Features
No vernacular here

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Back in the day when we were in primary school, we were forbidden to speak what was termed “vernacular” in school. English was the only prescribed means of communication among us pupils. If you spoke Ewe your name was taken down for the teacher on duty to mete out punishment to you. It was mostly corporal punishment.
The understanding among us pupils was that English was not a vernacular. Meanwhile, our teachers spoke Ewe freely among themselves on the school compound, which baffled me immensely, young as I was. This vernacular edict followed us to Middle School. I had the nerve to ask one of our teachers, a Mr. Akakpo, why they spoke vernacular among themselves yet asked us not to do same.
Mr. Akakpo answered that they had mastered the English language and that it was our turn to learn the language so that at a point in the future, it would not natter if we spoke vernacular or English. Because some of us had searching and absorbing minds, we paid attention to how our teachers spoke English. We had no knowing that not all of them were professionally trained as teachers. Some of us took to our dictionaries to look for English words to bamboozle our classmates with. And it was fun.
I cannot remember if I was ever punished for speaking vernacular because there were a few of us brilliant ones who challenged one another to excel, so we took to speaking English as seriously as other subjects. It worked for us academically, to the extent that even after closing from classes we still spoke English, much to the chagrin of our mates who would switch to Ewe as soon as their backs were turned to the school walls.
This vernacular thing followed me to secondary school at Anloga. Thankfully, there were students from all over Ghana. Others came from Nigeria and Cameroon. Some of them were Ewe, but could hardly speak a word of the language. It turned out that their parents sent them there so they could learn to speak Ewe. Students from Accra and other places spoke Ga and Akan freely.
I wondered how those who were at Anloga to learn the language were going to succeed since vernacular was forbidden. But somehow a good number of them spoke the language by the time they left the school. I did not know until after I had left and met them at old student meetings and heard them speak fluent Ewe.
At a point I thought only Ewe was regarded as vernacular until I was speaking Akan with a mate whose parents, like mine, lived in Koforidua when a tutor accosted us for speaking vernacular.
I was tempted to laugh at his seeming ignorance of what vernacular was but that would mean ridiculing a teacher. My friend said we were speaking Twi, not vernacular. This tutor now had his time to laugh. He explained to us that vernacular was simply a language that was unique to a particular group of people. I asked if English was a vernacular to the people whose language it was and he answered in the affirmative.
To digress a bit: Ms. Elizabeth Suhre, an American Peace Corps volunteer taught me English for three years. Then I began to see flaws in the English I was taught in basic school. It was during one of my holidays to my hometown that I discovered some of those who taught me were pupil teachers. Mr. Akakpo was one, but I give him credit for whipping my interest in French. He schooled partly in Togo and, because I was close to him, he introduced me to the language.
In Ewe class in secondary school it was a different thing altogether. I can say, without any iota of contradiction that Ewe is easily the most difficult language to learn in Ghana. Grammar aside, Ewe Literature and Poetry are as tough as nails. How Professors Kofi Awoonor and Kofi Anyidoho excelled, and were dexterous in both Ewe and English amazes me.
When I became a teacher I was supposed to punish pupils who spoke vernacular. I never did. First, I had dropped the foreign name I was given at baptismal because I had an identity as an African. How was I to punish someone for speaking their own language? I even encouraged some parents of my charges to take out the foreign names they gave to their children. Very few did.
Today, our education gurus have realised that a child introduced to his own language till he goes to school at four is better able to do well in second languages. This is something some of us loudmouths have been saying long ago. But I believe many of our schools still forbid the use of vernacular as a medium of communication among students and pupils. This must change. I have encountered people who speak their mother tongue like Patois. Meanwhile, they have no mastery of the English language either.
Parents have also cultivated the bad habit of speaking only English to their children at home, thus depriving the young ones of appreciating the beauty of their own language and culture. I have encountered the beauty of Ghanaian parents speaking only their language with their children in countries like the US, the UK, Germany, Belgium, France and others. These children do better in the languages of their host countries at school.
Some of us make jest of other people’s language for whatever reason. I wonder if this attitude is borne out of ignorance, a lack of enlightenment or both;or from just plain tribal bigotry? This is so pervasive in some areas, to the extent that others have been cowed into inferiority complex.
I recollect my employer back in Takoradi was always furious whenever I spoke Ewe to my colleagues who were Ewe. According to him, it smacked of disrespect to others, especially since we could speak Fante. He found nothing wrong when I spoke to others in English. I was unfazed by his disdain for the language. I have a friend from the Upper East Region who suffered same thing at her workplace. I told her never to give up speaking her language to her compatriots.
Sadly, some of our politicians know no better. Paradoxically, as representatives of the people, these politicians mirror the very society they represent instead of serving as agents of positive change.
I do not quite understand why we have disrespected our own languages for so long. Is it an issue of being more Catholic than the Pope? It is sad to know that some of us feel shy of our own languages or of where we even hail from. I am a proud, unrepentant native of Anyako. I speak Anlo Ewe proudly, though I speak three other Ghanaian languages. What pride do you have in where you hail from? That’s my question to you, dear reader.
