In a fast- paced digitized world, equal access to quality education can be achieved through Safe and Inclusive Learning Environment (SILE) that values diversity and uniqueness of each student in the classroom. Despite their background, students in a safe and inclusive environment always feel respected, happy and valued. A safe and inclusive learning environment provides a positive educational space that considers colour scheme, lighting, heating, cooling and ventilation, furniture and equipment in its construction. It enhances students’ critical thinking, creativity, problem- solving techniques and improves their comfort, well- being and possibly, attitude. In Ghana, the Ministry of Education has set out an inclusive education policy that allows all children to learn regardless of differences in age, gender, ethnicity, language and disability and design educational structures that addresses the needs of all these children. Nevertheless, some researchers are of the view that these literature surveys consider the surroundings of the school system without its effects on teaching and learning. This paper therefore aims to optimize safe and inclusive learning environment in promoting sustainable quality education in Africa.

1. AKENTEN APPIAH- MENKAH UNIVERSITY OF SKILL TRAINING
AND ENTREPRENEURIAL DEVELOPMENT
OPTIMIZING SAFE AND INCLUSIVE LEARNING ENVIRONMENT TO
PROMOTE SUSTAINABLE QUALITY EDUCATION IN AFRICA: THE
CASE OF GHANA
Prince Duah Mensah
Department of Information Technology, AAMUSTED
Email: successprinceduahmensah@gmail.com
Contact: +233533577389
Prof. D. A. Yarhands
Dean, Faculty of Applied Sciences and Mathematics Education, AMMUSTED
Email: ydarthur@aamusted.edu.gh
Contact: +233244071973
Dr. George Asante (PhD)
Head, Department of Information Technology, AAMUSTED
Email: gasante@aamusted.edu.gh
Contact: +233242927029
Dr. Kwabena Osei Kuffour (PhD)
University Librarian, Kumasi Technical University, GHANA
Email: osei.kadjei@kstu.edu.gh
Contact: +233242065767

2. OPTIMIZING SAFE AND INCLUSIVE LEARNING ENVIRONMENT TO
PROMOTE SUSTAINABLE QUALITY EDUCATION IN AFRICA: THE
CASE OF GHANA
Prince Duah Mensah, Yarhands Arthur Dissou, George Asante
Department of Information Technology, Akenten Appiah- Menka University of Skill Training
and Entrepreneurial Development, Kumasi 1277, Ashanti, Ghana.
Email address: successprinceduahmensah@gmail.com Phone No.: +233 (0) 533577389
Kwabena Osei Kuffour
Department of Information Science, Kumasi Technical University, Post Office Box 854 Kumasi,
Ashanti, Ghana.
Abstract
In a fast- paced digitized world, equal access to quality education can be achieved through Safe and
Inclusive Learning Environment (SILE) that values diversity and uniqueness of each student in the
classroom. Despite their background, students in a safe and inclusive environment always feel respected,
happy and valued. A safe and inclusive learning environment provides a positive educational space that
considers colour scheme, lighting, heating, cooling and ventilation, furniture and equipment in its
construction. It enhances students’ critical thinking, creativity, problem- solving techniques and improves
their comfort, well- being and possibly, attitude. In Ghana, the Ministry of Education has set out an inclusive
education policy that allows all children to learn regardless of differences in age, gender, ethnicity, language
and disability and design educational structures that addresses the needs of all these children. Nevertheless,
some researchers are of the view that these literature surveys consider the surroundings of the school system
without its effects on teaching and learning. This paper therefore aims to optimize safe and inclusive
learning environment in promoting sustainable quality education in Africa. The paper specifically looks at
the nature of safe and inclusive learning environment; effects of safe and inclusive learning environment
on students’ performance; and measures to encourage safe and inclusive learning environment in the
educational system of Ghana. A questionnaire was distributed randomly to a total of 300 students in three
basic schools in the Nhyiaeso Sub- Metro District of the Kumasi Metropolitan Assembly, namely,
Fankyenebra Basic School, Santasi M/ A Basic School and Opoku Ware Basic School. The data were
analysed quantitatively using IBM SPSS software (version 23). The results indicate that (i) there are ramps,
good lighting and good ventilation in SILE (ii) students from SILE had better cognitive abilities and are
respectful, tolerant and participate fully in class discussion. In conclusion, safe and inclusive learning
environment has a great effectiveness on sustainable quality education in Africa. For future studies, there
is the need to consider teachers' pedagogical competence in promoting inclusive education in Africa.
Keywords: Safe Education, Inclusive Education, Learning Environment, Sustainable Development,
Quality Education