Sierra Leone.
In Africa where most of the teachers are already in the school system before the teacher
licensing examination, it may be confusing to say that the examination is for the Novice,
Beginners, or New Teachers. People may argue that the teachers who are old in the system
might have advantage over those who just graduated from the teacher training institutions.
Indeed, that is the reality. However, that reality cannot change the licensing examination from
being a test of the minimum national entry requirement into the profession. All teachers (both
new and old) shall write the same examination within their respective categories (TC, HTC-
P. HTC-S, & Graduate). The teacher licensing examination is a test of the minimum
requirements for entry into the categories. Those who pass the examination are licensed as
professional teachers while those who fail lose their right to be licensed.
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1.8 The Modes of Teacher Licensing Examination – African and Global
Models
The international best experiences show that the teacher licensing examination can take many
formats as summarised below:
• Scope:
o Pedagogy alone - Here the examination is on the general academic and
pedagogical knowledge and skills.
o Pedagogy and specialization - This includes general academic and pedagogical
knowledge and skills in addition to knowledge and skills of the teaching
subjects.
• Nature of Questions:
o Multiple choice.
o Multiple choice and essay.
• Duration:
o A few hours in a day
o Taken several days
• Number of Questions:
o A hundred questions or a little above
o Hundreds of questions
However, in the main, the examination has become a package which “can be taken on the
go.” Most of these are computer-based testing, virtual and accessible from any part of the
world. The most extensive teacher licensure examinations are found in the United States of
America where the fifty States adopt different rules but all of them are administered by the
testing giant, the Educational Testing Service (ETS) or the Pearson VUE. Specially, the ETS
covers over 40 States of the United States while the rest stick with Pearson VUE. The states
designed their examinations and test items and get them administered by the digital testing
giants. Some states examine not just general academic and pedagogical skills but also the
various teaching subjects. Therefore, the scope of the examination depends on the states and
their logistical convenience, resources and other considerations.
The teacher licensing examination conducted by the ETS is called Praxis as trademark. The
Praxis are made up of the following tests:
Praxis I: Core Academic Skills for Educator Tests which has three components as follows:
• Reading: Examines ability to analyze and comprehend texts.
• Mathematics: Examines basic skills in mathematics.
• Writing: Examines a candidate’s written communication.
The tests are multiple choice. However, the Writing test involves an essay. The tests are
available online and paper forms.
Praxis II: Subject Assessments which measures the following:

• Subject-specific content knowledge; and
• General and specific skills required to teach the subject.
13
The tests are combination of multiple choice and essays. Tests could vary from 1 to 4 hours
depending on the subject. Over 90 subjects are examined by the ETS.
Praxis III: Content Knowledge for Teaching Assessments which measures Subject-specific
content knowledge for teaching in the elementary schools. This test is taken only by those
who with primary education degrees who are intended to teach in the primary schools.
Georgia, a State in the United States has an interesting case. There, individuals take the
teacher licensing examination before graduation from the teacher education institution, and
they cannot take the examination without the approval from their teacher education
institutions. The Georgia Professional Standards Commission, GPSC (2021), which is the
state teaching regulatory authority provides the reason: “Program providers are held
accountable for the pass rates of their candidates who take GACE assessment(s). This
eligibility process will help ensure examinees have the preparation needed before the test and
will help inform preparation programs about additional areas of support that may be needed”
(GPSC, 2021). This corroborates the points made earlier that the examination helps teacher
education institutions to know candidates and areas of teacher preparation requiring attention.
The other point is that teacher training institutions are expected to tie their curricula and
teacher preparation to the professional standards. In the case of Georgia, the teacher
education institutions first ensure that the prospective teachers have been adequately prepared
to meet the demands of the licensing examination before authorising them to enrol for it.
The Pearson VUE, USA conducts the National Evaluation Series (NES), another trademark
that accommodates the teacher licensing examination for about ten or less States in the
United States. The NES is a “new computer-based testing program that measures the
knowledge and qualification of potential teachers … NES Tests External link cover a broad
spectrum of academic subjects, ranging from math and English to technological skills and
teaching English as a Second Language. Testing standards and requirements are set by the
state …” (Pearson VUE, 2021). Besides the ETS and Pearson, the National Board for
Professional Teaching Standards (NBPTS, 2021) also conduct national-level teacher
licensure examinations. This is an independent national professional body which has
managed, over the years, to command a national influence and authority in teacher licensure.
It is the most extensive and rigorous teacher licensing authority in the USA. Teachers with
the NBPTS can teach in all states of the United States whereas teachers with licenses issued
by a state can only teach in the state or a few other states that have a memorandum of
understanding with the state.
Teacher licensing examination takes place in different forms also in Australia, China,
Philippines, Ghana, and Nigeria, among others (Australian Council for Educational Research,
2021; Australian Institute for Teaching and School Leadership, 2021; Hue, 2015; National
Education Examinations Authority, China, 2021; National Teaching Council of Ghana, 2018;
Republic of Philippines, Professional Regulation Commission, 2021; Teachers Registration
Council of Nigeria, 2014). Quite a lot can and indeed has been learnt from their modes and
these have benefitted the development of these Teacher Licensure Examination Guidelines.
14
CHAPTER TWO
SIERRA LEONE LEGAL AND POLICY
FRAMEWORK FOR THE TEACHER LICENSING
EXAMINATION
With the establishment of the Teaching Service Commission (TSC), Sierra Leone has
emerged as a country to reckon with in Africa in terms of the professional regulation of
teaching. With the TSC Act empowering teachers to be at par with other professionals, and
with the Professional Teaching Standards fully developed, the commencement of teacher
licensing examination will bring the professionalisation of teaching to a crescendo. The cases
reviewed have shown varieties of the teacher licensing examination and how the countries are
pragmatically approaching the issue of quality assurance for their teaching professionals.
Sierra Leone, therefore, has become armed with the best options fit for the local context.
Before going to the Chapter that sets the ground rules, this Chapter articulates the legal and
policy frameworks of the Sierra Leonean context.
2.1 Constitution of Sierra Leone

The 1991 Constitution of the Republic of Sierra Leone, under the Chapter on the
Fundamental Principles of State Policy stated its commitment to education. The three key
objectives of the Government in education are to (a) ensure “equal rights and adequate
educational opportunities for all citizens at all levels”; (b) eradicate illiteracy; and (c)
“promote the learning of indigenous languages and the study and application of modern
science, foreign languages, technology, commerce and business” (Republic of Sierra Leone
(1991). The Constitution further stated the strategies to achieve these objectives which
include the provision of all aspects of education (primary, secondary, vocational, technical,
college and university), facilities and structures, and safeguarding of the educational rights of
the vulnerable groups. The success of this commitment by the Government is predicated on
the availability of the right quantity and quality of teachers in Sierra Leone. Therefore, the
professionalisation of teaching in Sierra Leone, which includes the teacher licensing
examination, is part of the realisation of the Government’s Fundamental Principles of State
policy related to Education.
2.2 Education Act, 2004

The Sierra Leone Education Act (2004) elaborated the Government’s Fundamental Principles
of State Policy on Education. It provided for the 6-3-3-4 system of education and made basic
education compulsory to enforce the right of all citizens to a minimum level of education.
The entire education system also has the goal of accelerating literacy; improving educational
opportunities for women and girls, the ruler dwellers and other disadvantaged groups;
inculcation of knowledge and skills relevant for employment; developing the learner all-
round; and running curricula that comprehensively cover the relevant subjects such as
English, French, Indigenous Languages, Mathematics, Natural Sciences, Technology, and
others. Again, these aspirations are achievable only if the country has a teaching force that
possesses the right knowledge and competences required at the various levels of the
education system.
15
Part VIII of the Act is dedicated to the teachers. It made extensive provisions which included
creating a Register of Teachers and mandatory registration and licensing of teachers; conduct
of annual appraisal of teachers; the appointment of headteachers and principals on merit;
many other matters which can guarantee a functional education system. The provisions
concerning the teaching profession are what the Teaching Service Commission is striving to
achieve through its various teacher professional policies and programmes which include the
teacher licensing examination.
2.3 Teaching Service Commission Act, 2011

The Sierra Leone Teaching Service Commission (TSC) is the climax of the expression of the
Government’s intention to raise a quality teaching force for the realisation of its dream of
quality education and equalisation of educational opportunities for all. The Act set up the
TSC not only as the employer of teachers but also the independent professional regulatory
agency for the profession.
Section 9 of the TSC Act spelt out the functions to include registration and licensing of
teachers; maintenance and annual upgrading of the teachers’ register; determination of the
equivalence of any teacher qualification based on a qualification framework; recruitment and
management of teachers in the Government and Government-assisted schools; development
and review of standards and codes of professional ethics; and advising the Minister on
teacher matters and pre-service teacher education. Others are advocacy for the improvement
of teachers’ conditions of service; organisation of regular induction and orientation
programmes for newly licensed teachers; organisation of continuous professional
development for teachers; appraisal of headteachers’ and principals’ performance; and others.
These functions can be described as sweeping responsibilities because they touch on the
fundamentals of teacher regulation and go beyond to include employment, discipline, and
dismissal of erring teachers, headteachers and principals. They also extend to being the Chief
Adviser of the Minister of Education on matters affecting the teaching profession as well as
being the profession’s authentic voice in the country and globally. Such powers
overwhelmingly support and legitimize the role and duty of the TSC to conduct a licensure
examination before issuing licenses to teachers. As stated earlier, professionalisation is a
process entail a complex web of policies, procedures, structures, mechanisms, values, and
norms, which altogether, and overtime, move a vocation from being all-comers’ job to being
that well respected job that is exclusive to only those who truly merit it. The teacher licensing
examination, therefore, is an essential part of that complex web needed to move teaching to a
more respectable level as a profession than it is at the present. The TSC needs to faithfully
implement all the relevant part of the web because ultimately, the Law and the public shall
hold it accountable for the quality and impact of the teaching profession in the country.
2.4 Education Sector Plan, 2018-2020

Like the Sierra Leone Constitution, Education Act and TSC Act, the Education Sector Plan
was designed to boost all facets of the country’s education. In this Plan, the
professionalisation of teaching and therefore, the functions of the TSC were also boosted.
The Plan was given the theme, “Getting It Right - Service Delivery, Integrity and Learning in
Sierra Leone” and set out correct identified pitfalls while strengthening international best
practices. The Plan stated the Educational Vision of the country to be “an appropriately
16
educated, entrepreneurial and innovative citizenry, tolerant, productive and internationally
competitive” (Sierra Leone MoEST, 2018, p. i). An internationally competitive education can
only be driven by an internationally competitive teaching force. This fact empowers the TSC
to do everything within its powers to ensure that teachers of Sierra Leone pass through the
same rigorous education and examination and embody world-class knowledge, skills, and
competences as their peers anywhere in the world. The three overarching targets of the
Education Sector Plan, which warrant enhanced efforts in the regulation of teaching, are
listed Box 1.
Box 1: The Overarching Targets of the Education Sector Plan 2018-2020

i. Tangible improvement in education service delivery by achieving a minimum
increase of 10% in the service delivery rating in 2020 relative to the 2018 baseline
ii. Improved systems integrity by cases of malpractices reported by the MEST
Examinations Monitoring Teams going down by 80% between 2018 and 2020 and the
number of results withheld by WAEC decreasing by 50% over the same period.
iii. Improved learning, demonstrated by at least a 10% increase in the share of primary
and JSS students meeting minimum Learning Assessment standards in English
Language and mathematics appropriate to their grade level by 2020 (relative to a 2017
baseline)2, and a 7% increase in the West African Senior Secondary Certificate
Examination (WASSCE) English Language and mathematics pass rates by 2020
(relative to a 2017 baseline)
Source: Sierra Leone MoEST (2018, p. 1)
2.5 TSC Teacher Registration and Licensing Policy

The existing TSC (2020) Policy on Registration and Licensing also provide the framework
for the teacher licensing examination. TSC (2020) considered the Policy as being
comprehensive, based on the provisions of the TSC Act 2011, and covers “all matters
pertaining to teacher management and the improvement of the professional status and
wellbeing of teachers” (p. 1). The Policy stated that the major goal of the TSC is “to cultivate
a fully professional teaching force in Sierra Leone” (p. 1). It described registration and
licensing of teachers as the “cornerstones of teaching as a profession” and elaborated as
follows:
This policy on teacher registration and licensing offers a path to the

professionalization of teaching that will bring a transformation and
reconceptualization of teaching and teachers in Sierra Leone. This re-profiling of the
perceptions of teaching and teachers is intended to enhance teacher confidence and
self-concept, bring to the schools those who truly aspire to be teachers; enhance the
quality of education by focusing on successful learning, and making the teaching
profession attractive to qualified, motivated and dedicated individuals across the
country.
From the foregoing, the TSC Policy is important when considering the policy environment of
the teacher licensing examination: As much as possible, the Guidelines here developed are
aligned to the Policy. The intimacy between the Policy and The Guidelines for Teacher
Licensure Examination is demonstrated by the assertions of the Policy reported in Box 2.
17
Consequently, it is advised the two documents should be read and used together as they are in
harmony with the principles and object of teacher licensing vis-a-viz the examination.
Box 2: Professional Qualifying Assessment/Examination prior to Registration
Teachers will be exposed to a professional assessment, test or examination just like

other professions before they are licensed. This is an international best practice and an
important feature of professionalism that adds value to the sorting and screening of
candidates to ascertain their suitability for independent and professional practice. The
assessment/test/examination of teachers before registration is aimed at helping Sierra
Leone Teaching Service Commission (TSC) to ensure that those who are to be
registered to teach in Sierra Leone have the requisite knowledge, skills, values and
attitude to perform the duties of teachers in the schools. Professional qualifying test or
examination will guard against the prevalence of teachers who are qualified (by
academic certificate) but incompetent. The dynamic nature of the teaching profession
and its critical role in the safety, well-being of the people and nation demands that
those to be granted entry into its practice must be screened to ensure that they will not
be threats to the education sector and society in general. Entrusting the responsibility
of teaching to incompetent persons may be detrimental to the growth of the nation.
For effective and objective assessment, TSC may consult an independent test
development expert or professional to develop the question bank that may last for
about five years covering such areas as the basic principles or foundations of teaching
and the competencies expected of teachers. The independent test developer or expert
will as well conduct the examination or test. The test will be measuring competency
on what to teach and how to teach especially as contained in the Professional
Standards for Teachers and School Leaders. The test will be a criterion referenced
objective test based on assessment designed to measure expected knowledge and
skills stipulated in the standards for each category of teachers and will be 50:50 theory
and practice.
Source: TSC (2020, pp. 7-8) Teacher Registration and Licensing Policy.
2.6 Recognised Teacher Qualifications in Sierra Leone

The TSC (2020) Policy on registration and licensing provides that the recognised minimum
teaching qualification is the Teachers’ Certificate (TC) or equivalent and any lower
qualification shall not be registrable. It further listed the other qualifications that are
registrable, as follows: “HTC, B.Sc. Ed., B.Ed., M.A. Ed, M.Sc. Ed, M.Ed., PhD in Education,
Degree in other fields plus education qualification (e.g., PGDE). The implication is that only
teachers with these approved qualifications shall be allowed to write the teacher licensing
examination. Other criteria for registration listed by the Policy, which apply to the teacher
licensing examination are that the individual for registration must:
i. Have attained the appropriate age stipulated in the condition of service for teachers
ii. Be of good conduct
iii. Be physically and mentally fit
iv. Have no criminal record.
v. Have Obtained and completed the TSC registration form
vi. Have paid the relevant licensing fees.
18
2.7 Foreign Teachers
The registration and licensing of foreign teachers with qualification obtained abroad have
their terms and conditions set out in the TSC (2020) Policy. To write the licensing
examination they shall first meet the terms and conditions. The procedure includes evaluation
of the qualification by TSC or other relevant authorities in Sierra Leone. Next is to complete the
registration form and provide the following, according to the TSC (2020) Policy:
i. Certified copies of qualifications and academic transcript, certified copy of identity

document
ii. Letter of professional standing or good ethical conduct from the teaching regulatory authority -
or Ministry of Education where there is no teaching regulatory authority - of the country of
previous practice.
iii. The letter must not be more than one year old and should be on a letterhead, stamped, and
signed.
iv. Proof of legal entry into Sierra Leone and/or work permit such as passport and visa,
asylum seekers or refugees’ permit.
v. Proof of ability to speak and teach with English Language fluently
vi. Payment of the required registration fee as determined by TSC.
2.8 Teacher Education Institutions in Sierra Leone and their Teacher

