Minister of Education and Member of Parliament for Tamale South, Honourable Haruna Iddrisu, has outlined plans to overhaul basic education through a revised curriculum that introduces artificial intelligence, robotics, electronics and coding from kindergarten through Primary 6.
Honourable Iddrisu explained that the curriculum review represents a major shift in the government’s approach to foundational education. He disclosed that the National Council for Curriculum and Assessment (NaCCA) has completed its work, with the revised framework now awaiting consideration by Cabinet.
The Education Minister noted that the reforms seek to equip learners with digital competencies from an early stage while strengthening the values expected to guide their development. Additionally, ethical and moral values, citizenship and responsibility will become integral components of the revised curriculum.
“For the first time in many years, ethical moral values will become an integral part of Ghana’s education curriculum in its revised form. Citizenship and responsibility will become an essential part of it.”
Honourable Haruna Iddrisu
Furthermore, Honourable Iddrisu reiterated his position on the use of Ghanaian languages during the early years of education. He argued that instruction from kindergarten through Primary 3 or 4 should utilise Ghanaian languages, citing evidence that such an approach can improve learning outcomes.
On the controversy surrounding the teaching of foreign languages, the Minister clarified that no formal decision has been taken on the introduction of Chinese into the curriculum. He also explained that Arabic already forms part of Ghana’s education system and predates his tenure as Education Minister.
Referencing his broader vision for education, Honourable Iddrisu stressed the importance of preparing Ghanaian learners to compete internationally. He noted that education systems in countries such as the United Kingdom and the United States have incorporated approaches that Ghana can examine while developing policies suited to its own context.
Meanwhile, the Minister acknowledged the criticism surrounding his earlier comments on language policy. He explained that the government remains engaged in policy discussions and is prepared to consider useful proposals before final decisions are taken.
Beyond language and technology, Honourable Iddrisu linked the curriculum reforms to his administration’s decision to reprioritise basic education. He questioned the allocation of significant public resources to feeding when additional investment in foundational infrastructure could strengthen the learning environment.
New STEM Policy Targets Expansion As Minister Challenges Old Model
Education Minister Honourable Haruna Iddrisu also announced plans to develop a comprehensive STEM policy to guide the expansion and operation of science, technology, engineering and mathematics education across Ghana.
The Member of Parliament for Tamale South acknowledged the contribution of former Education Minister Honourable Yaw Osei Adutwum to STEM education, particularly his emphasis on science and technology. He, however, argued that infrastructure development should have been accompanied by a clearly defined policy framework to guide the initiative.
Honourable Iddrisu explained that his ministry is currently working on such a policy and intends to present it to the public once the process reaches completion. He further indicated that the policy would help determine how STEM institutions and programmes should support the country’s long term development priorities.
According to the Education Minister, Ghana also needs to ensure that tertiary institutions remain faithful to their core mandates when admitting students. He specifically questioned the admission balance at the Kwame Nkrumah University of Science and Technology (KNUST), arguing that a university established around science and technology should prioritise those disciplines in its admissions.
In addition, Honourable Iddrisu raised questions about access and affordability within tertiary education. He disclosed that he has asked the Director-General of the Ghana Tertiary Education Commission (GTEC) to provide statistics on Ghanaian students paying fees and indicated that institutions could be required to account for disparities affecting access.
Turning to STEM infrastructure, the Minister outlined plans for additional facilities in several communities. He mentioned few locations where the government intends to establish STEM schools, subject to the availability of funding.
However, Honourable Iddrisu expressed reservations about some existing STEM facilities, particularly the facility at East Legon. He alleged that the project was commissioned before reaching the appropriate standard and warned that prematurely opening educational buildings could expose young learners to avoidable risks.
“When it is not done, don’t rush to inaugurate and commission. That’s wrong. You may want to say that that’s right; I won’t accept that as right in any way.”
Honourable Haruna Iddrisu
The Minister explained that concerns about the facility have also emerged from structural engineers who have recommended improvements. He stressed that safety should remain central when educational infrastructure is being provided, especially for young children who may struggle to respond appropriately during emergencies.
Moreover, Honourable Iddrisu argued that the construction of STEM facilities should correspond with a clear strategy on admissions, curriculum and long-term utilisation. In his view, Ghana requires more than buildings to establish a sustainable science and technology education system.
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