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This study applies agenda setting theory mostly used to examine policy making in western countries to understand educational policymaking in Ghana. It draws on a case study on the role of the Asante Traditional Council and rulers in the adoption of the Ghana Education Trust Fund (GETFund), a program that allows the public to participate in the financing of education. The study finds that the outside initiation model, consolidation, pluralist concept of policymaking, and the policy streamsdoi:10.4314/afrrev.v5i3.67344 fatcat:th6ehrhnsrcpnn4iy7wcy3zq2q