OIDA International Journal of Sustainable Development
Open-access peer-reviewed journal
https://doi.org/10.64211/oidaijsd190823
Governance of Inclusive Education Reforms for Long-Term Social Mobility and Institutional Sustainability
V.N. Sudheer *1, Arasuraja Ganesan 2, Saillaja3, A. Suganya 4, Rajapriya. M. 5
1 School of Liberal Studies, CMR University, Bengaluru. India.
2 Department of Management Studies, St.Joseph’s College of Engineering, OMR, Chennai, Tamil Nadu, India.
3 Faculty of Management, SRM Institute of Science and Technology, Kattankulathur, Chengalpet, Tamil Nadu, India.
4 Faculty of Management, SRM Institute of Science and Technology, Kattankulatur, Chengalpet, Tamil Nadu, India.
5 Department of Management Studies, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, Avadi, Chennai, Tamil Nadu, India.
* Corresponding authour: sudheer.v@cmr.edu.in
Volume 19, Issue 08, Pg. 329-336, 2026.
Abstract: This paper, explains how governance structures can be employed to shape inclusive education reforms, which will help achieve long-term social mobility and institutional sustainability. The paper examines the impact of various governance models on the achievement of inclusive education policies, especially among the disadvantaged groups. The research aims at studying the connection between governance structures and learning outcomes in the different educational systems through qualitative case studies and quantitative policy analysis. The results indicate that the decentralized, participatory forms of governance with the active participation of local communities and stakeholders are more likely to lead to more successful and sustainable reforms. In addition, the synergy of governance across several domains, such as education, health, and social welfare, is crucial to facilitate the complex needs of marginalized groups and enhance their access to education. Another finding of the study is that the success of inclusive education reforms in the long term is strongly connected to the ongoing stakeholder involvement, the availability of efficient monitoring systems, and the responsive policy-making processes. Governance structures can ensure the reforms are context-specific and will be more sustainable over time by establishing enabling conditions of cooperation and local ownership. This paper concludes that reforms in inclusive education can become the drivers of social mobility and institutional sustainability when it is underpinned by robust, flexible, and inclusive governance models. The findings can be very useful to policymakers and educational administrators who want to plan and introduce reforms that can lead to equitable educational opportunities and benefits in the long run for society.
Keywords: Adaptive policy-making, inclusive education, social mobility, stakeholder engagement.
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