Writer’s email address:
akofa45@yahoo.com
By Dr. Akofa K. Segbefia
Features
Confronting newborn abandonment in Ghana: when a cry for help is heard in a dustbin- Part 1

“A woman who abandons her baby in a dustbin at Kasoa Lorry Station is not always a wicked woman. Sometimes, she is a wounded woman whose mind has broken, whose family has rejected her, and whose society has left her with only one terrible option: disappear or be disgraced.”
That is the hard truth Ghana must hear.
In the last 10 days alone, our nation has been confronted with the same painful headline, twice.
Case 1 – Kasoa Main Lorry Station, Central Region: A newborn baby girl was found abandoned inside a dustbin at the public toilet of the Kasoa Main Station. A woman who went to use the facility discovered the infant and raised an alarm. Commercial drivers and bystanders quickly retrieved the baby and rushed her to the Kasoa Polyclinic for emergency medical care.
Case 2 – Asante Bekwai, Ashanti Region: On Thursday morning, August 20, 2026, a two-week-old neonate was reportedly abandoned by an unknown nursing mother at Bekwai in the Ashanti Region. Residents who came across the child raised the alarm. The baby was admitted to the Bekwai Government Hospital as police commenced investigations.
Let me be clear from the start: Newborn abandonment is wrong. It is dangerous. It is criminal. And it can kill. This article does not excuse it. But if we only arrest and shame, we will never stop it. We must treat the root, not just punish the fruit.
What exactly is newborn abandonment? – The two definitions
The Legal Definition: Under Ghana’s Criminal Offences Act, 1960 (Act 29), Section 96, and the Children’s Act, 1998 (Act 560), abandonment of a child under 12 years is a criminal offence. It is classified as exposure and abandonment, punishable as a misdemeanor or felony. The law sees the mother as a perpetrator.
The Psychological definition: In clinical textbooks, newborn abandonment is defined as the intentional, permanent relinquishment of all parental rights, care, and responsibilities over an infant within the first 28 days of life without making formal, legal arrangements for care.
To understand this crisis properly, we must not confuse it with child abandonment. Newborn abandonment happens within 0-28 days of life, often driven by acute panic, denial of pregnancy, or postpartum psychosis where the attachment bond never formed. Child abandonment, on the other hand, involves toddlers to teenagers where a bond existed but collapsed over time due to chronic poverty, family breakdown, or parental burnout. One is an acute crisis of the first month; the other is a chronic breakdown over years. Both are harmful, but they need different interventions.
Psychologically, newborn abandonment is the ultimate rupture of the primary attachment bond. Think of a 19-year-old university student who secretly gives birth alone in her hostel room, wraps the crying baby in a polythene bag, and drops it at a refuse dump at midnight. That is not just a crime scene; it is a scene of extreme panic and psychological dissociation.
Why would a mother carry a baby for 9 months and then abandon it?
This is the question every Ghanaian asks. If you wanted to abandon it, why not abort? The answer is deeply psychological:
1. The psychodynamics of denial of pregnancy: This is a profound defense mechanism, not a lie. The mother’s subconscious mind completely rejects the reality of the pregnancy. She does not gain weight normally, feels no kicks, does not seek antenatal care, and genuinely convinces herself she is not pregnant until sudden, shocking labour pains take her by surprise in a toilet or bedroom.
2. Fantasy of a dissolving problem: This is called cognitive avoidance. She believes “my boyfriend will come back,” “my mother will forgive me,” or “something miraculous will happen before birth.” So she waits, paralyzed, until the baby is here.
3. Barriers to safe abortion: Deep religious guilt, moral anxiety, fear of dying from a back-alley abortion, lack of money for a safe procedure, and family laws force her to carry to term even when she feels incapable.
4. The shock of reality and acute panic: Upon delivery, the physical presence and crying of the newborn shatters all denial. Confronted with immediate exposure, shame, and reality, her brain enters a trauma response — “fight, flight, or freeze.” For many, it becomes “flight” — physically escape the threat of exposure to survive socially. That is why babies are left in places where others will find them -lorry stations, churches, hospitals.
Source:
Counselor Prince Offei, CPAC’s founder, is a leading Mental Health Professional, Marriage Counsellor, Author, ADR Expert/Arbitrator, and Spectator Newspaper Columnist. He writes on relationships, marriage, parenting, special needs support, and their connection to mental health. For therapy, counselling, or enquiries, contact Counselor Prince & Associates Consult (CPAC) in Accra on 0559850604 / 0551428486.
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Features
Environmental stewardship is an act of worship: The Islamic response to climate change, environmental degradation (Part 4)
The environmental consequences of illegal mining have reached alarming levels in Ghana. Several major rivers, including the Pra, Ankobra, Offin, Birim and Tano, have experienced significant pollution from illegal mining activities, increasing the cost and complexity of water treatment while threatening the availability of potable water for millions of citizens (Water Resources Commission, 2024; Ghana Water Limited, 2024). These developments underscore the urgent need for stronger environmental governance and collective action.