For the avoidance of doubt, Table 4 provides information on teacher education institutions in
Sierra Leone and their approved teacher qualification programmes.
Table 4: Teacher Education Institutions in Sierra Leone and Their Teacher

SN Teacher Education Institution Approved Teacher Qualification Programmes

TC HTC-P HTC-S Degree PGDE/
NDE
1 Freetown Polytechnic ✓ ✓ ✓ ✓
2 Milton Margai Technical University ✓ ✓ ✓
3 Fourah Bay College ✓ ✓
4 Njala University ✓ ✓ ✓ ✓ ✓
5 University of Makeni ✓ ✓ ✓
6 Ernest Bai Koroma University of ✓ ✓ ✓ ✓
Science and Technology
7 Eastern Technical University ✓ ✓ ✓ ✓
8 United Methodist University ✓ ✓ ✓ ✓
9. College of Theology ✓ ✓ ✓ ✓
19
CHAPTER THREE
RULES OF THE TEACHER LICENSING
EXAMINATION
3.1 Categories of Teachers for Licensing Examination

In accordance with the teaching qualifications already approved by TSC, the following are
the categories of teachers for the teacher licensing examination:
i. Teachers’ Certificate (TC)

ii. Higher Teachers’ Certificate Primary (HTC-P)
iii. Higher Teachers’ Certificate Secondary (HTC-S)
iv. Degrees in Education - “HTC, B.Sc. Ed., B.Ed., M.A. Ed, M.Sc. Ed, M.Ed., PhD in
Education or Degree in other fields plus education qualification (e.g., PGDE).
The teachers involved are those teaching or intending to teach in the Pre, Primary, Junior
Secondary, Technical and Vocational, and Senior Secondary Schools.
Each of the four categories of teachers will have a different licensing examination suitable for
its level and nature of teaching subjects. Therefore, though the subjects in the examination for
all the categories are the same, the questions shall vary in scope and depth to capture the
expected increasing level of proficiency as one moves from the TC through the HTC to the
degree programmes.
3.2 Subjects and Codes of the Teacher Licensing Examination

International best practices show that the examination can focus on both the general academic
skills, particularly literacy and numeracy skills as well as pedagogical knowledge and the
contents of teaching subjects. However, each country starts with the set of subjects that it can
validly deal with while increasing the scope at it builds upon past successes. For this reason,
the Sierra Leone Teacher Licensing Examination shall kick off with the general academic
skills and pedagogical knowledge. Over time, it shall consider enlarging the scope to include
knowledge and skills in the teaching subjects. Accordingly, the subjects to examine currently
are as follows:
i. English Language (Communication Skills - Literacy)

ii. Mathematics (Numeracy Skills)
iii. Information and Communication Technology, ICT (Compulsory 21st Century Skills)
iv. Teacher Education Curriculum (Pedagogical Skills)
v. Professional Standards (Pedagogical Skills)
The above list compares well with the USA Praxis and other teacher licensing examinations
in the advanced countries and Africa. Each of the four categories of teachers will take their
licensing examinations in the above five areas. Table 5 illustrates the spread of the subjects
across the four categories of teachers.
20
Table 5: The Licensing Examination Subjects and Their Codes
Category of English Mathematics ICT Teacher Professional

Teachers Language Education Standards
Curriculum
TC TC-ENG TC-MATH TC-ICT TC-EDU TC-PST

HTCP HTCP-ENG HTCP-MATH HTCP-ICT HTCP-EDU HTCP-PST
HTCS HTCS-ENG HTCS-MATH HTCS-ICT HTCS-EDU HTCS-PST
Degree DG-ENG DG-MATH DG-ICT DG-EDU DG-PST
3.3 Number of Questions in a Teacher Licensing Examination

The examination shall have a total of one hundred (100) questions selected from the five
subjects as shown in Table 6. The number of questions selected depicts the relative weight
and importance attached to the subjects in the examination. Being a professional test, the
combined number of questions from Education and Professional Teaching Standards make up
about half of the total questions. TSC reserves the right to increase the total number of
questions after several years, and it shall accordingly revise the number of questions that shall
be selected from the subjects.
Table 6: The Selection of Questions from the Subjects
Category English Mathematics ICT Teacher Professional Total

of Language Education Standards Number of
Teachers Curriculum Questions
Number of 20 15 10 25 30 100
Questions
3.4 Grading of Results

Teacher licensing examination is an academic exercise well situated at the tertiary level of
education. Therefore, the principles that guide the grading and interpretation of results at the
tertiary level shall be applied. Generally, the 50% or above shall be Pass whereas a score of
49% or less shall imply Fail. The grading of the scores and the interpretation are exemplified
in Table 7.
Table 7: Classification and Interpretation of Scores
Grade Score Result

A 75 and above Distinction
B 65-74 Credit
C 50-64 Pass
D 0-49 Fail
21
3.5 Mode of Examination
The examination shall start with a blend of Computer-Based Test (CBT) and Paper and Pen
Format (PPF). The exams shall progress to CBT in its entirety over time. The CBT
component when available shall be written in the Computer Testing Centres accredited by
TSC in Freetown and the districts. The questions shall be multiple choice, one hundred in
number for a duration of 110 minutes (I hour 50 minutes). The syllabus included in this
Guidelines for the Teacher Licensing Examination shows the content that will be tested.
3.6 Validity and Reliability of the Examination

Validity and reliability are of paramount importance in any test. Validity is the ability of any
test to measure what it sets out to measure whereas reliability is the capacity of the test or
measurement to have the same outcome when repeated severally. Thus, Saunders, Lewis and
Thornhill (2009, pp. 154-158) defined reliability as the extent to which tests, procedures and
analysis yield consistent findings or results. For this reason, the Guidelines and syllabus of
the examination passed through levels of validation, including inputs and endorsement by the
Newly Qualified Teachers (NQT) who are the targets of the examination. Also, TSC shall
design its questions using the best experts in the field of teacher licensing examination and
specialists in the five subjects drawn from the TC, HTC, and Degree levels of teacher
education. Tests developed shall be subjected to rigorous field trials and the final questions
shall have the guarantee to stand the test of time. The test administration shall also be strictly
guided by the Teacher Licensing Guidelines and other best practices which shall make the
examination one of the best in the country.
3.7 Registration for the Examination

All candidates for the teacher licensing examination shall follow the procedures to be
announced by TSC. This may include online registration or completion of the appropriate
forms. TSC reserves that right to give directives about the procedures to follow depending on
the circumstances at the time. For instance, given the Covid-19 and other pandemics, it may
prescribe an online registration system. At other times, it may instruct candidates to register
by manually completing and returning licensure examination forms. TSC shall issue
notification about date, venue, and time at least two months in advance.
3.8 Examination Fees

TSC shall prescribe the fees payable for teacher licensing examination by the four categories
of teachers. These fees are purely for the examination and do not cover the teacher
registration and licensing fees. Ideally, only teachers who pass the examination pay and
receive the teaching licenses.
3.9 Invigilation of Examination

The examination shall be invigilated by TSC and its appointed invigilators and candidates are
required to give maximum cooperation to the officials. Disobedience to the legitimate
instructions given by them shall be regarded as a serious breach of the examination rules.
22
3.10 Acts Prohibited During the Examination
• The teacher licensing examination shall be guided by the relevant laws and
regulations governing examinations in the education sector in Sierra Leone. All acts
deemed to aid and abet cheating are prohibited.
• All acts of examination malpractices are serious crimes and offenders shall be
severely punished.
• Candidates shall not enter the examination hall with electronic gadgets like the
handsets or materials that give a candidate undue advantage over others.
• Being a CBT, candidates shall be required to handle computers and facilities with care
and leave the testing centres immediately after their examinations.
• TSC shall from time to time disseminate to teachers and pass important notices and
rules about the examination at the examination centres and during sensitisation
programmes.
3.11 Release of Results

Results shall be released as soon as possible after the completion of the examination.
Candidates shall access their result using their examination codes via any of the digital means
available (TSC website, text messages, etc) and TSC shall make provision for hard copy
results to candidates.
3.12 Repeating of the Examination and Probation

Candidates who fail the licensing examination shall pay a resit fee and take the examination
again at the earliest opportunity. If the candidate fails the examination after two consecutive
attempts, he or she shall be placed on probation for a minimum of one year. That is, the
candidate shall not retake the examination until one calendar year has elapsed. To retake the
examination, the candidate must show evidence of having taken remedial programme(s)
approved by TSC, to address his or her deficiencies. Teachers already in service and on
probation shall continue to enjoy their employment benefits including salaries.
23
CHAPTER FOUR
STRATEGIES FOR IMPLEMENTATION OF THE
GUIDELINES
4.1 Recognising Challenges
It is important to recognise that reforms naturally face challenges. Some of these may come
from bureaucratic bottlenecks, funding constraints, lack of the technological infrastructure, or
even human resistance. Consequently, TSC shall continually work to surmount such
challenges, using dialogue, sensitisation, and prioritisation of the teacher registration and
licensing programme including the licensing examination as these are the pillars of the
teacher professionalisation process. TSC expects that stakeholders shall also recognise that
the quest for high quality teaching force and improvement in learning outcome in the Sierra
Leone education system calls for collective and concerted action. TSC shall therefore reach
out to and seek to collaborate with all the relevant stakeholders in the implementation of the
Guidelines.
4.2 Digital Platforms and Culture to be Pivotal

The twenty first century is an information society and the children of the century are said to
be digital natives. Teachers who shall raise them up must themselves migrate and become
versatile with information technologies. One of the ways to ensure this is the decision to
apply computer-based testing in the teacher licensure. Therefore, this will require the teachers
to engage in self-development apart from what they might have learnt (or not learnt) about
information technologies while in the teacher education institutions. They must see the use of
computer as a way of life. Using emails, and actively engaging in the use of the internet,
search engines, websites, and social media platforms are highly recommended for teachers to
become conversant with the knowledge and skills required to make a success of personal and
professional lives in this century. On its part, TSC will continue to push the government to
prioritise the development of digital infrastructure in the schools and in the teacher education
programmes. It will continue to call for all teacher continuous professional development
service providers to give ample space for teacher development in online teaching and
learning. TSC will also try to develop digital infrastructure such as ICT testing centres and
laboratories and provide professional development for teachers within its own resources.
Altogether, the CBT nature of the teacher licensing examination is expected to help further
the need for the teaching profession to go digital like many other professions and sectors.
4.3 Examination Resources to Assist Teachers for the Examination

TSC shall do what is possible to assist teachers who intend to write the licensing examination
with relevant information to enable them to successfully undertake the examination. This will
be in form of timely release of examination timetable and making online learning and Open
Education Resources (OER) available on the TSC websites. The Teacher Resource Centres
across the country shall be helpful in this regard. Where possible, past question papers and
their answers will also be available online as well as practical lessons and videos by experts
on how to write and pass the TSC licensing examinations. Implementing this may take some
24
time; however, TSC is committed to actualising them so that Sierra Leone can be counted,
with time, as one of the countries with the best systems of teacher licensure examination.
4.4 Teachers with Disabilities

TSC is mindful of the SDG4 targets which are equity and inclusion as well as quality
education for all citizens. This applies not only to the students but also the teachers
themselves. The implication here is that the teacher licensing examination shall be sensitive
to prospective teachers who wish to write the examination but have challenges due to gender
or disability issues. TSC shall carefully study the challenges. Furthermore, TSC could do all
it can to provide a fair chance to all such teachers. In this regard, TSC may also partner with
other organisations that have intervention in disabilities and issues of inequity to collaborate
in helping the prospective teachers.
4.5 Synergy with Stakeholders and Credible Service Providers

The conduct of an excellent teacher licensing examination will require collaboration with
stakeholders and service providers. Some of these may be teacher education institutions or
agencies under the Ministry of Basic and Senior Secondary Education (MBSE) and Ministry
of Technical and Higher Education (MTHE) while others may be communication companies
and networks and examination bodies. TSC shall give credit to such stakeholders as they
collaborate and shall review the collaboration from time to time with a view to achieving the
optimum relations required to get the best licensure examination for teachers.
4.6 Transparency and Accountability

The principles of transparency and accountability shall underlie the teacher licensing
examination. Every consideration and procedure shall be taken to ensure that the examination
and its results are transparent and that TSC is accountable to the public regarding the conduct
of the examination. Merit shall be at the centre of the examination and every measure shall be
taken to ensure that no candidate has undue advantage over another. The processes leading to
writing, grading and release of results shall all be transparent. To cap it all, TSC shall be open
to receiving and responding to enquiries about any vital issue concerning the conduct of the
examination as long as the response will not compromise the privacy of the examinees or
sensitive information regarding the development of the questions.
4.7 Procedure for Redress by Teachers

Prospective teachers who write the examination shall be entitled to a result slip showing their
total score, grade, and interpretation. Where a teacher wishes to contest his or her
performance, opportunity shall be provided to receive and address such concern. TSC shall
be open to receive a written enquiry from such teachers and to critically investigate the
complaints and give feedback to the teachers.
4.8 Review of the Guidelines

These Guidelines shall be reviewed every five years.
25
4.9 Period of Sensitisation and Preparation Before the Examination
TSC would provide support for candidates attempting the examination. This would be in the
form of proper sensitisation for a minimum of six months. There would also be some support
to assist teachers adequately to prepare for the examination. These would include the
provision of past questions, and access to teacher resource centres to improve their ITC skills,
and online Open Education Resources (OERs).
4.10 Incentives to Motivate Teachers to Write the Examination

TSC shall make known to the teachers some incentives intended to motivate them to keenly
participate in the examination. The incentives shall include:
• The recruitment of only teachers who hold the teaching license.

• Use of the teacher license as part of the requirements for progression along the teacher
career path.
• Arrangement for Sierra Leonean teachers who have license to practise in other
African countries as TSC shall have a memorandum of understanding with those
countries for mutual recognition and acceptance of teaching licenses.
• Provision of some form of preparatory programmes for the examination.
4.11 Frequently Asked Questions

TSC shall publish Frequently Asked Questions (FAQ) on its website and hard copies to
articulate and answer common questions that teachers may have about the examination. This
will limit the need for teachers to travel to TSC offices for enquiries or the possibility of
teachers relying on wrong information.
4.12 Disclaimer
TSC does not condone any form of corrupt practices. Therefore, teachers shall be aware that
TSC has not mandated any individual or organisation to collect money on its behalf in
connection with examination. Teachers should therefore disregard anyone trying to exploit
them and report such cases to TSC for appropriate action.
26
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30
Teacher
Licensing
Examination
SYLLABUS
31
PREAMBLE
The syllabus was developed to give teachers who will be writing the licensing
examination a focus. The examination does not cover every subject the teachers
might have learnt at the teacher education institution. For instance, it does not cover
the teaching subjects. Rather, it is primarily interested in the general academic and
pedagogic areas which, in this syllabus, are represented by five subjects as follows:
i. English Language;
ii. Mathematics;
iii. Information and Communication Technology (ICT);
iv. Teacher Education Curriculum; and
v. Professional Standards.
Also, the syllabus does not include every topic that should normally be taught under
the five subjects above. Instead, it articulates the basics (essentials) which every
individual aspiring to be a teacher must know and practise. As explained in the
Teaching Licensing Guidelines, the examination tests the competences of New
Teachers. It is not intended to test the competences of the Proficient, Highly
Accomplished or Distinguished Teachers prescribed by the Teacher Career Path.
The following four categories of teachers shall write the examination:
i. Teachers’ Certificate (TC)

ii. Higher Teachers’ Certificate – Primary (HTCP)
iii. Higher Teachers’ Certificate – Secondary (HTCS)
iv. Graduate Teachers (GT)
Each category shall have a separate examination covering the five subjects but with
different content. This is to ensure that the examination aligns with the teachers’
level of proficiency, and level in the education system. Teachers are therefore
advised to stick to the part of the syllabus that concerns their level.
Finally, this is an examination syllabus. It shows the teachers preparing for the
examination what to expect or areas to cover. It is the responsibility of the teachers
to learn and be conversant with the areas before applying to write examination. It
does not matter whether the teachers covered the areas during their teacher
education programme. The scope of the examination is determined by the provisions
of the Professional Standards and international best practices. These currently
govern the teaching profession in Sierra Leone and TSC shall not allow the
profession to fall below the expectations.
32
SECTION 1:
ENGLISH LANGUAGE
OBJECTIVES
The objectives of the English language examination shall be to:
i. Evaluate candidates’ communicative competence.
ii. Test candidates’ competence in the use of basic grammar.
iii. Assess candidates’ skills in reading and understanding short passages.
1.1 TEACHERS’ CERTIFICATE

