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REPUBLIC OF NAMIBIA
Ministry of Education
Sector Policy on Inclusive Education
2013
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“Reaching the excluded and the un-reached”
“Building a learning nation through inclusion”
Ministry of Education
Government Office Park, Luther Street, Windhoek
Private Bag 13186, Windhoek, Namibia
Tel. +264-(0)61-2933111Fax +264-(0)61-2933922/4
Email: [email protected]
Website: www.moe.gov.na
For enquiries about theSector Policy on Inclusive Education:
Division: Special Programmes and Schools (DSPS)Directorate: Programmes and Quality Assurance (PQA)
A digital version (PDF) of this document is available at www.moe.gov.na.
Printed byJohn Meinert Printing (Pty) Ltd
in Windhoek
Sector Policy on Inclusive Education“Inclusive education can be seen as a
process of strengthening the capacity of an education system to reach out to all learners. It is, therefore, an overall principle that should guide all educational policies and practices,
starting from the belief that education is is a fundamental human right and the foundation for a more just society.”
UNESCO, 2008
REPUBLIC OF NAMIBIA
Ministry of Education
2013
In
clusive Education
WeTo learn, to grow,
To accommodate, to affirm,
MustFor accessibility, for equality,
For community, for integration … for balance,
ThinkTo share, to care,
To empower, to diversify,
AndFor peace, for improvement,
For solutions, for harmony … for survival,
ActTo heal, to unify,
To welcome, to love,Inclusively!
http://www.everyoneisincluded.us
I InvolvementN NegotiationC CaringL LearningU UnderstandingS Sharing I IntelligenceV VictoriesE Excitement
E EducationD DeterminationU UniqueC Cultural DiversityA AbilitiesT Teaching I ImprovementO OptimismN Nice People
From the video Inclusive Education
Acknowledgements ...................................................................................................................................................................................................................... iiForeword .............................................................................................................................................................................................................................................. iiiAbbreviations and Acronyms ................................................................................................................................................................................................. vGlossary of Terms ........................................................................................................................................................................................................................... vi
SECTION 1 Sector Policy on Inclusive Education ..................................................................................................................................... 1
The Vision of the Policy ..................................................................................................................................................................................................... 1The Mission of the Policy ................................................................................................................................................................................................. 1
1.1 Introduction ............................................................................................................................................................................................................... 1Rationale .......................................................................................................................................................................................................................... 1Background and Context ................................................................................................................................................................................. 2
1.2 Policy Framework ................................................................................................................................................................................................ 4Statement of the Policy ..................................................................................................................................................................................... 4Aim of the Policy ...................................................................................................................................................................................................... 4Objectives of the Policy ..................................................................................................................................................................................... 4Guiding Principles .................................................................................................................................................................................................. 4Scope of Application ............................................................................................................................................................................................ 5
1.3 Inclusive Education Policy Strategies ............................................................................................................................................ 6What is Inclusive Education? ........................................................................................................................................................................ 6Justification for Inclusion ................................................................................................................................................................................. 6The Eight Strategies and their Outcomes ........................................................................................................................................ 7
1.4 Bibliography .......................................................................................................................................................................................................... 12
SECTION 2 Implementation Plan: Strategy Guidelines and Recommendations ...................... 15Strategy 1: Integrate the Sector Policy on Inclusive Education into all other legal frameworks and policies of the education sector ........................................................................................................................................................... 16Strategy 2: Raise awareness of the constitutional right to education and foster attitudinal change ............................ 20Strategy 3: Support institutional development by developing human and instructional resources ........................... 22Strategy 4: Review the National Curriculum for Basic Education to reflect the diversity of learning needs
of all learners ....................................................................................................................................................................................................... 25Strategy 5: Widen and develop educational support services ................................................................................................................. 27Strategy 6: Develop teacher education and training for paramedical and support staff ..................................................... 30 Strategy 7: Strengthen and widen in-service training for stakeholders ............................................................................................ 33Strategy 8: Develop a mechanism for monitoring and evaluating the implementation of the Sector Policy on Inclusive Education .................................................................................................................................................... 34
Contents
Contents i
“Inclusive, good-quality education is a foundation for dynamic
and equitable societies.”Archbishop Desmond Tutu
Acknowledgements
The European Union sponsored the consultancy for the formulation of the Sector Policy on Inclusive Education, under two consultants:zz Prof. Christine O’Hanlon, who initiated the process; and zz Dr Sai Vayrynan, who concluded the process through a desktop review.
UNICEF provided technical support to the review, editing, layout and printing of the Sector Policy on Inclusive Education.
The Ministry of Education’s Division: Special Programmes and Schools (DSPS) under the Directorate: Programmes and Quality Assurance (PQA) collaborated with the Task Force on Policy Formulation for Special Needs / Inclusive Education and various other stakeholders to refine the consultancy documents and produce this final policy document.
Namibia’s Cabinet approved the Sector Policy on Inclusive Education in 2013.
ii Sector Policy on Inclusive Education (Republic of Namibia 2013)
Foreword
The Sector Policy on Inclusive Education is a medium for attaining accessible, equitable and sound education for all
through efficiency, democracy and solid advocacy for lifelong learning.
The Ministry of Education is determined to establish an inclusive education and training system as a response to the applicable national legal frameworks and a number of international legal frameworks which Namibia has ratified. These include, among others, the following:
National:z Constitution of the Republic of Namibia;zz Namibia Vision 2030;zz National Agenda for Children 2012-2016; z National Policy on Disability; zz National Disability Council Act; z Education Act; z National Plan of Action for Education for All; z National Policy on Orphans and Vulnerable Children; z Education Sector Policy for Orphans and Vulnerable Children;z National Policy Options for Educationally Marginalised Children;z Education Sector Policy on HIV and AIDS; z Education Sector Policy on Prevention and Management of Learner Pregnancy; z Ministry of Education Strategic Plan (2012-2017); andz Education and Training Sector Improvement Programme; zz Cabinet Directive on Elimination of Child Labour.
International:z Salamanca Statement and Framework for Action on Special Needs Education; z Rule 6 of the UN Standard Rules on the Equalization of Opportunities for Persons with
Disabilities; z World Declarations on Education for All, World Summit for Children; z UN Convention on the Rights of the Child; and z UN Convention on the Rights of Persons with Disabilities.
It is my conviction that all children can learn if they are given the necessary care and support. As the ministry responsible for education, we acknowledge that there are presently multiple barriers to learning in Namibia: systemic, organisational, pedagogical, curriculum-related, environmental, financial, societal, cultural and attitudinal barriers.
Foreword iii
Thus, I strongly reject the traditional belief that all barriers to learning are intrinsic to the individual child. We must understand that barriers to learning vary from one individual to another. It remains our compelling obligation to eliminate all barriers to learning, and to restructure our education policies and practices for the benefit of all of Namibia’s children, especially the educationally marginalised children. It is imperative to give recognition to the fact that all human beings have God-given gifts and talents as much as they have challenges to conquer. It is equally important to know and be guided by the principle that we, as educators, are able to unleash the potential within each human being by embracing, celebrating and valuing diversity, and humanely attending to the needs of the individual. It is crucial to perceive the individual with additional or differently defined needs as part of the human family while respecting and addressing his/her individuality. For, inasmuch as we are alike, we are different – an intriguing aspect of humankind.
The Sector Policy on Inclusive Education therefore directs the education sector to adopt flexible and holistic approaches to budgeting, programme planning and development, and to monitor and evaluate purposefully, with a view to creating an inclusive education system.
The implementation of this Policy, however, will rely on all stakeholders’ substantive understanding of the Policy Strategies as set down in this document. These strategies are to be implemented within a transformed and accommodative Inclusive Education Regime. The implementation will focus primarily on the adaptation and support required of the full range of education and training services, tertiary institutions, regional education offices, education support services, curriculum and assessment services, and our schools, parents and communities.
The successful implementation of the Sector Policy on Inclusive Education is profoundly premised on the Ministry of Education’s belief that “collectively we move forward to a better and an inclusive education system”. I have the fullest confidence that Inclusive Education practices benefit everyone from the policymakers to the implementers, and most importantly, all learners, regardless of their abilities and challenges.
