Ghana’s Inclusive Education Policy
Increasing access to education remains a vital tool for eradicating extreme poverty, improving quality of lives and growing economies. Yet, a large number of Ghanaian children face many barriers to education at the basic level, and therefore risk failing to achieve their educational goals. UNICEF estimates that nearly 500,000 children are out of school in Ghana. These children have never been to school or have dropped out of school because of a myriad of educational barriers. Learners with special educational needs, like children with learning difficulties constitute a large proportion of this out-of-school population. Projections from the 2010 Population and Housing Census indicate that about two percent of the entire population of school-going children aged between 6 and 14 years have some form of disability, of which 14 percent are out of school. Studies also show that about 20 percent of out-of-school children on the streets show symptoms of learning difficulties.
Aside this worrying data on out-of-school children, many children are also in school but learning nothing. They struggle to learn, perform below grade levels and do not have basic skills in reading and mathematics. A 2017 report by UNICEF Ghana again estimates that seven out of 10 Ghanaian children in primary three can barely read or write although they should be able to. These statistics are staggering and paint a gloomy picture for the future of children who need special attention to be able to learn in mainstream schools.
Despite the fact that there has been a quantum leap in Ghana’s education system over the years, there haven’t been adequate provisions and improved systems to enable children with special educational needs to learn better. Recognising that learners with special educational needs were being left behind and that their educational needs were not being met in regular schools, the Ministry of Education in consultation with stakeholders launched the Inclusive Education Policy for Ghana in 2016. The Inclusive Education Policy recognises the varied learning needs of learners and requires all stakeholders in the education sector to address the needs in the Ghanaian education system. This policy builds upon sections in the 1992 Constitution, the National Development Agenda, the Education Strategic Plan and International Commitments to achieve national, as well as international goals for creating an environment for addressing the diverse educational needs of Ghanaians, including children with learning difficulties.
The launch of the Inclusive Education Policy represented a critical milestone in the education sector. The excitement that greeted the introduction of the policy however, seems to be dying out. This is because years after its launch, little progress has been made to fully implement it. Funding has always remained a challenge to successfully implementing the Inclusive Education Policy. Only a paltry amount of the education sector budget is allocated to financing the policy. At school and community levels, only a few isolated interventions have taken place, funded by external donors- a practice which is not sustainable. Awareness about the Inclusive Education Policy within the education sector is still low. Based on the policy objectives and strategies, the Ministry of Education, among other things, should as a matter of urgency: mobilise and earmark adequate financial resources for nationwide implementation of the Inclusion Education Policy. Awareness on the Policy should be heightened to promote support for all children with special educational needs.
Assessment centres should be established in all regions and districts. The national curricula content should be revised to ensure that it is more representative and responsive to the diverse needs of all learners. The capacities of teacher colleges should be strengthened to provide training on inclusive education and ensure that all teachers are adequately equipped to deal with diverse learners in their classrooms. With early identification and right interventions, all children with special educational needs like children with learning difficulties will be able to learn and achieve their full potential. The Inclusive Education Policy should be fully implemented to provide support services for all learners who have special educational needs within the mainstream schools. This should lead to reduction of school drop-out and improved learner outcomes.
BY ODOMAKO OPOKU, MANAGER SPECIAL ATTENTION PROJECT, AN NGO WORKING FOR THE RIGHTS OF CHILDREN WITH SPECIFIC LEARNING DIFFICULTIES.
Aside this worrying data on out-of-school children, many children are also in school but learning nothing. They struggle to learn, perform below grade levels and do not have basic skills in reading and mathematics. A 2017 report by UNICEF Ghana again estimates that seven out of 10 Ghanaian children in primary three can barely read or write although they should be able to. These statistics are staggering and paint a gloomy picture for the future of children who need special attention to be able to learn in mainstream schools.
Despite the fact that there has been a quantum leap in Ghana’s education system over the years, there haven’t been adequate provisions and improved systems to enable children with special educational needs to learn better. Recognising that learners with special educational needs were being left behind and that their educational needs were not being met in regular schools, the Ministry of Education in consultation with stakeholders launched the Inclusive Education Policy for Ghana in 2016. The Inclusive Education Policy recognises the varied learning needs of learners and requires all stakeholders in the education sector to address the needs in the Ghanaian education system. This policy builds upon sections in the 1992 Constitution, the National Development Agenda, the Education Strategic Plan and International Commitments to achieve national, as well as international goals for creating an environment for addressing the diverse educational needs of Ghanaians, including children with learning difficulties.
The launch of the Inclusive Education Policy represented a critical milestone in the education sector. The excitement that greeted the introduction of the policy however, seems to be dying out. This is because years after its launch, little progress has been made to fully implement it. Funding has always remained a challenge to successfully implementing the Inclusive Education Policy. Only a paltry amount of the education sector budget is allocated to financing the policy. At school and community levels, only a few isolated interventions have taken place, funded by external donors- a practice which is not sustainable. Awareness about the Inclusive Education Policy within the education sector is still low. Based on the policy objectives and strategies, the Ministry of Education, among other things, should as a matter of urgency: mobilise and earmark adequate financial resources for nationwide implementation of the Inclusion Education Policy. Awareness on the Policy should be heightened to promote support for all children with special educational needs.
Assessment centres should be established in all regions and districts. The national curricula content should be revised to ensure that it is more representative and responsive to the diverse needs of all learners. The capacities of teacher colleges should be strengthened to provide training on inclusive education and ensure that all teachers are adequately equipped to deal with diverse learners in their classrooms. With early identification and right interventions, all children with special educational needs like children with learning difficulties will be able to learn and achieve their full potential. The Inclusive Education Policy should be fully implemented to provide support services for all learners who have special educational needs within the mainstream schools. This should lead to reduction of school drop-out and improved learner outcomes.
BY ODOMAKO OPOKU, MANAGER SPECIAL ATTENTION PROJECT, AN NGO WORKING FOR THE RIGHTS OF CHILDREN WITH SPECIFIC LEARNING DIFFICULTIES.
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