• Ghana announced the mandatory use of mother tongues in all primary schools, effective immediately, to improve academic outcomes.
• The policy addresses the challenge of over one million school-age children excluded from the education system.
• UNESCO data suggests 37% of students in low- and middle-income countries learn in a foreign language, hindering academic prospects.

With over one million school-age children excluded from its educational system, the Ghanaian government strengthens its initiatives. The administration targets inclusive policies and quality education access. Education Minister Haruna Iddrisu announced the compulsory use of the mother tongue in all primary schools on Friday, October 24, during the launch of a free higher education program for disabled individuals. The directive, stated in the presence of President John Dramani Mahama, aims to immediately improve academic results, according to the Ghana News Agency (GNA).

Minister Iddrisu justified the shift toward local language instruction. “The Ghanaian child is not born into an English family, but into an Ashanti, Ewe, Dagomba, or other family. They deserve to learn in the language they understand,” the Minister declared. He specified the directive takes immediate effect and requires the Ghana Education Service (GES) to ensure its implementation across all primary schools.

The Minister illustrated the necessity of the measure with an anecdote reported by GNA. He cited a young girl in the Ashanti region who requested her teacher speak in Twi so she could understand the lessons. This situation demonstrates the mother tongue’s concrete role in facilitating learning during the early years of schooling.

For the government, this initiative seeks to correct access and performance inequalities in public schools, often exacerbated by the linguistic barrier. UNESCO supports this approach, stating, “Children learn better and are more likely to continue their education when they begin their schooling in a language they use and understand.” The institution notes, however, that 37% of students in low- and middle-income countries receive instruction in a foreign language, which limits their learning and academic prospects.

This Ghanaian measure also aligns with a broader effort to connect education and employability. For Haruna Iddrisu, the goal is to “build a system that starts by understanding the child to better train them,” underscoring the importance of establishing solid foundations in primary school for the country's future.

This article was initially published in French by Félicien Houindo Lokossou

Adapted in English by Ange Jason Quenum