NaCCA has trained basic school teachers to implement Ghana’s new Chinese language curriculum, with sessions on pedagogy, assessment, proficiency and curriculum contents.

Article Information

Fact Check & Editorial Review

Status: Reported by Graphic Online and attributed to UCC

Graphic Online reported on September 13, 2026, that the National Council for Curriculum and Assessment (NaCCA) had participated in a national training workshop organised by the Confucius Institute at the University of Cape Coast to prepare basic school teachers for the implementation of a new Chinese language curriculum.

The report states that the training covered the background and structure of the curriculum, content and expected learner proficiency, teaching approaches, assessment rubrics, practical teaching activities and the role of Chinese language coordinators.

Important clarification: The training should not automatically be interpreted as evidence that Chinese has become a compulsory subject for all Ghanaian basic school pupils. The report concerns preparation for implementation of a Chinese language curriculum and teacher capacity development. Any separate policy question concerning the status, scope or compulsory nature of Chinese in Ghana’s national curriculum should be determined from an official policy directive.

Key Takeaways

• NaCCA has participated in a national training programme for teachers on Ghana’s new Chinese language curriculum.
• The training was initiated by the Confucius Institute at the University of Cape Coast.
• Teachers were introduced to the curriculum’s philosophy, structure, content and expected learner proficiency.
• Participants received training in pedagogical approaches and assessment rubrics.
• Teachers also practised classroom activities based on the new curriculum.
• The programme included a session on strengthening school-parent-teacher partnerships.
• NaCCA says the initiative is intended to strengthen teachers’ capacity to implement the curriculum effectively.
• The development comes amid public discussion about the place of Chinese and other foreign languages in Ghana’s education system.

In Brief

The National Council for Curriculum and Assessment (NaCCA) has trained basic school teachers to strengthen their capacity to teach Chinese under a new Chinese language curriculum.

The training, initiated by the Confucius Institute at the University of Cape Coast, brought together educators for sessions covering curriculum philosophy, structure, content, learner proficiency, pedagogy, assessment and practical classroom activities.

The initiative reflects growing attention to foreign language education and Ghana’s efforts to prepare learners for an increasingly interconnected world.

Introduction

Language education is becoming increasingly important as education systems prepare learners to participate in a global economy characterised by international communication, trade, technology and cultural exchange.

In Ghana, the National Council for Curriculum and Assessment (NaCCA) has taken part in a national training programme designed to prepare basic school teachers to implement a new Chinese language curriculum.

The training was initiated by the Confucius Institute at the University of Cape Coast (UCC) and brought together education professionals to examine how Chinese should be taught and assessed at the basic school level.

The development is significant not simply because it concerns the teaching of Chinese, but because it raises broader questions about curriculum implementation, teacher preparation, language policy and the place of global competencies in Ghanaian education.

NaCCA Trains Teachers for Chinese Language Curriculum Implementation

The training workshop was designed to equip teachers with the knowledge, skills and confidence required to deliver the new Chinese language curriculum effectively.

Speaking at the opening ceremony, Deputy Director of NaCCA Dr Eric Amoah said the partnership between NaCCA and the Confucius Institute at UCC would strengthen curriculum development while creating opportunities for language learning, cultural exchange and international collaboration.

He said the curriculum would help prepare Ghanaian learners for an increasingly globalised world by providing them with relevant language and cultural skills.

Dr Amoah also encouraged participants to actively engage with the training, share knowledge and embrace continuous professional improvement.

He urged teachers to become ambassadors of change and contribute to the development of inclusive and globally minded citizens.

➡ Related: NaCCA’s Role in Ghana’s Curriculum Development and Implementation

➡ Related: Ghana’s New Curriculum Reforms: What Teachers and Parents Need to Know

Why the Chinese Language Curriculum Matters

The introduction and development of additional language-learning opportunities can be viewed within the broader goal of preparing learners for international engagement.

Chinese is spoken by a very large global population and is increasingly relevant to international business, diplomacy, education, technology and cultural exchange.

For Ghanaian learners, exposure to Chinese could potentially create opportunities for further education, international communication and engagement with Chinese-speaking communities and institutions.

However, curriculum expansion also brings implementation questions.

These include the availability of qualified teachers, appropriate teaching materials, assessment arrangements, instructional time and the ability of schools to provide effective language-learning environments.

The teacher training programme is therefore particularly important because a curriculum cannot be implemented effectively simply by producing a curriculum document.

Teachers must understand its objectives and possess the pedagogical knowledge needed to translate those objectives into classroom practice.

➡ Related: Why Teacher Training Is Critical to Successful Curriculum Implementation

➡ Related: Curriculum Implementation in Ghana: The Gap Between Policy and Classroom Practice

What Teachers Learned During the Training

The programme consisted of six sessions, each addressing a different aspect of curriculum implementation.

Session One: Kindergarten and Primary Curriculum Review

The first session was led by Mr Reginald Quartey, Head of Curriculum at NaCCA.

It focused on the Kindergarten and Primary Curriculum Review 2026.

Participants were introduced to the curriculum review and its relevance to basic education.

