By Jesse Ampah Owusu, GNA
Accra, Nov. 11, GNA – Vice President Professor Jane NaanaOpoku-Agyemang Wednesday launched the Government’s flagship Foundational Learning Agenda, spanning 2026-2040,aimed at ensuring the acquisition of essential literacy, numeracy and social skills by Ghanaian children at an early age.
The initiative is anchored on four pillars: language proficiency, science proficiency, mathematics and cultural proficiency.
Professor Opoku-Agyemang launched the agenda alongside Mr Haruna Iddrisu, Minister of Education, and other government officials and development partners at the British Council in Accra.
The event was held under the theme: “Foundational Learning: The Bedrock of Ghana’s Sustainable Future.”
The Vice President said early childhood was a critical period for developing the skills that underpinned children’s future learning.
She said children who learnt to read well and understood numbers and basic mathematical concepts could independently explore new subjects and engage more confidently with the world.
“Research into early childhood development shows that children begin learning language long before they can speak. Anyone who has watched a young child discover a new word, repeat it endlessly and insist on using it at every opportunity will recognise their natural curiosity and eagerness to learn,” she said.
Professor Opoku-Agyemang said strong foundational education would help ensure that children’s future opportunities were not determined by the circumstances into which they were born.
She said the agenda targeted significant improvements by 2030 in age-appropriate foundational literacy, numeracy and social-emotional development among children aged four to eight in public and low-fee private schools.
She urged stakeholders to closely monitor results, identify areas requiring additional support and make the necessary adjustments as implementation progressed.
Mr Iddrisu said the Government was directing investments towards achieving the agenda’s targets and remained committed to delivering on its objectives.
Children who received quality early childhood education before age five performed better throughout their schooling than those who did not, he said.
“They are more likely to enter school on time, less likely to drop out or repeat grades. They are more likely to complete primary and secondary school.”
Ms Terri Sarch, Director of Development at the British High Commission, described Ghana’s vision for foundational learning as ambitious and holistic, bringing together language, mathematical, scientific and cultural literacy.
She said the agenda recognised that children needed to do more than read words, but also develop critical thinking, problem-solving skills, curiosity about their environment and a strong sense of identity.
Ms Sarch said the United Kingdom welcomed the initiative, particularly its emphasis on implementation, accountability and national ownership.
She said sustainable education reforms required teachers, schools, communities and development partners to work together towards a shared national agenda.
“We look forward to contributing to teacher deployment reform, and we look forward to deepening education, research, skills, and institutional partnerships that bring our countries together,” she added.