1. The importance/functions of English Language: English use as an official
language in Sierra Leone, used for official communication.
2. Word classes/Parts of speech: identification of the following

• Nouns
• Pronouns – case of pronouns
• Verbs
• Adjective
• Adverb
• Conjunction
• Interjection
3. Sentence patterns:
• Subject + verb + object
• Subject + verb + complement
• Subject + verb + object + complement
4. Commonly misspelled words.
5. Reading Comprehension
• Word replacement
• Explanation of underlined expressions
• Identification of theme(themes)
6. Verb Tenses
• Present simple
• Present continuous
• Present perfect
• Past simple
• Past continuous
• Past perfect
• Simple future
• Future continuous
33
• Future perfect
7. Distinction between the phrase and the clause;

• finite and non-finite verbs;
• noun phrase; noun clause
• adverbial phrases; adverbial clauses;
• adjectival phrases; adjectival clauses.
8. Interrogatives
9. Question Tags
10. Determiners (either, neither, nor etc)
11. Comparative and Superlative forms of Adjectives
12. Direct and Indirect objects
13. Subject – Verb agreement
1.2 HIGHER TEACHERS’ CERTIFICATE - PRIMARY

1. The role of English Language in Sierra Leone
• English as an international Language;
• Varieties of English: Peculiarities of British English; American English; West
African English; Sierra Leonean English.
2. Reading Skills – Vocabulary and interpretation of excerpts from passages of

average difficulty.
3. Grammar:
• Nouns
• Pronouns: use of pronouns – objective and subjective case.
• Adjectives
• Verbs
• Adverbs
• Interjection
• Conjunction
• Prepositions
• Case of pronouns; possessives.
4. Identification of Phrases and Clauses

• Differences between a clause and a phrase
• Functions of Phrases and clauses
• noun clause;
• noun phrase;
• adverbial phrase;
• adverbial clause;
• adjectival phrase,
• adjectival clause.
5. Sentences – kinds and functions: basic distinctions.
34
6. Paragraphing
7. The basics of writing Letters, including letters of application – format and style.
8. Types of essays
1.3 HIGHER TEACHERS’ CERTIFICATE - SECONDARY

1. The role of English Language in Sierra Leone
• Distinction between the different uses of Mother Tongue (local language) and
English; the occasions in which each is used; the functions within Sierra
Leone society.
2. English as an International Language

• Varieties of English: British English;
• American English;
• Australian English;
• West African English;
• Sierra Leonean English.
3. Sentences Functions, Types

4. Basics of writing essays
5. Paragraphing
6. Mechanics (Punctuation)
7. Vocabulary (Synonyms, Antonyms)
8. Nouns – types, number, position, gender etc
9. Parts of Speech.
• Nouns;
• Pronouns;
• Verbs –Verb Tenses; Parts of verbs
10. Phrases and clauses;

• Identification, use and function of noun clauses, noun phrases, adjectival
clauses, adjectival phrases; adverbial clauses; adverbial clauses.
11. The active and passive voice

12. Sentences Functions and types:
• Identification – simple sentence, complex sentence and compound sentence.
1.4 GRADUATE TEACHERS

1. Parts of Speech (Word classes) - The emphasis will be on use of verb in
sentences rather than mere identification.
• Noun
• Pronoun
• Adjectives
• Adverbs
35
• Verbs – finite and non-finite.
• Conjunction
• Preposition
• Interjection
2. Verb Tenses
• Simple present
• Present continuous
• Present perfect
• Simple past
• Past continuous
• Past perfect
• Future simple
• Future continuous
• Future perfect
3. Voice
• Active voice
• Passive voice
4. Use of comparative and superlative in sentences

5. Use of phrasal verbs.
6. Effective sentences.
• Sentence fragments: identification of sentences without key elements
including the subject, verb, or complement.
• Subject and predicate
• Direct and indirect objects
• Conditional sentences - imperative and predictive; indicative and counter-
factual; . (Candidates will not be asked for definitions; they will only need to
identify these.)
7. Subject- verb, pronoun - pronoun agreement (concord)
8. Coordination and subordination.

• Sentence building
• Use of ‘and’, ‘but’ ‘however’, ‘moreover’, ‘nevertheless’.
9. Vocabulary
• Concrete and abstract meanings; literal and figurative meanings; denotative
and connotative meanings
• vocabulary skills - prefixes and suffixes
• Synonyms and antonyms
10. Punctuation
• Full stop
• Comma
• Colon
36
• Semi-colon
• Dash
• Hyphen
• Question mark
• Use of quotation marks in direct speech
• Apostrophe
• Parenthesis
11. Spelling:
• Frequently misspelled words.
12. Clauses and phrases.

• Finite and non-finite verbs
• Differentiating between clauses and phrases
• Phrases and their functions - noun, adjectival, adverbial
• Clause kind s and functions – noun, adjectival, adverbial
13. Classification of sentences according to structure

• Simple sentences
• Compound sentences
• Complex sentences
• Compound- complex sentences
14. Classification of sentences according to purpose

• Declarative
• Imperative
• Interrogative
• Exclamatory
15. Direct and indirect speech
16. Reading comprehension:

• Word replacement
• Identification of theme(s)
• Giving factual titles to untitled passages
• Identifying line of reasoning in short passages
37
SECTION 2:
MATHEMATICS
OBJECTIVES
The key objectives of the mathematics examination are to:
i. determine competences of the teachers in the knowledge and use of basic
mathematical concepts and principles in their instructional measurements and
research; and
ii. evaluate knowledge and skills of the teachers in the everyday quantitative
expression of facts and events.

The specific goals are:
• Enable teachers to teach mathematics effectively at all levels in primary
schools in Sierra Leone.
• To support lifelong learning and continuous development of teachers.
• To improve the quality of content taught that will enhance learners’ acquisition
and knowledge of basic mathematics principles and concepts.
• Enable teachers to develop the needed skills and expertise that will support
students with special needs and to improve the performance of teachers.
The following areas shall be examined to test numeracy, critical thinking, and
problem-solving skills:
• Number and numeration
• Operations on numbers
• Geometry
• Everyday Arithmetic
• Algebra
• Statistics
1. Number and Numeration

Teachers will be expected to convert base ten numerals to any other bases and to
also use basic operations to solve problems on number bases. They’ll be also
required to identify the different number patterns, to approximate to the required
number of decimal places and significant figures. Teachers will also be expected to
round to the nearest whole numbers, express ordinary numbers in standard form and
to state the properties of numbers.
Below is a summary of areas that will be examinable:

a. Early Numeration System.
• Roman number system
• Local Number systems
• Hindu- Arabic
• Place Value up to one billion
38
• Decimal places and significant figures
• Nearest whole numbers, tens, hundreds
• Standard forms
b. Classification of numbers
• whole numbers,
• fractions,
• decimals,
• integers,
• Rational and Irrational numbers.
c. Number Pattern
• Even,
• odd,
• factors
• multiples,
• prime and composite numbers
d. L.C.M and H.C.F
e. Divisibility Rules for 2,3,4,5,6,7,8,9,10 and 11
f. Number Bases
• Conversion of number basses
• operation on number bases-addition, Subtraction and multiplication
2. Number Pattern
a. Integers
b. square and square roots
c. triangular numbers
3. Everyday Arithmetic
Teachers will be required to use the simple interest formula to calculate the various
parameters associated with it (principal, time and rate). They will be expected to
calculate percentage increase and decrease and to also apply knowledge acquired
in solving percentage profit and loss that are applicable in real life.
The specific areas of interest are:

• Simple interest
• Rate and Taxation
• Percentage profit and loss
4. Geometry
It is expected that teachers should demonstrate understanding of simple geometric
shapes, concepts and properties. They will also be examined on areas related to
identification of the types of polygons and how to find unknown angles.
The areas that will be examinable are:

• Lines and angle (types of angles)
39
• Parallel and perpendicular lines
• Vertically opposite, alternate, corresponding angles)
• Introduction to Plane Shapes
• Polygons- (Types, sum of interior or exterior angles)
5. Statistics
Teachers will be examined on basic methods of data collection and how to analyze
data to make informed decision.
• Collection, organization of numerical data
• Frequency table
• Pictographs
• Line and bar graphs
• Pie chart

The goals are:
• Enable teachers to teach mathematics effectively at all levels in primary
schools in Sierra Leone.
• To support lifelong learning and continuous development of teachers.
• To improve the quality of content taught that will enhance learners acquisition
and knowledge of basic mathematics principles and concepts.
• Enable teachers to develop the needed skills and expertise that will support
students with special needs and to improve the performance of teachers.
The following areas shall be examined to test numeracy, critical thinking, and
problem-solving skills:
• Number and numeration

• Operations on numbers
• Geometry
• Everyday Arithmetic
• Algebra
• Statistics
1. Number and Numeration

Teachers will be expected to convert base ten numerals to any other bases and to
also use basic operations to solve problems on number bases. They’ll be also
required to identify the different number patterns, to approximate to the required
number of decimal places and significant figures. Teachers will also be expected to
round to the nearest whole numbers, express ordinary numbers in standard form and
to state the properties of numbers.
a. Early Numeration System.

• Roman number system
• Local Number systems
• Hindu- Arabic
40
• Place Value up to one billion
• Decimal places and significant figures
• Nearest whole numbers, tens, hundreds
• Standard forms
• Scientific notations
b. Classification of numbers
• whole numbers,
• fractions,
• decimals,
• integers,
• Rational and Irrational numbers.
c. Number Pattern
• Even,
• odd,
• factors
• multiples,
• prime and composite numbers
d. L.C.M and H.C.F
e. Divisibility Rules for 2,3,4,5,6,7,8,9,10,20,100 and 1000.
f. Number Bases
• Conversion of number basses
• operation on number bases-addition, Subtraction, and multiplication
g. Number Pattern
• Integers
• square and square roots
• triangular numbers
Teachers will be required to use the simple interest formula to calculate the various
parameters associated with it (principal, time and rate). They will be expected to
calculate percentage increase and decrease and to also apply knowledge acquired
in solving percentage profit and loss that are applicable in real life.
The specific areas of interest are:

• Simple interest
• Rate and Taxation
• Percentage profit and loss
3. Geometry
It is expected that teachers should demonstrate understanding of simple geometric
shapes, concepts and properties. They will also be examined on areas related to
identification of the types of polygons and how to find unknown angles.
41
The areas that will be examinable are:
• Lines and angle (types of angles)
• Vertically opposite, alternate, corresponding angles)
• Introduction to Plane Shapes
• Polygons- (Types, sum of interior or exterior angles)
4. Statistics
• Collection, organization of numerical data
• Frequency table
• Pictographs
• Line and bar graphs
• Pie chart
• Averages (Mean, Median and Mode)
• Range

The goals of mathematics at this level are to raise teachers who can:
• Teach Mathematics effectively at all levels of the Primary School to develop in
their pupils a positive attitude towards Mathematics.
• Interpret Primary Mathematics syllabus and use the syllabus to prepare
schemes of work.
• Serve as resource persons for Mathematics in their areas of work.
• Organize and run school-based workshops in their area of work.
• Acquire skills that will enable them to integrate the learning of particular topics
at Primary level with other areas of the curriculum
Therefore, the teacher licensure examination shall test these competences: The
following areas shall be covered:
1. Numbers: Types-rational, irrational, fractions, integers, decimals.

2. Operations on numbers (addition, subtraction, multiplication, and division)
• Percentages, profit and loss, Discounts, Depreciation.
• Simple and compound interest.
• Ratios and proportion.
• Rates, averages, speed etc.
• Commission.
4. Set theory
• Set notation
• Union and Intersection of sets
• Equivalent and equal sets
42
• Operations of sets.
• Venn diagram
5. Geometry
It is expected that teachers should demonstrate understanding of geometric shapes,
concepts, and properties. They will also be examined on areas related to
identification of the types of polygons and how to find unknown angles. Teachers will
also be examined on similarity and congruency of triangles. The topics are:
• Angles
• Polygons
• Pythagoras theorem- use of theorem to find unknown sides of right- angled
triangles.
• Congruent triangles –conditions for congruency.
• Similar triangles-Conditions for similarity.
• Circles
• Parts of a circle: arc, chord, circumference, radius, diameter, segment,
sectors.
• Length of arc.
• Area of sector
6. Statistics
• Methods of data collection
• organization of numerical data
• Frequency distribution table
• Pictograms
• Bar charts
• Mean, median and mode

1. Algebra
Teachers are expected to be able to apply algebraic concepts and principles to
evaluate different relationships as applicable in the following:
• Use of letters and coefficients
• Like and unlike terms
• Linear equations in one variable
• Simultaneous linear equations on two variables
• Quadratic equations (factor method, completing the square and the machine
formula)
2. Everyday arithmetic
• Percentage s
• profit and loss
• Discount and commission.
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• simple interest
• Ratios and Proportions
• Rates averages and speed
3. Set theory
In this section, knowledge of algebraic set operation and their relationships would be
tested.
• Operations of set (union, intersection, complement)
• Venn diagram
4. Matrices and Determinants (2*2)

Teachers must be able to add, subtract and multiply 2*2 matrix expressions. Also,
knowledge of their scalar multiplication and determinant will be required.
• Addition, subtraction, multiplication of matrix by a constant
• matrix by matrix
5. Indices and logarithms

Teachers must be able to apply laws of index notations and logarithms.
• laws of indices and logarithms (basic operations only)
6. Sequence and series Arithmetic Progression (AP) and Geometric Progression (

GP). Teachers are expected to calculate the nth term, common difference and
the sum of both an arithmetic progression and GP of a given sequence.
• basic use of the formula
7. Trigonometry
In the section below, teachers are expected to demonstrate knowledge in basic
trigonometric ratios especially in solving problems related to right angled triangle and
their relationships.
• trigonometric ratios (sine, cosine, and tangent)
• special angles (00,300,450)
8. Pythagoras theorem
• right angle-triangles
• angles of elevation and depression
9. Basic statistics and probability

Knowledge of data collection, organization and basic analysis and probability will be
tested.
• measures of central tendency (mean, mode and median)
• frequency tables (for ungrouped data only)
• simple probability using sample space (coin tossing, die throwing and card
shuffling)
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SECTION 3:
INFORMATION AND COMMUNICATION
TECHNOLOGY
OBJECTIVES
The ICT syllabus attempts to determine the exposure of teachers to information and
communication technology as aid to teaching and learning. ICT helps to support the
learning process, individualized instruction, accessing online resources, and
fostering student interaction and collaboration. New technologies can be used to do
traditional things in a different, more motivating way. Today, teachers are challenged
not only to integrate technology into traditional aspects of literacy instruction but also
to engage students in emerging technological literacies. Thus, the examination of
teachers in ICT is indispensable.
3.1 TEACHERS’ CERTIFCATE

Objectives
The ICT syllabus tests the following:
• Teachers’ knowledge and understanding of the basic concepts of ICT.

• The capabilities of the teachers in the application of ICT knowledge in
education.
• Teachers’ preparedness for teaching.
The areas covered are:

• Computer Basics
• Computer Hardware
• Computer Software
• Threats to Computers and Users
• Microsoft Office Suite
• Computer Networking and Internet
• Communication and Collaboration
• IT Intellectual Property Rights
• Trending Technologies
1. Computer Basics
• Meaning of ICT and its related terminologies.
o Simple definition of ICT
o Basic understanding of key terms in ICT (data, Information,
communication, technology, application, icon, bug, …)
• Uses of ICT tools

o Identify some useful ICT tools such as word processing, blogs, Wikis,
Emails, Web creation and design, Web searching, Drawing and graphics
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program, Digital video, Spreadsheets and Databases, Computers,
Internet, Word processors, multi-link headphones, digital cameras,
webcams, audio recording software, walkie-talkies, telephones, television,
Interactive whiteboards and smartboards
o Describe briefly the uses of these useful ICT tools
• Impact of ICT on Education, Social and Economic Development.