On behalf of the Ministry of Education, I take this opportunity to thank all those who contributed to the framing of this document. May we all pursue an all-inclusive and equitable education system.
iv Sector Policy on Inclusive Education (Republic of Namibia 2013)
Abbreviations and Acronyms
Abbreviations and Acronyms v
AIDS Acquired Immune Deficiency SyndromeCBO Community-Based OrganisationCBR Community-Based RehabilitationCPD Continuous Professional DevelopmentCRC Convention on the Rights of the Child (UN)DAE Directorate: Adult EducationDATS Division: Diagnostic, Advisory and Training ServicesDEE Disability Equality in EducationDF Directorate: FinanceDHE Directorate: Higher EducationDNEA Directorate: National Examinations and AssessmentDSPS Division: Special Programmes and SchoolsECD Early Childhood DevelopmentEFA Education for AllEMIS Education Management and Information SystemETSIP Education and Training Sector Improvement ProgrammeHIV Human Immunodeficiency VirusHQ HeadquartersIED Inclusive Education DivisionIESC Inclusive Education Steering CommitteeIMC Inter-Ministerial CommitteeLSG/LSC Learning Support Group/ClassMoE Ministry of EducationMoHSS Ministry of Health and Social ServicesNAMCOL Namibia College of Open LearningNESE National External School EvaluationNGO Non-Governmental OrganisationNIED National Institute for Educational DevelopmentOVC Orphans and Vulnerable ChildrenPAD Directorate: Planning and DevelopmentPQA Directorate: Programmes and Quality AssuranceRC Regional CouncilRDE Regional Directorate of EducationRIECC Regional Inclusive Education Coordination CommitteeRIEU Regional Inclusive Education UnitSAFOD Southern African Federation of the DisabledSB School BoardToR Terms of ReferenceUN United NationsUNAM University of NamibiaUNESCO United Nations Educational, Scientific and Cultural OrganisationUNICEF United Nations Children’s Fund
Glossary of Terms
Accommodations Changes and adjustments made when assessing a learner, or special concessions given to a learner when he/she is writing an examination, without necessarily changing the exam content.
Adaptations Adapting teaching and learning methods and/or learning objec tives in the syllabus/teaching lesson plan to meet the individual (special) needs of the learner.
Assistive Technology
“Devices and services such as visual aids, augmentative commu ni-ca tion devices [and] specialised equipment for computer access that a child with special needs education may need in order to access and benefit from education” (Heward, 2000).
Differentiation Using a variety of teaching methods and activities to meet the teaching/learning objective.
Disablement “Loss or limitation of opportunities to take part in the normal life of the community on an equal level with others due to physical and social barriers” (SAFOD & DEE, 2007).
Gender mainstreaming
A strategy for making the concerns and experiences of women and men an integral dimension of the design, implementation and evaluation of policies and programmes so that women and men benefit equally, and inequality is not perpetuated.
Impairment Loss or limitation of physical, mental or sensory function on a long-term and/or permanent basis.
Inclusive Education
“A process of addressing and responding to the diversity of needs of all children, youth and adults through increasing par ti cipation, cultures and communities, and reducing and eliminating exclusion within and from the education system” (UNESCO, 2008).
Individual Learning
Support Plan
A long-term individual plan that can be made to identify key learning needs, learning objectives and support measures for an individual learner in special needs education.
Integration This is generally linked to preparing learners for placement in ordinary schools. It carries with it an idea that learners need to be educationally and/or socially ‘ready’ for transfer from special to ordinary school. The expectation is that learners will adapt to the school rather than the school changing to accommodate the learner and meet a wider range of diverse needs.
vi Sector Policy on Inclusive Education (Republic of Namibia 2013)
Learning Support Team
A team of teachers who work in consultation and collaboration to ensure that subject/class teachers offer the support that learners need.
Learning Support
“Support offered to a learner to enable learning processes, [addressing] the needs of all children, youth and adults through increasing parti-ci pa tion, cultures and communities, and redu cing and elimina ting exclusion within and from the education system” (UNESCO, 2008).
Mainstreaming This term refers to the selective place ment of Special Education learners in one or more “regular” education classes. In this context it is generally assumed that a learner must “earn” the oppor tunity to be mainstreamed by being able to “keep up” with the work that the teacher assigns to the other learners in the class.
Mainstream Schools
In this document, this term refers to schools which, in a historical context, did not make provision for learners with special needs, or made very limited provision, without being fully inclusive. The goal is for all “mainstream schools” to be Inclusive Schools.
Orphan “A child who has lost one or both parents because of death and is under the age of 18 years” (National Policy on Orphans and Vulnerable Children, 2004).
Segregation This refers to learners with different educational needs (e.g. those with physical or learning challenges) being placed in a segregated education setting (e.g. a “special school” or a school only for learners with disabilities). This tends to force children with disabilities to lead a separate life.
Special Education
orSpecial Needs
Education
Education offered to learners with disabilities and extra-ordinary learning needs. This is a purposeful intervention aimed at overcoming barriers perceived to be possible obstacles to learning, and/or perceived to be limiting an individual’s full participation in societal activities. Traditionally, Special Education has been offered in “Special Schools” in a special setting, and the focus has been remedial and compensatory.
Special Schools Schools where education is offered to learners with disabilities, i.e. separately from their peers and general school settings. Existing Special Schools are to be transformed into “Resource Schools”.
Vulnerable Child “A child who needs care and protection” (National Policy on Orphans and Vulnerable Children, 2004).
Glossary of Terms
Glossary of Terms vii
Section 1: Sector Policy on Inclusive Education 1
Section 1SECTOR POLICY ON
INCLUSIVE EDUCATION
Vision of the PolicyThis policy paves the way for all children in Namibia to learn and participate fully in the education system, particularly in the schools commonly referred to as “mainstream schools”. In addition, this policy aims to create a supporting learning environment which is accommodating and learner-centred.
Mission of the PolicyThe Ministry of Education recognises that all children need educational support, and that this support should be integral to every school and to the work of every teacher. Therefore, the mission of the Ministry of Education is to create an enabling, supporting environment in every school for all learners and teachers.
1.1 Introduction
RationaleThe enrolment rate in primary and secondary education has been on the increase in Namibia, especially since the early 2000s. However, despite the steady improvement in the primary education net enrolment rate – 98.5% in 2010, 99.8% in 2011 and 99.7% in 2012 (EMIS, 2010, 2011, 2012) – there is a worrying trend of non-retention of primary-phase learners through to the secondary phase. The net enrolment for secondary education stood at 55.7% in 2010, 59.1% in 2011 and 57.8% in 2012 (EMIS, 2010, 2011, 2012). Thus, proportionally more children drop out or do not gain access to secondary education at all. As the Task Force on Educationally Marginalised Children noted in 1996, educationally marginalised children are more likely than others to be affected by this trend of non-retention. Thus, in 2010, in commemorating 20 years of Namibia’s independence, the Office of the Prime Minister stressed the importance of prioritising the attainment of greater equity for educationally marginalised children.
2 Sector Policy on Inclusive Education (Republic of Namibia 2013)
Despite the advances in the expansion and provision of basic education, a remaining major challenge is to address the needs of educationally marginalised children and young people. If these needs are not addressed, the goal of Education for All will be elusive in Namibia. For this reason, this policy deliberately reinforces principles which are implicit in the national legislation and international treaties elaborated on below.
Background and ContextNamibia, by virtue of the international agreements ratified and the national laws and policies put in place, is committed to realising Inclusive Education. Until recently, the global understanding of Inclusive Education was restricted to the domain of children with disabilities and a framework of Special Education. The new (albeit still-emerging) understanding of Inclusive Education recognises that ‘inclusion’ is a process for all educational institutions and the education system in general – a process resulting in good practices of inclusion across the board.
As a signatory to the following international agreements, the Government of Namibia is committed to establishing an Inclusive Education system:
zz UN Convention on the Rights of the Child (1989). This agreement outlines the right to education and training of all children to achieve the greatest degree of self-reliance and social integration possible.
zz Jomtien World Declaration on Education for All (1990). This agreement highlights the commitment to a child-centred pedagogy where individual differences are accepted as a challenge and not as a problem.
zz Salamanca Statement and Framework for Action (UNESCO, 1994). This agreement reinforces schools’ obligation to accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions.
zz Dakar Framework for Action (Dakar World Education Conference, UNESCO 2000). In Notes on the Dakar Framework for Action (2000), the World Education Forum highlights the importance of Inclusive Education, and reiterates that “the inclusion of children with various educationally disadvantaged positions, such as children with special needs, from ethnic minorities, remote communities, and others excluded from education, must be an integral part of strategies to achieve universal primary education”.
zz UN Convention on the Rights of Persons with Disabilities (2006). Article 24 recognises the right of persons with disabilities to education in an Inclusive Education system. This agreement urges States to offer education for persons with disabilities without discrimination and on the basis of equal opportunity.
Likewise, the following national laws and policies commit the Government of Namibia to realising Inclusive Education:
zz Constitution of the Republic of Namibia (1990). Article 20 states that all persons shall have the right to education, and that primary education shall be free and obligatory for all children up to the age of 16. The implementation of Universal Primary Education (UPE) in Namibia in 2013 is one realisation of these constitutional rights.
Section 1: Sector Policy on Inclusive Education 3
zz National Policy on Disability (1997). This policy stresses that the government shall ensure that children and youth with disabilities have the same right to education as children and youth without disabilities.
zz The Presidential Commission on Education, Culture and Training (1999, 2000) has endorsed the National Policy on Disability by recommending that all schools be inclusive, and that they be supported to achieve this goal of inclusivity.
zz National Policy Options for Educationally Marginalised Children (2000). This policy proposes a two-pronged targeted approach encompassing poverty-related actions and attitude-related policy options. This approach can be applied through the Sector Policy on Inclusive Education.
zz Namibian National Plan of Action for EFA 2001-2015 (2000). The following are among the priorities set down in this plan: equitable access; teacher quality; teacher education and support; HIV and AIDS; physical facilities; efficiency and effectiveness; and lifelong learning.
