Beyond Access: Measuring the Impact of Equitable Education Policies on Marginalized Communities

Sayed Mahbub Hasan Amiri

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 2255-2271

Abstract: Education policy with a mandate for social justice is frequently heralded to disrupt white supremacy so the children of the oppressed can succeed, but the efficacy of such policies results largely unknown. Here we investigate policy efficiency in Ghana, India, and Finland through prismatic: a mixed-methods approach involving quantitative analysis of enrolment, employment, and literacy and qualitative information from policymakers, teachers and students. Such testing indicts programmes such as Ghana’s Free Senior High School (SHS) policy and India’s Teaching at the Right Level (TaRL) approach, which successfully increased access 34 per cent enrolment gains in Ghana, 25 per cent literacy gains in India but suffered from implementation deficits including overcrowded classrooms, teacher shortages and unequal distribution of resources. Finland’s equity-oriented system, with an emphasis on teacher autonomy and digital inclusion, contributed to small urban-rural differences in academic achievement (

Date: 2025
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