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

This opinion piece examines Ghana’s preparedness to implement Chinese language instruction in basic and secondary schools, with particular attention to teacher availability, training, and curriculum readiness. It argues that while interest in Mandarin education is growing, existing teacher-preparation pathways remain insufficiently aligned with national pedagogical standards. The paper identifies key gaps in certification, institutional coordination, and instructional capacity, and is presented as a preliminary contribution that the author hopes to expand through future research. Constructive scholarly feedback is welcome to inform the further development of this work.