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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/12604

Title: The Impact of the “Less Endowed Students Admission Policy” on Access to Tertiary Education in Ghana: A Case Study of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi
Authors: Addo, Paul Kwadwo
Adjapong, Anthony
Otieku, Ebenezer T.
Issue Date: 2015
Publisher: Institute of Educational Press
Citation: Addo. P. K, Adjapong A. and Otieku E.T (2015) “The Impact of the Less-Endowed Students’ Admission Policy on Access to Tertiary Education in Ghana.” In Going Global: Inclusive, Innovation, Impact Vol. 4 edited by Mary Stiasny (OBE) and Tim Gore (OBE). London: Institute of Educational Press.pp. 106-112.
Abstract: The concept of ‘inclusiveness and equal access’ in education is gaining much attention. According to Utton (2013), schools, at the best, are benevolent dictatorships which treat children with kindness and respect and which give them some tools to cope with life outside and achieve economic stability. Schools, when viewed this way, show their power to accept or reject certain kinds of students based on their stated policy which may tend to exclude them. Thomas (2013) observed this phenomenon and stated that a range of changes in politics and economics internationally, as well as in thought about learning and the society makes it appropriate to re-think the concept of inclusiveness in education.
Description: Addo. P. K, Adjapong A. and Otieku E.T (2015) “The Impact of the Less-Endowed Students’ Admission Policy on Access to Tertiary Education in Ghana.” In Going Global: Inclusive, Innovation, Impact Vol. 4 edited by Mary Stiasny (OBE) and Tim Gore (OBE). London: Institute of Educational Press.pp. 106-112
URI: http://hdl.handle.net/123456789/12604
ISBN: 978-0-86355-772-9
Appears in Collections:Administration

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