• Information processing cycle
o Brief explanation of what information processing is
o Distinction between data and information
o Basic understanding about input, processing, storage and output
• Types and uses of computers

o Knowing the uses of Personal Computers, Micro Computers,
Minicomputers, Mainframe Computers, Super Computers, Server,
Workstations, Desktop Computers, and Hybrid Computers, Data Center,
Cloud Computing.
2. Computer Hardware: Categories of Computer Hardware

• System Unit
- What is a computer system unit
- Knowing the names and functions of the components that are in the
system unit. Components such as the motherboard, RAM, CPU and other
components.
• Peripherals
- What are computer peripherals
- Examples and uses of computer peripherals such as keyboard and
accessories, speakers, headsets, mics, webcam, mice and pointing
devices, KVM
• Storage Media
- Brief explanation of storage media
- Basic description of different types of storage devices such as cloud
storage, external HDDs and SSDs, flash memory device such as the USD
flash drive, optical storage devices such as CD, DVD, and Blu-Ray discuss
3. Computer Software: Types of software

• System and application software
• Open source and proprietary software
4. Threats to Computers and Users

• Meaning of computer threats
• Categories of computer threats: Malware, computer worm, spam, phishing,
botnet,
• Measures to promote security: Strong password usage and care of device
• Natural threats, for example, earthquakes, heat, floods
• Human threats, for example, viruses, worms, intentional damage
• Health hazards to computer users: Causes and effects
5. Microsoft Suite
46
• Word Processing
- Word processing packages – Uses and importance of some word
processing packages such as Microsoft word, OpenOffice, WordPerfect,
LibreOffice Writer, WPS Word
- Related concepts and terminologies
- Creating and saving documents
- Editing, formatting and insertion of objects e.g. tables, graphics
- Printing documents
- Speed and accuracy in typing at 30-35 words per minute
• Spreadsheet
- Spreadsheet packages – Uses and importance of some spreadsheet
packages such as Excel,
- Related concepts and terminologies
- Types of data and their uses
- Creating and saving workbook
- Constructing and inserting formulae and functions
- Editing and formatting worksheets
- Printing worksheets
• Presentations
- Presentation Packages, uses and importance
- Creating and saving presentations
- Editing, formatting and insertion of objects
- Slide shows
- Master slides
- Factors to consider before delivering a presentation
- Printing Presentation documents.
6. Internet
• Meaning, concepts, terminologies and requirements.
• Features and uses of browser windows
• Rules and regulations in the use of the Internet (Netiquette).
• Sending and accessing e-mail.
• Internet related tools for communication, e.g. chatting, downloading,
uploading, search engines, Facebook.
7. Communication and Collaboration

• Introduction
• Basics of Email
• Using Email
• Document Collaboration
• Instant Messaging and Collaboration
- WhatsApp, Tweeter, Facebook
8. IT Intellectual Property Rights

• Trade Secret
• Patents
• Trademarks
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• Intellectual Property Right
9. Trending Technologies
• Basic definitions and uses of
- Internet of Things
- Robotics
- Machine Learning/Deep Learning
- Self-driving cars
- Crypto currencies and the Blockchain
- Telemedicine

This is the ICT coverage for this category of teachers:
• Computer Basics
• Computer Hardware
• Computer Software
• Computer Networking and Internet
1. Computer Basics
● Meaning of ICT and its related terminologies.
o Basic understanding of key terms in ICT (data, Information,
communication, technology, application, icon, bug, …)
● Basics of Computer Administration
o Computer Booting Process
o Connecting Computer Components
o Operating System Settings (Date and Time settings)
● Uses of ICT tools

Emails, Web creation and design, Web searching, Drawing and
graphics program, Digital video, Spreadsheets and Databases,
Computers, Internet, Word processors, multi-link headphones, digital
cameras, webcams, audio recording software, walkie-talkies,
telephones, television, Interactive whiteboards and smartboards
● Impact of ICT on Education, Social and Economic Development.
● Information processing cycle
● Types and uses of computers
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o Knowing the uses of Personal Computers, Micro
Computers, Minicomputers, Mainframe Computers, Super Computers,
Server, Workstations, Desktop Computers, and Hybrid Computers,
Data Center, Cloud Computing.
2. Computer Hardware
● Categories of Computer Hardware
o System Unit
▪ What is a computer system unit
▪ Knowing the names and functions of the components that are in
the system unit. Components such as the motherboard, RAM,
CPU and other components.
o Peripherals
▪ What are computer peripherals
▪ Examples and uses of computer peripherals such as keyboard
and accessories, speakers, headsets, mics, webcam, mice and
pointing devices, KVM
o Storage Media
▪ Brief explanation of storage media
▪ Basic description of different types of storage devices such as
cloud storage, external HDDs and SSDs, flash memory device
such as the USD flash drive, optical storage devices such as
CD, DVD, and Blu-Ray discuss
3. Computer Software
● Types of software
o System and application software
o Open source and proprietary software

● Meaning of computer threats
● Categories of computer threats
o Malware, computer worm, spam, phishing, botnet,
● Measures to promote security
o Strong password usage and care of device
● Natural threats, for example, earth-quakes, heat, floods
● Human threats, for example, viruses, worms, intentional damage
● Health hazards to computer users
o Causes and effects
5. Microsoft Suite
● Word Processing
o Word processing packages – Uses and importance of some word
processing packages such as Microsoft word, OpenOffice,
WordPerfect, LibreOffice Writer, WPS Word
o Related concepts and terminologies
o Creating and saving documents
o Editing, formatting and insertion of objects e.g. tables, graphics
o Printing documents
o Speed and accuracy in typing at 30-35 words per minute
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● Spreadsheet
o Spreadsheet packages – Uses and importance of some spreadsheet
o Related concepts and terminologies
o Types of data and their uses
o Creating and saving workbook
o Constructing and inserting formulae and functions
o Editing and formatting worksheets
o Printing worksheets
● Presentations
o Presentation Packages, uses and importance
o Creating and saving presentations
o Editing, formatting and insertion of objects
o Slide shows
o Master slides
o Factors to consider before delivering a presentation
o Printing Presentation documents.
6. Internet
● Basic understanding of networking (hub, switch, router, media, servers,
firewalls and connectors)
● Meaning, concepts, terminologies, and requirements of internet
● Features and uses of browser windows
● Rules and regulations in the use of the Internet (Netiquette).
● Sending and accessing e-mail.
● Internet related tools for communication, e.g. chatting, downloading,

● Introduction
● Conferencing Technologies (Skype, zoom, Google meet and classroom)
● Document Collaboration (Google Docs, Google Drive)
● Instant Messaging and Collaboration
o WhatsApp, Tweeter and Facebook
8. Intellectual Property Rights

● Trade Secret
● Patents
● Trademarks
● Intellectual Property Right
● Internet of Things
● Robotics
● Machine Learning/Deep Learning
● Self-driving cars
● Crypto currencies and the Blockchain
● Telemedicine
50
The examination for this category of teachers will cover the following areas:
• Computer Basics and Organization
• Operating Systems
• Networking
• Internet
• Databases
1. Computer Basics and Organisation

o Basic understanding of key terms in ICT (Information, data,
communication, technology and other terms)
● Computer organization
o Arranging and interconnecting of the different units in the system
Server, Workstations, Desktop Computers, and Hybrid Computers.
o System Unit
o Peripherals
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o Storage Media
CD, DVD, and Blu-Ray discs
o Open source and propriety software
o Programming fundamentals (understanding program development life
cycle, flowchart, pseudo code and basic programming terms)

● Natural threats, for example, earth-quakes, heat, floods
5. Word Processing
● Word processing packages – Uses and importance of some word processing
packages such as Microsoft word, OpenOffice, WordPerfect, LibreOffice
Writer, WPS Word
● Related concepts and terminologies
● Creating and saving documents
● Editing, formatting and insertion of objects e.g. tables, graphics
● Printing documents
● Speed and accuracy in typing at 30-35 words per minute
6. Spreadsheet
● Spreadsheet packages – Uses and importance of some spreadsheet
● Types of data and their uses
● Creating and saving workbook
● Constructing and inserting formulae and functions
● Editing and formatting worksheets
● Printing worksheets
7. Presentations
● Presentation Packages, uses and importance
● Creating and saving presentations
● Editing, formatting and insertion of objects
● Slide shows
52
● Master slides
● Factors to consider before delivering a presentation
● Printing Presentation documents.
8. Networking
● Network and Its Components
● Networking Types and Structures
● Wired vs Wireless Networks
● Networking Topologies and Layout
● Networking Topology- Physical vs Logical
● Network Size
● Networking Levels and Layers and Protocols
● Network Addressing
● Public and Private IP Addresses
9. Internet
● Meaning, concepts, terminologies and requirements.
10. Databases
• Basic database concepts (tables, form, query, report, and relationships)
• Use of Microsoft Access
o To manage class records
o Report generation

● Introduction

● Trade Secret
● Patents
● Trademarks

● Robotics
● Telemedicine
53
The examination of the Graduate Teachers in ICT will
• Computer Basics and Organization
• Operating Systems
• Networking
• Internet
• Databases
1. Computer Basics and Organisation

o Basic understanding of key terms in ICT (Information, data,
communication, technology and other terms)
● Computer organization
o Arranging and interconnecting of the different units in the system
Server, Workstations, Desktop Computers, and Hybrid Computers.
o System Unit
o Peripherals
54
o Storage Media
CD, DVD, and Blu-Ray discs
o Open source and propriety software
o Programming fundamentals (understanding program development life
cycle, flowchart, pseudo code and basic programming terms)
o Introduction of programming languages – basics of python as a
programming language (understanding of variables, data types,
functions)

● Natural threats, for example, earthquakes, heat, floods
6. Word Processing
● Word processing packages – Uses and importance of some word processing
packages such as Microsoft word, OpenOffice, WordPerfect, LibreOffice
Writer, WPS Word
● Creating and saving documents
● Editing, formatting and insertion of objects e.g. tables, graphics
● Printing documents
● Speed and accuracy in typing at 30-35 words per minute
7. Spreadsheet
● Spreadsheet packages – Uses and importance of some spreadsheet
● Types of data and their uses
● Creating and saving workbook
● Constructing and inserting formulae and functions
● Editing and formatting worksheets
● Printing worksheets
55
8. Presentations
● Presentation Packages, uses and importance
● Creating and saving presentations
● Editing, formatting and insertion of objects
● Slide shows
● Master slides
● Factors to consider before delivering a presentation
● Printing Presentation documents.
9. Networking
● Network and Its Components
● Networking Types and Structures
● Wired vs Wireless Networks
● Networking Topologies and Layout
● Networking Topology- Physical vs Logical
● Network Size
● Networking Levels and Layers and Protocols
● Network Addressing
● Public and Private IP Addresses
10. Internet
● Meaning, concepts, terminologies and requirements.
11. Databases
• Basic database concepts (tables, form, query, report and relationships)
• Use of Microsoft Access
o To manage class records
o Report generation

● Introduction
● Other collaboration
o Digital whiteboards
o Smartboards

● Trade Secret
● Patents
● Trademarks
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● Robotics
● Telemedicine
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SECTION 4:
TEACHER EDUCATION CURRICULUM
OBJECTIVES
The Teacher Education Curriculum in the (teacher education institutions) introduce
teachers to the fundamentals of pedagogy; that is, the principles, theories and
practices that underlie effective teaching and learning. Therefore, the teacher
licensing examination shall be testing the teachers’ knowledge of and skills in the
principles, theories, and practices. The knowledge and skills enable the teachers to:
• Assume leadership roles in the school and the community.

• Be competent enough to handle children’s problems in and outside the
classroom.
• Guide children to become useful citizens in their various communities.
• Contribute meaningfully to the managements of the school.
• Provide suitable learning environments in learning institutions (various levels).
• Be competent to handle their various subject areas in the syllabus and
curriculum at the various levels.

1 Introduction to Education
• Meaning of Education
• Types of Education Formal; Informal; Non-Formal; Special Needs;
Traditional
2 Historical Development of Education in Sierra Leone

• Introduction of Formal Education in Sierra Leone
• Reasons for the introduction of formal education
• Introduction of Teacher Education (Why & How)
• Requirements to become a Teacher
3 Introduction to the 6-3-3-4 System of Education

• Explanation of the Stages (Identification, Meaning, Stages)
• Importance and benefits of 6-3-3-4 System of Education
4 Educational Ideas and Educators

• Educators (Aristotle, Socrates, Plato, John Dewey; Paulo Freire)
• Periods and Ideas Contributed
5 Educational Psychology
- Definition - Psychology, Educational Psychology, Child
Psychology
- Importance of Educational Psychology
• Meaning of - Growth
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- Development
- Maturation
- Sensation
- Perception
• Relevance of Knowledge of Learner to the Teacher
6 Heredity & Environment in the Development of the Learner

• Definition –(Heredity &Environment)
• Nature – Nurture Controversy
• Contributions of both to the development of the Learner
7 Sociology of Education
• Meaning and Concept of Sociology
• Meaning and Concept of Sociology of Education
• Sociology as an Art or a Science
• Functions of Sociology of Education
• Importance of Sociology of Education to the Teacher
• Concept / Meaning and Agents of the Socialisation of the Child
• Types of Families – Nuclear; Extended; Polyandrous; Single parents
• Effects of Socialisation on the learner
8 Introduction to General Methods of Teaching

• Meaning of Teaching Methods
• Principles and Practices (why we teach the way we teach; educational
objectives questioning etc)
• Examples of Teaching Methods and their contributions to Learning
9 Classroom Management and Control

• Skills and Practices involved
• Classroom Discipline
10 Teaching / Learning Aid

• Meaning, Types, preparation
• Rules of Practice
• Purpose and Importance
• Concept of Improvisation (Practice, Purpose, and Importance)
11 Micro Teaching
• Meaning and Importance
• Preparation of Lesson Notes
12 Guidance & Counseling

• Meaning of Guidance and Counseling
• Distinction between Guidance and Counseling
• Need for Guidance and Counseling in School and Community
• Functions of the Guidance and Counseling
• Qualities of Guidance and Counseling Types of Guidance and Counseling
services
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• Importance of each type of Guidance and Counseling services
• Methods and techniques in Guidance and Counseling
• Techniques – Interviews; course study; techniques in problem solving;
choosing a career
• Educational & Vocational Guidance
• Skills in Counseling – common listening; active listening; empathy;
sympathy; probing and posture
• Steps in Counseling Process
• Problems of Teacher Counselors in Schools and other learning institutions
• Importance of Guidance and Counseling to – pupils, student- Teacher,
parent, community
17 Measurement & Evaluation in Education
• Meaning and Functions of Measurement
• Meaning and functions of Evaluation
• Differences between Measurement and Evaluation
• Forms of Evaluation (description & functions)
18 Tests
• Meaning and Qualities
• Steps in constructing classroom tests (teacher made tests)
• Types of teacher made tests (essay and objective)
19 Statistics in Education
• Measures of Central Tendencies- Mean Median and Mode
• Description; advantages and disadvantages; some calculations
• Ranking
• Meaning of assessment
• Types and strategies of assessment
20 Emerging Issues
21 Continuous Assessment
• Meaning of Continuous Assessment
• Features of Continuous Assessment
• Areas Assessed – Cognitive; Psychomotor and Affective
• Advantages and disadvantages of Continuous Assessment
• Problems of Continuous Assessment and how to overcome

1 Foundation of Education
• Introduction of Islamic and Western Education in West Africa
• Education in Sierra Leone: Efforts of Missionaries (Christian &
Muslims)
• Efforts of Government in SL Education
• Aim of Education (general and specific)
• Philosophy of Education
60
• (Definition & Contributors – Plato; Rousseau; Comenius; Montessori;
Dewey; Herbertson; Piaget; Nyerere; D L Sumner; B Fafuwa: Period &
Impact)
• The 6-3-3-4 System
• Structure of Ed in SL
• History and development of teacher Education in SL
2 Comparative Education &Curriculum

• General Aim
• Study and compare different Educational Systems
• Meaning, Nature and Scope
• Differences between Sociology of Education and Educational
Sociology
• Importance of Sociology in Education
• Functions of Education in Society
• Definition of Psychology (Educational, Behavioural, Child)
• Human growth and Development
• Psychology of Learning (Theories, Types and Applications)
• Relevance of Ed Psychology to Teachers
5 Educational Administration
• Tasks and Processes in Ed admin
• Leadership Styles, Roles and Skills in Educational Administration
6 Measurement and evaluation

• Meaning of Measurement
• Meaning of Evaluation (principles etc.
• Testing (meaning, types, development, etc.)
• Functions of Continuous Assessments (meaning, methods etc.)
• Statistics (Basic)
7 General Methods of teaching

• Individual Method
• Group
• Play Way
• Enquiry
• Chalk and Talk
• Assignment
• Discovery
• Classroom Management
School Records
8 Guidance and Counseling
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• Meaning and Concepts
• Differences between Guidance and Counseling
• Need for Guidance and Counseling in the 6-3-3-4
• Aim of Counseling
• Goals of School Guidance and Counseling
9 Research
• Definition of Research Design
• Nature of Research
• Importance of Research in Education
• Conducting Research

1. Principles of Education
• Definition: (Education, philosophy of education, principles)
Types of education
• Overview and types of education:-
• Formal education
• Informal
• Non-formal
• Special education
• Traditional or indigenous education.
Aims and objectives of education

