Inclusive Instruction: Multi-Grade Teaching in Ghana’s Rural Context

Abstract

With barely half a decade remaining to achieve the UN Sustainable Development Goals (SDGs) targets outlined in the 2030 Agenda, and as part of the promise to equitable, inclusive, and quality education for all (SDG 4), the effective and efficient practices of multi-grade teaching are captured. In the context of case study fieldwork at a government rural basic school in Ghana, teachers were interviewed to better understand their practices of multi-grade teaching during this 21st-century global advocacy for quality teaching and learning in education. The interviews reveal interesting perspectives about the nature of the practice of multi-grade teaching and whether it could fit the “progressive” description of Ghana’s basic education, and the UN Sustainable Development Goal (SDG) 4.