These priorities are to be addressed in the context of the government’s broad goal of reducing poverty and making Namibia a more inclusive society. This goal is backed up by strategies to improve both the quality and cost-effectiveness of education. The Sector Policy on Inclusive Education will contribute to attaining these improvements and addressing the above-mentioned EFA priorities.
zz Namibia Vision 2030: Policy Framework for Long-term National Development (2004). This policy framework explicitly recognises the education and training system as the key to national growth and development. It recommends, inter alia, strengthening the quality of the education and training system, improving its efficiency and eliminating inequalities in the system. This ‘vision’ is crucial for the successful development and implementation of Inclusive Education .
zz National Disability Council Act (2004). The main aims of this law are to create equal opportunities for persons with disabilities and ensure their access to vocational, educational and employment training.
zz Education and Training Sector Improvement Programme (ETSIP) (2007). This programme sets out to address the key weaknesses in the education sector. Among the critical sector priorities are pro-poor proper expansion of senior secondary education, and building system equity, quality and efficiency. Especially the latter priority provides a platform for a Sector Policy on Inclusive Education.
zz Education Sector Policy for Orphans and Vulnerable Children (2008). This policy promotes child-centred education and child-centred leadership in schools and regional education offices (including head office). It also underscores the inherent dignity of every learner and every primary caregiver. The guiding principles are embedded in the Sector Policy on Inclusive Education.
zz Ministry of Education Strategic Plan (2012-2017). This Plan calls for an accessible and equitable Inclusive Education System.
4 Sector Policy on Inclusive Education (Republic of Namibia 2013)
1.2 Policy Framework
Statement of Policy
The Ministry of Education recognises that barriers to learning arise when learning needs are not met, and that learning needs stem from a range of factors, including, inter alia: impairments; psychosocial disturbances; differences in abilities; life experiences; deprivation; negative attitudes; inflexible curriculum; language of instruction/learning; inaccessible or unsafe environments; policies and legislation; and education managers’ and teachers’ lack of skills or inappropriate skills. The Ministry of Education also recognises that all children need educational support, and that this support should be an integral part of the entire education system – provided at every school and by every teacher.
Aim of the Policy
The aim of this Sector Policy on Inclusive Education is to ensure that all learners are educated in the least-restrictive education setting and in schools in their neighbourhood to the fullest extent possible. The policy contributes to pedagogical and wider educational development, and correlates with the policy directions of the National Curriculum for Basic Education, the Curriculum Framework for Inclusive Education and the Education Sector Policy for Orphans and Vulnerable Children.
Objectives of the Policy
The main objectives of the Sector Policy on Inclusive Education are:zz to expand access to and provision of quality education, especially for educationally
marginalised learners; andzz to support learners with a wide range of individual abilities and needs in compulsory
education at Early Childhood Development (ECD), pre-primary, primary and secondary levels.
Guiding Principles
The Sector Policy on Inclusive Education will contribute to the achievement of the goal of Education for All through a holistic framework for learning and participation, with a specific focus on learners who have been educationally marginalised. The guiding principles of the policy are:
zz identification and addressing of challenges and/or barriers in the education system; zz creation and development of an Inclusive Education sector;zz development of capacity at national, regional, circuit, cluster, school and community
levels;zz application of an inclusive cross-directorate approach to education-related programme
planning, development and implementation;zz reorientation of teacher education (i.e. improvement of pre- and in-service teacher
training);
Section 1: Sector Policy on Inclusive Education 5
zz inculcation of flexible and differentiated teaching and learning approaches;zz offering institutional support;zz engagement of schools and communities on the issues of human and educational
rights;zz expansion of access to education at all levels; zz inclusion as early as the inception of any form of early childhood education;zz diversification of the curriculum and creation of a positive climate for diversity;zz greater flexibility in assessing and examining, including putting in place regulations
for concessions; andzz development and strengthening of a cycle of collaboration and support on inclusion.
Scope of Application
Legal Compliance
The Sector Policy on Inclusive Education is applicable to all government bodies including government-subsidised institutions responsible for education (i.e. Early Childhood Development [ECD], pre-primary, primary, secondary and post-secondary education and training). Teacher training institutions are expected to support the implementation of this policy.
Targeted Population
The Sector Policy on Inclusive Education aims to provide access, equity and quality education to all children. Although the policy is aimed at ensuring that the education system becomes inclusive, sensitive and responsive to the needs of all children, and that all children receive education, it has a specific focus on children and young people who have been, or are, or are more likely to be, educationally marginalised.
Educationally marginalised children may be:
zz children of farmworkers;zz children in remote areas as defined in the Policy Options for the Educationally
Marginalised Children; zz ‘street’ children; zz children in squatter, resettlement and refugee camps;zz children with disabilities and impairments; zz children who are considered ‘over-aged’ in the current education policies (be they
within or outside the education system); zz children of families living in extreme poverty; zz children who head households; zz child labourers; zz children with learning difficulties; zz orphans and vulnerable children; zz the girl-child; zz the learner-parent; zz children with extreme health conditions or chronic illnesses;zz children with emotional and behavioural challenges; andzz children who are gifted/talented.
6 Sector Policy on Inclusive Education (Republic of Namibia 2013)
1.3 Inclusive Education Policy StrategiesTo realise the vision and mission of the Sector Policy on Inclusive Education, it is mandatory to fully understand the concept of “Inclusive Education”.
What is Inclusive Education?
UNESCO defines Inclusive Education as:
“… [a] process of addressing and responding to diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of appropriate age range and a conviction that it is the responsibility of the regular system to educate all children.” (UNESCO, 2008)
Justification for Inclusion
Educational justification: The requirement of inclusive schools to educate all children together means that schools have to develop ways of teaching that respond to individual differences and thereby benefit all children.
Social justification: Inclusive schools are able to change negative attitudes to diversity by educating all children together, thus inclusive schools form the foundation of a just and non-discriminatory society.
Economic justification: It is less costly to establish and maintain schools that educate all children together than to set up a complex system of different types of schools which specialise in educating different groups of children (UNESCO, 2008).
Inclusive Education does not pertain only to integrating children and young people with disabilities, or those who are vulnerable, into mainstream schools, or only to ensuring that excluded learners have access to education. Inclusive Education means ending segregation or the deliberate exclusion of individuals or groups on the grounds of academic performance, gender, race, culture, religion, lifestyle, health conditions or disability. Inclusive Education is based on the understanding that all learners have the right to be educated with peers, friends and family members, in their own neighbourhood or local community.
Inclusion is a process of increasing participation in learning, and identifying and reducing barriers that inhibit the learning and participation of any learner. Some barriers may stem from, inter alia, a learner’s economic situation, environment, culture, disability/impairment or socio-emotional situation, and others may stem from poor educational practices. What is important about Inclusive Education is that it shifts the focus from blaming the child for difficulties in learning to the interaction between the learner and his/her environment. This interaction is about the quality of a learner’s experience and how he/she is welcomed, assisted to learn, and enabled to participate fully in school life.
Section 1: Sector Policy on Inclusive Education 7
Developing good inclusive practices involves institutional change. Such change requires that all schools and other educational settings regularly review their policies and practices to ensure that they meet the needs and aspirations of all learners, and also it requires analysing the education system and identifying factors that may inhibit teaching and learning, including caring and supporting. It is also important to recognise that inclusive practices mean ensuring that all adults and youth in an educational setting (parents, caregivers, educators, school staff, school board members and communities at large) have their access needs met and are able to participate fully in that educational setting.
An Inclusive Education system creates opportunities for participation and collaboration, and in so doing, develops new approaches and resources – i.e. not necessarily material, but rather resources developed through diversifying teaching and learning and providing care and support, and resources resulting from teachers’ improved pedagogical skills and broader understanding of diversity. Eventually, Inclusive Education practices will improve the quality of education in general.
It is crucial that every school (including its management and every teacher) takes responsibility for educating every learner and ensures that learning is indeed taking place. To these ends, emphasis is placed on consultation, collaboration, communication and well-defined roles and responsibilities of every stakeholder. To succeed, every school must have access to resources such as specialist support for addressing learning, language or behaviour needs which may arise. The teacher must understand the learner’s learning strategies and functioning, and guide his/her education accordingly. The specialist support would be geared to giving the teacher advice rather than taking responsibility away from the teacher. In accepting additional support, teachers do not remove themselves from the centre of the relationship with the child, but rather enable themselves to learn through their collaboration with colleagues, learners and others.
Inclusive Education implies a major shift in thinking: providing education for various marginalised groups is not about technical intervention, but rather it is about a change in one’s attitudes to differences, and in one’s practices and actions at all levels of education.
The Eight Strategies and their OutcomesThe following strategies are the vehicle for achieving the objectives of the Sector Policy on Inclusive Education. The desired outcomes of each strategy are articulated on the following pages. It is envisaged that the policy will be reviewed and updated every 10 years.
