Foundation First, Global Later: Calls Grow for Ghana to Prioritise Literacy Over Chinese in Basic Schools

The debate over the possible introduction of the Chinese language into Ghana’s basic school curriculum has taken a new turn following President John Dramani Mahama’s categorical denial that the government has approved any new policy to introduce Chinese in schools.

Speaking in Wa last Saturday, President Mahama sought to calm concerns raised by parents, education stakeholders and members of the public following reports and activities suggesting that a Chinese language curriculum was being prepared for implementation in basic schools.

The President was emphatic that no such policy had been approved by Cabinet.

“I chair Cabinet and I can tell you no new curriculum has come for approval by Cabinet,” President Mahama stated.

His comments have been interpreted as a direct response to weeks of public debate surrounding reports that Chinese could be introduced into Ghana’s school curriculum.

However, the controversy surrounding the issue did not emerge without reason.

The National Council for Curriculum and Assessment (NaCCA), in collaboration with the Confucius Institute at the University of Cape Coast (UCC), organised a training workshop for basic school teachers on what was described as a “new Chinese language curriculum.”

The training reportedly covered areas including curriculum philosophy, learner proficiency, teaching methods and assessment rubrics.

The development immediately raised questions among parents and other stakeholders.

If Chinese had not been approved as part of the national curriculum, many questioned why teachers were being trained to understand and potentially implement a new Chinese language curriculum.

The issue has now brought attention not only to the process surrounding curriculum development but also to a broader question about the direction of Ghana’s education system.

Should Ghana introduce Chinese at the Kindergarten and primary school levels at all?

For critics of such a move, the answer is no.

The argument is that Ghana’s education system must first strengthen the foundation of young learners by ensuring that they can read and write effectively in English and Ghanaian languages before introducing additional foreign languages.

Ghana is surrounded by French-speaking neighbours, including Côte d’Ivoire, Togo, Burkina Faso and Benin, while Niger is also part of the wider West African French-speaking environment.

Thousands of Ghanaians travel and conduct business across the borders every year.

Traders regularly move between Ghana and countries such as Côte d’Ivoire and Togo, while truck drivers, business owners, health workers, teachers and other professionals increasingly operate within the ECOWAS sub-region.

For many of these people, the ability to communicate in French can provide a major advantage.

French is therefore seen by many as the most practical foreign language for Ghanaian learners because of its importance to regional trade, travel, diplomacy and economic integration.

However, despite French being taught in Ghanaian schools for decades, concerns remain about the level of proficiency among students.

Many Senior High School graduates who study French are unable to hold even a simple conversation in the language after completing their education.

Critics say this points to deeper problems in the teaching of foreign languages in Ghana, including shortages of qualified French teachers, inadequate teaching materials, limited access to language laboratories and insufficient practical opportunities for students to speak and use the language.

The argument being made is simple: if Ghana has struggled to produce French-speaking students after decades of teaching the language, introducing another foreign language at the basic level could place additional pressure on an already struggling system.

President Mahama himself highlighted one of the practical concerns surrounding the teaching of Chinese.

“We have to send planes to China and fly them down to come and teach our children,” the President said.

The statement has further fuelled discussions about the cost, availability of teachers and long-term sustainability of introducing Chinese into basic schools across the country.

Opposition to introducing Chinese at the basic school level does not necessarily mean opposition to the language itself.

China has become an increasingly important economic partner to Ghana. Chinese companies are involved in infrastructure projects, construction and other sectors of the Ghanaian economy, while China remains a major source of imports for Ghanaian businesses.

Markets and commercial centres, including Makola, Kantamanto and Suame Magazine, have strong links with Chinese goods and manufacturers.

A Ghanaian entrepreneur or trader who understands basic Chinese may therefore have a significant advantage when dealing directly with Chinese businesses.

For this reason, Chinese could have a place in Ghana’s education system.

However, the question is at what level it should be introduced.

