The Minister for Education, Haruna Iddrisu, has reiterated the government’s dedication to incorporating Ghana’s indigenous languages into the national curriculum, emphasizing their role in preserving the country’s culture, identity, and heritage.

“It would be unthinkable for me, as Minister for Education, to preside over an education system that does not reflect the culture, identity and heritage of our people,” he said, stressing that language lies at the heart of every culture.

Iddrisu assured that under his leadership, the promotion and use of Ghanaian languages in schools would remain a priority, noting that children deserve to learn in ways that affirm their identity and heritage.

In a related development, the Education Minister held discussions with the Khaya AI team, led by Dr Paul Azunre, to explore a partnership with Google. The collaboration aims to integrate all 12 approved Ghanaian languages into the Gemini AI education tool.

“This initiative represents a major step in ensuring that technology-driven learning is inclusive, accessible and culturally relevant for every Ghanaian learner,” Iddrisu said.

He added that these engagements demonstrate the government’s commitment to building an education system that honours Ghana’s cultural roots while equipping young people for the future.

The Bureau of Ghana Languages (BGL) wants fluency in at least one indigenous languages to be made a requirement for gaining admission to tertiary schools in the country.

The Bureau has therefore entreated the Ghana Education Service (GES) to include an indigenous language as an entry requirement into tertiary education.

This, according to them will rekindle the desire for the study of Ghanaian languages.

“As a means of rejuvenating public interest and appreciation for indigenous languages in Ghana, we wish to recommend that entry requirements into tertiary institutions should be opened up to include one indigenous language,” the Bureau said.

The BGL made this recommendation at the 24th Edition of the UNESCO International Mother Language Day Celebration under the theme; “Multilingualism – A Necessity to Transform Education” in Accra on Tuesday.

The Bureau explained that should one language be made a requirement, it would renew the desire to study native languages.

“This would eventually awaken or rekindle the desire to study examinable indigenous languages,” the institute said.

The BGL pointed out that although there have been complaints about a lack of teaching and learning materials, it is best that the GES makes an attempt to preserve the language rather than allow them to fade into oblivion.

The Institute further said the GES has undertaken steps to ensure the continuity of languages by instructing pupils from Upper Primary to JHS to study by compulsion, the dominant language of the community they find themselves.

However, it acknowledged there have been countless limitations.

Highlighting these limitations, the Bureau said, “the barriers once again include; insufficient teachers who are resourceful in those indigenous languages at various locations where they are posted to teach.

“Lack of resourceful indigenous language teachers, lack of indigenous language textbooks, heterogeneous mix of students and pupils from all regions of Ghana.”

However, the institute stressed that multilingual education could be an asset if it can be encouraged amongst the various ethnic compositions of Ghana and within schools and colleges.

Weeks ago, the Bureau of Ghana Languages officially endorsed the Ahanta Language Orthography for use in educational institutions across Ahanta land, following a thorough review of the Ahanta Language Project Committee’s (ALPC) work.

According to a statement shared by the Acting Executive Director of the Bureau, Mr. Ebenezer Ahiiator, a three-member team, alongside the Basic Schools’ Coordinator of the Ahanta West Municipal Education Office and the Coordinator of the Pilot Project on Ahanta language teaching, visited schools participating in the pilot programme.

During the visits, they engaged teachers, learners, parents, traditional authorities, church leaders, and community elders to assess the implementation of the orthography.

Mr Ahiiator explained that the team discovered that, the Orthography met the required standards, yielded positive results, teachers, learners, and parents are enthusiastic about formal indigenous language learning and traditional leaders are eager for Ahanta language instruction across Ahanta land.”

In the light of these findings, "we officially endorse the use of the Ahanta Language Orthography in schools on Ahanta land and for the development of learning materials."

Mr. Ahiiator said this while congratulating all stakeholders involved in the project.

This endorsement, he indicated, is a crucial step towards making Ahanta language examinable at Basic Education and Senior High School levels.