1. Integrate the Sector Policy on Inclusive Education into all other legal frameworks and policies of the education sector.
2. Raise awareness of the constitutional right to education and foster attitudinal change.3. Support institutional development by developing human and instructional resources.4. Review the National Curriculum for Basic Education to reflect the diversity of learning
needs of all learners.5. Widen and develop educational support services.6. Develop teacher education and training for paramedical and support staff.7. Strengthen and widen in-service training for stakeholders.8. Develop a mechanism for monitoring and evaluating the implementation of the Sector
Policy on Inclusive Education.
8 Sector Policy on Inclusive Education (Republic of Namibia 2013)
Strategy 1
Integrate the Sector Policy on Inclusive Education into all other legal frameworks and policies of the education sector.
Outcomes:zz Reviewed education legislation and norms.zz A mechanism developed for inter-ministerial, intra-ministerial and stakeholder
collaboration on Inclusive Education.zz An administrative and advisory structure established for the development of
Inclusive Education at all levels.zz Priorities set for developing educational support services and expanding access
to these services.zz Funding arrangements for Inclusive Education within national and decentralised
structures revised and effected.zz Physical facilities and education programmes accessible to all.
Strategy 2
Raise awareness of the constitutional right to education and foster attitudinal change.
Outcomes: zz A common vision, understanding and language on Inclusive Education developed. zz The right of every child to education made known to all parents, guardians and
communities.zz Parents’ role and responsibilities in their children’s education emphasised and
promoted.zz Civil society contribution to education delivery sought and underlined.zz Communities capacitated and well informed on where to report educational
institutions and educators who discriminate against the group targeted by this policy by way of non-admission to school, not providing additional support where needed, withholding progress reports or any other discriminatory practices.
zz Communities capacitated to support Inclusive Education. zz A collective approach used at all times in fostering receptive attitudes to
Inclusive Education and in developing the Inclusive Education system.
Strategy 3
Support institutional development by developing human and instructional resources.
Outcomes:zz All schools become inclusive.zz Inclusive Education system established at the beginning of any form of early
childhood education.zz Current roles of Special Classes re-defined as roles of educational support,
to be rendered in Learning Support Classrooms at school level.
Section 1: Sector Policy on Inclusive Education 9
zz Proportional to the need, current Special Schools transformed into Resource Schools.
zz At least one Resource School per region constructed to cater to learners with severe special educational needs and learners needing intensive educational support.
zz Regional Inclusive Education Unit(s) established at schools to bring education closer to those in need of intensified educational support in an inclusive school setting.
zz Good teaching and learning approaches applied, and care and support offered to all learners at all schools.
zz Effective instructional resources structured.
Strategy 4
Review the National Curriculum for Basic Education to reflect the diversity of learning needs of all learners.
Outcomes:zz Curriculum reviewed – the National Curriculum for Basic Education must be
guided by the Inclusive Education Philosophical Framework.zz Reviewed Curriculum responsive to diversity. zz Acceptance and appreciation of diversity promoted through the media, textbooks
and instructional resources.zz Reviewed and responsive Curriculum promoted.zz Clearly articulated language policy in education formulated, taking into account
Namibia’s existing diversities.zz Modification/adaptation of subject content applied where justified, with suitable
methodologies and materials used. zz Examinations, assessment and progressions designed in the light of learner
diversities.zz Examinations and assessment concessions developed without sacrificing quality.
Strategy 5 Widen and develop educational support services.
Outcomes:zz Special Needs Education provision decentralised and fully supported. zz Barriers to teaching and learning addressed continuously.zz Learning Support Team/Group established in each school.zz Roles and functions of the Learning Support Team/Group defined.zz An Individual Education Plan Form developed and its modalities outlined in
consultation with relevant stakeholders.zz An Individual Education Plan (IEP) developed for learners in need of intensified
educational support, in consultation with the Learning Support Team/Group, the class/subject teacher and the parents/guardians.
zz Intensity of additional education and psychosocial support provision reflected in the IEP, also specifying the IEP duration and support staff.
10 Sector Policy on Inclusive Education (Republic of Namibia 2013)
zz Challenges experienced by learners, support provided, progress made and communications with parents/guardians monitored and documented.
zz Teachers, school management and parents work in support of each other for the benefit of each learner.
zz Teachers, school management and learners supported by regional and national structures including communities.
zz Learning Support Materials and required supplementary instructional resources provided for use by all learners with a view to removing stigma and supporting any learner in need of extra or intensified educational support.
zz Regional Inclusive Education Units established for learners with severe needs but where parents/guardians opt for inclusion.
zz Educational Support Units established at tertiary education institutions for Continuous Professional Development (CPD), in-service training (courses or workshops) and upgrading courses.
zz Use of Information and Communication Technology (ICT) including internet in teaching and learning promoted.
zz Schools perceived as centres of care and support in addition to teaching and learning.
zz Psychosocial support provided as an integral activity at every school.zz Every teacher takes responsibility for the educational, social and psychological
wellbeing of each learner in her/his classroom, if necessary in consultation with and the support of the Learning Support Team/Group.
Strategy 6
Develop teacher education and training for paramedical and support staff.
Outcomes:zz Inclusive Education practices infused in all teacher-training programmes such
that values and beliefs of inclusion are reflected in teaching and learning at all levels.
zz All teaching staff trained in differentiated instruction and learning support provision.
zz Paramedical staff (occupational therapists, speech/language therapists, social workers, audiologists, etc.) trained and qualified to provide services in schools.
zz Support professionals (teacher assistants/facilitators, mobility and orientation instructors, interpreters, etc.) trained and appointed where needed.
zz Inclusive Education specialists trained and serving regional offices and schools at advisory level.
zz Advisory teachers/officers, inspectors of education and education officers trained on Inclusive Education practices.
zz Specialised staff trained in other disciplines such as specific disabilities, HIV and AIDS education, Early Childhood Development (ECD), gender-mainstreaming, counselling and school health (to enable the staff to identify common illnesses and health conditions (e.g. asthma, diabetes and epilepsy).
zz Continuous Professional Development programmes on Inclusive Education for teachers designed and delivered.
zz Culture of volunteerism instilled in the parent communities.
Section 1: Sector Policy on Inclusive Education 11
Strategy 7
Strengthen and widen in-service training for stakeholders.
Outcomes:zz Continuous Professional Development (CPD) programme for Inclusive Education
Officers developed and offered to all education officials and stakeholders.zz CPD on Inclusive Education practices, programme, development, implementation
and monitoring developed.zz Physical planners capacitated to plan, renovate and construct accessible disabled
and child-friendly facilities.zz Budget holders sensitised on budgeting inclusively.
Strategy 8
Develop a mechanism for monitoring and evaluating the implementation of the
Sector Policy on Inclusive Education.
Outcomes:zz Monitoring and evaluation tool for successful implementation of Inclusive
Education Philosophical Framework developed at national, regional, circuit, cluster and school levels.
zz Wide scope of data-collection method on educationally marginalised learners developed.
zz Cumulative cards (file/case history) on every learner used effectively. zz Qualitative and quantitative research and analysis on measuring progress and
impact of Inclusive Education applied, and action research promoted at all levels.
zz Mechanism in place for early identification of individuals at risk of educational marginalisation and exclusion from accessing education.
zz Innovative and successful Inclusive Education practices documented and shared among relevant stakeholders.
zz Procedures in place for reporting non-compliance with this policy.zz Annual report on progress made in implementing this policy tabled for the
Office of the Prime Minister / Ministry of Justice to report to the United Nations / African Union as per specifications of ratified international conventions.
NB: Sector Policy on Inclusive Education reviewed and updated every 10 years.
12 Sector Policy on Inclusive Education (Republic of Namibia 2013)
1.4 Bibliography
Government of Namibia
Gowaseb, M. (2010). Namibia – A Nation on the Move: 20 Years of Independence (1990-2010). Windhoek: Office of the Prime Minister.
Ministry of Education and Culture (2000). National Policy Options for Educationally Marginalised Children.
Ministry of Education (2000). National Plan of Action for EFA, 2001-2015.
Ministry of Education (2007). Education and Training Sector Improvement Programme (ETSIP): Planning for a Learning Nation – Programme Document: Phase 1 (2006-2011).
Ministry of Education (2007, 2009, 2010). Education Management Information System [EMIS].
Ministry of Education (2008). Education Sector Policy for Orphans and Vulnerable Children.
Ministry of Gender Equality and Child Welfare (2004). National Policy on Orphans and Vulnerable Children.
Ministry of Lands, Resettlement and Rehabilitation (1997). National Policy on Disability.
Ministry of Regional and Local Government and Housing (1997). Decentralisation Policy for the Republic of Namibia.
Office of the President (2004). Namibia Vision 2030: Policy Framework for Long-term National Development.
Office of the President (1999, 2000). Presidential Commission on Education, Culture and Training [Volumes 1 and 2].
Namibia legislation
Republic of Namibia (1990). Constitution of the Republic of Namibia.
Republic of Namibia (2001). Education Act 16 of 2001.
