As Ghana’s Education Service (GES) prepares to introduce Chinese language studies at the pre-tertiary level, Prof. Vincent Assanful, Chairman of the governing board of National Curriculum and Assessment (NaCCA), describes this move as timely because it supports Ghana’s pursuit of long-term development and stronger international engagement.
The policy shift is driven by increasing awareness that multilingual education enhances global competitiveness, workforce preparedness, and international collaboration (Gnaore, 2024). Ghana seeks to reposition itself on the global stage, reinforce its economic capacity, and strengthen educational and diplomatic relations with China.
Introducing Chinese as a modern foreign language at the pre-tertiary level is intended to complement existing language programs, particularly French.
This initiative aims to develop the human capital needed to effectively manage national interest based agreements and progressively equip Ghanaian students with access to Chinese knowledge systems embedded in its language and educational culture.
A trajectory of Kenya expedition will go a long way to expatiate with Ghana‘s direction.
Learning from Kenya’s education model
Drawing lessons from Kenya’s experience provides useful insights for Ghana’s introduction of Chinese language studies at the pre-tertiary level.
Kenya was the first African country to host a Confucius Institute, a move that significantly strengthened the institutional foundation for Chinese language and cultural education (Gong, Lai & Gao, 2020).
Over the past two decades, Chinese language instruction in Kenya has expanded beyond universities into secondary and basic education, supported by curriculum harmonization, structured partnerships, and systematic teacher training (Gong et al., 2020).
Importantly, empirical studies show that Kenyan students and faculty perceive Chinese language proficiency mainly as a tool for employment, academic mobility, and intercultural communication, rather than ideological influence (Gong et al., 2020; Hartig, 2016).
This pragmatic orientation has contributed to local acceptance and sustainability of the programme.
Ghana can draw from this model by aligning Chinese language education with national development priorities and local educational needs.
Notably, Ghana’s relatively well-structured teacher education system places it at an advantage to implement such programmes effectively at the pre-tertiary level, potentially achieving outcomes similar to Kenya’s if contextual sensitivities are carefully considered.
Ghana’s policy intent and national context
In Ghana, the introduction of Chinese language education is increasingly viewed by policymakers as a strategic component of a broader national agenda aimed at strengthening technical, vocational, and internationally oriented education pathways.
This policy direction aligns with Ghana’s efforts to equip its youth with skills that respond directly to evolving global economic dynamics, particularly Ghana’s deepening engagement with emerging economies such as China.
Ghanaian scholars argue that language education must be understood within the context of economic transformation and human capital development.
According to Akyeampong (2017), contemporary education policy in Ghana is shifting from purely academic outcomes toward employability, skills acquisition, and global relevance.
In this regard, Chinese language proficiency is seen as a functional skill that supports Ghana’s participation in global production networks rather than a symbolic cultural pursuit.
The relevance of Chinese language education is further underscored by the expanding presence of Chinese firms across Ghana’s infrastructure, manufacturing, mining, construction, and industrial park sectors.
Studies by Boafo-Arthur (2019) and Asante (2020) note that Chinese enterprises play a significant role in Ghana’s roads, energy projects, railways, and industrial development initiatives.
As these partnerships grow, communication gaps between Ghanaian professionals and Chinese counterparts increasingly constrain technology transfer, workplace efficiency, and local participation in managerial and technical roles.
Amanor and Chichava (2016) emphasize that African countries engaging China must prioritize knowledge access and skills localization to avoid dependency.
Language competence, they argue, is a key tool that allows African professionals to negotiate contracts, interpret technical documentation, and participate more equitably in joint ventures.
This view is echoed by Ghanaian education analysts who see Chinese language education as a mechanism for strengthening Ghana’s bargaining position within international cooperation frameworks.
As noted by Benjamin Anyagre, Executive Director of the Ghana–China Friendship Association (GhaCFA):
“Language has evolved beyond communication and is now economic capital. Introducing Chinese early helps Ghanaian learners engage in trade, cross-cultural exchanges, diplomacy, and technology transfer.” (Anyagre, cited in GhaCFA Policy Dialogue Series, 2023)
Overall, Ghanaian academic perspectives suggest that the successful integration of Chinese language education depends on context-sensitive implementation, local teacher development, and alignment with national development priorities.
When embedded within Ghana’s technical and vocational education ecosystem, Chinese language instruction has the potential to function as a catalyst for employment, skills transfer, and more balanced international engagement.
Curriculum integration and academic safeguards
Experts say Ghana’s success depends on local curriculum ownership.
In Kenya, Chinese programs run under host institutions’ academic rules, and local curriculum reviews ensure academic freedom and cultural balance.
Studies show Kenya succeeded by basing its Chinese programs on its foreign language program model.
Ghana must also ensure that Chinese language teaching matches educational values and supports indigenous languages.
Teacher training, scholarships, and sustainability
The sustainability of Chinese language education in Ghana depends largely on the availability and empowerment of locally trained teachers.
