Ghana’s recent performance in the 2025 English Proficiency Index has reignited debate about what many now describe as an English proficiency crisis. Although the country achieved its highest score yet and ranked 36th globally out of 123 countries, it still trails several African peers and remains in the “moderate proficiency” band. For a nation that prides itself on being a regional education hub, this outcome signals a deeper structural issue rather than a symbolic ranking setback.
The emerging English proficiency crisis is not simply about accents or comparative prestige. It reflects persistent literacy gaps, uneven language exposure, and policy tensions that could shape Ghana’s economic competitiveness in the coming decades. English remains the dominant language of trade, diplomacy, higher education and digital communication. Weaknesses in proficiency therefore have consequences that extend far beyond the classroom.
Reading Strong, Speaking Weak in the English Proficiency Crisis
A closer look at the data reveals the contours of the English proficiency crisis. Ghana performs relatively well in reading comprehension, a strength rooted in its exam-driven education system. Students are trained to interpret texts and answer written questions effectively.
However, speaking remains the weakest skill nationwide. This imbalance lies at the heart of the English proficiency crisis. Many learners can read and write adequately but struggle with real-time expression, pronunciation and confidence in professional or academic settings. The result is a workforce that may pass examinations yet feel constrained in interviews, negotiations and international collaborations.
Regional disparities further complicate the English proficiency crisis. Accra and other urban centres benefit from greater exposure, professional usage and stronger school resources. Rural communities often lack trained teachers and structured opportunities for oral practice. Without deliberate intervention, this uneven exposure risks widening educational inequality.
Language Policy and the English Proficiency Crisis
The government’s directive to extend mother-tongue instruction through Grade Six has intensified the English proficiency crisis debate. Advocates argue that early education in a child’s first language strengthens conceptual understanding and literacy foundations. Critics caution that without careful implementation, prolonged mother-tongue dominance may delay English fluency development.
The core issue within the English proficiency crisis is execution. Teacher shortages remain severe. Recent data show pupil-teacher ratios significantly above national targets, particularly at kindergarten and primary levels. In multilingual classrooms, teachers often struggle to select a single local language that suits all learners. Without sufficient training and materials, bilingual education risks confusion rather than clarity.
If English exposure is reduced without structured bridging strategies, the English proficiency crisis could deepen. Students may continue to excel in written exams while lacking communicative confidence. This gap becomes visible during tertiary education, workplace presentations and cross-border business engagement.
Why the English Proficiency Crisis Matters for Businesses and Households
The English proficiency crisis carries tangible economic implications. For businesses, especially those seeking foreign investment or participating in global supply chains, effective communication is essential. Multinational firms often prioritise countries with strong language capabilities because workforce fluency enhances productivity and reduces training costs.
For households, the English proficiency crisis influences long-term mobility. Proficiency affects access to scholarships, international employment and digital opportunities. Families invest heavily in education with the expectation of upward mobility. If communicative competence lags behind reading ability, graduates may face hidden barriers in competitive labour markets.
The private sector, responsible for the majority of job creation, depends on employees who can communicate clearly in meetings, negotiations and written correspondence. An unresolved English proficiency crisis therefore limits not only individual prospects but also national productivity.
Managing Transition to Resolve the English Proficiency Crisis
Education experts increasingly argue that the solution to the English proficiency crisis lies not in choosing between English and Ghanaian languages, but in managing a structured transition. Early literacy in the mother tongue can build cognitive strength, but it must be paired with deliberate English bridging programmes that emphasise speaking and writing.
Communicative teaching methods, debate clubs, public speaking forums and bilingual instructional materials can help address the oral deficit at the centre of the English proficiency crisis. Teacher training is equally critical. English must be taught by educators proficient enough to model accurate pronunciation and confident usage.
Monitoring benchmarks will also be key. Without measurable speaking and writing targets, the English proficiency crisis may persist beneath the surface of stable reading scores.
A Turning Point for Ghana’s Competitiveness
Ghana’s moderate global ranking does not signify failure, but it highlights unfinished work. The English proficiency crisis represents a policy crossroads. If managed effectively, bilingual education can serve as a bridge to stronger communicative competence. If mismanaged, it risks entrenching disparities between urban and rural learners.
Ultimately, resolving the English proficiency crisis is about aligning educational reform with economic ambition. In a globalised economy where language functions as both tool and currency, strengthening fluency is not optional. It is central to Ghana’s competitiveness, workforce readiness and household prosperity in the decades ahead.
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