The Inclusive Education Nexus for Sustainable Public Higher Education in West-Central Africa

The Inclusive Education (IE) innovation is seen as critical to achieving sustainable development. This is echoed in the Education 2030 Agenda, which provides guidance towards the accomplishment of Sustainable Development Goal 4 (Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all). Within the sphere of Higher Education (HE), this inclusive innovation bears an intense moral burden to sensitize and provide the knowledge, skills, and values required to attain a just, equitable and sustainable society. However, the principles of inclusion and equity have often been overshadowed by excellence and competitiveness. The notion of quality is mostly expressed in terms of university rankings in the various league tables. Consequently, it is necessary that the public HE be tailored towards serving a broader purpose beyond economic development. That is, combating national and international disparities and persistent gaps in the availability of higher education for the thousands of students from all facets of society. In this paper therefore, we examine the inclusive education nexus as a sustainability undertaking for public universities in West-Central Africa (Nigeria and Cameroon), with a focus on; access for all qualified, full participation in the teaching-learning process, and respect for diversity within the physical learning environment. It recommends practical steps and a strong political and moral will from all stakeholders towards the implementation of outstanding policy provisions on inclusive education in the public HE sector. This is critical in an era where inclusion is a strong indicator of quality education and sustainable development