The Government of Ghana has launched the 2026–2040 Foundational Learning Agenda as part of efforts to address persistent weaknesses in literacy and numeracy among pupils and improve the quality of basic education.

The initiative follows national assessment findings indicating that a considerable number of Ghanaian children are yet to attain basic proficiency in English Language and mathematics.

Speaking at the launch in Accra on Wednesday, November 11, 2026, the Chief Director of the Ministry of Education, Lydia Essuah, emphasised the need to strengthen foundational learning to prepare children for higher education, employment and entrepreneurship.

Held under the theme, “Foundational Learning: The Bedrock of Ghana’s Sustainable Future,” the event brought together stakeholders to renew their commitment to improving learning outcomes, particularly in underserved schools.

Ms Essuah referenced findings from the 2024 National Standardised Test, which assessed nearly 473,000 Primary Four pupils across the country.

The results showed that approximately 35 per cent of the pupils performed below basic proficiency in English Language, while 38 per cent recorded similar results in mathematics.

She further disclosed that an assessment of nearly 315,000 Primary Six pupils in mathematics revealed that about 38 per cent were performing below the expected proficiency level.

“These results tell us that many pupils need support at both stages. We must act early and decisively to ensure that our children acquire the foundational proficiency in English and mathematics to remain competitive on the global stage,” she said.

According to her, the ability to read and understand information, as well as apply basic mathematical concepts, is essential not only for academic success but also for everyday activities and participation in the world of work.

She explained that children who develop strong reading skills are better positioned to understand scientific materials, follow technical instructions and pursue further education.

Similarly, sound numeracy skills enable learners to perform calculations, compare prices, take accurate measurements and solve practical problems in their daily lives and workplaces.

Using everyday examples, Ms Essuah noted that a child who can read a story and explain its meaning demonstrates comprehension, while one who can calculate whether they have enough money to buy items at the market is applying basic mathematical knowledge.

She said the Ministry of Education would continue working with the Ghana Education Service and development partners to improve teaching and learning from kindergarten through the early primary years.

The planned interventions will focus on equipping teachers with effective methods for teaching reading and mathematics, alongside the provision of appropriate instructional materials to enhance classroom learning.

Ms Essuah noted that giving children a strong foundation in literacy and numeracy would widen their opportunities to progress to higher levels of education, acquire vocational skills and pursue entrepreneurial ventures.

As part of the launch activities, the government unveiled the Foundational Learning Ecosystem Framework and other strategic documents, handed over learning materials and inaugurated the National Foundational Learning Working Group.

A National Foundational Learning Compact was also scheduled to be signed to provide a common framework for coordinating and implementing the agenda.

The Chief Director urged education stakeholders to remain committed to achieving measurable improvements, particularly among pupils in schools with limited resources and learning support.

“As we carry out these commitments, I ask each of us to keep one question in mind: Are more children learning to read with understanding and use mathematics with confidence, especially in the schools that need the most support?” she asked.

The 2026–2040 Foundational Learning Agenda is expected to serve as a long-term roadmap for improving basic education outcomes by ensuring that Ghanaian children acquire essential reading, comprehension and mathematical skills at an early stage of their education.