• General aims of education in sierra Leone
• Strategies for achieving these aims.
• Specific aims and objectives of primary and secondary education in Sierra
Leone.
History and development of education in Sierra Leone and West Africa

• Sierra Leone education – pre-independence to post-independence.
• Contributions of: settlers, missionaries, government, characteristics and
practices in administering and managing education in Sierra Leone.
Reforms in Sierra Leone education

• Government policies from 1964 to the present
• 1964 education act.
• 1970 white paper on education.
• The report of the 1993 task force.
• The new education policy for Sierra Leone – 1995.
• 2004 education acts
The 6-3-3-4 system of education
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• Rationale for the 6-3-3-4.
• Meaning of 6-3-3-4.
• Nature, scope and process of in 6-3-3-4.
• The change from 6-3-3-4 to 6-3-4-4.
Basic education
• Define and conceptualize the perimeters.
• Explain linkages between basic education and other levels.
• Significance of basic education.
• Stakeholder’s involvement in basic education management and
administration.
• Structure, problems, proactive
History and development of teacher education in Sierra Leone

• Commencement of teacher education in sierra Leone
• Fourah bay college (1827)
• Njala training college.
• Mission college in the provinces (Bo, Kenema, Gbendebu, Makeni).
• Amalgamation of colleges (1972).
• Polytechnic
Some great educators

• Education philosophers: John Dewely, Julius Nyerere, John Locke, Maria
Montesson, Jean Piaget, Plato, Socrates, Brunner etc.
• Impact on Sierra Leone education.
Psychology of education
• Meaning and concept of psychology
• What psychology is all about:
• Fields/branches of psychology
• Child psychology
• Educational psychology
• Adolescence psychology
• Social psychology etc.
• Distinction, relevance of the different fields of psychology to a teacher
Physiological basis of psychology

• Physical development
• Social development
• Intellectual development
• Emotional
Child psychology
• Conception (pre-natal) and post-natal to adolescence
• Development activities
• Physical development
• Social development
• Intellectual development
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• Emotional
Heredity and environment

• Meaning and distinction
• Mechanism of heredity.
• Sex-linked characters.
• Congenital influence and acquired characteristics.
• Individual differences
The learner’s fundamental capacity for learning

• Learners’ mental capacity
• Sensory
• Intelligence
The nature of the external environment

• The physical world of things.
• The social world of people.
• The cultural world of ideas.
Learning, remembering and forgetting

• Kinds of memory, measurement of memory system, recall and forgetting,
recognition etc.
Transfer of learning
• Meaning, transfer as the ultimate goal of teaching.
• Proactive and retroactive inhibition. teaching and transfer
Nature and scope of social psychology

• Meaning, dual role of the discipline. Significance to prospective teacher
and to the child.
Personality, society and culture

• Meanings, the role of schools in shaping a child’s personality. the nature
and function of the individual in the social culture environment. the
influence of society and culture on personality
The self
• Teacher’s use of social acts and phrases. Human communication and
barriers.
• Use of socio-psychology skills or Meta communication. their place in the
classroom interaction (micro-teaching)
Groups
• Types of groups.
• Group conformity.
• Confusion in group
• Styles and leadership decision making
School and social problems
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• Minor problems – stealing, cheating, spying, telling lies.
• Major problems – truancy, drugs taking, drinking alcohol, sexual
immorality, use of absence language, use of pornographies, masturbation,
indiscipline, disrespect, abortion, aggression deviant behaviour, social and
psychological reasons for the problems and solutions in the school
situation.
Prejudice in the school

• Meaning, prejudice in relation to sex, race, ethnics, religious groupings
The social significance of age and sex

• The entry age at various levels of 6-3-4-4 programme and the control
2. Measurement and evaluation

• Definition of measurement?
• Definition of evaluation?
• the functions of: measurement and evaluation
• Similarities and differences between measurement and evaluation.
• principles of evaluation
• problems of measurement
Forms of evaluation
• Forms of evaluation and roles:-
• Placement evaluation
• Formative evaluation
• Diagnostic evaluation
• Summative evaluation
• Distinction between formative evaluation
Uses of measurement and evaluation results

• Uses of measurement results: - to motivate, diagnose, evaluate, select,
report, compare and predict.
• Uses of evaluation results: - clarifying the nature of the intended learning
outcomes.
• Purpose of evaluation results in teaching:
• Appraising course outcomes
3. Education statistics
• Definition of statistics
• Types of statistics:
• Descriptive and inferential statistics
• Reason for studying educational statistics.
• some statistical terminology -
data, raw data, qualitative and quantitative data, entity, array, range, attribute,
variable, random, continuous and discrete, qualitative and quantitative,
population, sample, a statistic, observation, parameter.
Data collection and presentation
65
• Types of data: primary data and sources, secondary data and sources,
distinction between primary and secondary data.
• Methods of data collection: question types and characteristics
• Data presentation: tables, frequency tables, graphs (line, bar pie, and
pictographs), charts (simple bar chart, component bar chart, multiple bar
chart, percentage component bar chart, pie chart, pictogram, histogram)
• Their uses, advantages and disadvantages
• Tabulation of data
• Ranging scores.
• Frequency distribution
• Ungrouped data
• Grouped data
Accuracy and approximation

• Rounding up numbers
• Decimal places
• Significance figure
• Simple rank
• Types of assessment
Continuous assessment meaning of continuous assessment

• Characteristics
• Components of continuous assessment:
• Formal assessment: test and examination
• Informal assessment:
• Keeping a check list of learners completing their homework.
- Noting who participated in class
- Listening and noting down what other educators say about learners.
- Observing who leads the group activities
• Purpose:
- Monitor learner progress
- Providing information about learning difficulties and remedial action.
- Is not about pass nor fail condition, but about progress.
- Determined whether specified learning outcomes are achieved or
not. etc.
• Assessment method:
- self assessment
- peer assessment
- group assessment
• Assessment tools:
- observation sheet
- rubrics or assessment grids
- class list
• Assessment techniques:
- interview
- conferencing
- written assignments
66
- Oral questions and answers
- Portfolios
- Performance assessment.
• Recording and reporting learners performance:
• Recording learners performance:
• Formal records of assessment
• Informal records of assessment
• Reporting learners performance:
• Report cards
• Profile
• Cumulative record cards
• Progression schedule.
• Areas often assessed in school:
• Cognitive
• Affective
• Psychomotor
• Role of continuous assessments in the secondary school
• Problems of continuous assessments and their possible solutions
4. Guidance and Counseling

• Meaning and concept of guidance and counseling.
• Differences between guidance and counseling.
• aims of counseling
• the goals of school guidance and counseling
Importance of guidance and counselling to the following:

• Student
• Teacher
• Parent
Principles of guidance
The need of guidance and counseling in junior secondary schools
Qualities and functions of guidance and counseling

• qualities or natural trait
• functions
Guidance services in school

• Orientation
• Appraisal
• Information
• Planning
• Referral
• Counseling
• Personal
• Education
• Virtual
67
The role of guidance counselor in the 6-3-4-4 system of education
• Various roles/responsibilities of teacher counselors
Significant factors for successful counseling in schools

• Professional setting
• Respect
• Cooperate
• Mutual report
• Finance
• Time
Methods and techniques in guidance and counseling

• Questionnaire
• Interview
• Observation
• Sociometry
• Case study
• Rating
• Cumulative records
• Guidance records
• Tests
Guidance in classroom
• Guidance in relation to classroom management
Guidance through the curriculum

• Individual instruction and the development of character and personality
Problems of guidance
• The underachieved backwardness and retardation
Guidance in schools and suggestions in Sierra Leone

• Academic
• Vocational/career counseling
Traditional counseling
• Language skills
• Non-verbal communication
• Skills divination
• Social skills
Counseling approaches
• Direct
• Non-direct
• Electric
Western counseling
• Counseling skills:
68
• Communication skills – verbal and non-verbal
• Observation
• Listening
• Posture
The counseling process

• Steps in counseling
• The counseling process – preparation before the counseling session
Special needs and inclusive education

• Special needs education
• Categories/types
• Educational provision
• Level of inclusion
• Inclusion vs segregation
Stress and trauma

• Meanings
• Categories
• Intervention
Teacher counseling role in helping students cope with stress

• Activity method
• Counseling
• Playing
• Given roles/responsibilities
• Referral
5. Educational methods
Introduction
• Definition and relevance of teaching methods
• Basic principles underlying educational methods.
• Special methods of teaching – play – way learning through the senses,
pair/group methods of teaching. Project method. field trips, discussion,
debates dramatization etc
• Subject methodology mathematics, science, language, literature etc.
• Lesson planning
• Lesson planning – importance of making lesson plan.
• Component of lesson plan
• Micro teaching skills
• Skills in the systematic plans for micro teaching.
Motivation
• Definition of motivation
• Types of motivation
• Problems teachers often face in motivating learners.
69
• Importance of Maslow’s hierarchy of needs for teaching and learning and
how the teacher would use the first four levels to enhance the satisfaction
of learners’ needs.
Individual differences
• Definition of individual differences
• Areas of differences in the classroom and how to deal with them
Teaching learning resources

• Definition and importance
• Aspects of resources
• The role of resource centre
Categories of teaching – learning materials and equipment

• Audio
• Visual
• Audio – visual
• Primary aids
• Secondary aids
• Tertiary aids
Preparation of visual material

• Charts
• Maps and posters
• Points to consider in the preparation of visual materials
• Improvisation
6. Principles of education (curriculum)
• Define and explain the following terms: curriculum, syllabus, course of

study, programme of study, and scheme of work.
• Lesson plan
• Discuss the relationship between:
• Curriculum and syllabus
o Scheme of work and lesson plan.
• Discuss types of curriculum and outline their importance in curriculum
development
• Foundation of education history of education in Sierra Leone & West Africa
(meaning and types)
• Reasons for special education
• Efforts of missionaries (Christian & Muslims)
• Efforts of government in Sierra Leone education
• Aim of education (general and specific)
• Philosophy of education (definition, contributors - Plato; Rousseau;
Comenius; Montessori; Dewey; Herbertson; Piaget; Nyerere; D. L Sumner;
B. Fafuwa - period & impact)
• The 6-3-3-4 system (structure etc)
• History and development of teacher education in Sierra Leone
70
1 Introduction to Education
• Meaning of Education
• Types of Education: Formal; Informal; Non-Formal.
2 Historical Development of Education in Sierra Leone and West Africa

• Introduction of Education in Sierra Leone: Islamic and Western Education.
• Reasons for the introduction of formal education
• Introduction of Teacher Education (Why & How)
• Requirements to become a teacher
3 Introduction to the 6-3-3-4 System of Education

• Explanation of the Stages (Identification, Meaning, Stages)
• Importance and benefits of 6-3-3-4 System of Education
4 Educational Ideas and Educators

• Educators (Aristotle, Socrates, Plato, John Dewey; Paulo Freire)
• Periods and Ideas Contributed
• Definition - Psychology, Educational Psychology, Child Psychology
• Importance of Educational Psychology
• Meaning of -
- Growth
- Development
- Maturation
- Sensation
- Perception
• Relevance of Knowledge of Learner to the Teacher
• Psychology of teaching and learning
• Educational learning theories
6 Heredity & Environment in the Development of the Learner

• Definition (Heredity & Environment)
• Nature - Nurture Controversy
• Contributions of both to the development of the Learner
• Meaning and Concept of Sociology
• Meaning and Concept of Sociology of Education
• Sociology as an Art or a Science
• Functions of Sociology of Education
• Importance of Sociology of Education to the Teacher
• Concept / Meaning and Agents of the Socialization of the Child
71
• Types of Families – Nuclear; Extended; Polyandrous; Single parents
• Effects f Socialization on the learner
8 Introduction to General Methods of Teaching

• Meaning of Teaching Methods
• Principles and Practices (why we teach the way we teach; educational
objectives questioning etc)
• Examples of Teaching Methods and their contributions to Learning
9 Classroom Management and Control

• Skills and Practices involved
• Classroom Discipline
10 Teaching/Learning Aid
• Meaning, Types, preparation
• Rules of Practice
• Purpose and Importance
• Concept of Improvisation (Practice, Purpose and Importance)
11 Micro Teaching
• Meaning and Importance
• Preparation of Lesson Notes
12 Guidance & Counseling

• Meaning of Guidance and Counseling
• Distinction between Guidance and Counseling
• Need for Guidance and Counseling in School and Community
• Functions of the Guidance and Counseling
• Qualities of Guidance and Counseling Types of Guidance and Counseling
services
• Importance of each type of Guidance and Counseling services
• Methods and techniques in Guidance and Counseling
• Techniques – Interviews; course study; techniques in problem solving;
choosing a career
• Educational & Vocational Guidance
• Skills in Counseling – common listening; active listening; empathy;
sympathy; probing and posture
• Steps in Counseling Process
• Problems of Teacher Counselors in Schools and other learning institutions
• Importance of Guidance and Counseling to – pupils, student- Teacher,
parent, community
13 Measurement & Evaluation in Education

• Meaning and Functions of Measurement
• Meaning and functions of Evaluation
• Differences between Measurement and Evaluation
• Forms of Evaluation (description & functions)
• Learning objectives
72
• Bloom taxonomy
• Table of specification
14 Tests
• Meaning and Qualities
• Steps in constructing classroom tests (teacher made tests)
• Types of teacher made tests (essay and objective)
15 Statistics in Education
• Measures of Central Tendencies- Mean Median and Mode
• Description; advantages and disadvantages; some calculations
• Ranking
• Types and strategies of assessment
16 Emerging Issues
• Emergence for education (topics to depend on emergence issues)
17 Continuous Assessment
• Meaning of Continuous Assessment
• Features of Continuous Assessment
• Areas Assessed – Cognitive; Psychomotor and Affective
• Advantages and disadvantages of Continuous Assessment
• Problems of Continuous Assessment and how to overcome
18 Historical, Sociological and Philosophical Foundations of Education

19 Principles of Education (Curriculum)

• Define and explain the following terms: curriculum, syllabus, course of
study, programme of study, and scheme of work.
• Lesson plan
• Discuss the relationship between:
• Curriculum and syllabus
• Scheme of work and lesson plan.
• Discuss types of curriculum and outline their importance in curriculum
development
• Foundation of education history of education in Sierra Leone & West Africa
(meaning and types)
• Reasons for special education
• Efforts of missionaries (Christian & Muslims)
• Efforts of government in Sierra Leone education
• Aim of education (general and specific)
73
• The 6-3-3-4 system (structure etc)
• History and development of teacher education in Sierra Leone
74
SECTION 5:
PROFESSIONAL STANDARDS
OBJECTIVES
This section of the examination assesses the teachers based on the provisions of
the Professional Standards for Teachers and School Leaders in Sierra Leone
(published 2017). The three domains of the Standards are covered, namely:
• Professional Knowledge;
• Professional Practice; and
• Professional Engagement.
It is expected that the teachers are conversant with the content of the three domains
and have met their requirements.
SCOPE OF THE SYLLABUS