One proposal is that Chinese should be offered as an elective subject at the Senior High School level rather than being introduced as a compulsory or core subject at the Kindergarten and primary levels.

At the SHS level, students are older and are beginning to make decisions about their academic and professional interests.

Students interested in international business, engineering, international relations and trade could choose to study Chinese.

Others could focus on French because of ECOWAS opportunities.

Arabic could also be offered as an elective for students interested in Islamic studies, international relations or opportunities in Arabic-speaking countries.

Arabic remains important to many Ghanaian communities, particularly for Islamic scholarship and religious education. It is also relevant to some Ghanaians seeking employment opportunities in countries such as the United Arab Emirates, Qatar and Saudi Arabia.

The argument is that at the Senior High School level, students are better positioned to make decisions about the languages that may support their future career paths.

Beyond the debate over Chinese, the controversy has also renewed attention on Ghana’s foundational literacy challenges.

By Primary 3, many learners still struggle with basic reading and comprehension, while others have difficulties writing simple sentences in English.

Concerns have also been raised about the declining use and teaching of Ghanaian languages.

Ghana has several indigenous languages, including Asante Twi, Ewe, Ga and Dagbani. However, many children are completing basic school without becoming sufficiently literate in their own mother tongues.

A pupil who speaks a Ghanaian language at home may still struggle to write a letter or compose a simple passage in that language.

Critics fear that increasing the number of foreign languages taught at the primary level could further reduce the attention given to Ghanaian languages.

They argue that young learners should first develop strong literacy skills before being introduced to additional academic demands.

A six-year-old child, they say, should first learn how to read and write properly before being expected to deal with several foreign languages.

The concern is that Ghana could create an overloaded curriculum in which learners are exposed to many subjects and languages without mastering any of them.

The result could be children who have limited proficiency in English, weak literacy in their mother tongues and little practical knowledge of newly introduced foreign languages.

Critics describe such an approach as “building the roof before the foundation.”

There is also increasing emphasis on the importance of mother tongue education during the early years of schooling.

Young children are believed to learn more effectively when they are introduced to concepts in a language they understand. The transition to English can then be strengthened gradually.

For this reason, there are calls for greater investment in Ghanaian language education, particularly from Kindergarten to Primary 3.

Once children develop strong reading, writing and comprehension skills in their first language and in English, they will be better prepared to learn additional languages later in life.

Critics say there is little value in adding Chinese, Arabic, coding or other modern subjects if many children are still unable to read and understand a simple passage.

The priority, they insist, should be ensuring that every Ghanaian child can read at the appropriate level by Primary 3.

Another major concern is the possible impact of an expanded foreign language curriculum on Ghanaian cultural identity.

Ghanaian languages, critics argue, are already losing ground in classrooms and homes.

In many urban communities, children are increasingly encouraged to speak English while local languages receive less attention.

If Chinese and Arabic become examinable subjects at the primary level, headteachers may have to allocate more contact hours to the new subjects, potentially reducing the time available for Ghanaian languages.

Critics have warned that Ghana must not become so focused on globalisation that it neglects its own cultural identity.

A child may be able to count from one to 10 in Chinese, but should also be able to speak and write confidently in his or her own Ghanaian language.

Globalisation and local identity should not compete with each other. However, the foundation must come first.

The possible introduction of Chinese has also raised concerns about funding, teacher availability and control over teaching materials.

Critics have questioned where Ghana would find enough qualified Chinese language teachers to teach pupils across the country.

Training Ghanaian teachers to teach Chinese would require significant investment, while relying heavily on foreign teachers could create long-term sustainability challenges.

Questions have also been raised about textbooks and other learning materials.

Critics argue that Ghana must maintain control over the content of any foreign language curriculum taught in its schools.

The broader argument is that Ghana should strengthen its capacity to develop and produce its own educational materials.

