Introduction

As a constitutional mandate, the President of Ghana is required to present the State of the Nation Address at the beginning of each year, outlining policies aimed at improving the standard of living for citizens.

Following his victory in the December 2024 elections, His Excellency John Dramani Mahama, leader of the National Democratic Congress (NDC), delivered his first State of the Nation Address on February 27, 2025. Among the policies announced, the Free Tertiary Education for Persons with Disabilities (PWDs) stood out, fulfilling the party’s manifesto promise, and offering some hope to the disability community across the country.

A few weeks later, in the 2025 Budget Statement, the Finance Minister Dr. Cassiel Ato Forson reaffirmed the government’s commitment to this initiative by allocating resources to fulfill this promise. While this policy is a commendable step towards enhancing human capacity and promoting inclusivity by enabling access, a closer examination of its scope, limitations, and practical implementation is essential to determine its effectiveness.

Understanding the Free Tertiary Education Package

The policy states that all PWDs who gain admission into tertiary institutions will be fully exempt from tuition and associated fees. However, beyond these waivers, questions remain regarding the extent of support provided. To be genuinely transformative, this initiative must encompass more than just tuition relief and address other critical support mechanisms necessary for effective learning and participation.

Firstly, The Need to Address Physical Accessibility in Tertiary Institutions.

A major challenge for students with disabilities in Ghanaian universities is inaccessible infrastructure. Studies have highlighted that many university campuses have lecture theatres, bathrooms, hallways, and examination rooms that are not designed to accommodate students with mobility impairments, making it difficult for such students to navigate academic spaces.

For example: The Jones Quartey Building at the University of Ghana lacks elevators, making it nearly impossible for students with mobility impairments to attend lectures on upper floors. Similarly, Casely Hayford Hall at the University of Cape Coast does not have wheelchair-accessible facilities, limiting accommodation options for students with disabilities, to mention a few.

To ensure true inclusion, the policy must incorporate funding for retrofitting buildings by installing ramps, elevators, and wheelchair-friendly amenities.

Secondly, Availability of Learning Materials in Accessible Format.

Beyond physical access, learning materials must be adapted to meet the needs of students with disabilities. Currently, the policy does not specify whether students will be provided with:

• Braille textbooks and materials for visually impaired students.
• Digital course packs compatible with screen readers for those with reading disabilities.
• Easy-to-read learning formats for students with cognitive disabilities.
Without these provisions, many students will struggle to keep up academically, rendering the policy ineffective.

Furthermore, The Provision of Assistive Technologies and Devices in all tertiary institutions.

Assistive technologies play a crucial role in bridging learning gaps for students with disabilities. The policy must ensure access to:

• Screen Readers (e.g., JAWS) for visually impaired students.
• Smart White Canes and electronic wheelchairs for students with mobility impairments.
• Adjustable chairs and desks to accommodate students with physical disabilities.
• Hearing aids and speech-to-text software for students with hearing impairments.

Without these essential tools, students with disabilities may face significant disadvantages, undermining the policy’s intended goal.
In addition, The Need for Financial Support Beyond Tuition. Covering costs such as accommodation, transportation, and personal assistance services is crucial for persons with disabilities in their everyday lives.

These expenses often pose significant barriers to education for students with disabilities, and their unavailability will significantly affect the goal of the policy.

To ensure free tertiary education for PWDs is truly effective and impactful, the following recommendations should be considered:

1. Comprehensive Policy Framework: Extend the policy beyond tuition waivers to include infrastructure modifications, assistive technologies, and learning resource provisions.

2. Infrastructure Audits and Upgrades: Conduct nationwide accessibility audits of tertiary institutions and allocate funds for upgrades such as elevators, ramps, and accessible restrooms.

3. Provision of Learning Resources: Mandate that all tertiary institutions provide learning materials in accessible formats, including Braille, large print, and digital screen-reader-compatible versions.

4. Supply of Assistive Technologies: Establish a national fund to procure, maintain, and distribute assistive devices to students who need them.

5. Inclusive Policy Development: Engage students with disabilities, disability rights groups, and educational institutions in policy design and implementation.

6. Support at All Educational Levels: Extend similar support mechanisms to basic and secondary education, ensuring a seamless transition for students with disabilities.

While Free Tertiary Education for PWDs is a step in the right direction, its impact will be limited if it does not address the broader challenges faced by students with disabilities. Without financial aid beyond tuition, accessible infrastructure, assistive technologies, and tailored learning materials, the policy risks becoming a symbolic gesture rather than a transformative change.

To achieve true inclusion, Ghana must adopt a holistic approach that removes all barriers including financial, physical, and academic roadblocks to make tertiary education genuinely accessible and meaningful for students with disabilities. If properly implemented, this policy could serve as a model for inclusive education in Africa, ensuring that the promise of free tertiary education translates into meaningful opportunities for all, while safeguarding the principle of leaving no one behind.