The three domains have a total of nineteen (19) standards and 149 specifics.
However, while all the 19 standards are covered, only some specifics and their
corresponding competences are selected.
The numberings used in this syllabus to capture the standards and specifics are the
same as in the Professional Standards. This is to make it easy for readers to refer to
the full statements in the Professional Standards. Therefore, it is strongly
encouraged that this syllabus should be read together with the Professional
Standards.
Furthermore, given the impact of the Covid-19 pandemic on education and society in
general, all categories of teachers should expect to answer questions on the subject
matter – the prevention protocols; and the impact on teaching and learning and how
to overcome the challenges. The pandemic is a burning issue that cannot be ignored
by a current educational syllabus.
75
Standard Specifics Expected Competences
PROFESSIONAL KNOWLEDGE
Standard 1: 1.1 The teacher as Demonstrate knowledge and
Know and a global change understanding of the teacher as a global
understand the agent change agent who impact at the local and
international national level
context and
goals of
education 1.2 The United Demonstrate knowledge and
Nations understanding of the 17 SDGs
Sustainable
Development
Goals (SDG) 2030
Standard 2: 2.1 Historical, Demonstrate knowledge and
Know the Sierra political and socio- understanding of the historical, political
Leonean context cultural and socio-cultural backgrounds of
and goals of backgrounds of education in Sierra Leone
education education in Sierra
Leone
2.2 National Demonstrate knowledge and
Development Plan understanding of the national vision, goals
- vision, goals and and development objectives of Sierra
development Leone
objectives of
Sierra Leone
2.4 Sierra Demonstrate knowledge and
Leonean National understanding of the Sierra Leonean
education national education structure and system
structure and
system
Standard 3: 3.1 Content of the Demonstrate knowledge and
Know subject subject understanding of the subject content- key
content concepts, theories, principles, and
applications
Standard 4: 4.2 Lesson plan Demonstrate knowledge of the content and
Know how to structure of a lesson plan, and the
teach the subject principles and importance of lesson plan
4.3 Key stages of Demonstrate knowledge and
lesson delivery understanding of key stages of lesson
delivery
4.16 Questioning Demonstrate knowledge and
Techniques understanding of appropriate questioning
techniques and their applications.
Standard 5: 5.1 Diversity Demonstrate knowledge and
Know physical, among learners, understanding of the diversity among
socio-cultural, e.g. gender, learners with respect to physical, socio-
and language, urban- cultural and psychological backgrounds of
76
psychological rural, economic students.
characteristics of and social
learners background
5.6 Identification Demonstrate knowledge and
of Students with understanding of the strategies for
special needs identification of students with special
needs such as those physically, socially or
psychologically challenged as well as the
talented and gifted.
5.7 Treatment of Demonstrate knowledge and
learners with understanding of strategies for handling
special needs students with special needs including
counselling and referral to professional
care and services where necessary
5.9 Sequencing Demonstrate knowledge and
and progression in understanding of sequencing and
learning progression in learning in accordance with
the developmental stages of learners
Standard 6 6.2 Reporting of Demonstrate knowledge and
Know how to assessments understanding of the need to report
assess learners assessment and those entitled to the
report
6.3 Records of Demonstrate knowledge and
assessment understanding of the need to develop and
secure database of assessments.
Standard 7: 7.1 Levels and Demonstrate knowledge and
Know roles of education understanding of the levels and roles of
fundamentals of governance governance at the school, District and
education national levels.
governance and 7.2 Channels of Demonstrate knowledge and
channels of communication understanding of the channels of
communication communication for various matters related
to instruction, employment, and
professional matters.
PROFESSIONAL PRACTICE
Standard 8: 8.2 Scheme of Demonstrate understanding and ability to
Plan learning work develop scheme of work based on
activities and curriculum and syllabus requirements
programmes
8.3 Lesson plan Demonstrate understanding of the
structure, content and relevance of lesson
plans
8.4 Develop Write out lesson note of each lesson giving
lesson note the subject content, clear objectives and
illustrations, sequenced according to the
procedure stated in the lesson plan
8.16 Classroom Demonstrate understanding of learners
teaching sitting position in class that take
arrangement cognisance of their characteristics,
outcome of previous assessments and
77
environmental factors
8.19 Demonstrate understanding of how to
Differentiation of differentiate
learning activities. learning activities in accordance with
diversity and individual differences of
learners.
Standard 9: 9.1 Management Demonstrate understanding of the
Deliver lessons of classroom management of classroom learning
activities activities in accordance with prior plan and
designs
9.3 Classroom Demonstrate knowledge of how to create
discipline humane classroom discipline in a fair and
equitable manner.
9.4 Entry Demonstrate good entry behaviour
behaviour appropriate to the mood, characteristics
and previous knowledge of learners as
well as environmental factors, with
emphasis on being learner-friendly
9.8 Instructional Apply appropriate variety of instructional
aids aids to create near-reality situations,
enhance impact of lessons and boost
comprehension and internalisation of
lessons by learners.
9.9 Presentation Understand the presentation of lessons
of lessons and how present content sequentially and
logically as designed in the lesson plan
9.10 Learner- Demonstrate understanding of a lesson
centered that is interactive and engaging learner
attentions, utilising individualised
instructions and varied techniques suitable
to diversity among learners.
Standard 10: 10.1 Evaluate Demonstrate knowledge of how to conduct

Assess learning personal self-assessment after lesson delivery and
performance the importance of the exercise.
10.2 Test blueprint Demonstrate knowledge of the prepare a
test
Blueprint for guide and utilisation in
assessments administration
10.3 Marking Show understanding of the preparation
schemes and application of
marking schemes and grading systems.
10.4 Assessment Demonstrate u nderstanding of multiple
strategies assessment strategies to cater for diversity
of learner backgrounds and make for more
comprehensive evaluation of learning
10.5 Nature of Demonstrate knowledge of the variety of
assessment assessment and the issues they cover,
78
10.11 PreparationDemonstrate knowledge of how to prepare
of learners for learners for assessments depending on
assessment the context, giving notices and instructions
as well as rules and regulations for
assessments.
10.14 Fairness in Demonstrate knowledge of the need to be
assessment fair in learner assessment while observing
highest ethical standards
Standard 11: 11.1 Participation Demonstrate knowledge of the operations
Participate and in decision-making of various membership, leadership and
Supervise . management capacities within and outside
Extracurricular the school and decision-making processes
Activities 11.2 Organise Demonstrate knowledge about
programmes and organisation of cross-curriculum
learning programmes and learning opportunities
opportunities including social and career-related
beyond the functions.
classroom.
Standard 12: 12.1 Human rights Demonstrate knowledge and
Safeguard laws understanding of the relevant fundamental
human rights and human rights and particularly those that
lives pertain to children.
PROFESSIONAL ENGAGEMENT
Standard 13: 13.1 Registration Demonstrate awareness and meet
Engagement and licensing of appropriate minimum teaching qualification
professionally teachers by TSC. and obtain registration and licensing by
with statutory TSC to practice teaching in Sierra Leone
and and comply with all the standards.
administrative 13.2 Statutory, Understand and comply with
authorities administrative, statutory, administrative and
and organisational organisational requirements and policies
requirements and regarding the teacher
policies
Standard 14: 14.3 Learners Demonstrate understanding of the
Engage dignity implications of rights and dignity of
professionally learners as relates to their gender, race,
with learners religion, tribe, colour, physical
characteristics, place of origin and age.
14.8 Zero Demonstrate understanding and apply
tolerance to regulations against examination
examination malpractice and measures to prevent and
malpractice control it.
14.10 Zero Demonstrate and apply understanding of
tolerance to acts that constitute corruption in the
corruption. context of the school and society as well
as punishment for corruption.
Standards 15: 15.1 Team spirit Demonstrate and apply knowledge of the
Engage among teachers characteristics of team spirit and their
professionally indispensability in professional practice.
with Colleagues 15.2 High integrity Demonstrate high integrity in all
79
professional transactions.
15.4 Zero Demonstrate and apply knowledge of
tolerance to plagiarism as serious academic offence.
plagiarism and
other academic
misconducts
15.5 Inspiration of Demonstrate and apply knowledge of the
peers, seniors and importance and strategies for inspiration of
juniors colleagues
15.6 Objectivity Demonstrate and apply the tenets of
objectivity in all professional dealings
15.7 Democratic Demonstrate knowledge of decision
decision making. making in a democratic setting.
Standard 16: 16.1 Rights of Demonstrate knowledge and
Engage parents and understanding of the rights of parents and
professionally guardians guardians and the best ways to relate with
with parents and them in respect of their wards and children
guardians who are learners.
16.2 Involvement Demonstrate understanding of the various
of parents and ways that parents and guardians can be
guardians in effectively involved in educational matters
educational involving their children and wards.
matters
16.3 Demonstrate and apply knowledge of the

Communication importance and cases that require
with parents and communication with parents and
guardians guardians.
16.4 Zero Demonstrate knowledge of the prohibition
tolerance for of bribery in the teaching-learning process
bribes from inclusive of receiving gifts, favour, and
parents and hospitality from parents and guardians that
guardians are likely to influence a teacher to give
undeserved favour to their children and
wards.
16.5 Teachers and Demonstrate knowledge and
Parents/Guardians understanding and support the purposes
and proceedings of parents-teachers
association.
Standard 17: 17.1 Cooperation Demonstrate and apply knowledge of the
Engage with employers role of employers and rules of engagement
professionally with teachers.
with employers
Standard 18: 18.1 Community Demonstrate and apply knowledge and
Engage involvement in understanding of school-community
professionally education relations, the importance, strategies and
with society (Community- practices.
Teacher
Association, etc.)
80
18.2 Professional Demonstrate understanding and
Commitment application of professional commitment in
all respects of professional life such as
standing out in society as an exemplary
teacher and being proud of the profession;
seeking at all times to promote the ideals,
public status and recognition of the
promotion; making the profession
attractive to younger individuals seeking to
contribute to the building of society through
becoming teachers
18.3 Professional Demonstrate knowledge of teacher
ethics professional ethics and act ethically at all
times in professional dealings.
18.4 Exemplary Show good citizenship and live in

citizenship accordance with knowledge of the qualities
of good citizenship to include actions such
as -
• Teach and practice good citizenship,
be law abiding, demonstrate peace and
social responsibility
• Embody integrity, and industry and
participate actively in the development
of both their immediate and wider
communities.
• Comply with all the laws of the land and
moral codes of the society that promote
good governance, transparency and
accountability in office and general
public
• Be a global citizen.
Dress code that reflects the dignity of the
teaching profession.
Standard 19: 19.1 Need for Identify the significance of continuous
Engage professional professional growth and development.
professionally growth and
with own development Establish professional goals, pursue
development and opportunities to grow
academic professionally, and keep records of own
leadership professional
development and involvement.
19.2 Career path Display knowledge of the teachers’ career
path and need for every teacher to aim at
attaining the highest level through
excellence.
19.3 Self-appraisal Showcase and apply knowledge of the
relevance of self-appraisal, the useful
methodologies and opportunities available
81
for personal development.

Standard 1: 1.1 The teacher as Demonstrate knowledge and
Know and a global change understanding of the teacher as a global
understand the agent change agent who impact at the local and
international national level
context and 1.2 The United Demonstrate knowledge and
goals of Nations understanding of the 17 SDGs
education Sustainable
Development
Goals (SDG) 2030
Leonean context cultural and socio-cultural backgrounds of
and goals of backgrounds of education in Sierra Leone
education education in Sierra
Leone
Development Plan understanding of the national vision, goals
- vision, goals and and development objectives of Sierra
development Leone
objectives of
Sierra Leone.
2.4 Sierra Demonstrate knowledge and
Leonean National understanding of the Sierra Leonean
education national education structure and system
structure and
system
Know subject subject understanding of the subject content- key
content concepts, theories, principles and
applications
Standard 4: 4.1 Basic fields of Demonstrate knowledge of the fields that
Know how to education – make up education and their general
teach the subject psychology, contributions to principles, theories and
sociology, practices
philosophy,
measurement and
evaluation,
comparative
education,
Guidance and
Counselling, etc.
82
4.2 Lesson plan Demonstrate knowledge of the content and
structure of a lesson plan, and the
principles and importance of lesson plan
delivery
Standard 5: 5.1 Diversity Demonstrate knowledge and
Know physical, among learners, understanding of the diversity among
socio-cultural, e.g. gender, learners with respect to physical, socio-
and language, urban- cultural and psychological backgrounds of
psychological rural, economic students.
characteristics of and social
learners background
5.6 Identification Demonstrate knowledge and
of Students with understanding of the strategies for
special needs identification of students with special
needs such as those physically, socially or
psychologically challenged as well as the
talented and gifted.
learners with understanding of strategies for handling
special needs students with special needs including
5.9 Sequencing Demonstrate knowledge and
and progression in understanding of sequencing and
learning progression in learning in accordance with
the developmental stages of learners
report
assessment understanding of the need to develop and
secure database of assessments.
Standard 7: 7.1 Levels and Demonstrate knowledge and
Know roles of education understanding of the levels and roles of
communication communication for various matters related
to instruction, employment, and
83
Standard 8: 8.2 Scheme of Demonstrate understanding and ability to
Plan learning work develop scheme of work based on
programmes
8.3 Lesson plan Demonstrate understanding of the

structure, content and relevance of lesson
plans
8.4 Develop Write out lesson note of each lesson giving
lesson note the subject content, clear objectives and
illustrations, sequenced according to the
procedure stated in the lesson plan
8.16 Classroom Demonstrate understanding of learners
teaching sitting position in class that take
arrangement cognisance of their characteristics,
outcome of previous assessments and
environmental factors
8.17 Grouping of Seek and apply skills in learner groupings
learners to enhance class work and promote
learning and participation.
Standard 9: 9.1 Management Demonstrate understanding of the
Deliver lessons of classroom management of classroom learning
activities activities in accordance with prior plan and
designs
9.3 Classroom Demonstrate knowledge of how to create
discipline humane classroom discipline in a fair and
equitable manner.
9.4 Entry Demonstrate good entry behaviour
behaviour appropriate to the mood, characteristics
9.8 Instructional Apply appropriate variety of instructional
aids aids to create near-reality situations,
9.9 Presentation Understand the presentation of lessons
of lessons and how present content sequentially and
logically as designed in the lesson plan
instructions and varied techniques suitable
to diversity among learners.
9.11 Group Demonstrate knowledge of a variety of
approaches group techniques to make learning exciting
and participatory for instance group
project, experimentation, problem-solving,
group discussion, action research, role
84
plays and practical work during lessons
and effectively supervise the process
9.12 Learners with Describe the characteristics of learners
special needs with special needs learners and the types
of instructional communication and
resources that suit them.
Standard 10: 10.1 Evaluate Demonstrate knowledge of how to conduct

Assess learning personal self-assessment after lesson delivery and
performance the importance of the exercise.
10.2 Test blueprint
Demonstrate knowledge of the prepare a
test
Blueprint for guide and utilisation in
assessments administration
10.3 Marking Show understanding of the preparation
schemes and application of
marking schemes and grading systems.
10.4 Assessment Demonstrate u nderstanding of multiple
strategies assessment strategies to cater for diversity
of learner backgrounds and make for more
comprehensive evaluation of learning
10.11 Preparation Demonstrate knowledge of how to prepare
of learners for learners for assessments depending on
assessment the context, giving notices and instructions
as well as rules and regulations for
assessments.
10.14 Fairness in Demonstrate knowledge of the need to be
assessment fair in learner assessment while observing
highest ethical standards
Standard 11: 11.1 Participation Demonstrate knowledge of the operations
Participate and in decision-making of various membership, leadership and
Supervise management capacities within and outside
Extracurricular the school and decision-making processes
Activities 11.2 Organise Demonstrate knowledge about
opportunities including social and career-related
beyond the functions.
classroom.
11.6 Coordination Describe methods for identifying learners’
of clubs and talents and interests and approaches to
societies encouraging their participation in clubs and
societies.
Safeguard laws understanding of the relevant fundamental
human rights and human rights and particularly those that
lives pertain to children.
85
12.4 Provision of Describe understanding of first aid in
health services health matters.
Engagement and licensing of appropriate minimum teaching qualification
professionally teachers by TSC. and obtain registration and licensing by
with statutory TSC to practice teaching in Sierra Leone
and and comply with all the standards.
administrative 13.2 Statutory, Understand and comply with
authorities administrative and statutory, administrative and
organisational organisational requirements and policies
policies
13.3 Constitution, Acquire and display knowledge and
Acts, policies and understanding of the provisions of the
regulations on Constitution, Acts, policies and regulations
education on education
Standard 14: 14.2 Diligence and Demonstrate knowledge of the implications

Engage confidentiality and need for diligence, confidentiality and
professionally trust in handling learners’ personal
with learners matters.
14.3 Learners Demonstrate understanding of the
dignity implications of rights and dignity of
learners as relates to their gender, race,
religion, tribe, colour, physical
14.4 Demonstrate understanding of the
Responsibility for teacher’s responsibility towards diagnosis
diagnosis and and treatment of learners’ academic and
treatment of related problems
learners’
academic
challenges
14.5 Empathy for Prove understanding of the meaning and
learners implications of empathy for learners in all
circumstances
14.8 Zero Demonstrate understanding and apply
tolerance to regulations against examination
examination malpractice and measures to prevent and
malpractice control it.
14.10 Zero Demonstrate and apply understanding of
tolerance to acts that constitute corruption in the
corruption. context of the school and society as well
86
15.4 Zero Demonstrate and apply knowledge of
tolerance to plagiarism as serious academic offence.
plagiarism and
other academic
misconducts
peers, seniors and importance and strategies for inspiration of
juniors colleagues
Engage parents and understanding of the rights of parents and
professionally guardians guardians and the best ways to relate with
with parents and them in respect of their wards and children
guardians who are learners.
16.2 Involvement Demonstrate understanding of the various
of parents and ways that parents and guardians can be
guardians in effectively involved in educational matters
educational involving their children and wards.
matters
16.3 Demonstrate and apply knowledge of the

