From left: Dr. Joyce Anku, Prof. Harry Kuchah Kuchah, Prof. Samuel Nii Ardey Codjoe (Provost, College of Education, UG), Prof. Nokhanyo Mdzanga, Dr. Medadi Ssentanda and Ms. Audrey Djarbeng in a group photo after the courtesy call
The College of Education, University of Ghana, has hosted a multinational research team exploring the transition from mother-tongue instruction to English medium education in Sub-Saharan Africa.
As part of stakeholder consultations in Ghana, a delegation led by Professor Harry Kuchah Kuchah of the University of Birmingham, United Kingdom, paid a courtesy call on the Provost of the College of Education, Professor Samuel Nii Ardey Codjoe. The visit formed part of preparatory engagements for a proposed project examining English language policy transitions in primary education across the region.
The research, titled “Exploring the Barriers and Opportunities for Effective Transition to English Medium Education in Sub-Saharan Africa,” aims to investigate the range of in-school and out-of-school factors that shape children’s learning as they move from Mother Tongue Education (MTE) to English Medium Education (EME). The goal is to develop a nuanced and context-specific understanding of how language policy impacts teaching quality and learner outcomes.
Introducing the team, Dr. Joyce Anku, a lecturer at the Department of Teacher Education and co-investigator on the project, outlined the key research objectives. She explained that the study has been designed to support improved educational delivery by identifying both the challenges and enablers of language transitions in African classrooms.
In his remarks, Professor Codjoe expressed strong support for the initiative, highlighting its alignment with the College’s broader research agenda. “What the team is doing aligns with our strategic vision,” he stated. “Through the Legon Centre for Education Research and Policy (LECERP), we have prioritised research capacity development, and your project could contribute significantly, particularly in relation to our Research and Surveillance Sites being established across Ghana to monitor key social indicators, including education.”
Professor Kuchah, an Associate Professor of Language, Social Justice and Education at the University of Birmingham, noted that while Ghana, Uganda, and South Africa all implement early-exit models from mother tongue to English, the motivations, implementation processes, and impacts vary considerably. “Our aim is to uncover these nuances and use the findings to inform policy reform, curriculum development, and classroom practice,” he stated.
Also contributing to the discussion, Professor Nokhanyo Mdzanga of the University of the Western Cape, South Africa, highlighted the broader implications of the research. “This is not just about language; it is about epistemic access, ensuring that learners can meaningfully engage with knowledge across languages. It’s also about reimagining the role of African languages in education as conveyors of rich, context-specific epistemologies,” she explained.
The team informed the Provost that the other co-investigators, Dr. Medadi Ssentanda and Professor Yen Dang, though the latter was not present during the visit, remain equally committed to the project’s inclusive and context-sensitive approach. Through preliminary scoping activities, the researchers are engaging with educators and community members to ensure shared ownership of the knowledge produced.
Professor Codjoe commended the team for delving into this critical area of study and expressed confidence that the collaboration would yield impactful, evidence-based insights to inform language policy and enhance educational outcomes across Sub-Saharan Africa.