Foundational learning is critical to Ghana’s education reform agenda – Dr. Apaak

Foundational learning remains central to Ghana’s education reform agenda, Deputy Education Minister Dr. Clement Apaak has said.

Dr. Clement Abas Apaak made this known at the Policy Dialogue on Leadership for Foundational Learning held at the Tomreik Hotel in Accra on March 19, 2026.

He described the current moment as pivotal in Ghana’s education reform journey, stressing the need to focus on improving learning outcomes at the basic level.

“I am deeply honoured to address this distinguished gathering at a pivotal moment in Ghana’s education reform journey,” he stated.

Dr. Apaak emphasised that foundational skills—reading, writing, and numeracy—are essential for the success of any education system.

“Let me begin with a simple but urgent truth: no education system can succeed if its children cannot read, write, and count with confidence,” he said.

According to him, the importance of foundational learning makes ongoing engagement among stakeholders critical to shaping effective policies and interventions.

He noted that while Ghana has made significant strides through the Education Strategic Plan, the Standards-Based Curriculum, and interventions such as GALOP, progress has not been consistent.

“While we have made significant strides… we must acknowledge that progress has been uneven,” he stated.

Dr. Apaak indicated that this uneven progress calls for deeper reflection on both the effectiveness of policies and their actual impact in classrooms.

“This engagement comes at a time when we are reflecting deeply on the effectiveness of our policies and, more importantly, their impact in the classroom,” he said.

He stressed that it is not enough to design and implement reforms without ensuring that they lead to measurable improvements in learning outcomes.

“We have built systems. We have introduced reforms. But the real question remains: are these reforms translating into improved learning for every Ghanaian child?” he questioned.

Dr. Apaak added that discussions at the dialogue must be guided by a focus on results and the actual learning gains achieved by children across the country.

“Ultimately, our success will not be measured by the policies we design, but by the learning gains of the children we serve,” he said.