Communication importance and cases that require
with parents and communication with parents and
guardians guardians.
16.4 Zero Demonstrate knowledge of the prohibition
tolerance for of bribery in the teaching-learning process
bribes from inclusive of receiving gifts, favour, and
parents and hospitality from parents and guardians that
guardians are likely to influence a teacher to give
undeserved favour to their children and
wards.
association.
Standard 17: 17.1 Cooperation Demonstrate and apply knowledge of the
Engage with employers role of employers and rules of engagement
professionally with teachers.
with employers
Teacher
Association, etc.)
Commitment application of professional commitment in
87
all respects of professional life such as
teacher and being proud of the profession;
seeking at all times to promote the ideals,
public status and recognition of the
promotion; making the profession
attractive to younger individuals seeking
to contribute to the building of society
through becoming teachers

citizenship accordance with knowledge of the qualities
of good citizenship to include actions such
as -
be law abiding, demonstrate peace and
social responsibility
participate actively in the development
of both their immediate and wider
communities.
• Comply with all the laws of the land and
moral codes of the society that promote
good governance, transparency and
accountability in office and general
public
Engage professional professional growth and development.
professionally growth and
with own development Establish professional goals, pursue
development and opportunities to grow
academic professionally, and keep records of own
19.2 Career path Display knowledge of the teachers’ career
path and need for every teacher to aim at
attaining the highest level through
excellence.
methodologies and opportunities available
for personal development.
88
19.4 Holistic Show understanding of the concept of
professional holistic development of the teacher and
development e.g. nature of programmes to facilitate balance
cognitive, affective in the development of the teacher.
and psychomotor
dimensions

Standard 1: 1.1 The teacher as a Demonstrate knowledge and
Know and global change agent understanding of the teacher as a global
understand the change agent who impact at the local
international and national level
context and 1.2 The United Demonstrate knowledge and
goals of Nations Sustainable understanding of the 17 SDGs
education Development Goals
(SDG) 2030
1.3 SDG 4 - Ensure Demonstrate knowledge and
inclusive and understanding of the SDG 4 which is on
equitable quality education
education and
promote lifelong
learning
opportunities for all.
Leonean context cultural backgrounds and socio-cultural backgrounds of
and goals of of education in education in Sierra Leone
education Sierra Leone
Development Plan - understanding of the national vision,
vision, goals and goals and development objectives of
development Sierra Leone
objectives of Sierra
Leone
2.4 Sierra Leonean Demonstrate knowledge and
National education understanding of the Sierra Leonean
structure and system national education structure and system
2.5 Relevant Demonstrate knowledge and
provisions on understanding of the relevant
teacher education constitutional, statutory and policy
and professionalism provisions on teacher education and
by the Sierra practice
Leonean
Constitution,
Teaching Service
89
Act and other Acts
and policies.
Know subject subject understanding of the subject content-
content key concepts, theories, principles, and
applications
philosophy,
measurement and
evaluation,
comparative
education, Guidance
and Counselling, etc.
4.2 Lesson plan Demonstrate knowledge of the content
and structure of a lesson plan, and the
delivery
4.4 General Demonstrate knowledge and
teaching/instructional understanding of general
methods teaching/instructional methods, their
applications, merits and demerits
4.5 Learner-centred Demonstrate knowledge and
and individualised understanding of learner-centred and
teaching strategies individualised teaching strategies
4.6 Critical inquiry Demonstrate knowledge and
and reflective understanding of critical enquiry and
approaches reflective approaches in the teaching-
learning process
4.7 Sourcing of Demonstrate knowledge and
Instructional aids understanding of varieties of instructional
aids, their sources, and how to improvise
where necessary
4.8 Application of Demonstrate knowledge and
instructional aids understanding of the application of a
wide range of instructional aids in the
teaching-learning process
Standard 5: 5.1 Diversity among Demonstrate knowledge and
Know physical, learners, e.g., understanding of the diversity among
socio-cultural, gender, language, learners with respect to physical, socio-
and urban-rural, cultural, and psychological backgrounds
psychological economic and social of students.
characteristics background
90
of learners 5.3 Management of Demonstrate knowledge and
diversity and multi- understanding of the strategies for
cultural education, management of learners’ individual
including conflict differences in a diverse, multicultural
management and setting, including conflict management
peace building and peace building
5.4 Inclusive Demonstrate knowledge and
education understanding of the concept of inclusive
education and application to the
management of diversity in class and
school.
5.6 Identification of Demonstrate knowledge and
Students with special understanding of the strategies for
needs identification of students with special
needs such as those physically, socially
or psychologically challenged as well as
the talented and gifted.
learners with special understanding of strategies for handling
needs students with special needs including
5.8 Stages in Demonstrate knowledge and
physical, emotional, understanding of the stages in the
social and cognitive physical, emotional, social and cognitive
development of development of learners in line with the
learners socio-psychological theories of child
development and how they affect
learning
report
assessment understanding of the need to develop
and secure database of assessments.
6.4 Application/uses Demonstrate knowledge and
of assessments; and understanding of the application/uses of
selection of assessments
appropriate
assessments for
specific situations
Standard 7: 7.1 Levels and roles Demonstrate knowledge and
Know of education understanding of the levels and roles of
communication communication for various matters
related to instruction, employment, and
91
7.3 The teacher as Demonstrate knowledge and
instructional leader understanding of the key roles of the
teacher as an instructional leader
7.4 School Demonstrate knowledge and
leadership and understanding of basic school leadership
management and management
Standard 8: 8.2 Scheme of work Demonstrate understanding and ability
Plan learning to develop scheme of work based on
programmes 8.3 Lesson plan Demonstrate understanding of the
structure, content and relevance of
lesson plans
8.4 Develop lesson Write out lesson note of each lesson
note giving the subject content, clear
objectives and illustrations, sequenced
according to the procedure stated in the
lesson plan
8.7 Progression of Demonstrate understanding of the
lesson objectives progression of lesson objectives and the
principles of logic behind them.
8.8 Sequenced Arrange content of the subject in
subject content sequence with learning objectives,
stages of learner development and other
prescriptions of theories of learning and
stages of human development with
special reference to the syllabus
8.11 Gathering of Describe strategies for identification and
instructional accessing of instructional resources
materials relevant to subject matter
needed for the
subject
8.12 Improvisation of Recognise and understand the
instructional requirement for improvisation of
resources instructional materials where there is
none or limited materials
Standard 9: 9.3 Classroom Demonstrate knowledge of how to create
Deliver lessons discipline humane classroom discipline in a fair
and equitable manner.
9.4 Entry behaviour Demonstrate good entry behaviour
appropriate to the mood, characteristics
9.8 Instructional aids Apply appropriate variety of instructional
aids to create near-reality situations,
92
9.9 Presentation of Understand the presentation of lessons
lessons and how present content sequentially
and logically as designed in the lesson
plan
instructions and varied techniques
suitable to diversity among learners.
approaches group techniques to make learning
exciting and participatory for instance
group project, experimentation, problem-
solving, group discussion, action
research, role plays and practical work
during lessons and effectively supervise
the process
special needs with special needs learners and the
types of instructional communication and
9.13 Equality of Recognise the need for entire strategy
learning for learning delivery to provide equality
opportunities of learning opportunity to all learners
9.14 Spirit of enquiry Know and understand how to create
and critical thinking learning opportunities that catalyse the
spirit of enquiry and critical cum
reflective thinking in the learners
9.15 Questioning Understand techniques to distribute
techniques questions evenly among learners,
treating respondents with courtesy,
guiding their responses to correct
answers and motivating learners to
enthusiastically ask questions and make
valuable contributions to subject matter
in order to develop critical in the
learners.
Standard 10: 10.4 Assessment Demonstrate understanding of multiple
Assess learning strategies assessment strategies to cater for
diversity of learner backgrounds and
make for more comprehensive
evaluation of learning
10.6 Domains of Demonstrate understanding of the
learning domains of learning and the variety of
assessment strategies to be used.
10.9 SMART Demonstrate understanding
assessments assessments that are smart – specific,
93
measurable, achievable, reliable and
time-bound.
10.10 Matching Relate assessment to lesson objectives
assessment with and areas of study covered.
lesson objectives
10.11 Preparation of Demonstrate knowledge of how to
learners for prepare learners for assessments
assessment depending on the context, giving notices
and instructions as well as rules and
regulations for assessments.
10.14 Fairness in Demonstrate knowledge of the need to
assessment be fair in learner assessment while
observing highest ethical standards
Standard 11: 11.1 Participation in Demonstrate knowledge of the
Participate and decision-making operations of various membership,
Supervise . leadership and management capacities
Extracurricular within and outside the school and
Activities decision-making processes
11.2 Organise Demonstrate knowledge about
opportunities beyond including social and career-related
the classroom. functions.
11.6 Coordination Describe methods for identifying
of clubs and learners’ talents
societies and interests and approaches to
encouraging their participation in clubs
and
societies.
11.9 Participation in Describe activities of professional
professional development and teachers unions.
development
and union activities
11.11 Organisation Describe ideas and activities involved in
of field trips and field trips and school exchange
school exchange programmes.
programmes.
Safeguard laws understanding of the relevant
human rights fundamental human rights and
and lives particularly those that pertain to children.
12.3 Safe use ICT Describe the risks involved in the use of
. ICT particularly the internet and how
these facilities could be used responsibly
and
ethically
Demonstrate an
understanding of the relevant
issues and the strategies
available to support the safe,
94
responsible and ethical use of
ICT in learning and teaching
12.5 Prevention and Demonstrate knowledge and general
control of HIV/AIDS. awareness of HIV/AIDS, and its
prevention and control strategies.
Engagement and licensing of appropriate minimum teaching
professionally teachers by TSC. qualification and obtain registration and
with statutory licensing by TSC to practice teaching in
and Sierra Leone and comply with all the
administrative standards.
authorities 13.2 Statutory, Understand and comply with
administrative and statutory, administrative and
policies
regulations on Constitution, Acts, policies and
education regulations on education
13.4 Education Show knowledge and understanding of
Vision and Mission the Sierra Leonean Vision and Mission
of education
Standard 14: 14.2 Diligence and Demonstrate knowledge of the
Engage confidentiality implications and need for diligence,
professionally confidentiality and trust in handling
with learners learners’ personal matters.
14.3 Learners dignity Demonstrate understanding of the
implications of rights and dignity of
14.4 Responsibility Demonstrate understanding of the
for diagnosis and teacher’s responsibility towards
treatment of diagnosis and treatment of learners’
learners’ academic academic and related problems
challenges
circumstances
14.7 Zero tolerance Demonstrate knowledge and apply the
to sexual understanding of the dimensions of
exploitation, child sexual and other exploitations prohibited
labour and other in the learning environment.
related offences
14.8 Zero tolerance Demonstrate understanding and apply
95
to examination regulations against examination
malpractice malpractice and measures to prevent
and control it.
14.9 Zero tolerance Demonstrate and apply knowledge of all
to cultism learner associations banned by law and
the institution as constituting cultism and
dangerous organisations.
14.10 Zero tolerance Demonstrate and apply understanding of
to corruption. acts that constitute corruption in the
context of the school and society as well
14.11 Zero tolerance Demonstrate and apply knowledge of
to ideological what constitutes ideological
indoctrination of indoctrination of learners and their
learners prohibition in the learning environment.
to plagiarism and plagiarism as serious academic offence.
other academic
misconducts
peers, seniors and importance and strategies for inspiration
juniors of colleagues
Engage parents and understanding of the rights of parents
professionally guardians and guardians and the best ways to
with parents and relate with them in respect of their wards
guardians and children who are learners.
16.2 Involvement of Demonstrate understanding of the
parents and various ways that parents and guardians
guardians in can be effectively involved in educational
educational matters matters involving their children and
wards.
16.3 Communication Demonstrate and apply knowledge of the
with parents and importance and cases that require
guardians communication with parents and
guardians.
16.4 Zero tolerance Demonstrate knowledge of the
for bribes from prohibition of bribery in the teaching-
parents and learning process inclusive of receiving
guardians gifts, favour, and hospitality from parents
and guardians that are likely to influence
96
a teacher to give undeserved favour to
their children and wards.
association.
Standard 17: 17.1 Cooperation Demonstrate knowledge of the role of
Engage with employers employers and rules of engagement with
professionally teachers.
with employers 17.2 Professional Understand the principles of professional
independence independence.
17.3. Adherence to Demonstrate knowledge and
professional understanding of the concept of
competence professional competence.
Teacher Association,
etc.)
Commitment application of professional commitment
in all respects of professional life such as
teacher and being proud of the
profession; seeking at all times to
promote the ideals, public status and
recognition of the promotion; making the
profession attractive to younger
individuals seeking to contribute to the
building of society through becoming
teachers

citizenship accordance with knowledge of the
qualities of good citizenship to include
actions such as -
be law abiding, demonstrate peace
and social responsibility
participate actively in the
development of both their immediate
and wider communities.
• Comply with all the laws of the land
and moral codes of the society that
97
promote good governance,
transparency and accountability in
office and general public
Engage professional growth professional growth and development.
professionally and development
with own Establish professional goals, pursue
development opportunities to grow
and academic professionally, and keep records of own
19.2 Career path Display knowledge of the teachers’
career path and need for every teacher
to aim at attaining the highest level
through excellence.
methodologies and opportunities
available for personal development.
development e.g. nature of programmes to facilitate
cognitive, affective balance in the development of the
and psychomotor teacher.
dimensions
19.5 Engagement Engage with
with peers for colleagues and
professional improve practice
development by seeking and applying constructive
feedback from colleagues to improve
teaching practices; Identify and initiate
opportunities for professional
development
19.6 Professional Seek to know and engage with
development professional teaching
networks networks and broader
communities; and understand the role of
external professionals and
community representatives
in broadening teachers’
professional knowledge and practice.
19.7 Application of Demonstrate knowledge of the
knowledge, skills application of outcomes of professional
and values acquired development programmes.
from professional
development
programmes
98
19.8 Teachers as Display awareness of teachers as
change agents change agents and the implications.

