With this meta-synthesis we examined Ghana’s ongoing efforts to advance quality education through inclusive and equitable initiatives using national policies, programmes, and strategies. Inclusivity is about integrating students, regardless of ability, gender, or socio-economic status, in mainstream (traditional) education. Equity entails the fair distribution of resources and opportunities, such that every child can participate meaningfully and achieve. In this study, we employed a structured thematic analysis of existing policy documents and research reports to identify common themes, challenges encountered, and advances in the educational landscape. These are the Inclusive Education Policy, the Girl-Child Education Programme, Special Education interventions, and the Free Senior High School policy. The policies have increased access by targeting systemic barriers and resource deficits, and, therefore, participation. However, issues that remain, including inconsistent implementation of policy, insufficient funding, and socio-cultural pushback, are among the barriers to genuine educational equity. We found that greater community investment and better infrastructure planning, along with evidence-based decision-making, are essential for making strides toward real progress. We suggest the need for comprehensive teacher training, as well as adequate resources and effective monitoring and appraisal systems to support accountability and quality improvement. Ultimately inclusive and equity education in Ghana must be a joint effort undertaken by all stakeholders that recognise diversity, fosters participation, and enables all learners to participate meaningfully in the broader development of the country.

https://doi.org/10.15700/saje.v46n1a2704

ORCiD iDs of authors:
Alex Adobaw-Bansah - https://orcid.org/0000-0003-2199-1125
Mutendwahothe Walter Lumadi - https://orcid.org/0000-0003-0121-7386