Abstract

The 1992 Constitution of Ghana guarantees the right to education for all children. The Convention on the Rights of the Child, which Ghana ratified in 1990, further strengthens this. However, Fulbe children in Ghana face several barriers that limit their access to education. In this study we employed a qualitative approach and multi-case study design to explore inclusive education models, legal and policy frameworks and the views of stakeholders on the barriers and strategies for expanding access to quality education for Fulbe children in Ghana. The methods used included critical reviews of secondary sources of information, focus group discussions and key informant interviews. A key conclusion from the study is that Fulbe children remain excluded from the educational system in Ghana due to weak implementation of inclusive education laws and policies; a paltry 0.1% of the annual education budget is spent on inclusive education. High levels of poverty among Fulbe households, negative Fulbe gendered norms, stereotypes, and discrimination against the Fulbe further contribute to their exclusion. Key recommendations include criminalising hate speech against the Fulbe in Ghana, including specific Fulbe education objectives and indicators in the next Education Strategic Plan of Ghana; reviewing the Inclusive Education Policy of Ghana; establishing a Fulbe children and youth desk within the Complementary Education Agency in Ghana; and pooling Metropolitan, Municipal and District Assemblies resources to establish community learning centres and mobile schools to improve access to quality complementary education for Fulbe children in Ghana.

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