Republic of Namibia (1992). Local Authorities Act 23 of 1992.
Republic of Namibia (2004). National Disability Council Act 26 of 2004.
Republic of Namibia (1992). Regional Councils Act 22 of 1992.
Other works (books, reports, UN documentation)
Education Policy Unit (2002). Resource and Training Programme for Educator Development: Building an Inclusive Education and Training System – End-Term National Quality Evaluation (Final Report). Belville: University of the Western Cape.
Section 1: Sector Policy on Inclusive Education 13
Heward, W.L. (2000). Exceptional Children: An Introduction to Special Education. New Jersey: Prentice Hall.
O’Hanlon, C. (2007). Sector Policy on Inclusive Education. Unpublished.
Southern African Federation of the Disabled (SAFOD) and Disability Equality in Education (DEE) (2007). Training Workshop on Developing Inclusive Education in Southern Africa. Available at http://worldofinclusion.com/res/internat/Southern_Africa_Workbook.doc.
Savolainen, H. (1997). “Between Discrimination and Inclusion: Persons with Disabilities and Services to Them in Ethiopia Today”. In: Kokkala, H. (Ed.) (1997), Providing Special Education for Those Who Need it in Developing Countries. Helsinki: Finnish Ministry for Foreign Affairs, Department for International Development Co-operation.
United Nations (1989). Convention on the Rights of the Child.
United Nations (2006). Convention on the Rights of Persons with Disabilities.
United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1990). Jomtien World Declaration on Education for All.
UNESCO (1994). Salamanca Statement and Framework for Action.
UNESCO (2000). Dakar World Education Framework.
UNESCO (2001). Government of the Republic of Namibia: Education for All (EFA) – National Plan of Action 2001-2015. Windhoek: UNESCO, UNDP, UNICEF, UNFPA.
UNESCO (2001). Open File on Inclusive Education: Support Materials for Managers and Administrators. Paris: UNESCO.
UNESCO (2002). Inclusive Education in Southern Africa: Responding to Diversity in Education. Harare: UNESCO.
UNESCO (2006). Guidelines for Inclusive Education Policy Development: Working towards Education for All. Harare: UNESCO.
UNESCO (2007). Report on Situational Analysis of Inclusive Education in Namibia. Unpublished. Windhoek: UNESCO.
Väyrynen, S. (2000). “UNESCO and Inclusive Education”. In: Savolainen, H., Kokkala, H. and Alasuutari, H. (Eds) (2000), Meeting Special and Diverse Education Needs: Making Inclusive Education a Reality. Helsinki: Finnish Ministry for Foreign Affairs and Niilo Mäki Institute.
World Health Organisation (WHO) (2001). International Classification of Functioning, Disability and Health (ICF). Geneva: WHO.
Zimba, R.F. (1999). “Supporting the Learning of Namibian Students with Special Needs”. In: African Journal of Special Needs Education, Vol. 4, No. 3.
Zimba, R.F., Haihambo, C.K. and February, P.J. (2004). Report of a Situation Analysis on the Provision of Special Needs Education in Namibia. Unpublished.
Zimba, R.F. and Zimba, E. (2004). Review of the compliance of Namibian domestic legislation to the Convention on the Rights of the Child (CRC). Windhoek: UNICEF.
14 Sector Policy on Inclusive Education (Republic of Namibia 2013)
Inclusive Education
SECTOR POLICY ON INCLUSIVE EDUCATION
Ministry of Education z Namibia z 2013
Strategy 1
Integrate the Sector Policy on Inclusive Education into all other legal frameworks
and policies of the education sector.
(page 16)
Strategy 2
Raise awareness of the constitutional right to education and foster
attitudinal change. (page 20)
Strategy 3
Support institutional development by
developing human and instructional
resources. (page 22)
Strategy 4
Review the National Curriculum for Basic
Education to reflect the diversity of learning needs of all learners .
(page 25)
Strategy 5
Widen and develop educational support
services . (page 27)
Strategy 6
Develop teacher education and training for paramedical
and support staff. (page 30)
Strategy 7
Strengthen and widen in-service training for
stakeholders. (page 33)
Strategy 8
Develop a mechanism for monitoring and evaluating
the implementation of the Sector Policy on Inclusive Education.
(page 34)
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 15
Section 2IMPLEMENTATION PLAN:
STRATEGY GUIDELINES AND RECOMMENDATIONS
Policy Objective 1: To expand access to and provision of quality education, especially for educationally marginalised learners.
Policy Objective 2: To support learners with a wide range of individual abilities and needs in compulsory education at Early Childhood Development (ECD), pre-primary, primary and secondary levels.
Abbreviations and Acronyms used in the tables that follow:
CBR Community-Based Rehabilitation
CPD Continuous Professional Development
DAE Directorate: Adult Education
DATS Division: Diagnostic, Advisory and Training Services
DF Directorate: Finance
DHE Directorate: Higher Education
DNEA Directorate: National Examinations and Assessment
DSPS Division: Special Programmes and Schools
EMIS Education Management and Information System
ETSIP Education and Training Sector Improvement Programme
HQ Headquarters
IED Inclusive Education Division
IESC Inclusive Education Steering Committee
IMC Inter-Ministerial Committee
LSGs/LSCs Learning Support Groups/Classes
MoHSS Ministry of Health and Social Services
NAMCOL Namibia College of Open Learning
NESE National External School Evaluation
NGO Non-Governmental Organisation
NIED National Institute for Educational Development
PAD Directorate: Planning and Development
PQA Directorate: Programmes and Quality Assurance
RCs Regional Councils
RDEs Regional Directorates of Education
RIECCs Regional Inclusive Education Coordination Committees
RIEOs Regional Inclusive Education Officers
RIEUs Regional Inclusive Education Units
SBs School Boards
ToR Terms of Reference
UNAM University of Namibia
SECTOR POLICY ON INCLUSIVE EDUCATION
16 Sector Policy on Inclusive Education (Republic of Namibia 2013)
STRA
TEG
Y 1: I
nteg
rate
the
Sect
or P
olic
y on
Incl
usiv
e Ed
ucat
ion
into
all
othe
r leg
al fr
amew
orks
and
pol
icie
s of t
he e
duca
tion
sect
or.
OU
TCO
ME
1.1: R
evie
wed
edu
cati
on le
gisl
atio
n an
d no
rms
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Am
end
the
Edu
cati
on A
ct
(Act
No.
16
of 2
001)
.IE
SC
(IE
D-P
QA
)10
0 00
020
13 –
on
goin
gzz
Leg
isla
tion
at
the
firs
t st
age
shou
ld:
(a)
arti
cula
te I
ncl
usi
ve
Edu
cati
on p
rinc
iple
s an
d ri
ghts
; (b
) re
form
the
ele
men
ts t
hat
inhi
bit i
nclu
sion
; (c)
man
date
fund
amen
tal i
nclu
sive
pra
ctic
es;
and
(d)
esta
blis
h pr
oced
ure
and
prac
tice
s th
at fa
cili
tate
incl
usio
n th
roug
hout
the
edu
cati
on s
yste
m (
e.g.
fle
xibl
e cu
rric
ulum
and
as
sess
men
t).
zz
Det
aile
d le
gisl
atio
n (e
.g. c
lass
siz
e an
d st
affi
ng),
can
be
take
n on
late
r w
hen
ther
e is
mor
e ex
peri
ence
on
Incl
usiv
e E
duca
tion
.
Am
end
ET
SIP
to
incl
ude
the
new
pol
icy
elem
ents
.20
13 –
on
goin
g
Rev
ise
educ
atio
n st
anda
rds
and
inpu
t no
rms
in
acco
rdan
ce w
ith
the
poli
cy.
2015
–
ongo
ing
OU
TCO
ME
1.2: A
mec
hani
sm fo
r int
er-m
inis
teri
al, i
ntra
-min
iste
rial
and
sta
keho
lder
col
labo
rati
on o
n In
clus
ive
Educ
atio
n
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Dev
elop
Ter
ms
of R
efer
ence
(T
oR)
for
an I
nter
-Min
iste
rial
C
omm
itte
e on
Inc
lusi
ve
Edu
cati
on.
