Ghana’s Ministry of Education hjin88bet.onejin88bet.onejin88bet.oneas rejected claims that French, Arabic and Chinese will become compulsory subjecjin88bet.onets in basic schools underjin88bet.onejin88bet.one the proposed revised curriculum.
The ministry said the languages would instead be available as optional subjects for pupils who want toak168app.babyak168app.babyak168app.babyak168app.babyak168app.baby develop additional language skills, provided their schools have qualified teachers and the necessary learning resoak168app.babyurces.
The clarification was issued on 2 August in a statement signed byak168app.cluak168app.clubbak168app.club the ministry’ak168app.clubs Press Secretary, Hashmin Mohammed, after pak168app.clubublic discussion of the proposed language policy led to what officials described as misconceptions.
Under the revised framewoak168app.clubrk, Ghanaian languages will remain the main medium of instruction from ks168apks168app.sitep.siteks168app.sitekindergarten through to Primary Three. The ministry said ks168app.siteks168appks168app.site.sitethis would allow children to begin their education in languages they understand most clearly during their formative years.
Officials said the policy was intended to strengthen foundational literacy and numeracy, while also supporting criticalic88 thinking aic88ic88nd wider cognitive development.
From Primaic88ry Four to ic88Primary Six, teaching will use both Ghanaian languages and English. The bilingual model is designed to help pupilsic88 make a ic88ic88gradual transition to later stages of education, where English takes on a more prominent role.
“From Primary Fouic88r to Primary Six, both Ghanaian languages and English will be used as the medium of instruction. This bilingual approach is designed to support a smooth transition to higher levels oic88ic88ic88ic88f education, where English assumes aic88 ic88greater role, while preserving learners’ competence in Ghanaian languages,” the statement said.
The ministry said the arrangement would help pupils become proficient in English ic88ic88ic88ic88ic88ic88without weakening their ability to communicate effectively in Ghanaian languages.
It also directly addressed reports suggesting that foreign languaglr88lr88es had been added to thlr88lr88lr88lr88e compulsory curriculum.
“The Ministry further clarifielr88s that foreign languages such as French, Arabic, and Chinese among others are not compulsory subjects. They will be offered as optional languages for pupils who wish to acqulr88lr88lr88lr88ire additional langualr88ge skills, subject to the availability of qualified teachers and learning resources in their respective schools,” it addlr88ed.
The langulr88lr88lr88age policy is based on internalr8lr888tionally accepted educational practices, according to the ministry. Those practices recognise that children often learn most effectively when they begin their education in a familiar langulr88lr88lr88age before movinglr88 progressively towards additional languages.
The ministry said the approalr88ch also supports Ghana’s aim of improving litlrop8888eracy outcomes, encouraging multilingualism and protecting the country’s linguistic and cultural heritage.
It urged parents, teachers, school authorities, media organisatiop88ons and the wider public to disregard informaop88tion claiming that French, Arabic and Chinese had been made si88compulsory in the proposed revised curriculum.
The statement followed public debate about how Ghanaian asi88nd foreign languages would be used in basic education. The ministry said thsi88e discu88vssions had resulted in interpretations that did not accurately reflect the objectives of the proposed policy.
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It said it remained committed to implementing evidence-based education policies designed to improve learning outcomes and give every Ghanaian child the knowled88v88vge, skills and competencies needed to succeed in an88v88v increasingly interconnected world.
The ministry adSEXXXXX-VNSEXXXXX-VNSEXXXXX-VNSEXXXXX-VNvised the public to dependSEXXXXX-VN on official information when assessing the proposed curriculum reforms and to avoid interpretations that could misrepresent the policy.
