The role of management in the implementation of gender equality and social inclusion at SDA and Kibi Colleges of Education in Eastern Region of Ghana.

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.