IESC
(I
ED
-PQ
A)
40 0
0020
13zz
In l
ine
wit
h th
e br
oad
conc
ept
of I
nclu
sive
Edu
cati
on,
a w
ide
part
icip
atio
n of
min
istr
ies
is r
equi
red.
zz
The
IE
SC w
ould
: (a)
dis
cuss
the
situ
atio
n of
var
ious
vul
nera
ble
and
mar
gin
alis
ed g
rou
ps;
(b
) ag
ree
on t
akin
g re
spon
sib
ilit
y fo
r va
riou
s de
velo
pmen
t ta
sks;
and
(c)
pro
mot
e ac
cept
ance
of
mar
gina
lise
d gr
oups
. zz
To
impr
ove
coll
abor
atio
n, in
form
atio
n sh
arin
g an
d im
plan
ting
In
clus
ive
Edu
cati
on in
the
educ
atio
n sy
stem
, an
intr
a-m
inis
teri
al
stee
ring
com
mit
tee
is r
ecom
men
ded.
zz
The
IE
SC s
houl
d ha
ve w
ide
repr
esen
tati
on f
rom
mai
nstr
eam
ed
uca
tion
, b
ut
also
fro
m u
nit
s re
spon
sib
le f
or e
du
cati
on f
or
vari
ous
mar
gina
lise
d gr
oups
.zz
The
IE
SC c
ould
be
an i
nter
im m
easu
re w
hile
oth
er a
dmin
is-
trat
ive
arra
ngem
ents
tak
e sh
ape,
or
it c
ould
be
a pe
rman
ent
body
if s
uch
a bo
dy is
dee
med
nec
essa
ry a
t a
late
r st
age.
zz
To
pro
mot
e, d
iscu
ss a
nd
sh
are
in t
he
fiel
d o
f ed
uca
tion
for
va
riou
s m
argi
nali
sed
grou
ps, a
n an
nual
con
sult
atio
n w
ith
broa
d pa
rtic
ipat
ion
of s
take
hold
ers
is r
ecom
men
ded.
zz
Th
e an
nu
al c
onsu
ltat
ion
sh
ould
in
clu
de
rep
rese
nta
tive
s of
N
GO
s, C
BO
s an
d ot
her
prov
ider
s of
ser
vice
s fo
r m
argi
nali
sed
grou
ps a
nd in
Spe
cial
Nee
ds E
duca
tion
.
Rev
iew
the
exi
stin
g m
echa
nism
s w
ith
a vi
ew
to m
ergi
ng t
he is
sues
of
Incl
usiv
e E
duca
tion
wit
h th
e cu
rren
t st
ruct
ure.
2014
–
ongo
ing
Dev
elop
ToR
for
an
Incl
usiv
e E
duca
tion
St
eeri
ng C
omm
itte
e (I
ESC
) in
the
Min
istr
y of
Edu
cati
on.
2015
Est
abli
sh a
n IE
SC o
r re
vise
th
e T
oR o
f th
e T
ask
For
ce
on I
nclu
sive
Edu
cati
on.
2015
Dev
elop
ToR
for
a m
echa
nism
fo
r m
ulti
-sec
tora
l sta
keho
lder
co
llabo
rati
on.
2015
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 17
Out
com
e 1.
3: A
n ad
min
istr
ativ
e an
d ad
viso
ry s
truc
ture
for t
he d
evel
opm
ent o
f Inc
lusi
ve E
duca
tion
at a
ll le
vels
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Dis
cuss
, deb
ate
and
deve
lop
ToR
for
Inc
lusi
ve E
duca
tion
ad
min
istr
atio
n at
Min
istr
y of
Edu
cati
on H
eadq
uart
ers
(HQ
).
HQ
: IE
D-P
QA
; IE
SC
8 00
020
15 –
on
goin
gzz
To
ensu
re th
at I
nclu
sive
Edu
cati
on is
con
cept
uali
sed
broa
dly
in
scop
e an
d im
plan
ted
in th
e fr
amew
ork
of M
ains
trea
m E
duca
tion
, it
is r
ecom
men
ded
that
the
pre
sent
ly s
epar
ate
adm
inis
trat
ions
of
Spec
ial N
eeds
Edu
cati
on a
nd M
ains
trea
m E
duca
tion
be
mer
ged.
zz
Th
e n
ew (
mer
ged
) st
ruct
ure
sh
ould
be
orga
nis
ed a
nd
ru
n i
n ac
cord
ance
wit
h th
e In
clus
ive
Edu
cati
on p
hilo
soph
y, le
gisl
ativ
e m
anda
te, p
edag
ogy,
the
ory
and
prac
tice
. zz
The
dev
elop
men
t of
job
des
crip
tion
s fo
r th
e pr
ospe
ctiv
e st
aff
of t
he
new
str
uct
ure
req
uir
es c
aref
ul
con
sid
erat
ion
. A
s th
e po
licy
pro
pose
s de
velo
ping
edu
cati
on s
uppo
rt a
t reg
iona
l lev
el,
it m
ay n
ot b
e ne
cess
ary
for
HQ
to
defi
ne t
he e
xper
tise
nee
ded
acco
rdin
g to
the
cat
egor
ies
of d
isab
ilit
y; i
t m
ay b
e pr
efer
able
th
at r
egio
nal o
ffic
es d
efin
e th
is e
xper
tise
acc
ordi
ng to
the
mai
n ax
es o
f th
is p
olic
y.zz
The
rol
e of
the
new
str
uctu
re w
ould
be
in p
olic
y de
velo
pmen
t,
coor
dina
tion
and
col
labo
rati
on w
ith
vari
ous
serv
ice
prov
ider
s.zz
The
new
str
uctu
re s
houl
d in
clud
e th
e cu
rren
t DSP
S an
d D
AT
S,
and
shou
ld c
over
the
spe
cifi
c is
sues
rel
atin
g to
mar
gina
lise
d ch
ildr
en a
nd H
IV/A
IDS.
It
shou
ld a
lso
have
a s
tron
g co
mpo
nent
on
Gui
danc
e an
d C
ouns
elli
ng.
Iden
tify
and
impl
emen
t ro
les
and
resp
onsi
bili
ties
of
the
Dir
ecto
rate
sta
ff.
HQ
: IE
D-P
QA
2015
–
ongo
ing
Mon
itor
and
eva
luat
e th
e de
velo
pmen
t of
dut
ies
and
succ
essf
ul im
plem
enta
tion
of
the
Sec
tor
Pol
icy
on
Incl
usiv
e E
duca
tion
.
HQ
: IE
D-P
QA
; st
akeh
olde
rs35
000
2015
–
ongo
ing
Dev
elop
ToR
for
Reg
iona
l In
clus
ive
Edu
cati
on
Coo
rdin
atio
n C
omm
itte
es
(RIE
CC
s).
HQ
: IE
D-P
QA
; R
DE
s30
000
2015
zz
The
RIE
CC
s sh
ould
ove
rsee
the
impl
emen
tati
on, m
anag
emen
t an
d m
onit
orin
g of
Inc
lusi
ve E
duca
tion
. zz
The
RIE
CC
s sh
ould
be
repr
esen
tati
ve o
f di
ffer
ent s
take
hold
ers
prov
idin
g ed
ucat
ion
for
mar
gina
lise
d gr
oups
.
Rev
iew
exi
stin
g st
ruct
ures
(e
.g. O
VC
and
EF
A f
orum
s)
for
thei
r su
itab
ilit
y to
tak
e on
the
issu
es o
f In
clus
ive
Edu
cati
on.
HQ
: IE
D-P
QA
; R
DE
s20
15zz
All
rele
vant
edu
cati
on fo
rum
s sh
ould
pro
mot
e th
e im
plem
enta
tion
of
Inc
lusi
ve E
duca
tion
.
Dec
entr
alis
e Sp
ecia
l Nee
ds
Edu
cati
on p
rovi
sion
.H
Q: P
S20
12-2
015
zz
Fin
alis
e th
e “S
ecto
r Sp
ecif
ic D
eliv
ery
Stan
dard
s” f
or S
peci
al
Edu
cati
on p
rovi
sion
. zz
Imp
lem
ent
the
Sec
tor
Pol
icy
on I
ncl
usi
ve E
du
cati
on w
ith
re
fere
nce
to
dec
entr
alis
ed f
un
ctio
ns.
18 Sector Policy on Inclusive Education (Republic of Namibia 2013)
Out
com
e 1.
3 co
ntin
ued
Est
abli
sh R
egio
nal I
nclu
sive
E
duca
tion
Uni
ts (
RIE
Us)
in
all E
duca
tion
al R
egio
ns.
HQ
: PS,
IE
D-P
QA
; R
DE
s
3 50
0 00
020
14-2
016
zz
Th
e R
IEU
s w
ould
ove
rsee
th
e im
ple
men
tati
on o
f In
clu
sive
E
du
cati
on,
and
th
e ru
nn
ing
and
dev
elop
men
t of
Res
ourc
e Sc
hool
s an
d Sp
ecia
l Cla
sses
whe
re t
hey
exis
t.
zz
In s
o do
ing,
the
RIE
Us
wou
ld p
lan,
coo
rdin
ate
and
budg
et f
or
all
educ
atio
n su
ppor
t ac
tivi
ties
in
the
regi
ons,
and
ens
ure
that
th
e pr
ovis
ion
of e
duca
tion
sup
port
at r
egio
nal l
evel
is g
uide
d by
cl
ear
prog
ram
mes
for
iden
tify
ing,
ass
essi
ng, p
laci
ng, t
each
ing
and/
or r
efer
ring
lear
ners
who
exp
erie
nce
barr
iers
to
lear
ning
.zz
In t
he
firs
t p
has
e, a
foc
al p
erso
n c
ould
be
assi
gned
in
eac
h re
gion
to
init
iate
the
dev
elop
men
t of
Inc
lusi
ve E
duca
tion
.