Islam equally emphasises accountability in governance. The Prophet Muhammad (peace be upon him) taught that every leader is responsible for those under his or her authority (Sahih al-Bukhari, Hadith 7138; Sahih Muslim, Hadith 1829). This principle extends to public officials entrusted with environmental regulation, traditional authorities responsible for communal lands, mining companies, local assemblies, and community leaders. Environmental protection cannot succeed
where accountability is absent.
At the same time, addressing galamsey requires more than law enforcement. Sustainable solutions must tackle the underlying socio-economic realities that drive individuals into illegal mining. Many young people are motivated by unemployment, poverty, and limited economic opportunities. Islamic principles of social justice therefore call for the creation of alternative livelihoods through sustainable agriculture, vocational training, responsible small-scale mining under strict environmental standards, entrepreneurship, and skills development. Environmental protection and economic empowerment should not be viewed as competing priorities but as complementary goals that promote human dignity and national development.
Faith communities also have an indispensable role to play. Mosques, churches, schools, traditional councils, and civil society organisations possess significant influence in shaping public attitudes and behaviours. Imams, in particular, should consistently remind congregations that wealth acquired through actions that destroy communities and Allah’s creation cannot be regarded as a blessing. Religious education should cultivate environmental ethics alongside spiritual devotion, reinforcing the understanding that protecting rivers, forests, and farmlands is an expression of gratitude to Allah and a fulfilment of the trust of Khalifah.
Ultimately, the struggle against galamsey is more than a campaign to protect natural resources; it is a struggle to uphold justice, preserve human dignity, and honour the trust that Allah has placed upon humanity. Lasting solutions will require strong governance, responsible citizenship, sustainable economic opportunities, and renewed moral leadership. Only when these elements
work together can Ghana safeguard its natural heritage for present and future generations.
Water conservation, waste management and sustainable development: Practical expressions of Islamic stewardship
Religious education should cultivate environmental ethics alongside spiritual devotion, reinforcing the understanding that protecting rivers, forests, and farmlands is an expression of gratitude to Allah and a fulfilment of the trust of Khalifah.
Ultimately, the struggle against galamsey is more than a campaign to protect natural resources; it is a struggle to uphold justice, preserve human dignity, and honour the trust that Allah has placed upon humanity. Lasting solutions will require strong governance, responsible citizenship, sustainable economic opportunities, and renewed moral leadership. Only when these elements
work together can Ghana safeguard its natural heritage for present and future generations.
Islam is not merely a religion that condemns environmental destruction; it also provides practical guidance for preserving and sustaining the natural world. Through its teachings on moderation, cleanliness, conservation, and responsible consumption, Islam cultivates an environmental ethic that remains remarkably relevant to contemporary challenges such as water scarcity, pollution, waste management, and climate change. These teachings encourage Muslims to become
responsible custodians of Allah’s creation in both private and public life.
Water conservation: A sacred responsibility
Water occupies a unique position in Islam as the source of life and an essential element of worship. Allah says, “And We made from water every living thing. Then will they not believe?” (Qur’an 21:30, Sahih International). This verse reminds believers that water is not merely an economic resource but a divine blessing upon which all living creatures depend. The importance of water is further reflected in Islamic acts of worship. Muslims perform ablution (wudu) before the five daily prayers and ritual bathing (ghusl) under prescribed circumstances.
Yet, despite its central role in purification, Islam strongly discourages wastefulness. The Prophet Muhammad (peace be upon him) once advised one of his companions not to waste water while performing ablution, even when using water from a flowing river (Sunan Ibn Majah, Hadith 425). This timeless guidance establishes the principle that abundance does not justify extravagance.
Conservation remains a religious obligation regardless of the apparent availability of natural resources.
This Prophetic teaching carries profound implications for contemporary Ghana. Illegal mining has severely polluted many rivers, increasing the cost of water treatment and limiting access to safe drinking water for numerous communities. Climate change has also intensified seasonal variability in rainfall, placing additional pressure on freshwater resources (IPCC, 2023). Against this
backdrop, conserving water is no longer simply an environmental preference—it is a moral imperative grounded in Islamic teaching.
Water conservation should therefore become a shared responsibility among households, educational institutions, industries, and places of worship. Simple practices such as repairing leaking pipes, harvesting rainwater, protecting riverbanks, avoiding contamination of water bodies, and promoting efficient irrigation contribute to safeguarding one of Allah’s greatest blessings. Every effort to preserve water is an investment in public health, food security, and the
wellbeing of future generations.
Unfortunately, indiscriminate disposal of refuse remains a significant challenge in many communities. Plastic waste clogs drainage systems, contributes to flooding during the rainy season, pollutes rivers and beaches, and threatens marine ecosystems. Open burning of waste further degrades air quality and poses serious health risks, particularly for children and the elderly (UNEP,2024).
The author is Chief Imam of Katamanso Municipal and Certified Counsellor and Governnace Expert.
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