{"id":42899,"date":"2026-06-15T12:39:29","date_gmt":"2026-06-15T10:39:29","guid":{"rendered":"https:\/\/world-education-blog.org\/?p=42899"},"modified":"2026-06-15T12:39:29","modified_gmt":"2026-06-15T10:39:29","slug":"what-rural-headteachers-in-ghana-and-the-philippines-teach-us-about-leading-for-inclusion-and-equity","status":"publish","type":"post","link":"https:\/\/world-education-blog.org\/2026\/06\/15\/what-rural-headteachers-in-ghana-and-the-philippines-teach-us-about-leading-for-inclusion-and-equity\/","title":{"rendered":"What rural headteachers in Ghana and the Philippines teach us about leading for inclusion and equity"},"content":{"rendered":"

By Dr Susan Vicente Villarente, a special education educator and Gideon Kwasi Animah, a PhD candidate in the Department of Education at the University of Bath<\/em><\/strong><\/p>\n

Inclusion and equity remain the primary concerns of the global education reform agenda as acknowledged in the framework of Sustainable Development Goal 4 (SDG 4). While considerable progress has been made in terms of access to basic education globally, however, inequities still exist<\/a>, particularly in rural and resource-constrained schools where systemic and structural disadvantage shapes the daily experience of learners and the educators who instruct them.<\/p>\n

This piece draws on comparative research exploring how headteachers in rural public basic schools across Ghana and the Philippines conceptualise and enact leadership to promote equity and inclusion. \u00a0Their candid accounts reveal what effective school leadership looks like when policy frameworks meet realities of poverty, infrastructure deficit, and social marginalization, based on a focus group discussion among headteachers in the Gomoa Central District of Ghana and Davao City in the Philippines.<\/p>\n

Inclusion education and equity as a living philosophy, not an educational policy checkbox<\/strong><\/h3>\n

Inclusive education functions simultaneously with equity as a philosophy and a practical framework, designed to expand the participation of all learners especially those from disadvantaged backgrounds. Inclusive education and equity are acknowledged as a basic human right of a fair and impartial society.<\/a><\/p>\n

\u201cEquity education is the practice of ensuring that every student gets exactly what they need to succeed, rather than giving everyone the exact same thing.\u201d <\/em>This definition offered by a Filipino headteacher, captures a conceptual distinction between equality and equity.\u00a0 Our definition is that equality is about distributing the same resources uniformly whereas equity is about distributing resources in response to differentiated need.<\/p>\n

Headteachers in both Ghana and the Philippines explained equity through the latter lens by framing it as needs based which depends on the learners\u2019 background such as poverty, disability, geographic isolation, or social circumstance. This aligns closely with internationally recognised inclusive education principles<\/a> and resonates with differentiated instruction theory<\/a> which emphasises that meaningful learning requires adaptation to individual learner profiles rather than standardised delivery.<\/p>\n

The headteacher at the centre of an inclusive and equitable school culture<\/strong><\/h3>\n

The headteacher is a primary architect of inclusive school culture<\/a>, especially in settings where resources are scarce. In our own comparative study, headteachers do not merely administer but also advocate, mobilise communities, mentor teachers and intervene directly in learners\u2019 welfare.<\/p>\n

In Ghana, our research found that leadership often took a compensatory style where headteachers described using revenue generated from festivals to repair dilapidated school buildings, organising daily feeding for pupils, and conducting home visits to address absenteeism rooted in household poverty. In the Philippines, the policy context led to a somewhat different orientation, with school leaders focusing deliberately more on pedagogical practice by developing Individualized Education Plans (IEPs) for learners with disabilities, monitoring attendance risks, and deploying structured professional learning communities. In both countries, these examples show how relational in nature headteachers are.<\/p>\n

Moreover, headteachers consistently described their role as a source of motivation for teachers and learners. \u00a0One Ghanaian headteacher noted: \u201cIf teachers come and you don\u2019t find ways to encourage them, they will keep leaving.\u201d<\/p>\n

This speaks to a transformational leadership theory<\/a> whereby effective leaders elevate the skills and capabilities of those around them, building organisational cultures in which shared purpose displaces individual disengagement. As rural schools are normally disadvantaged by high teacher turnover and poor infrastructure, this motivational aspect of leadership is not peripheral, but rather existential.<\/p>\n

Being an inclusive headteacher in the face of structural barriers to inclusion<\/strong><\/h3>\n

The barriers to inclusion and equity expressed by the headteachers surveyed in our research were neither individual nor random. They were structural and embedded in the political economies of their respective countries.<\/p>\n