Iden
tify
and
impl
emen
t th
e ro
les
of R
egio
nal D
irec
tors
, In
clus
ive
Edu
cati
on U
nit
Man
ager
s, S
choo
l Boa
rds,
P
rinc
ipal
s, T
each
ers
and
othe
r pr
ofes
sion
als
in r
elat
ion
to I
nclu
sive
Edu
cati
on.
HQ
: IE
D-P
QA
; R
DE
s20
0 00
020
14 –
on
goin
g
Eng
age
Reg
iona
l Dir
ecto
rs
and
Pri
ncip
als
in r
egio
nal
plan
ning
for
exp
andi
ng
prov
isio
n fo
r ch
ildr
en
wit
h di
sabi
liti
es a
nd o
ther
ed
ucat
iona
lly
mar
gina
lise
d ch
ildr
en.
RD
Es;
R
IEU
s;P
rinc
ipal
s
30 0
0020
14 –
on
goin
gzz
The
RIE
Us
shou
ld u
nder
take
a c
olla
bora
tive
and
par
tici
pato
ry
pla
nn
ing
pro
cess
, en
gagi
ng
bot
h t
he
regi
onal
ad
min
istr
atio
n an
d s
choo
ls. T
he R
IEU
s sh
ould
pro
vide
pla
nnin
g gu
idel
ines
as
wel
l as
feed
back
to
info
rm t
he p
lann
ing.
Out
com
e 1.
4: P
rior
itie
s se
t for
dev
elop
ing
educ
atio
nal s
uppo
rt s
ervi
ces
and
expa
ndin
g ac
cess
to th
ese
serv
ices
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Col
lect
dat
a /
unde
rtak
e a
base
line
sur
vey
on t
he n
eeds
in
ter
ms
of s
uppo
rt a
nd
expa
nsio
n of
acc
ess.
HQ
: IE
D-P
QA
; IE
SC; E
MIS
;R
DE
s; R
IEU
s
80 0
0020
15zz
As
Incl
usiv
e E
duca
tion
sho
uld
be e
mbe
dded
in
all
educ
atio
n im
plem
enta
tion
pla
ns, i
t is
im
port
ant
that
the
im
plem
enta
tion
pl
an is
in li
ne w
ith
exis
ting
doc
umen
ts s
o as
to fa
cili
tate
get
ting
su
ppor
t fr
om o
ther
init
iati
ves.
zz
The
impl
emen
tati
on p
lan
shou
ld p
rior
itis
e di
sadv
anta
ged
area
s,
and
shou
ld a
lloc
ate
the
nece
ssar
y re
sour
ce t
o th
ose
area
s.zz
Res
ourc
es e
xist
ing
in t
he c
omm
unit
y sh
ould
als
o be
inc
lude
d in
the
res
ourc
e al
loca
tion
.
Dev
elop
a d
etai
led
impl
emen
tati
on p
lan
at n
atio
nal l
evel
, wit
h pr
iori
tise
d ge
ogra
phic
al a
nd
them
atic
are
as o
f ac
tion
.
HQ
: IE
D-P
QA
; IE
SC; E
MIS
10 0
0020
15
Adj
ust
the
ET
SIP
pr
ogra
mm
e ac
cord
ingl
y.H
Q: E
TSI
P
Gen
eral
E
duca
tion
5,00
0 00
020
14 –
on
goin
g
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 19
Rev
iew
the
staf
fing
sit
uati
on,
and
esta
blis
h an
d fi
ll po
siti
ons
in t
he g
eogr
aphi
call
y m
ost
chal
leng
ing
area
s.
HQ
: IE
D-P
QA
; IE
SC50
,000
2013
–
ongo
ing
Rev
iew
, ali
gn a
nd r
atio
nali
se
educ
atio
n pr
ovis
ion
and
supp
ort
prov
ided
by
NG
Os
and
CB
Os.
HQ
: IE
D-P
QA
; IE
SC50
,000
2013
-201
6zz
Act
ivel
y en
gage
NG
Os
and
CB
Os
rega
rdin
g th
e im
plem
enta
tion
of
the
Sec
tor
Pol
icy
on I
ncl
usiv
e E
duca
tion
and
the
pro
gres
s th
ereo
f.
Ens
ure
that
all
cen
tral
an
d re
gion
al p
rior
itie
s ar
e ad
here
d to
con
sist
entl
y.
HQ
: IE
D-P
QA
; R
DE
s20
14 –
on
goin
gzz
Use
the
“Sec
tor
Spec
ific
Ser
vice
Del
iver
y St
anda
rds”
as
guid
elin
es
for
impl
emen
ting
dec
entr
alis
ed f
unct
ions
.zz
Reg
ions
sho
uld
prov
ide
annu
al r
epor
ts o
n th
e pr
ogre
ss m
ade
in
impl
emen
ting
the
Sect
or P
olic
y on
Inc
lusi
ve E
duca
tion
.
Dev
elop
gui
deli
nes
for
scho
ol
plac
emen
t in
the
reg
ions
, w
ith
a vi
ew t
o in
crea
sing
ac
cess
to
educ
atio
n.
HQ
: IE
D-P
QA
; R
DE
s20
15zz
The
gui
deli
nes
for
scho
ol p
lace
men
t sh
ould
inc
lude
a r
eali
stic
pr
oced
ure
for
asse
ssm
ent,
supp
ort
and
educ
atio
nal a
rran
gem
ents
fo
r ch
ildr
en w
ith
disa
bili
ties
and
for
thos
e w
ho a
re in
oth
er w
ays
educ
atio
nall
y di
sadv
anta
ged.
The
gui
deli
nes
shou
ld a
lso
prov
ide
a m
echa
nism
for
reso
lvin
g an
y di
sagr
eem
ents
abo
ut p
lace
men
ts.
Out
com
e 1.
5: F
undi
ng a
rran
gem
ents
for I
nclu
sive
Edu
cati
on w
ithi
n na
tion
al a
nd d
ecen
tral
ised
str
uctu
res
revi
sed
and
effec
ted
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Re
com
men
dati
ons
Rev
iew
the
Edu
cati
on B
udge
t in
line
wit
h th
e po
licy
.H
Q: I
ED
-PQ
A;
IESC
; IM
C; D
F20
13-2
016
zz
Res
ourc
es a
vail
able
to
supp
ort
Incl
usiv
e E
duca
tion
sho
uld
be
iden
tifi
ed a
cros
s th
e m
inis
trie
s, a
nd t
he m
inis
trie
s sh
ould
rea
ch
agre
emen
t on
how
bes
t to
dire
ct th
e re
sour
ces
to th
ose
who
nee
d th
em m
ost.
zz
The
rev
iew
of
the
Edu
cati
on B
udge
t sh
ould
inc
lude
a c
riti
cal
look
at
how
th
e re
sou
rces
cou
ld b
e m
ore
effe
ctiv
ely
use
d t
o su
ppor
t lea
rnin
g in
an
incl
usiv
e se
ttin
g, w
ith
a pa
rtic
ular
foc
us
on m
argi
nali
sed
chil
dren
and
lear
ners
wit
h di
sabi
liti
es.
zz
Th
e b
ud
get
revi
ew s
hou
ld a
lso
incl
ud
e an
ex
amin
atio
n o
f re
sour
ce a
lloc
atio
ns a
nd o
ther
inc
enti
ves
that
wou
ld b
e li
kely
to
enc
oura
ge in
clus
ion.
zz
At
the
pre
lim
inar
y st
age
of I
ncl
usi
ve E
du
cati
on,
a se
par
ate
budg
et v
ote
mig
ht b
e ne
eded
for
the
dev
elop
men
t of
Inc
lusi
ve
Edu
cati
on /
Spe
cial
Nee
ds E
duca
tion
.zz
Rev
iew
the
gra
nts
avai
labl
e fo
r ch
ildr
en w
ith
disa
bili
ties
, and
as
sess
the
ir e
ffec
tive
ness
in t
erm
s of
rea
chin
g th
ose
in n
eed.
Det
erm
ine
reso
urce
al
loca
tion
s on
the
bas
is o
f ne
eds
iden
tifi
ed a
nd p
rior
itie
s se
t, a
nd d
ecen
tral
ise
fund
ing
thro
ugh
the
RIE
Us.
HQ
: IE
D-P
QA
; IE
SC; R
DE
s;
RIE
Us
40 0
00 0
0020
14-2
015
Incl
ude
the
prin
cipl
es a
nd
need
s of
Inc
lusi
ve E
duca
tion
in
the
for
mul
a fo
r th
e pe
r ca
pita
fun
ding
mec
hani
sm.
HQ
: IE
D-P
QA
; IE
SC;
RD
Es;
RIE
Us
20 0
0020
16
Rev
iew
soc
ial,
med
ical
and
ot
her
avai
labl
e gr
ants
for
ch
ildr
en w
ith
disa
bili
ties
.
IMC
2016
20 Sector Policy on Inclusive Education (Republic of Namibia 2013)
STRA
TEG
Y 2: R
aise
aw
aren
ess
of th
e co
nsti
tuti
onal
righ
t to
educ
atio
n an
d fo
ster
att
itud
inal
cha
nge.