This session provided the broader curriculum context within which the Chinese language curriculum is expected to operate.

Session Two: Philosophy and Structure of the Chinese Curriculum

The second session was facilitated by Ms Anastasia Emefa Awudzah of the Confucius Institute at UCC.

It examined the background, philosophy and structure of the new Chinese language curriculum.

This was important because teachers need to understand not only what they are expected to teach, but also the educational philosophy and principles underpinning the curriculum.

➡ Related: What Is Curriculum Philosophy and Why Does It Matter?

Session Three: Curriculum Content and Learner Proficiency

The third session was led by Mr Charles Delali Adegah of the Confucius Institute.

It focused on curriculum content and the expected Chinese language proficiency of learners.

The session helped teachers understand the knowledge and language competencies learners are expected to develop.

This is particularly important in language education because curriculum expectations need to be translated into observable learner competencies.

Session Four: Pedagogy and Assessment

The fourth session was facilitated by Mr Yu Zhen of the Confucius Institute at UCC.

It focused on pedagogical exemplars and assessment rubrics.

Teachers were introduced to practical approaches for teaching Chinese and assessing learners’ progress.

The inclusion of assessment in the training is significant because effective curriculum implementation requires alignment among curriculum objectives, classroom instruction and assessment.

Teachers need to know what learners are expected to achieve and how evidence of that learning should be collected.

➡ Related: Assessment for Learning: What Ghanaian Teachers Need to Know

➡ Related: Competency-Based Teaching and Assessment in Ghana

Teachers Practise Chinese Language Teaching Activities

The fifth session moved beyond theory into practical application.

Participants were divided into three groups and asked to practise teaching and learning activities based on the new curriculum.

The practical component allowed teachers to apply the knowledge and instructional approaches introduced during the earlier sessions.

This approach is particularly relevant to curriculum implementation because professional development is more likely to influence classroom practice when teachers have opportunities to rehearse, demonstrate and receive feedback on new teaching approaches.

Teacher training that combines curriculum knowledge with practical classroom application can help reduce the gap between policy expectations and actual classroom practice.

The Role of Chinese Language Coordinators

The final session examined the role of the Chinese language coordinator in strengthening school-parent-teacher partnerships.

The session was led by Mr Robert Quayenor Odametey.

It emphasised the importance of collaboration among teachers, parents and schools in supporting effective Chinese language education.

This highlights an important principle of curriculum implementation.

Language learning does not take place exclusively inside the classroom. Parental support, school leadership, teacher collaboration and opportunities for learners to practise the language can all influence outcomes.

➡ Related: The Role of Parents in Supporting Effective Learning

➡ Related: School-Parent-Teacher Partnerships: Why They Matter

UCC Confucius Institute’s Role in the Initiative

The training was initiated by the Confucius Institute at the University of Cape Coast.

Speaking at the programme, the Chinese Director of the Institute, Prof Zang Yonghong, highlighted the importance of preparing teachers with the knowledge and skills required to teach Chinese to young learners.

She traced the institute’s development from its beginnings in 2008 through its approval by Hanban in December 2015 and official launch in June 2016.

She described the institute as the product of a sustained partnership involving UCC, its Chinese partner university and the Chinese Embassy.

According to her, the institute has developed into a centre for language learning, cultural exchange, academic collaboration and community engagement.

The Ghana Director of the Confucius Institute at UCC, Prof Emmanuel Amo Ofori, also encouraged participants to apply the knowledge acquired during the training to improve teaching and learning.

➡ Related: University of Cape Coast: Teacher Education and Curriculum Development

➡ Related: The Role of Universities in Ghana’s Teacher Professional Development

Ghanaian Languages Should Also Be Promoted

The training also generated a broader cultural perspective.

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.

His argument centred on reciprocity in cultural exchange.

While Ghanaian students are learning Chinese language and culture, he suggested that Chinese instructors should also encourage learners to appreciate Ghanaian languages and traditions.

This raises an important curriculum question about balance.

International language education does not necessarily have to compete with local language education. Ideally, both can contribute to developing learners who are globally connected while remaining grounded in their own cultural and linguistic heritage.

Chinese Curriculum and the Wider Education Policy Debate

The teacher training comes at a time when public discussion about Chinese and Arabic language education in Ghana has attracted political and educational attention.

President John Mahama has publicly questioned claims that his government is introducing a new policy to make Arabic or Chinese part of Ghana’s school curricula, according to the related report cited by Graphic Online.

That distinction is important.

A curriculum training programme and a national policy making a subject compulsory are not necessarily the same thing.

Therefore, education stakeholders should distinguish between:

1. Developing a curriculum
2. Training teachers to implement a curriculum
3. Piloting or offering a curriculum in selected schools
4. Making a subject compulsory nationwide

Each represents a different policy decision.

For parents and teachers, the most authoritative source for determining whether Chinese is compulsory, optional or restricted to particular schools or programmes should be an official directive from the Ministry of Education or NaCCA.

➡ Related: President Mahama Clarifies Claims About Arabic and Chinese in Ghanaian Schools

➡ Related: How Education Policies Become Curriculum in Ghana

The Real Test Will Be Classroom Implementation

Training teachers is an important first step, but it is not the end of curriculum implementation.

