Culture

Ghana is a West African country known for its rich traditions and strong community bonds. It is home to more than 100 ethnic groups, with the Akan, Mole-Dagbani, Ewe, and Ga-Dangme among the largest (Ghana Statistical Service, 2021). English is the official language, but over 80 local languages are spoken, including Twi, Ga, Ewe, and Dagbani. Many Ghanaians switch easily between English and local languages depending on the situation (Owu-Ewie, 2017).

Family is at the center of daily life. Extended families often live close together, and children may be cared for by parents, grandparents, aunts, uncles, and older siblings. Respect for elders, sharing resources, and contributing to community events are deeply valued (Nukunya, 2016).

Religion plays a major role, with about 70% of the population identifying as Christian, 17% as Muslim, and others following traditional beliefs—sometimes blending them with other faiths (Pew Research Center, 2018). These beliefs influence festivals, clothing, music, and moral values.

Food is also central to Ghanaian culture. Popular dishes include banku, kenkey, fufu, and jollof rice, often served with soups made from okra, peanuts, or palm nut. Meals are sometimes eaten communally, using the right hand instead of utensils (McCaskie, 2020). Annual festivals like Homowo, Aboakyir, and Odwira bring communities together to celebrate history and harvests.

Education

Ghana’s education system blends British colonial influences with modern reforms aimed at accessibility and quality (Akyeampong, 2018). Basic education is free and compulsory from about age 4 to 15. It includes:

• Kindergarten: 2 years

• Primary school: Grades 1–6

• Junior high school: Grades 7–9, followed by the Basic Education Certificate Examination (BECE).

Senior high school lasts three years and offers academic, technical, and vocational tracks. Students may then move on to university, teacher training colleges, or other tertiary programs (Ministry of Education, Ghana, 2022). Core subjects include English, mathematics, integrated science, and social studies. In the early grades, instruction is in a local language before switching to English, typically by Grade 4 (Owu-Ewie, 2017). Civic and moral education are also part of the curriculum.

While challenges remain—such as unequal resources between rural and urban schools, teacher shortages in remote areas, and overcrowded classrooms—education is highly valued. Families see schooling as a pathway to opportunity and often participate in school activities. Recent government initiatives have expanded STEM programs, vocational training, and opportunities for girls and students with disabilities (Akyeampong, 2018).

References

• Akyeampong, K. (2018). Reforming teacher education in Ghana. University of Sussex.

• Ghana Statistical Service. (2021). Population and housing census.

• McCaskie, T. C. (2020). Asante identities: History and modernity in an African village. Edinburgh University Press.

• Ministry of Education, Ghana. (2022). Education strategic plan 2018–2030.

• Nukunya, G. K. (2016). Tradition and change in Ghana: An introduction to sociology. Ghana Universities Press.

• Owu-Ewie, C. (2017). "Language policy in Ghanaian education: History, challenges, and prospects." International Journal of Humanities and Social Science, 7(2), 1–14.

• Pew Research Center. (2018). Sub-Saharan Africa’s religious composition.

In April 2025, I had the opportunity to volunteer in Ghana, traveling three hours by car to the small village of Frankadua. Along the way, the roads were lined with women and children selling everything from bottled water to freshly cooked food. Chickens, roosters, and goats roamed freely, weaving through the busy streets. Passing through smaller villages, I noticed children walking barefoot or in simple sandals. Many wore brightly colored uniforms, each color representing the school they attended—a bright reminder of the importance of education in the community, even where resources were limited.

When we arrived at our accommodations—a modest house in the village—we were warmly welcomed by the “mayor” of Frankadua. He gave us a short tour, though there wasn’t much beyond women cooking outdoors, washing laundry by hand, children playing in the dirt roads, and small roadside stands selling various goods. The “mayor” and his son ran a little shed stocked with candy, soda, and bottled water. Stopping by for a cold soda quickly became a small daily joy—though only if one was available.

Our first day was spent settling into the house and getting briefed on our duties. We were expected to keep the common rooms and bedrooms tidy. The bathroom setup was more of an outhouse, and flushing meant hauling buckets of water from outside—never putting toilet paper in the toilets. The showers were indoors, but without running water. Instead, we filled large buckets and carried them back inside to take quick “sponge baths.” It was a big change from what I was used to, but it was also an authentic glimpse into daily life in the village.