The Minister of Education, Haruna Iddrisu, has emphasised the urgent need for collaboration to address the systemic barriers that hinder access to quality education for marginalised groups in Ghana.

Addressing the media on the measures needed to improve and make quality education accessible for all, particularly for girls, children, and persons with disabilities, the Minister said the government remains resolute in its efforts.

In his address, the Minister highlighted the profound impact of education as a transformative tool, while also acknowledging the persistent challenges that prevent certain groups from benefiting equally.

He pointed to historical inequalities and entrenched systems that continue to marginalize vulnerable populations, calling for collective action to ensure that no one is left behind.

Referencing the Convention on the Rights of the Child adopted in 1989, Haruna Iddrisu stressed the global commitment to making education accessible to all.

He reiterated Ghana’s dedication to this cause, stating Ghana’s focus on access, relevance, and quality.

The Minister also linked education to the broader objectives of the United Nations’ Sustainable Development Goals (SDGs).

He reminded the media that the international community, through Agenda 2030, has recognised education as the foundation for achieving all 17 SDGs.

“The Convention on the Rights of the Child adopted in 1989 goes further to stipulate that countries shall make higher education accessible to all. In Ghana, we emphasise access, relevance, and quality when it comes to higher education.

“When it was adopted by the UN to work towards Agenda 2030 in September 2015, the international community recognised that education is essential for the success of all 17 of the SDG 4 goals.

“Ghana subscribes to this position. So as we promised, addressing these challenges requires strong partnership. The government, private sector, international organisations and communities must unite to dismantle the systematic barriers that continue to marginalise groups such as girls, children and persons with disabilities from assessing quality education.”
By:Kabah Atawoge