Standard 1: 1.1 The teacher as a Demonstrate knowledge and
Know and global change agent understanding of the teacher as a global
understand the change agent who impact at the local
international and national level
context and
1.2 The United Demonstrate knowledge and
goals of
Nations Sustainable understanding of the 17 SDGs
education
Development Goals
(SDG) 2030
1.3 SDG 4 - Ensure Demonstrate knowledge and
inclusive and understanding of the SDG 4 which is on
equitable quality education
education and
promote lifelong
learning
opportunities for all.
1.4 African Union Demonstrate knowledge and
Agenda 2063: The understanding of the seven African
Africa We Want. Aspirations outlined in the African
Union’s 2063 Agenda titled “The Africa
We Want”
1.5 African Union’s Demonstrate knowledge and
Continental understanding of the six Guiding
Education Strategy Principles stated in the African Union’s
for Africa (CESA Continental Education Strategy for Africa
2016-2025) 2016-2025
Leonean context cultural backgrounds and socio-cultural backgrounds of
and goals of of education in education in Sierra Leone
education Sierra Leone
Development Plan - understanding of the national vision,
vision, goals and goals and development objectives of
development Sierra Leone
objectives of Sierra
Leone
National education understanding of the Sierra Leonean
structure and system national education structure and system
2.5 Relevant Demonstrate knowledge and
provisions on understanding of the relevant
99
teacher education constitutional, statutory and policy
and professionalism provisions on teacher education and
by the Sierra practice
Leonean
Constitution,
Teaching Service
Act and other Acts
and policies.
national school understanding of the Sierra Leonean
curriculum national school curriculum requirements
requirements applicable to all teachers
Know subject subject understanding of the subject content-
content key concepts, theories, principles and
applications
philosophy,
measurement and
evaluation,
comparative
education, Guidance
and Counselling, etc.
4.2 Lesson plan Demonstrate knowledge of the content
and structure of a lesson plan, and the
delivery
4.4 General Demonstrate knowledge and
teaching/instructional understanding of general
methods teaching/instructional methods, their
applications, merits and demerits
4.5 Learner-centred Demonstrate knowledge and
and individualised understanding of learner-centred and
teaching strategies individualised teaching strategies
4.6 Critical inquiry Demonstrate knowledge and
and reflective understanding of critical enquiry and
approaches reflective approaches in the teaching-
learning process
4.7 Sourcing of Demonstrate knowledge and
Instructional aids understanding of varieties of instructional
aids, their sources, and how to improvise
where necessary
4.8 Application of Demonstrate knowledge and
instructional aids understanding of the application of a
wide range of instructional aids in the
100
teaching-learning process
4.10 Classroom Demonstrate knowledge and
organisation and understanding of general classroom
management organisation and management
4.11 Innovative Demonstrate knowledge and
strategies for understanding of innovative strategies
management of for the management of large classes
large classes
Standard 5: 5.1 Diversity among Demonstrate knowledge and
Know physical, learners, e.g. understanding of the diversity among
socio-cultural, gender, language, learners with respect to physical, socio-
and urban-rural, cultural and psychological backgrounds
psychological economic and social of students.
characteristics background
of learners 5.2 Impact of Demonstrate knowledge and
diversity on school understanding of the impact of diversity
achievement on school achievement.
5.3 Management of Demonstrate knowledge and
diversity and multi- understanding of the strategies for
cultural education, management of learners’ individual
including conflict differences in a diverse, multicultural
management and setting, including conflict management
peace building and peace building
5.4 Inclusive Demonstrate knowledge and
education understanding of the concept of inclusive
education and application to the
management of diversity in class and
school.
5.5 Holistic Demonstrate knowledge and
education understanding of the concept of holistic
education with respect to the
development of the learner.
5.6 Identification of Demonstrate knowledge and
Students with special understanding of the strategies for
needs identification of students with special
needs such as those physically, socially
or psychologically challenged as well as
the talented and gifted.
learners with special understanding of strategies for handling
needs students with special needs including
5.8 Stages in Demonstrate knowledge and
physical, emotional, understanding of the stages in the
social and cognitive physical, emotional, social and cognitive
development of development of learners in line with the
101
learners socio-psychological theories of child
development and how they affect
learning
5.9 Sequencing and Demonstrate knowledge and
progression in understanding of sequencing and
learning progression in learning in accordance
with the developmental stages of
learners
Standard 6 6.1 Philosophies, Demonstrate knowledge and
Know how to approaches, types, understanding of the philosophies
assess learners and choice of underlying assessment and the various
assessments approaches to developing assessments,
the application, merits and demerits
6.2 Reporting of Demonstrate knowledge and
assessments understanding of the need to report
assessment and those entitled to the
report
assessment understanding of the need to develop
and secure database of assessments.
6.4 Application/uses Demonstrate knowledge and
of assessments; and understanding of the application/uses of
selection of assessments
appropriate
assessments for
specific situations
6.5 Ethical issues in Demonstrate knowledge of the ethical
assessment issues, their impacts and management.
Standard 7: 7.1 Levels and roles Demonstrate knowledge and
Know of education understanding of the levels and roles of
communication communication for various matters
related to instruction, employment, and
7.3 The teacher as Demonstrate knowledge and
instructional leader understanding of the key roles of the
teacher as an instructional leader
7.4 School Demonstrate knowledge and
leadership and understanding of basic school leadership
management and management
ROFESSIONAL PRACTICE
Standard 8: 8.2 Scheme of work Demonstrate understanding and ability
Plan learning to develop scheme of work based on
programmes 8.3 Lesson plan Demonstrate understanding of the
structure, content and relevance of
lesson plans
102
8.4 Develop lesson Write out lesson note of each lesson
note giving the subject content, clear
objectives and illustrations, sequenced
according to the procedure stated in the
lesson plan
8.6 SMART and Demonstrate understanding of learning
challenging learning objectives that are smart, that is specific,
objectives measurable, achievable, reliable and
time-bound and that the objectives are
challenging enough to inspire and spur
spirit of enquiry and creative thinking in
the learners
8.17 Grouping of Seek and apply skills in learner
learners groupings to enhance class work and
promote learning and participation.
8.18 Management Describe
of large class size strategies for the
management of large class size
8.19 Differentiation Demonstrate understanding of how to
of learning activities. differentiate
learning activities in accordance with
diversity and individual differences of
learners.
Standard 9: 9.1 Management of Demonstrate understanding of the
Deliver lessons classroom activities management of classroom learning
activities in accordance with prior plan
and designs
instructions and varied techniques
suitable to diversity among learners.
approaches group techniques to make learning
exciting and participatory for instance
group project, experimentation, problem-
solving, group discussion, action
research, role plays and practical work
during lessons and effectively supervise
the process
special needs with special needs learners and the
types of instructional communication and
9.14 Spirit of enquiry Know and understand how to create
and critical thinking learning opportunities that catalyse the
spirit of enquiry and critical cum
reflective thinking in the learners
9.15 Questioning Understand techniques to distribute
techniques questions evenly among learners,
103
treating respondents with courtesy,
guiding their responses to correct
answers and motivating learners to
enthusiastically ask questions and make
valuable contributions to subject matter
in order to develop critical in the
learners.
9.16 Reinforcement Demonstrate understanding of the need
of learning and strategies for reinforcing and
motivating learners in the course of the
learning using a variety of reward
strategies.
9.17 Holistic Explain the concept of holistic education
education and its application for instructional
purposes
Standard 10: 10.5 Nature of Demonstrate knowledge of the variety of
Assess learning assessment assessment and the issues they cover,
10.6 Domains of Demonstrate understanding of the
learning domains of learning and the variety of
assessment strategies to be used.
10.8 Validity and Identify strategies for determining validity
reliability of and reliability of assessment
assessments instruments.
10.14 Fairness in Demonstrate knowledge of the need to
assessment be fair in learner assessment while
observing highest ethical standards
10.15 Feedback to Describe the variety of reports of results
learners and other and stakeholders entitled to have them
stakeholders and why.
10.16 Acting on Demonstrate knowledge of how to use
outcome of outcomes of assessments for
assessments improvement of learning programmes.
10.17 Records of Describe the importance of maintaining
assessments records and database of assessment for
diverse purposes and future reference.
Standard 11: 11.9 Participation in Describe activities of professional
Participate and professional development and teachers’ unions.
Supervise development
Extracurricular and union activities
Activities 11.11 Organisation Describe ideas and activities involved in
of field trips and field trips and school exchange
school exchange programmes.
programmes.
11.15 Provide Demonstrate knowledge of general
guidance to learners guidance and counselling that a teacher
on educational, may give to learners.
academic and career
issues.
11.16 Supervision Demonstrate understanding of the rules
of students under for enforcing discipline in schools.
104
disciplinary
action
Safeguard laws understanding of the relevant
human rights fundamental human rights and
and lives particularly those that pertain to children.
12.2 Maintenance of Describe the imperatives for enforcing
safety and and managing safety and emergencies
security of in school.
learners
12.3 Safe use ICT Describe the risks involved in the use of
. ICT particularly the internet and how
these facilities could be used responsibly
and
ethically
Demonstrate an
understanding of the relevant
issues and the strategies
available to support the safe,
responsible and ethical use of
ICT in learning and teaching
12.5 Prevention and Demonstrate knowledge and general
control of HIV/AIDS. awareness of HIV/AIDS, Covid-19 and
its prevention and management.
12.6 Safe Describe essential features of safe
environment learning environment.
Engagement and licensing of appropriate minimum teaching
professionally teachers by TSC. qualification and obtain registration and
with statutory licensing by TSC to practice teaching in
and Sierra Leone and comply with all the
administrative standards.
authorities 13.2 Statutory, Understand and comply with
administrative and statutory, administrative and
policies
regulations on Constitution, Acts, policies and
education regulations on education
13.4 Education Show knowledge and understanding of
Vision and Mission the Sierra Leonean Vision and Mission
of education
Standard 14: 14.2 Diligence and Demonstrate knowledge of the
Engage confidentiality implications and need for diligence,
professionally confidentiality and trust in handling
105
with learners learners’ personal matters.
14.3 Learners dignity Demonstrate understanding of the
implications of rights and dignity of
14.4 Responsibility Demonstrate understanding of the
for diagnosis and teacher’s responsibility towards
treatment of diagnosis and treatment of learners’
learners’ academic academic and related problems
challenges
circumstances
14.7 Zero tolerance Demonstrate knowledge and apply the
to sexual understanding of the dimensions of
exploitation, child sexual and other exploitations prohibited
labour and other in the learning environment.
related offences
14.8 Zero tolerance Demonstrate understanding and apply
to examination regulations against examination
malpractice malpractice and measures to prevent
and control it.
14.9 Zero tolerance Demonstrate and apply knowledge of all
to cultism learner associations banned by law and
the institution as constituting cultism and
dangerous organisations.
14.10 Zero tolerance Demonstrate and apply understanding of
to corruption. acts that constitute corruption in the
context of the school and society as well
to ideological what constitutes ideological
indoctrination of indoctrination of learners and their
learners prohibition in the learning environment.
14.12 Modelling for Demonstrate and apply understanding of
learners the role of the teacher as model for
learners.
14.13 Teacher’s Demonstrate and apply knowledge of
dress code decent attires required of teachers at all
times in the learning environment.
to plagiarism and plagiarism as serious academic offence.
other academic
misconducts
106
peers, seniors and importance and strategies for inspiration
juniors of colleagues
Engage parents and understanding of the rights of parents
professionally guardians and guardians and the best ways to
with parents and relate with them in respect of their wards
guardians and children who are learners.
16.2 Involvement of Demonstrate understanding of the
parents and various ways that parents and guardians
guardians in can be effectively involved in educational
educational matters matters involving their children and
wards.
16.3 Communication Demonstrate and apply knowledge of the
with parents and importance and cases that require
guardians communication with parents and
guardians.
16.4 Zero tolerance Demonstrate knowledge of the
for bribes from prohibition of bribery in teaching learning
parents and process inclusive of giving gifts, favor,
guardians and hospitality from parents and
guardians.
association.
Standard 17: 17.1 Cooperation Demonstrate knowledge of the role of
Engage with employers employers and rules of engagement with
professionally teachers.
with employers 17.2 Professional Understand the principles of professional
independence independence.
17.3. Adherence to Demonstrate knowledge and
professional understanding of the concept of
competence professional competence.
professionally education relations, the importance, strategies, and
Teacher Association,
etc.)
Commitment application of professional commitment
in all respects of professional life such as
teacher and being proud of the
profession; seeking at all times to
107
promote the ideals, public status and
recognition of the promotion; making the
profession attractive to younger
individuals seeking to contribute to the
building of society through becoming
teachers

citizenship accordance with knowledge of the
qualities of good citizenship to include
actions such as -
be law abiding, demonstrate peace
and social responsibility
participate actively in the
development of both their immediate
and wider communities.
• Comply with all the laws of the land
and moral codes of the society that
promote good governance,
transparency and accountability in
office and general public
Engage professional growth professional growth and development.
professionally and development
with own Establish professional goals, pursue
development opportunities to grow
and academic professionally, and keep records of own
19.2 Career path Display knowledge of the teachers’
career path and need for every teacher
to aim at attaining the highest level
through excellence.
methodologies and opportunities
available for personal development.
development e.g. nature of programmes to facilitate
cognitive, affective balance in the development of the
108
and psychomotor teacher.
dimensions
19.5 Engagement Engage with
with peers for colleagues and
professional improve practice
development by seeking and applying constructive
feedback from colleagues to improve
teaching practices; Identify and initiate
opportunities for professional
development
19.6 Professional Seek to know and engage with
development professional teaching
networks networks and broader
communities; and understand the role of
external professionals and
community representatives
in broadening teachers’
professional knowledge and practice.
19.7 Application of Demonstrate knowledge of the
knowledge, skills application of outcomes of professional
and values acquired development programmes.
from professional
development
programmes
19.8 Teachers as Display awareness of teachers as
change agents change agents and the implications.
19.10 Leadership Prove knowledge of and apply the roles
of the teacher as academic leader, which
include the following -
• Be prepared to lead at any level of
education system based on abilities
and competencies
• Show transparency and
accountability in financial matters at
any level of representation in the
education sector
• keep and maintain proper record of
property or funds received on behalf
of the school such as store issue
vouchers, log entry book, etc.;
• Serve in committees and teams,
maintain and keep proper record of
distribution or utilization of school
resources and equipment; and
• take decisions in collaboration with
Boards of Governors, school
management committees, etc.
Appraise teachers based on their
capabilities and not by favour.
109
ANNEXURES
Grids summarising the TLE subjects
110
Annexure 1:
English Language Grid for all Categories of
Teachers
________________________________________________________________
111
Annexure 2:
Mathematics Grid for all Categories of
Teachers
112
Annexure 3:
ICT Grid for the various Categories of Teachers
___________________________________________________________________
1. ICT for Teachers’ Certificate
2. ICT for Higher Teachers’ Certificate – Primary

113
3. ICT for Higher Teachers’ Certificate - Secondary
114
115
4. ICT for Graduate Teachers
Annexure 4:
116
Teacher Education Curriculum Grid for all
Categories of Teachers
________________________________________________________________
Annexure 5:
117
Professional Standards Grid for the various
Categories of Teachers
______________________________________________________________________
1. Professional Standards for Teachers’ Certificate

Professional Knowledge - TC
118
Professional Practice - TC
119
Professional Engagement - TC
120
2. Professional Standards for HTC - Primary
Professional Knowledge - HTCP
121
Professional Practice - HTCP
Professional Engagement - HTCP

122
3. Professional Standards for HTC Secondary
123
Professional knowledge -HTCS
Professional Practice - HTCS
124
125
Professional Engagement - HTCS
126
4. Professional Standards for Graduate Teachers
Professional Knowledge - GT
127
Professional Practice - GT
128
Professional Engagement - GT
129
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TEACHER LICENSING EXAMINATION GUIDELINES AND SYLLABUS -

Technical Report · February 2022

The user has requested enhancement of the downloaded file.

TEACHING SERVICE COMMISSION

All Rights Reserved

S/N Title Surname Other Role in Organisation Represented Rank

- David Moinina Sengeh

CHAPTER TWO: SIERRA LEONE LEGAL AND POLICY 15

2.1 Constitution of Sierra Leone 15

CHAPTER THREE: RULES OF THE TEACHER LICENSING 20

3.1 Categories of Teachers for Licensing Examination 20

CHAPTER FOUR: STRATEGIES FOR IMPLEMENTATION OF 24

4.1 Recognising Challenges 24

1 The Professional Standards as Anchor of Teacher Education, Licensing 8

3 A Tip of the Actual Standards and Competences in the Sierra Leone 12

SECTION 1: ENGLISH LANGUAGE 33

SECTION 4: TEACHER EDUCATION CURRICULUM 58

SECTION 5: PROFESSIONAL STANDARDS 75

1.1 Background of the Teacher Licensing Examination

There is no more powerful transformative force than education - to promote human

1.2 Meaning and Purpose of Teacher Licensing Examination

1.3 Licensing Examination as a Common Practice among the

A profession is a disciplined group of individuals who adhere to ethical standards and

1.4 Teaching as a Profession – the International Instruments and Coalitions

“Teacher professionalism is not negotiable. Just as we would never want

Recommendations on the Status of Teachers & Higher Education Teaching Personnel

i. Initial and continuing training

On Professionalism, it recommended that “teaching should be regarded as a profession: it is a

On Professional freedom, it recommended that “the teaching profession should enjoy

1.5 Teacher Licensing Examination Administered by Professional

1.6 Teacher Licensing Examination driven by the Professional Standards

Authority Domains of the Standards

Australia Professional Professional Professional

Ireland Professional Professional Professional Professional Professional Professional

1.7 Teacher Licensing Examination Focusing on the Beginner

It is noteworthy that the African Union Commission (2019c) Teacher Qualification

Commonwealth Initial Proficient Distinguished

Source: African Union Commission (2019b, p. 12)

DOMAIN 1: PROFESSIONAL KNOWLEDGE

Specifics New Teacher Proficient Highly Accomplished Distinguished

Praxis II: Subject Assessments which measures the following:

2.1 Constitution of Sierra Leone

2.2 Education Act, 2004

2.3 Teaching Service Commission Act, 2011

2.4 Education Sector Plan, 2018-2020

Box 1: The Overarching Targets of the Education Sector Plan 2018-2020

2.5 TSC Teacher Registration and Licensing Policy

This policy on teacher registration and licensing offers a path to the

Box 2: Professional Qualifying Assessment/Examination prior to Registration

Teachers will be exposed to a professional assessment, test or examination just like

2.6 Recognised Teacher Qualifications in Sierra Leone

i. Certified copies of qualifications and academic transcript, certified copy of identity

2.8 Teacher Education Institutions in Sierra Leone and their Teacher

Table 4: Teacher Education Institutions in Sierra Leone and Their Teacher

SN Teacher Education Institution Approved Teacher Qualification Programmes

3.1 Categories of Teachers for Licensing Examination

i. Teachers’ Certificate (TC)

3.2 Subjects and Codes of the Teacher Licensing Examination

i. English Language (Communication Skills - Literacy)

Category of English Mathematics ICT Teacher Professional

TC TC-ENG TC-MATH TC-ICT TC-EDU TC-PST