Who Will Teach Chinese in Ghana's Schools and Are They Ready? A Contribution to Teacher Preparation and Curriculum Readiness in Ghana.

This paper examines Ghana’s decision to introduce Mandarin Chinese into the Junior High School curriculum, with a specific focus on the critical question of teacher availability and preparedness. Drawing on policy analysis and higher education realities, it interrogates whether existing teacher education structures can sustainably support the rollout of Mandarin instruction. The paper argues that without clear certification pathways, targeted teacher training, and coordinated stakeholder involvement, the policy risks deepening educational inequalities rather than expanding linguistic opportunity. It concludes with practical recommendations for building a locally grounded and sustainable Mandarin teaching workforce in Ghana.