Assessing Inclusive Education in Practice in Namibia Challenges and opportunities in leaving no child behind

Research conducted by the World Bank indicates that 30-40% of the approximately 115 million
children worldwide who are not in school are children with disabilities (Peters, 2003). Among
the small number of children with disabilities who do attend school, many experience barriers,
are excluded from the classroom, fail and/or drop out of the education system (UNESCO, 2015;
UNICEF, 2016; Florian, 2008; UN, 2006a). This is despite countries adopting international policies
and initiatives for inclusive education. The Population and Housing Census of 2011 found
that over 21 000 children in Namibia between6 and 19 years of age have a disability, representing 3.3% of the national population of that age range. About 65% of the 21000 attend school. The rapid analysis reported on herein was commissioned by the Ministry of Education, Arts and Culture (MoEAC) and UNICEF to examine the needs and barriers facing children with disabilities in Namibia. Although Namibia has made progress towards achieving “Education for All” goals as set out by the UNCRPD, and is implementing the Sector Policy on Inclusive Education, progress in implementing the inclusive
education principles has been slow. As a result, children with disabilities still have many needs
and experience barriers in accessing and remaining in education in Namibia (UNICEF, 2016).
The research for this rapid analysis was conducted from 27 February to 21 April 2017.
Fieldwork was conducted in 4 of Namibia’s 14 regions, namely Khomas, Hardap, Kunene and Oshana. Data was
collected via visits to a total of 15 schools – 5 in Khomas, 4 in Hardap, 3 in Kunene and 3 in Oshana.
The Sector Policy strategies need to be effectively implemented, and statistical data must be updated and research conducted on an ongoing basis. If all this takes place, then the barriers highlighted in this report can be greatly reduced.