A Step Backward for Ghana’s Education System: A Critical Examination of the Compulsory Mother Tongue Directive

Challenging the Mother Tongue Directive
The recent directive by the Minister of Education mandating the compulsory use of mother tongue as the medium of instruction in all Ghanaian schools has generated widespread debate among education stakeholders. While the policy may be well-intentioned, aiming to promote indigenous languages and cultural identity, its practical implications raise serious concerns about feasibility, equity, and long-term impact. I contend that this policy if enforced without careful planning risks undermining the very quality and inclusivity that Ghana’s education system strives to uphold.

The Complexity of Ghana’s Linguistic Diversity
Ghana’s linguistic diversity is both a source of cultural pride and a policy challenge. With over 40 indigenous languages spoken across the country, a uniform approach to mother-tongue instruction will be extremely difficult to manage. Many of these languages are already endangered, and while their preservation is vital, enforcing them as the main medium of instruction nationwide could prove counterproductive. Instead, the government should focus on structured programs that promote and preserve these languages without disrupting the broader educational framework.

Potential Consequences for Rural Learners
Children in rural areas are likely to bear the brunt of this policy. Many rural schools already face shortages of trained teachers, learning materials, and infrastructure. Requiring instruction solely in local languages, without the necessary preparation and resources, could further disadvantage these students. Professor Kwame Akyeampong, a leading education expert, has emphasized that curriculum reforms must engage traditional and community leaders and reflect the real social, cultural, and linguistic contexts of children’s lives. Without the requisite groundwork, this policy risks widening the gap between urban and rural educational outcomes

Implementation Gaps and Practical Realities
The success of any education reform depends on clear planning, sufficient resources, and comprehensive teacher training. At present, Ghana’s education system lacks standardized learning materials and trained teachers capable of delivering instruction effectively in multiple local languages. Moreover, It remains unclear how the Ministry of Education and the Ghana Education Service (GES) intend to bridge these gaps before enforcing the policy. A premature rollout could result in inconsistent implementation and compromised learning outcomes.

Balancing Cultural Identity with Educational Quality
Article 39 of the 1992 Constitution of Ghana rightly underscores the importance of promoting cultural heritage and Ghanaian languages in education. However, constitutional ideals must be pursued in ways that are practical and beneficial for all learners. As educationist Joseph Coffie Selorm Ahiabenu aptly notes, “The real question, then, is not whether Ghana should teach in local languages, but whether it has the will to implement the policy well”. Promoting cultural identity and ensuring educational quality should not be mutually exclusive goals; they must complement each other through thoughtful and inclusive policymaking.

A Phased and Inclusive Way Forward
While the objective of promoting local languages and cultural identity in education is commendable, the compulsory use of mother tongue as the medium of instruction across all schools appears premature and potentially detrimental. The minister should consider a phased implementation strategy. Pilot programs in selected regions would allow policymakers to evaluate the effectiveness of mother-tongue instruction, identify challenges, and refine strategies before expanding nationwide. Equally important is the need for broad consultation with teachers, parents, local communities, and education experts. Only through inclusive dialogue can the policy be shaped to reflect both national aspirations and local realities.

Conclusion
The goal of promoting local languages and cultural pride in education is commendable, but the means of achieving it must be carefully designed. A compulsory nationwide directive, introduced without adequate preparation, risks creating more challenges than solutions. Ghana’s education system needs reforms grounded in evidence, inclusivity, and sustainability. By taking a more measured, consultative, and phased approach, the government can uphold cultural values while ensuring that every Ghanaian child receives a high-quality and equitable education.

By Toufique Bansi
Law Student, University for Development Studies (UDS) & MPhil Student, University of Education, Winneba (UEW)
Social Policy Advocate