Fostering educational equity through leadership and policy innovations for sustainable development in higher education
1 Centre for Sustainable Development (CESDEV) University of Ibadan, Nigeria.
2 Department of Veterinary Public Health and Preventive Medicine, University of Ibadan, Nigeria.
3 School for Global Animal Health, Washington State University Pullman, WA, USA.
Review
International Journal of Frontline Research in Multidisciplinary Studies, 2024, 04(01), 035–044.
Article DOI: 10.56355/ijfrms.2024.4.1.0031
Publication history:
Received on 06 September 2024; revised on 11 October 2024; accepted on 14 October 2024
Abstract:
This paper explores leadership strategies and policy innovations aimed at fostering educational equity in higher education, particularly for underserved and marginalized communities. It emphasizes the crucial role of institutional leadership in aligning strategic goals with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), to ensure inclusivity, access, retention, and long-term success for disadvantaged students. The analysis includes a discussion of key leadership approaches, such as inclusive leadership and mentorship programs, and policy innovations that address financial, academic, and social barriers to equity. The integration of specific SDGs into educational policies is also examined, highlighting the importance of comprehensive support services, diverse curricula, and community partnerships. Recommendations for higher education leaders and policymakers focus on expanding financial aid, promoting inclusive campus environments, and strengthening collaborative efforts with government and community stakeholders. Ultimately, this paper advocates for a proactive and strategic approach to embedding equity within the core functions of higher education institutions, ensuring that they contribute to sustainable development and social justice.
Keywords:
Educational equity; Leadership strategies; Policy innovations; Sustainable Development Goals (SDGs); Marginalized communities; Inclusive education
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0