The success of the Chinese language curriculum will ultimately depend on what happens in classrooms.

Several factors will matter.

Teacher Availability

There must be sufficient teachers with appropriate language proficiency and pedagogical preparation.

Teaching and Learning Materials

Schools will need suitable textbooks, digital resources and other instructional materials.

Assessment

Assessment should accurately measure the language competencies identified in the curriculum.

Instructional Time

Schools need adequate time for learners to develop meaningful language proficiency.

Teacher Support

Teachers may require continuous professional development rather than a single training workshop.

Cultural Responsiveness

Chinese language education should provide opportunities for cultural exchange while respecting Ghanaian languages, traditions and identities.

These issues will determine whether the curriculum becomes meaningful classroom practice or remains largely a policy document.

What the Development Means for Ghanaian Teachers

For teachers, the development reinforces an increasingly important expectation in Ghana’s education system: curriculum implementation requires continuous professional learning.

A new curriculum introduces new expectations.

Teachers therefore need opportunities to understand:

• Curriculum objectives
• Content standards
• Pedagogical approaches
• Assessment expectations
• Learning outcomes
• Instructional resources
• Classroom application

The six-session training model provides an example of how curriculum rollout can be accompanied by professional development.

The next challenge is ensuring that teachers receive sustained support as implementation progresses.

Frequently Asked Questions

Is Chinese now compulsory in all Ghanaian basic schools?

The reported training does not by itself establish that Chinese is compulsory in all Ghanaian basic schools. The status of Chinese in the national curriculum should be determined from official policy directives.

Who trained the teachers?

The training was initiated by the Confucius Institute at the University of Cape Coast, in partnership with NaCCA.

What did the training cover?

It covered curriculum review, the philosophy and structure of the Chinese curriculum, content and learner proficiency, pedagogy, assessment, practical teaching activities and school-parent-teacher partnerships.

Why is NaCCA involved?

NaCCA is Ghana’s curriculum and assessment authority. Its involvement supports alignment of curriculum implementation with national curriculum standards.

What is the role of the Confucius Institute at UCC?

The institute supports Chinese language learning, cultural exchange, academic collaboration and related educational activities at UCC and in the wider community.

Will Ghanaian students learn only Chinese culture?

The reported training included discussion of cultural exchange. Professor Daniel Agyapong also encouraged Chinese instructors to expose learners to Ghanaian languages and traditions, emphasising reciprocity.

Conclusion

NaCCA’s participation in the training of teachers for Ghana’s new Chinese language curriculum represents another development in the country’s evolving approach to language education.

The initiative brings together curriculum development, teacher professional learning, foreign language education and cultural exchange.

Its success, however, will depend on more than the production of a curriculum document or the completion of a training workshop.

Teachers need sustained support, appropriate teaching resources, clear assessment arrangements and sufficient opportunities to practise the language with learners.

At the same time, the expansion of global language education should remain balanced with Ghana’s rich linguistic and cultural heritage.

The most important question is therefore not simply whether Chinese is being taught.

It is how effectively Ghana’s education system can equip teachers and learners to engage with another global language without weakening the place of Ghanaian languages and cultures in education.

About the Author

Ferdinand Ellis

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, education researcher and policy analyst. He is the Founder and Editor of EducateGhana.com, Ghana’s Education Intelligence Platform.

His work focuses on Ghana’s curriculum, pedagogy, teacher education, education policy, examinations, higher education and educational research.

Through EducateGhana.com, he translates complex education policies, curriculum reforms and education-sector developments into accessible analysis for teachers, students, parents, researchers and policymakers.

Areas of Expertise

• Curriculum and Pedagogy
• Teacher Education
• Education Policy and Governance
• Educational Research
• Assessment and Examinations
• Ghana’s Education System
• Higher Education

Suggested Citation

Ellis, F. (2026). NaCCA trains teachers to implement new Chinese language curriculum in Ghana. EducateGhana.com.

Sources & References

Graphic Online. (2026, September 13). NaCCA trains teachers to implement new Chinese language curriculum. Graphic Communications Group Ltd.

University of Cape Coast / Confucius Institute. Information credited in the Graphic Online report concerning the training programme and the history and activities of the Confucius Institute at UCC.

National Council for Curriculum and Assessment (NaCCA). Information concerning curriculum development, review and implementation referenced in the reported training programme.

Editorial Note

This article is based on a report published by Graphic Online on September 13, 2026, with information credited to the University of Cape Coast.

EducateGhana.com has added contextual analysis to distinguish teacher training and curriculum implementation from the separate question of whether Chinese has been made compulsory across Ghanaian schools.

Readers should rely on official directives from the Ministry of Education and NaCCA for definitive information concerning the national status and scope of Chinese language education.

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➡ Teacher Professional Development in Ghana: Challenges and Opportunities

➡ President Mahama Clarifies Claims About Arabic and Chinese in School Curricula

➡ Curriculum Implementation in Ghana: From Policy to Classroom Practice