Democratizing National Education Policy-Making in Ghana

Abstract

:  What are the benefits or costs of allowing marginalized women and ordinary Ghanaians to participate in the policy development activities of national education commission? This paper focuses on this issue by analyzing the narratives of two former members of the Ghana Education Reform Committee, along with a review of the international literature. While the narratives are in favour of maintaining the status-quo, the paper argues for widening participation to include women and ordinary Ghanaians. The paper suggests the social justice model as the most appropriate model to address the exclusion of women and ordinary Ghanaians from the education policy-making table. The conclusion makes strong democratic, moral and implementation arguments for the participation of that segment of the population in national education policy-making.