Ghana has already taken initial steps in this direction through the training of Ghanaian Chinese-language teachers at the University of Ghana, Legon, and the University of Cape Coast (UCC), complemented by exchange and scholarship programs that allow Chinese major students to continue their studies in partner universities in China.
According to Asante (2021), these initiatives reflect Ghana’s broader effort to localize foreign language instruction and reduce overdependence on expatriate instructors.
Experiences from other African countries, particularly Kenya, demonstrate that long-term success in Chinese language education is achieved when local educators assume instructional and leadership roles. Studies by Gong, Lai, and Gao (2020) show that Kenyan programs became more stable and socially accepted once local teachers were trained, certified, and integrated into national education systems.
African education scholars argue that teacher localization enhances curriculum relevance, cultural sensitivity, and institutional continuity (Amoako & Essuman, 2018).
However, concerns remain regarding whether Ghana currently has a sufficient number of trained local teachers to meet the anticipated expansion of Chinese language education at the pre-tertiary level.
Addressing this gap may require targeted interventions, including scholarships for Ghanaian teachers to study Chinese language pedagogy, joint teacher-training programs with Chinese and African partner institutions, and clearly defined career progression pathways for locally trained instructors within Ghana’s education service.
Research by Owu-Ewie (2019) suggests that when teachers are professionally empowered and students can clearly identify employment and mobility benefits, foreign language programs gain public acceptance.
Under such conditions, Chinese language education in Ghana could achieve a level of legitimacy and popularity comparable to that of French.
Public perception and cultural balance
Some critics warn against over-reliance on foreign languages, Yet, research from Kenya suggests Chinese language programs, when well managed, do not sideline local languages instead, they promote linguistic diversity and intercultural awareness.
African linguists and education researchers further argue that early exposure to global languages enhances cognitive flexibility and intercultural competence.
Owu-Ewie and Edu-Buandoh (2015) maintain that multilingual education, when well structured, strengthens learners’ adaptability and global awareness without undermining national identity.
Within this framework, Chinese is increasingly viewed as complementary to existing foreign languages such as French, supporting Ghana’s long-term goal of producing globally competitive graduates.
Within this educational framework, Chinese is increasingly perceived as an addition to Ghana’s existing foreign language portfolio, especially alongside French, rather than a competing linguistic force. English, and French—creates a strong foundation for incorporating an additional global language without cultural erosion.
Consequently, Chinese language education is viewed as supporting Ghana’s broader ambition of developing globally competitive yet culturally grounded graduates.
Looking ahead
As Ghana prepares to implement this initiative, stakeholders should agree on what matters.
Policy transparency, community engagement, and a gradual rollout are critical.
When aligned with national education goals, the initiative can enhance human capital, strengthen education diplomacy, and prepare younger Ghanaians for the changing global economy.
Kenya’s experience shows that Chinese language education, when locally adapted and strategically supported, becomes a tool for opportunity, not controversy. Ghana appears ready to follow this lesson.
References
Akyeampong, K. (2017) Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana. Educational Researcher, 46, 194-203. https://doi.org/10.3102/0013189×17711907
Amanor, Kojo S. & Chichava, Sérgio, 2016. “South–South Cooperation, Agribusiness, and African Agricultural
Development: Brazil and China in Ghana and Mozambique,” World Development, Elsevier, vol. 81(C), pages 13-23. https://doi:10.1016/j.worlddev.2015.11.021
Gnaore k., ( 2024) Literature Review: The Importance of Multilingualism. University of Technology, Phnom Penh. https://doi:10.13140/RG.2.2.33865.97122
Gong, Y., Lai, C., & Gao, X. (2020). Language teachers’ identity in Confucius Institutes in Kenya. Journal of Multilingual and Multicultural Development, 41(7).
Ghana–China Friendship Association (GhaCFA). (2023). Policy Dialogue Series on Ghana-China Cooperation. Accra.
Asante, S. K. B. (2020). China–Ghana Relations: Economic Engagement and Development Implications. Institute of African Studies, University of Ghana.
Boafo-Arthur, K. (2019). Ghana–China Relations: Challenges and Prospects. African Studies Quarterly, 18(2).
Owu-Ewie, C., & Edu-Buandoh, D. (2015).
Living with negative attitudes towards the study of L1 in Ghanaian Senior High Schools (SHS). Ghana Journal of Linguistics, 3(2), 1–25. https://doi.org/10.4314/gjl.v3i2.1
Amoako, E., & Essuman, S. O. (2018). Teacher Education and Professional Development in Ghana. University of Cape Coast Press.
Hartig, F. (2016). Chinese public diplomacy: The rise of the Confucius Institute. Routledge.
By Joseph Benibengor Acquaye (Ph.D.)
Beijing, P.R. China
koacquaye@yahoo.co.uk
Dr. Joseph Benibengor Acquaye, is an experienced educator, researcher, and administrator with over 25 years in education across Ghana and China, specializing in educational leadership, Teachers Professional and curriculum development, and cross-cultural communication.
