Through reforms like the Free Compulsory Universal Basic Education (FCUBE) program and the Capitation Grant, Ghana has taken great strides towards expanding the reach of basic education. Although enrolment at the Junior High School (JHS) aggregate level has increased, issues about the quality and equity of the educational experience throughout the country have been raised. This study investigates the definition and experiences of the quality of education from the perspectives of the key stakeholders in Ghana, embedded in a conceptual framework that brings together Tikly and Barrett’s (2011) dimensions of quality education—namely inclusion, relevance, and democracy—with global commitments of the Dakar Framework for Action (2000). Using qualitative data collected from JHS students, teachers, parents, and education officials in Northern Ghana, this research seeks to understand whether national education policy translates to equitable and meaningful learning experiences for marginalized communities. While access may have grown, profound challenges surrounding curriculum relevance, cultural responsiveness, and stakeholder participation remain. A justice-oriented approach to education quality embedded in local sectors along with global frameworks is critical to securing equity, the paper argues. What is recommended is greater inclusivity in policy-making, context-sensitive school curricula, and enhanced democratic participation at the level of school and community.Keywords: Education Quality, Justice-Oriented Framework, Inclusion, Relevance, and Democracy, Dakar Framework for Action, Stakeholder Perspectives, Junior High School (Ghana)
Ampadu et al. (Mon,) studied this question.
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