The Government of Ghana has announced a new national education policy mandating the use of local languages as the primary medium of instruction in schools across the country, replacing English. The directive, described as a landmark reform, is aimed at improving comprehension, inclusivity, and learning outcomes among schoolchildren, particularly at the foundational level.
Minister of Education, Haruna Iddrisu, disclosed this on Thursday while launching the Free Tertiary Education Programme for Persons Living with Disabilities in Accra. He said the new policy was part of President John Mahama’s broader education reform agenda to “reset” the national system in line with Ghana’s cultural and developmental priorities.
According to Mr Iddrisu, the Ghana Education Service (GES) has been directed to enforce the use of mother tongue instruction in all schools nationwide. He noted that studies have consistently shown that children learn best in a language they understand, and that introducing complex subjects through English at early stages often creates learning barriers.
“I am directing the Director-General of the GES that from today, the use of mother tongue instruction is compulsory in all Ghanaian schools. The GES must ensure strict enforcement of this policy,” the minister declared. “This is part of President Mahama’s reset agenda to make education more inclusive, effective, and culturally relevant.”
The minister explained that the reform would enable pupils to develop literacy, numeracy, and cognitive skills more effectively by learning in familiar languages. He said the approach aligns with global best practices, noting that many successful education systems, including those in Finland and Japan, prioritize early education in native languages before transitioning to international languages.
Mr Iddrisu added that the government is working with education experts, linguists, and teacher training institutions to ensure a smooth implementation. Training modules and teaching materials are being developed to prepare teachers for the transition and to promote consistency across the regions.
“The objective is not to undermine English, which remains an important global language, but to strengthen learning foundations. When children understand what they are taught, their confidence grows, and they can later acquire English and other languages with greater ease,” he explained.
The new policy has drawn national attention and sparked debate among educators and stakeholders. Supporters have praised the government for taking a bold step toward inclusivity and cognitive development, while others have raised concerns about the logistics of implementing the reform in multilingual regions.
Imaan Muhammad, a Nigerian educationist, described the initiative as “empowering and visionary.” Speaking to journalists, she said, “The move to make local languages the main medium in schools is very empowering. Learning in one’s mother tongue boosts understanding and participation. However, its success will depend on teacher training, the availability of teaching resources, and how well the policy is rolled out nationwide.”
Education researchers have also backed the policy, citing strong evidence linking language of instruction to improved learning outcomes. According to studies, children taught in their native languages tend to perform better academically, demonstrate greater comprehension, and exhibit stronger problem-solving skills than those taught in foreign languages from the outset.
Experts argue that using local languages as the medium of instruction promotes inclusivity and equity in education. It ensures that children from rural and low-income communities, who may have limited exposure to English before schooling, are not disadvantaged at the starting point. This, they say, will help bridge the learning gap between urban and rural learners.
The policy is also expected to strengthen cultural identity and national cohesion. By allowing children to learn in their mother tongue, the government hopes to instill pride in indigenous heritage and preserve linguistic diversity. Ghana, a multilingual nation with more than 80 local languages, has long faced challenges balancing its linguistic richness with the dominance of English introduced during the colonial era.
Analysts believe the reform, if well implemented, could serve as a model for other African countries seeking to decolonise education and tailor learning systems to local realities. The transition, however, will require sustained investment in curriculum development, teacher retraining, and the production of textbooks and digital materials in various languages.
The Ministry of Education said it has begun collaborating with local publishers, universities, and regional education offices to produce standardised learning materials in major Ghanaian languages, including Akan, Ewe, Ga, Dagbani, and Nzema. The first phase of implementation is expected to begin with early childhood and lower primary classes before gradually extending to upper grades.
Mr Iddrisu reaffirmed the government’s commitment to ensuring that every Ghanaian child has access to quality, culturally grounded education. “This is not just a language policy, it is an education reform rooted in identity, equity, and excellence,” he said.
