Literacy as National Leverage: Why Ghana must prioritize foundational learning now

Ghana is at a critical juncture as it intensifies the implementation of its ambitious Standards-Based Curriculum (SBC). The question is, can foundational literacy remain in sync with curricular reform? The consequences are substantial, not only for learners but also for the nation’s long-term development, economic resilience, and social equity.

Literacy is not a soft skill; it is foundational infrastructure in a world increasingly influenced by knowledge economies. It is the means by which students acquire digital tools, critical thinking, science, and mathematics. It is the bedrock on which all other disciplines are built. Learners are excluded from future opportunities due to their lack of early literacy proficiency.

Just as we would not build a house without solid foundations, we cannot expect a child to thrive without solid foundational skills (Herbert et al., November 4, 2021). This is not a theoretical concept for Ghana. It is tangible, quantifiable, and imperative. It is urgent!

Ghana’s Curriculum Reform: A Literacy-centered shift

Ghana’s education policy is undergoing a progressive transformation with the implementation of the Standards-Based Curriculum. The SBC, developed by the National Council for Curriculum and Assessment (NaCCA), encourages critical thinking, inquiry-based learning, and learner-centered approaches from the early grades.

However, no curriculum, regardless of its innovative nature, can be successful without a strong foundation in literacy, particularly during the early years. The 2021 National Standardized Test (NST) in Ghana revealed that only 38% of Primary 4 students exhibited proficiency in the English language, a proxy indicator for broader literacy challenges. The figures were considerably lower in the Northern, Upper East, and Savannah regions of the country (NaCCA, 2021).

The disparity is further exacerbated by structural barriers, including teacher shortages, limited access to instructional materials, inconsistent teacher training, and weak home-school engagement. Numerous children in public institutions, particularly those in rural and low-income regions, fail to acquire fundamental literacy (reading) skills – phonics or decoding abilities – by the time they reach Primary 3. Consequently, these children, with low reading competencies, are at a higher risk of academic failure and are less likely to progress beyond basic education.

Compassion International’s Response: Scaling Literacy with Community Roots

As a child-focused Christian development organization, Compassion International Ghana supports over 38,127 children enrolled in its literacy program through the church-based Child Sponsorship Program. These children are primarily in the lower grades and at the early stages of their educational journey.

Our programming is not parallel to the public education system; it is complementary, designed to reinforce Ghana Education Service (GES) benchmarks and fill key gaps in delivery.

Central to this is the Blended Activity Learning Model (BALM), an innovative literacy support framework that includes:

• Phonics-based instruction and decoding exercises
• Guided reading and storytelling sessions
• Peer-led literacy clubs and competitions
• Reading camps for struggling learners
• Home-based reading assignments reinforced through caregiver engagement

These interventions are led by trained facilitators and local volunteers, creating a low-cost, community-anchored literacy ecosystem. In 2024, internal monitoring data showed that children who consistently participated in BALM activities demonstrated a 20–30% increase in reading fluency and comprehension within a school term.

We also work directly with caregivers, most of whom have little or no formal education, to promote family literacy environments. Through “read-aloud” sessions, story circles, and parenting workshops, we equip parents to become learning advocates at home. When parents understand that storytelling and supervised reading can transform a child’s learning trajectory, behavior change follows.

Literacy, equity, and the broader national agenda

Literacy is not just about decoding words; it is about unlocking agency. It determines whether a child can read a medicine label, apply for a job, or engage with public services. It influences health outcomes, civic participation, and employability. Culturally, it showcases our tradition, values, and beliefs. Today, many children are unable to fluently communicate in their local dialect. At scale, literacy determines a country’s competitiveness.

For Ghana, the equity dimension is key. Children in the poorest quintiles are the most likely to experience literacy gaps and the least likely to access private remedial support. Compassion’s approach targets these gaps by meeting children where they are, through local churches, volunteer networks, and community centers.

But such interventions, however effective, cannot replace systemic transformation. The path forward must be multi-stakeholder, involving:

• Increased investment in early grade teacher training and supervision
• Robust monitoring of literacy outcomes using formative assessments
• Integration of local languages in early literacy instruction, per GES policy
• Partnerships with NGOs and private sector actors to scale effective models

A Call to Action: Making Literacy a Development Priority

In order for Ghana to realize Sustainable Development Goal 4, which is to provide quality, equitable, and inclusive education to all, the foundation must be robust. That foundation is literacy.

The time has come for the government, civil society, and the private sector to collaborate in investing in literacy as a shared national asset. The private sector, in particular, has a vested interest in a literate population, as it serves as a future workforce and as informed consumers. It is impossible for financial institutions, agribusinesses, and tech companies to expand without a population capable of reading, interpreting, and acting on information.

In Ghana, the curriculum is already progressive. A daring vision is in place. Implementation at the pace and scope required to address the literacy crisis is urgent.

We at Compassion International Ghana are dedicated to taking an active role. However, for there to be genuine change, literacy must be the responsibility of all.

Literacy: everyone’s business! Literacy: it’s a lifestyle!

Wisdom Wils Godonu is an Education and Faith Program Specialist at Compassion International Ghana. He leads initiatives focused on foundational learning, stakeholder engagement, and literacy interventions for vulnerable children. Wisdom holds degrees in Development Education, Development Management and is passionate about equitable education reforms and community development.

Compassion International Ghana (CIGH) is a Christian child development organization that partners with local churches to help children break free from poverty. For the past 20 years, CIGH has provided education, healthcare, skills training, and spiritual support through church-run Child Development Centers. Today, it supports more than 100,000 children and youth across 13 of Ghana’s 16 regions.

By Wisdom Wils Godonu