If the country struggles to provide sufficient Ghanaian language textbooks, critics argue, it may be difficult to justify investing heavily in imported materials for additional foreign languages.

At the primary school level, they insist, the classroom must remain Ghanaian first.

Following President Mahama’s statement, there are calls for the Ministry of Education and NaCCA to provide a detailed explanation regarding the Chinese language training programme organised with the Confucius Institute at the University of Cape Coast.

Stakeholders want clarity on whether the training was purely exploratory or whether a draft curriculum had been developed for future consideration.

A joint statement from the Ministry of Education and NaCCA, critics argue, could help address concerns and reassure parents.

Such a statement should clearly explain whether Chinese and Arabic form part of the currently approved curriculum for Kindergarten to Primary 6.

There are also calls for a clear distinction between curriculum research, pilot programmes, teacher training and official national implementation.

One alternative being suggested is the introduction of Chinese and Arabic through limited pilot programmes at the Senior High School level.

Under such an arrangement, selected schools in Accra, Kumasi and Tamale could offer the languages as optional subjects or extracurricular programmes where qualified teachers and adequate resources are available.

The programme could then be evaluated after three years.

Authorities would be able to assess student interest, the availability of teachers, the cost of implementation and the usefulness of the languages to students before any nationwide expansion.

Supporters of this approach argue that it would allow Ghana to explore new global opportunities without placing additional pressure on basic school learners.

For the period between 2026 and 2028, there are calls for the Ministry of Education to focus heavily on foundational education.

Key priorities, according to critics, should include training more Ghanaian language teachers, providing adequate textbooks and improving the teaching of French.

Ghana could also strengthen language exchange programmes and educational cooperation with neighbouring French-speaking countries such as Togo, Burkina Faso and Côte d’Ivoire.

Schools could benefit from more language laboratories and modern teaching tools that encourage students to listen, speak and communicate rather than simply memorise vocabulary for examinations.

The ultimate goal should be practical language proficiency.

Students should not merely pass French examinations but be able to communicate confidently with people in neighbouring countries.

At the same time, Ghanaian language education should receive stronger support. Textbooks should be available, teachers should be adequately trained, and children should be encouraged to read, write and communicate confidently in their indigenous languages.

Most importantly, every effort should be made to ensure that children develop strong literacy skills by Primary 3.

The debate over Chinese in Ghanaian schools has ultimately developed into a broader conversation about the country’s educational priorities.

Supporters of introducing new languages argue that Ghanaian children must be prepared for an increasingly globalised world.

Critics do not necessarily disagree.

They accept that Chinese, Arabic, Spanish, German and other languages can create opportunities for young Ghanaians. They also acknowledge the importance of technology, coding, robotics and other 21st-century skills.

However, they insist that these opportunities must be built on a strong educational foundation.

For a classroom with 60 pupils, inadequate textbooks and shortages of teachers, introducing additional subjects could become another burden rather than an advantage.

Critics argue that a modern-looking curriculum is not necessarily an effective curriculum.

The real question, they say, is whether Ghanaian schools have the teachers, books, classrooms and infrastructure required to implement new programmes successfully.

A child who cannot read fluently may not benefit from being exposed to several additional languages.

The priority, therefore, should be fixing the basics.

Fix English.

Strengthen Ghanaian Language.

Improve French teaching.

Get every Primary 3 child reading.

Then, at the Senior High School level, students can be given greater opportunities to explore the world through languages and specialised subjects.

Chinese for those interested in business and trade.

Arabic for those interested in Islamic studies and opportunities in Arabic-speaking countries.

French for regional integration and ECOWAS opportunities.

Other languages and modern subjects, including Spanish, German, coding and robotics, could also be offered depending on available resources.

The central message from the debate remains clear: Ghana does not have to choose between being locally grounded and globally competitive.

It can achieve both.

But before Ghana builds a globally competitive education system, many believe it must first ensure that its children can read, write and communicate effectively.

Foundation first. Global later.