Evaluation of Equity Financing Option in Home Financing in Ghana

Gavu, Emmanuel Kofi; Nyarko, F.J.; Mugisha, John Francis

doi:10.15396/afres2015_127

Cited by 3 publications

(4 citation statements)

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“…Despite these observations, other facilities constructed after 2006 needed to be more compliant. Gavu et al . (2015) indicated in their research that for universities to create barrier-free environments, they need to formulate policies and requirements for disabled access.…”

Section: Discussionmentioning

confidence: 99%

Disable access compliance to university infrastructure: built environment students’ perceptions

Amoah

Bamfo-Agyei

Simpeh³

2023

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PurposeHigher education institutions are the citadel of knowledge and are heavily involved in formulating building regulations and building infrastructure designs that must conform to the building regulations. The study aims to identify university infrastructures compliant with disabled access from the perspective of the built environment students in Ghanaian universities.Design/methodology/approachQuestionnaire surveys were administered to 500 built environment students across ten technical universities in Ghana with a total population of 3066; 341 were expected based on the formula used. However, upon several reminders, 176 responded. Data collected were analysed using Statistical Package for the Social Sciences.FindingsThe findings show that all university facilities are not fully compliant with disabled access. Structures found to be least compliant are the laboratories, canteens, hall of residence, toilet facilities, football fields, places of worship and transport stations. The facilities with high compliance are the administration block, library, hospital building, lecture halls, department offices and ATM areas. The leading causes for this non-compliant are lack of enforcement of the building regulations, low level of disabled students’ enrolment, age of the building, lack of knowledge and poor building designs.Practical implicationsCompliance with disabled access makes universities world class and creates safe learning spaces for individuals with disabilities, enforcing the right to education for all individuals, particularly those with disabilities. Lack of compliance with disabled access will hamper the full utilisation of these facilities, thereby affecting quality education delivery to people with disabilities.Originality/valueThe findings are essential to the Ghanaian built environment, the lives of disabled individuals and universities. The results provide knowledge on areas of improvement for complete access to structures and facilities by disabled individuals.

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Section: Discussionmentioning

confidence: 99%

Disable access compliance to university infrastructure: built environment students’ perceptions

Amoah

Bamfo-Agyei

Simpeh³

2023

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“…The 1992 constitutional amendment of Ghana was deemed unsatisfactory by PwDs, the public and the government alike because it did not cover all basic human rights (Gavu et al, 2015). This eventually led to the passing of the 2006 Persons with Disabilities Act.…”

Section: Disability and Support Services In Ghanamentioning

confidence: 99%

“…This eventually led to the passing of the 2006 Persons with Disabilities Act. According to Gavu et al (2015), the aim of the Act 'was to fulfill a constitutional obligation of enacting laws to protect and promote the rights of people with disabilities' (p.7). The Act also indicated that as of 2016, PWDs would have the same access to various services as those without disability, but after 5 years of it coming into force, the situation seems not to have improved.…”

Section: Disability and Support Services In Ghanamentioning

confidence: 99%

People with disability and access to financial services: Evidence from Ghana

Peprah

Avorkpo

Kulu

2023

Regional Science Policy & Practice

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The purpose of this study is to examine the effects of disability on access to financial services in Ghana. Data for the study is obtained from the seventh wave of the Ghana Living Standards Survey (GLSS 7). We use instrumental variable (IV) regression approach to examine the effect of disability on the use of formal financial institutions and mobile money. We find that being disabled reduces the likelihood of having access and using any of the financial institutions or having at least a product/service with a bank. Further, our results show that while people with disability are less likely to use commercial bank (6.3%), rural bank (4.8%) and at least one financial service (6.3%), they are 53.7% more likely to use mobile money. Collaborative actions are needed to raise awareness on both mobile money and other Fintech solutions, and accessibility functions that can support the inclusion of persons with disabilities into the financial system.

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“…In addition, in 2007, Ghana also adopted the UN General Assembly's Convention of Persons with Disability of 2006, but many human rights activists and policymakers were concerned about the country's lethargic implementation of the acts meant to protect the disabled (Sossou & Yogtigba, 2016). Moreover, a majority of tertiary institutions in Ghana were still unaware of the existing legislations and policies that were meant to promote the position of the disabled (Gavu, Tudzi & Shani, 2015). Other additional barriers that work against the 2.5 million disabled persons in Ghana, including tertiary students, are poor communication, lack of appropriate policies, inadequate healthcare professionals and lack of coordinated care (Agyekum, 2021).…”

Section: Experiences Of the Disabled African Students In Higher Educa...mentioning

confidence: 99%

Listening to Students: The Experiences of Disabled Students of Learning in a Selected University in Zimbabwe

Manungo,

Dohwe

2023

JRIIE

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Disability is one of the most neglected forms of diversity, which usually results in the different forms of discrimination at community level. Nonetheless, more institutions of higher education are making an effort toward creating more inclusive settings for the students and staff. This study examined the lived experiences of the students with disabilities in an institution of higher education in Zimbabwe. Student experiences and disability are the main themes in this study. This study is phenomenological research that was carried out with a questionnaire survey which was conducted among seven participants. This was triangulated by interviews that involved two participants. Overall results showed that physical disability is the most prevalent amongst the students in the institution considered for the study. Moreover, the disabled students faced challenges at home and in their life at university, which affected them psychologically. In addition, while the students were conscious of the existing international and national protocols that promote their welfare, they were not well aware of those embedded within their university policies. Results also reveal that the disabled students suffered socially from stigma and negligence from their able-bodied counterparts and staff. Further, they had limited access to some of the physical structures that lacked ramps and lifts. To promote full participation of the disabled students in academic life, the institution is expected to formulate and implement a binding disability policy that promotes diversity and inclusive education. In addition, infrastructure, especially the old structures need to be refurbished with the disabled in mind.

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Evaluation of Equity Financing Option in Home Financing in Ghana

Cited by 3 publications

References 0 publications

Disable access compliance to university infrastructure: built environment students’ perceptions

Disable access compliance to university infrastructure: built environment students’ perceptions

People with disability and access to financial services: Evidence from Ghana

Listening to Students: The Experiences of Disabled Students of Learning in a Selected University in Zimbabwe

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