In Ghana, despite strong inclusive education laws and policies<\/a>, headteachers described structural barriers such as inaccessible learning materials, the pervasive weight of hidden school costs that effectively excluded children from the poorest households, weak building structures, poor sanitation facilities for both teachers and students, long walking distances to school and agricultural labour demands on children leading to absenteeism among learners. As stated by a rural headteacher in Ghana: \u201cChildren walk a long distance before they get to school. Children normally stay home without coming to school because parents are taking them to the farm\u201d.<\/p>\n

\"\"\u00a0 \u00a0<\/a>\"\"<\/a><\/p>\n

In the Philippines, where legislative and policies on inclusion are more mixed<\/a>, headteachers described structural barriers such as stigma around disability, gaps in special education teacher deployment and the friction between national educational policies and local implementation capacity.<\/p>\n

In both cases, the discussions indicated that, when inclusive education fails, it\u2019s not because students are not capable of learning, or head teachers not supporting them, but because education systems are not built to accommodate everyone.<\/p>\n

Despite these structural failures, head teachers are showing creative ways to adapt. Ghanaian headteachers described converting exterior school walls into teaching diagrams using leftover paints and seeking the support of local companies and alumni networks. Filipino headteachers spoke of shifting leadership culture away from evaluation toward mentorship, implementing lesson-sharing through Learning Action Cell sessions, and designing cost effective learning materials to compensate for textbook shortfalls. As noted by one Filipino headteacher: \u201cI make use of policies as a guide rather than a rigid rule\u201d. This shows how headteachers are reforming formal mandates to their local conditions.<\/p>\n

The politics behind equity and inclusion<\/strong><\/h3>\n

The relationship between policy and practice that emerged from this comparative study was \u00a0neither straightforward nor uniformly supportive. \u00a0Even if the Free Compulsory Universal Basic Education Policy in Ghana functioned as a social protection mechanism, whilst the school feeding program in the Philippines improved access and sustained participation for children from poor households, headteachers emphasised that policy instability erodes the momentum of equity and inclusion contained in both.<\/p>\n

One Ghanaian headteacher remarked: \u201cEducation has become political. They bring this policy today and another tomorrow\u201d. This reflects a gap between aspiration and implementation often documented in global inclusive education literature. In the rural context, equity and inclusion cannot be promoted without investing in teacher capacity, community engagement, and the removal of political barriers.<\/p>\n

Conclusion<\/strong><\/h3>\n

What this comparative study reveals is that leadership for equity and inclusion in rural contexts is inseparable from the physical and social conditions in which it is practised. Headteachers in Ghana and the Philippines both understand equity as a moral obligation to ensure that no child\u2019s life circumstances become a permanent barrier to learning despite the context they are working in. This obligation is enacted through advocacy, community partnership and instructional guidance. Their work validates a conception of school leadership that goes beyond managerial competence into what might be called a relational accountability in the face of systemic constraints.\u00a0 To achieve inclusive and equitable education requires not simply enlightened policy frameworks but sustained investment in the leaders charged with translating those frameworks into reality thereby, given the contextual flexibility to lead with both principle and pragmatism.<\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

By Dr Susan Vicente Villarente, a special education educator and Gideon Kwasi Animah, a PhD candidate in the Department of Education at the University of Bath Inclusion and equity remain the primary concerns of the global education reform agenda as acknowledged in the framework of Sustainable Development Goal 4 (SDG 4). While considerable progress has […]<\/p>\n","protected":false},"author":177997448,"featured_media":42912,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[147862,721631819],"tags":[721631830,721631716,7885,599552992],"class_list":["post-42899","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusion","category-leadership","tag-equity-and-inclusion","tag-inclusion","tag-leadership","tag-target-4-a"],"acf":[],"yoast_head":"\nWhat rural headteachers in Ghana and the Philippines teach us about leading for inclusion and equity - World Education Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world-education-blog.org\/2026\/06\/15\/what-rural-headteachers-in-ghana-and-the-philippines-teach-us-about-leading-for-inclusion-and-equity\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"What rural headteachers in Ghana and the Philippines teach us about leading for inclusion and equity - World Education Blog\" \/>\n<meta property=\"og:description\" content=\"By Dr Susan Vicente Villarente, a special education educator and Gideon Kwasi Animah, a PhD candidate in the Department of Education at the University of Bath Inclusion and equity remain the primary concerns of the global education reform agenda as acknowledged in the framework of Sustainable Development Goal 4 (SDG 4). 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