The National Council for Curriculum and Assessment (NaCCA) has held a national training workshop to equip basic school teachers with the knowledge and skills needed to implement the new Chinese language curriculum effectively, as Ghana prepares to roll out its first-ever standardized Chinese language programme in public schools.
The Confucius Institute at the University of Cape Coast (UCC) initiated the training, which was held at the Conference Room of the Institute of Education. The workshop brought together Chinese language instructors, pilot school heads, and curriculum specialists ahead of the September implementation date.
The training marks a significant milestone in Ghana’s basic education reform. In July 2026, NaCCA formally submitted a revised national basic education curriculum to the Ministry of Education, listing Chinese as one of several optional foreign language subjects alongside French, Arabic, German, and Italian . The revised curriculum, which covers Kindergarten to Primary Six, focuses on 13 subject areas including Ghanaian languages, English, mathematics, science, and citizenship education .
Partnership Aimed at Global Readiness
Speaking at the opening ceremony, the Deputy Director of NaCCA, Dr Eric Amoah, said the partnership between NaCCA and the Confucius Institute at UCC would strengthen curriculum development and create opportunities for language learning, cultural exchange and international collaboration.
He said the new Chinese language curriculum would prepare Ghanaian learners for an increasingly globalised world by equipping them with relevant language and cultural skills. Dr Amoah noted that the training programme would equip teachers with the knowledge, skills and confidence needed to effectively deliver the curriculum.
“Let us move forward hand in hand to build a legacy of learning and partnership that will endure for generations,” he said. He urged participants to actively engage in the training, share knowledge and embrace continuous improvement, encouraging teachers to serve as ambassadors of change and help develop inclusive and globally minded citizens.
The inclusion of Chinese in the curriculum was informed by Ghana’s growing trade relationship with China. NaCCA Director-General Professor Samuel Ofori Bekoe stated earlier that “Ghana’s major trading partner is China and, looking into the future, we have also included in the curriculum, for government’s consideration, the study of Chinese” .
Call for Reciprocal Cultural Exchange
The Provost of the College of Humanities and Legal Studies, Professor Daniel Agyapong, urged Chinese language instructors to teach students some Ghanaian local languages alongside Chinese. He noted that while Ghanaian students were making strenuous efforts to learn the Chinese language and culture, Chinese instructors should also encourage cultural exchange by introducing students to Ghanaian languages and traditions.
The call for reciprocal cultural learning reflects the partnership’s broader aims, with officials emphasizing that the programme is not merely about language acquisition but about fostering mutual understanding between Ghana and China.
Confucius Institute’s Journey to Curriculum Leadership
Earlier, in her welcome address, the Chinese Director of the Confucius Institute at UCC, Prof Zang Yonghong, emphasized the importance of the training in equipping teachers with the knowledge and skills needed to effectively teach Chinese to young learners.
She traced the institute’s journey from its beginnings in 2008 to its approval by Hanban in December 2015 and its official launch in June 2016. The Confucius Institute at UCC was established as the second Confucius Institute in Ghana, following the University of Ghana . It was the product of a sustained partnership among UCC, Hunan City University in China, and the Chinese Embassy .
Since its inauguration, the institute has trained more than 3,500 students and established 10 Chinese language and cultural training centres, including at University Practice Senior High School, Cape Coast Technical University, and several basic schools . The institute’s team was responsible for drafting and refining Ghana’s first national primary school Chinese curriculum .
In a brief remark, the Ghana Director of the Confucius Institute at UCC, Prof Emmanuel Amo Ofori, encouraged participants to apply the knowledge and skills gained from the sessions to support effective teaching and learning, particularly in the implementation of the new curriculum.
Six Sessions Cover Curriculum, Pedagogy and Assessment
The training programme was organized into six sessions to familiarize participants with the new Chinese language curriculum and strengthen their capacity to implement it effectively.
The first session, led by the Head of Curriculum at NaCCA, Mr Reginald Quartey, focused on the Kindergarten and Primary Curriculum Review 2026. The session provided participants with an overview of the curriculum review and its relevance to basic education.
The second session, facilitated by Ms. Anastasia Emefa Awudzah of CI-UCC, examined the background, philosophy and structure of the new Chinese language curriculum, giving participants an understanding of the principles guiding its development.
Mr. Charles Delali Adegah of CI-UCC led the third session on curriculum content and the expected Chinese language proficiency of learners. The session highlighted the knowledge and language competencies learners are expected to acquire.
The fourth session, facilitated by Mr Yu Zhen of the Confucius Institute at UCC, focused on pedagogical exemplars and assessment rubrics, equipping participants with practical approaches to teaching and assessing Chinese language learners.
Participants were subsequently divided into three groups for the fifth session, during which they practised teaching and learning activities based on the new curriculum. The practical session allowed participants to apply the knowledge and teaching approaches acquired during the training.
The final session focused on the role of the Chinese language coordinator in strengthening school-parent-teacher partnerships for effective Chinese language education in Ghana. The session was led by Mr Robert Quayenor Odametey, who highlighted the importance of collaboration among schools, parents, and teachers in supporting effective Chinese language education.
Government Clarifies: Chinese Remains Optional
The training comes amid public debate over the place of foreign languages in Ghana’s basic education. President John Dramani Mahama moved to dismiss claims that Arabic or Chinese had been made compulsory in public schools, stating in September that “no such policy has been approved by the Cabinet that I chair” .
The Ministry of Education issued similar clarifications in August, emphasizing that Ghanaian languages would remain the exclusive medium of instruction from Kindergarten to Primary Three, with a bilingual Ghanaian language-English approach from Primary Four to Primary Six . Foreign languages, including Chinese, French, and Arabic, will be offered purely as optional subjects, subject to the availability of qualified instructors and resources in individual schools .
The revised curriculum positions Ghanaian languages at the centre of early childhood education, a policy the Ministry said is informed by internationally accepted educational practices recognizing that children learn best when they begin their education in a familiar language .
Pilot Programme to Begin in 10 Schools
The Chinese language curriculum will initially be piloted in 10 public basic schools across Ghana, with the Confucius Institute at UCC providing support for teacher training, materials development, and ongoing pedagogical guidance . The institute has committed to accelerating the development of localized teaching materials and training more Ghanaian Chinese language teachers.
The September 2 workshop was the first national training event dedicated to the new Chinese curriculum, marking the transition from curriculum development to classroom implementation. As the pilot programme begins, officials say the lessons learned will inform decisions on whether and how to expand Chinese language instruction to more schools in subsequent years.
