Abstract:
This study sought to investigate the roles of management in the implementation of
Gender Equality and Social Inclusion (GESI) within selected colleges of education in
the Eastern Region of Ghana. The population of the study comprised management
members of Seventh-day Adventist College of Education and Kibi College of
Education. The study employed a phenomenology design with a sample size of 20
participants selected through purposive sampling. The study adopted the Inclusion and
Functionalist Theory to underpin the study. The data was analysed using thematic
analysis. Findings indicate that while efforts have been made to accommodate
vulnerable individuals on the ground floor, storied buildings lack disability walkways
to the top. Admissions decisions have been biased toward accepting more female and
less advantaged applicants. Staff are aware of the gender policy document, but not all
stakeholders have been familiarized with it. Inadequate time and resources have been
identified as key issues in organizing regular GESI training. The study concludes that
while most physical infrastructure in Ghanaian Colleges of Education supports GESI
responsiveness, there are notable gaps. The study recommends that colleges should
prioritize retrofitting storied buildings with ramps or elevators and standardizing GESIfriendly
facilities to ensure full accessibility. Also, colleges should allocate specific
budgets for GESI initiatives, conduct periodic training for all stakeholders, and
establish accountability measures to track policy implementation.
Description:
A thesis in the Department of Educational Administration and Management
Education, School of Educational Administration, submitted to the School of
Graduate Studies, in Partial fulfilment
of the requirements of the awards of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba
