Dear Director General (GES),
I am writing this letter to you in my capacity as a concerned citizen and education advocate. I want to express my reservations about the recent directive issued by the management of the Ghana Education Service, specifically in confirming Ghanaian languages offered in Junior High Schools as elective subjects for the 2024 Basic Education Certificate Examination (BECE).
Firstly, I want to take a moment to commend the Ghana Education Service for its unwavering dedication to advancing pre-tertiary education standards. The initiatives and reforms undertaken have undeniably played pivotal roles in the remarkable progress of our educational system, fostering an environment conducive to learning and academic performance.
However, amidst this commendation, I feel compelled to bring to your esteemed attention a concern that resonates deeply with the future of our educational landscape. The elective inclusion of Ghanaian languages in the upcoming BECE, while rooted in the noble intention of preserving our cultural identity through language education, presents pressing challenges that warrant meticulous consideration.
One significant challenge lies in the insufficient availability of qualified Ghanaian language facilitators, particularly in our urban centres. Numerous schools within these areas grapple with the absence of teachers proficient in Ghanaian languages, raising questions  about the foundational language skills of students. This shortage demands immediate attention.
It necessitates a comprehensive strategy involving adequate training and purposeful recruitment initiatives to ensure students receive high-quality instruction in these languages. Such initiatives would undoubtedly enhance a robust foundation for their linguistic development, and consequently bridge the existing gap.
Moreover, the current state of language education in urban sectors unveils a systemic issue demanding urgent redress. Disparities in the distribution of qualified language facilitators perpetuate educational inequalities, hindering the overall development of students’ language proficiency.
A unified effort to bridge this disparity and create an equitable learning environment for all students, irrespective of their regional location, is vital for establishing a truly inclusive educational framework.Another noteworthy issue surfaces regarding the constraints faced by students with strong proficiency in a particular Ghanaian language.
Many times, these students encounter difficulties in enrolling for their native language during the BECE, especially when a change in residence due to parental relocation places them in schools where their mother tongue is not offered as an instructional language.
For example, a student proficient in Ewe, whose parents relocated to an urban centre like Accra, may be compelled to register for Ga instead. This situation gives rise to significant worries regarding the possible erosion of cultural identity among these students. The denial of students’ opportunity to register for their native language not only hampers their educational experience but also significantly contributes to the erosion of their cultural heritage.
It is paramount to recognize the significance of preserving diverse cultural identities within our educational system. A more flexible approach, allowing students to choose from a variety of subject options during the BECE, would undoubtedly contribute to a more inclusive and culturally sensitive educational framework.
In light of these substantial concerns, I earnestly urge the Ghana Education Service to collaborate with the Ministry of Education to reconsider the current policy on elective Ghanaian language subjects in the 2024 BECE.
A more adaptable approach that factors in the availability of qualified teachers, especially in primary and junior high schools within urban sectors, as well as the diverse cultural backgrounds of students, would contribute significantly to the establishment of a fairer and more effective education system.
Additionally, I implore Management of the Ghana Education Service to engage with the Ministry  of Education to embark on a holistic review of language education policies. This review should not be limited to administrative decisions but should involve active collaboration with educators, parents, and relevant stakeholders.
Their valuable insights and experiences can contribute to the development of comprehensive strategies that ensure the effective implementation of language education. Such collaboration is essential for creating policies that are not only pragmatic but also an attune to the diverse needs of our students.Recognizing the intricacies involved in policymaking, it is crucial to emphasize the urgency of addressing these challenges.
Overlooking these issues may result in a generation of students who, despite their potential, find themselves hindered in their educational journey and cultural development. The consequences of such oversight extend beyond the immediate academic impact, affecting the broader cultural fabric of our society.
In conclusion, while acknowledging the dedication of your outfit to the improvement of our education system. Your thoughtful consideration of these challenges and subsequent actions would undoubtedly contribute to the continued progress and success of our educational initiatives. I humbly urge you to consider these concerns as opportunities for positive transformation.
I sincerely appreciate your time and attention to this matter. I look forward to learning about any insights or actions taken to address these concerns and contribute to the betterment of  educating our children. As we collectively advance the path towards an improved educational system, I remain hopeful that our shared commitment to the welfare of our students and the preservation of our cultural heritage will guide us.
Wisdom KoudjoKlu,
Educationist,
Greater Accra Region.
The views expressed in this article are the author’s own and do not necessarily reflect The Chronicle’s stance.
