**6. Conclusion thoughts**

In this chapter, research findings relating to how Ghana's TEI policy and regulatory framework has impacted TNE partnerships have been presented and discussed around two research questions. The first of the two research questions mapped the existence of TNE partnerships and policy frameworks in the Ghanaian tertiary education system. The second research question, on the other hand, examined how the Government of Ghana's education policy has influenced, and still continues to influence the development of TNE partnerships in the country.

The finding to the first research question indicates that the only policy and/or regulatory framework that appears to have some influence on TNE partnerships of TEIs in Ghana is the policy and/or law that established the National Accreditation Board (i.e. PNDC Law 317 of 1993/Act 744 of 2007). Even with this, the finding suggests that this law (and by extension NAB) has or represents a weak influence regarding TNE operations in TEIs because its level of influence was limited to TNE programme accreditation only.

Against this backdrop, this chapter concludes that TNE is an emerging concept in the Ghanaian tertiary education landscape with so much potential to grow and address the deficit in quality tertiary education supply. Essentially, it can be discerned immediately that Ghana stands to benefit from high quality TNE partnerships in its tertiary education sector just as the good reputation can also get eroded by low quality TNE partnership programmes. However, and as the insights from the *Mapping the Policy Regulatory Environment of Transnational Education (TNE)… DOI: http://dx.doi.org/10.5772/intechopen.99933*

study have shown, there is an urgent need to enact appropriate policy regulatory frameworks to regulate TNE partnerships to put future TNE partnerships on a more secure footing to ensure that there are always win-win situations for TNE partnership agreements signed by TEIs in Ghana and their foreign counterparts.
