چکیده (انگلیسی):

What are the benefits or costs of allowing marginalized women and ordinary Ghanaians to participate in the
policy development activities of national education commission? This paper focuses on this issue by analyzing
the narratives of two former members of the Ghana Education Reform Committee, along with a review of the
international literature. While the narratives are in favour of maintaining the status -quo, the paper argues for
widening participation to include women and ordinary Ghanaians. The paper sug gests the social justice model
as the most appropriate model to address the exclusion of women and ordinary Ghanaians from the education
policy-making table. The conclusion makes strong democratic, moral and implementation arguments for the
participation of that segment of the population in national education policy-making.