Charles Ungerleider, Professor Emeritus, The University of British Columbia
[permission to reproduce granted if authorship is acknowledged]
Teacher shortages across Canada are leading some provinces to reduce education requirements for teacher certification, a strategy that has sparked debate about its impact on educational quality. Nova Scotia recently announced plans to allow entry into Bachelor of Education programs after only two years of undergraduate study instead of a full bachelor’s degree. In Manitoba, the government has removed specific subject requirements, including credits in math and science, for teacher certification in elementary and middle school levels.
These policy changes are intended to streamline pathways into teaching and address critical staffing gaps. In Nova Scotia, education officials argue that lowering entry barriers and expanding program seats will help meet teacher demand in underserved areas; however, this approach raises concerns about weakening teacher expertise and professional standards. Reducing teacher certification requirements risks widening existing teacher quality gaps. Research shows that students from marginalized communities already face inequities in teacher quality, with less-experienced, lower-credentialed teachers more likely to be assigned to them.[1]
Historically, teacher preparation has evolved from basic instruction at “normal schools” to comprehensive university-based programs emphasizing both subject knowledge and pedagogy. Lowering standards could reverse this progress. Like many educators and parents, I worry that reducing the rigor of teacher preparation could lead to less effective instruction and erode public confidence in the public education system.
Both Manitoba and Nova Scotia assert that easing certification paths will decrease the number of uncertified teachers in classrooms. This may be true, but it effectively replaces uncertified teachers with those who are minimally qualified. While addressing immediate gaps, these decisions lower professional standards and possibly educational quality, treating the custodial function of schools—keeping children in supervised environments—as more critical than the quality of instruction itself.
A more sustainable solution to teacher shortages would be to make the profession more appealing. Competitive salaries, hiring and retention bonuses, and housing allowances in high-need areas could attract and retain qualified teachers without compromising educational standards. These measures would strengthen the profession’s status and support public confidence in the quality of education—offering solutions to staffing shortages without diluting teacher preparation.
The reduction in teacher qualification requirements reflects a
challenging balance between addressing urgent staffing needs and maintaining a
commitment to quality education. As these policies take effect, their long-term
impact on educational outcomes and public trust deserves close attention.
[1] Goldhaber,
D., Lavery, L., & Theobald, R. (2015). Uneven Playing Field? Assessing the
Teacher Quality Gap Between Advantaged and Disadvantaged Students. Educational
Researcher, 44(5), 293-307. https://doi.org/10.3102/0013189X15592622