Although Ghana’s linguistic landscape is complex, there are over 80 indigenous languages, yet only 15 have attained educational status and are formally studied in schools. These include Asante Twi, Akuapem Twi, Fante, Ewe, Dangme, Ga, Nzema, Kusaal, Sisaali, Likpakpaanl, Gurene, Dagaare, Dagbani, Gonja, and Kasem. Despite their recognition, the study of these languages remains largely absent in many of Ghana’s elite Senior High Schools (SHS).
At the tertiary level, these languages have gained academic prominence, with some being studied up to the PhD level at the University of Education, Winneba – College of Languages, and at least at the undergraduate level in selected universities and almost all Colleges of Education in Ghana. However, their absence in the curricula of major SHS institutions raises concerns about the future of indigenous language education. If Ghana is to truly preserve its linguistic heritage, it is urgent to address this gap and ensure that these languages are given their rightful place in secondary education.
According to the Ghana Education Service, there are 721 second-cycle institutions across the country. These schools include Technical and Vocational Education and Training (TVET) institutions, Senior High Schools (SHS), and Science, Technology, Engineering, and Mathematics (STEM) schools, Senior High Schools (SHS), Science, Technology, Engineering, and Mathematics (STEM) Schools and Senior High Technical Schools (SHTS).
A November 2024 study by GhanaWeb, based on the performance of Senior High Schools in Ghana’s prestigious National Science and Maths Quiz (NSMQ), identified the top ten elite schools as follows: Prempeh College, Adisadel College, Presbyterian Boys’ Secondary School (PRESEC, Legon), Opoku Ware School, Mfantsipim School, St. Peter’s Senior High School, Keta Senior High Technical School (Keta SHTS), St. Thomas Aquinas SHS, Accra Academy, and University Practice SHS.
Out of these elite schools in Ghana, only four of the top ten offer Ghanaian languages as part of their General Arts curriculum. These include Prempeh College and Opoku Ware School in the Ashanti Region, both of which offer Asante Twi as an elective course. In the Volta Region, Keta Senior High Technical School includes Ewe in its General Arts program, while Accra Academy, located in the capital city, offers Ga as an elective.
This means that despite their status as leading educational institutions, the majority of these top-tier schools do not provide students with the opportunity to study Ghanaian languages, raising concerns about the future of indigenous language education at the secondary level.
Other elite second-cycle institutions, such as Ghana Senior High Technical School (Takoradi) and St. Augustine’s College (Cape Coast), do not offer any Ghanaian language as part of their General Arts curriculum, despite their locations in Fante-speaking regions. as part of their General Arts curriculum include Ghana Senior High Technical School (Takoradi), which ideally should have offered Fante, and St. Augustine’s College (Cape Coast), which also could have taught Fante.
Perhaps the most striking irony is that Mfantsipim School, one of Ghana’s most prestigious institutions, located in the heart of the Fante-speaking Central Region, yet Fante is not taught as part of its General Arts program. This gap in the curriculum raises questions about the commitment of these institutions to preserving and promoting Ghana’s linguistic heritage.
The neglect of Ghanaian languages in many of the country’s top Senior High Schools is a pressing issue that demands urgent attention. While these elite institutions continue to excel in Science, Mathematics, and other disciplines, the absence of indigenous language education creates a worrying gap in our cultural and national identity. If we truly value our linguistic heritage, then Ghanaian languages must be given the same priority as other subjects in our education system.
I call on the Ghana Education Service (GES), the Ministry of Education, school administrators, curriculum developers, and policymakers to take immediate steps to ensure the inclusion of Ghanaian languages in the General Arts departments of all Senior High Schools, especially the country’s leading institutions. Additionally, traditional leaders, language experts, educational stakeholders, and the National Commission on Culture must advocate for stronger policies that promote and sustain indigenous language education.
Editor: Ama Gyesiwaa Quansah
