Education sector in crisis as government contradicts itself over Chinese, Arabic language policy

Ghana's education sector is facing a credibility crisis, with senior figures now openly questioning whether the government can manage policy coherently. Dr Kwabena Tandoh, a former Deputy Director-General of the Ghana Education Service and spokesperson for the NPP's Education Committee, has launched a scathing critique of what he describes as fundamental contradictions in how the government is handling the proposed introduction of Chinese and Arabic languages in schools.

The dispute centres on conflicting statements about whether a policy on Chinese language instruction exists at all. President John Dramani Mahama recently stated that no such policy has been tabled before Cabinet, contradicting earlier activities by education institutions that appeared to be actively preparing for the curriculum's implementation. This disconnect has exposed deeper problems in how education policy is being coordinated across government agencies.

Policy chaos and institutional confusion

Dr Tandoh's core argument is stark: education cannot function when different levels of government issue contradictory directives. "No nation can run its most critical sector on contradictions," he stated. "Education requires stability, it requires predictability, and it requires structural rigor."

The controversy has revealed a tangled situation involving multiple institutions. According to Dr Tandoh, the Ministry of Education, Ghana Education Service and the National Council for Curriculum and Assessment (NaCCA) have all been involved in work related to the proposed Chinese curriculum. He claims the curriculum was handed to Education Minister Haruna Iddrisu in July, with the minister describing it as his "single most important achievement" in curriculum review.

However, sources at NaCCA have disputed this account, stating they merely recommended the introduction of Chinese and Arabic as part of routine functions, and denied organising teacher training sessions. Dr Tandoh challenged this denial, pointing to a Daily Graphic report indicating that NaCCA officials—including its Deputy Director and Head of Curriculum—participated in teacher training on the Chinese curriculum at the Confucius Institute in Cape Coast. The contradiction between NaCCA's public denial and evidence of officials' participation underscores the wider institutional dysfunction.

Why this matters for Ghana

This dispute is not merely a political squabble between government officials. The consequences cascade through Ghana's entire education system, affecting teachers, administrators, parents and ultimately students. When government sends conflicting signals about curriculum changes, schools face uncertainty about resource allocation, teacher training needs and what they should actually be teaching.

Teachers and headmasters are left in limbo—should they prepare for Chinese and Arabic instruction or not? Parents cannot make informed decisions about their children's education. Curriculum developers and educational institutions waste resources on initiatives that may be abandoned. This institutional incoherence damages public confidence in education leadership at a time when the sector faces significant challenges.

Dr Tandoh emphasises that education policy must be guided by clear processes, proper coordination between institutions and consistency from the top. Without these foundations, the entire system suffers. The broader lesson is that Ghana's education sector requires not just good intentions but robust administrative machinery that ensures all stakeholders—from the Ministry to individual schools—operate from the same policy framework.

The road forward

The government faces a choice: either formally adopt a policy on language instruction with proper Cabinet approval and clear implementation timelines, or officially abandon it. Continuing the current state of ambiguity serves no one and deepens public mistrust in education administration.