OU
TCO
ME
2.1: A
com
mon
vis
ion,
und
erst
andi
ng a
nd la
ngua
ge o
n In
clus
ive
Educ
atio
n.
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Dis
abil
ity
Aw
aren
ess
prog
ram
mes
cre
ated
as
a co
mpo
nent
of
Aff
irm
ativ
e A
ctio
n P
olic
y.
IMC
50 0
0020
14 –
on
goin
gzz
To
mak
e p
erso
ns
wit
h d
isab
ilit
ies
mor
e vi
sib
le i
n N
amib
ian
soci
ety,
it
is r
ecom
men
ded
th
at t
he
Min
istr
y of
Ed
uca
tion
’s
Aff
irm
ativ
e A
ctio
n P
olic
y is
impl
emen
ted
and
that
the
Min
istr
y cr
eate
s D
isab
ilit
y A
war
enes
s P
rogr
amm
es a
s a
mea
ns to
com
bat
prej
udic
e an
d pr
omot
e so
cial
incl
usio
n.
Sens
itis
atio
n w
orks
hops
on
Inc
lusi
ve E
duca
tion
at
all l
evel
s of
the
Min
istr
y of
E
duca
tion
.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s6
500
000
2012
–
ongo
ing
zz
The
dir
ecti
ves
of th
e Se
ctor
Pol
icy
on In
clus
ive
Edu
cati
on s
houl
d be
int
erna
lise
d an
d un
ders
tood
by
all
offi
cers
at
all
leve
ls o
f th
e M
inis
try
of E
duca
tion
. Se
nsit
isat
ion
wor
ksho
ps,
mee
ting
s an
d o
ther
su
ch g
ath
erin
gs s
hou
ld b
e or
gan
ised
reg
ula
rly
in
ord
er t
o: (
a) d
evel
op I
ncl
usi
ve E
du
cati
on i
n t
he
Nam
ibia
n
cont
ext;
(b)
ali
gn a
nd h
arm
onis
e la
ngua
ge u
sed
in a
ddre
ssin
g ed
ucat
iona
l cha
llen
ges;
and
(c)
and
pro
vide
sup
port
for
lear
ners
.
Fam
ilia
risa
tion
and
pr
omot
ion
of S
ecto
r P
olic
y on
Inc
lusi
ve E
duca
tion
at
reg
iona
l lev
el t
hrou
gh
mee
ting
s an
d di
scus
sion
s w
ith
Reg
iona
l Edu
cati
on
Off
icer
s, P
rinc
ipal
s an
d T
each
ers.
HQ
: IE
D-P
QA
700
000
2012
–
ongo
ing
zz
The
Min
istr
y of
Edu
cati
on’s
mis
sion
sta
tes
that
col
labo
rati
on
wit
h st
akeh
olde
rs is
ess
enti
al t
o pr
ovid
e ac
cess
to
educ
atio
n.
zz
Par
ents
sho
uld
be s
een
as e
qual
par
tner
s in
dev
elop
ing
Incl
usiv
e E
duca
tion
, th
us t
hey
shou
ld b
e pr
ovid
ed w
ith
info
rmat
ion
on
Incl
usiv
e E
duca
tion
as
wel
l as
real
opp
ortu
niti
es to
par
tici
pate
in
dev
elop
ing
Incl
usiv
e E
duca
tion
sho
uld
they
so
wis
h.zz
The
pri
nt a
nd b
road
cast
med
ia h
ave
a ro
le to
pla
y in
con
veyi
ng
the
mes
sage
of
Incl
usiv
e E
duca
tion
and
rai
sing
aw
aren
ess
of
the
righ
t to
edu
cati
on.
zz
NG
Os
and
CB
Os
can
also
be
enga
ged
in p
rom
otin
g In
clus
ive
Edu
cati
on th
roug
h th
eir
cont
acts
wit
h th
e m
edia
. The
y m
ay a
lso
be a
ble
to s
hare
inno
vati
ve p
ract
ices
whi
ch e
xem
plif
y su
cces
sful
in
clus
ion
of ‘h
ard-
to-r
each
’ chi
ldre
n.
Init
iate
col
labo
rati
on w
ith
and
invo
lvem
ent
of p
aren
ts
and
care
give
rs.
RD
Es;
RIE
Us;
pa
rent
co
mm
unit
ies
50 0
0020
14 –
on
goin
g
Init
iate
col
labo
rati
on w
ith
the
med
ia t
o pr
omot
e In
clus
ive
Edu
cati
on.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s;
Pri
ncip
als
50 0
0020
13 –
on
goin
g
Eng
age
NG
Os
and
CB
Os
in
the
prom
otio
n of
Inc
lusi
ve
Edu
cati
on.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s50
000
2013
–
ongo
ing
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 21
OU
TCO
ME
2.2: F
amili
es a
nd c
omm
unit
ies
are
awar
e of
the
righ
t to
educ
atio
n an
d th
eir r
oles
and
resp
onsi
bilit
ies
in e
duca
tion
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Inte
grat
e as
pect
s of
the
ri
ght
to e
duca
tion
for
all
ch
ildr
en, a
nd t
he o
ptio
ns
avai
labl
e in
com
mun
ity
deve
lopm
ent
and
lite
racy
pr
ogra
mm
es.
HQ
: DA
E;
RD
Es
50 0
0020
13 –
on
goin
gzz
Stre
ngth
en c
olla
bora
tion
wit
h th
e D
irec
tora
te: A
dult
Edu
cati
on
Use
exi
stin
g pr
ogra
mm
es
to d
isse
min
ate
info
rmat
ion
abou
t In
clus
ive
Edu
cati
on
and
a po
siti
ve im
age
of
Incl
usiv
e E
duca
tion
.
MoH
SS –
P
rim
ary
Hea
lth
Car
e Sy
stem
, CB
R
prog
ram
mes
, ch
ild-
to-c
hild
pr
ogra
mm
es
2013
–
ongo
ing
Pub
lici
se t
he S
ecto
r P
olic
y on
Inc
lusi
ve E
duca
tion
. H
Q: I
ED
-PQ
A20
000
2013
–
ongo
ing
zz
For
pu
bli
c d
isse
min
atio
n o
f th
e S
ecto
r P
olic
y on
In
clu
sive
E
duca
tion
, th
e do
cum
ent
shou
ld b
e at
trac
tive
, an
d sh
ould
be
tran
slat
ed in
to lo
cal l
angu
ages
.
OU
TCO
ME
2.3: C
omm
unit
ies
are
capa
cita
ted
to s
uppo
rt In
clus
ive
Educ
atio
n
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Iden
tify
exi
stin
g pr
ogra
mm
es
whi
ch s
uppo
rt p
aren
t gro
ups.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s20
15 –
on
goin
gzz
Par
enta
l sup
port
to le
arni
ng a
t hom
e is
a f
acto
r co
ntri
buti
ng to
su
cces
s. T
hus,
the
pro
gram
mes
ren
deri
ng s
uppo
rt t
o fa
mil
ies
shou
ld t
arge
t al
l fa
mil
ies
wit
hin
the
reac
h of
the
sch
ools
, no
t on
ly f
amil
ies
of c
hild
ren
wit
h di
sabi
liti
es.
zz
Th
e p
rogr
amm
es s
hou
ld w
idel
y ad
dre
ss t
he
resp
onsi
bil
itie
s an
d ri
ghts
of p
aren
ts, a
nd s
houl
d pr
ovid
e pr
acti
cal t
ips
on w
hat
pare
nts
coul
d do
to
supp
ort
thei
r ch
ildr
en.
zz
Th
e p
rogr
amm
es s
hou
ld r
esp
ect
and
acc
omm
odat
e d
iffe
ren
t li
fest
yles
and
cul
ture
s.
Enc
oura
ge c
olla
bora
tion
w
ith
com
mun
ity
grou
ps in
su
ppor
t of
edu
cati
on.
Scho
ols;
L
SGs;
LSC
s20
14 –
on
goin
g
Dev
elop
out
reac
h pr
ogra
mm
es f
or p
aren
t an
d fa
mil
y gr
oups
.
HQ
: IE
D-P
QA
; IE
SC; I
MC
50 0
0020
15-2
016
22 Sector Policy on Inclusive Education (Republic of Namibia 2013)
STRA
TEG
Y 3: S
uppo
rt in
stit
utio
nal d
evel
opm
ent b
y de
velo
ping
hum
an a
nd in
stru
ctio
nal r
esou
rces
OU
TCO
ME
3.1: A
ll sc
hool
s be
com
e in
clus
ive.
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Bas
ed o
n th
e fi
ndin
gs o
f th
e ba
seli
ne s
urve
y (s
ee
Out
com
e 1.
4), i
dent
ify
3-5
scho
ols
in e
ach
regi
on t
o be
com
e in
clus
ive
scho
ols.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s10
000
000
2014
–on
goin
g (u
ntil
all
sc
hool
s ar
e in
clus
ive)
zz
Star
t by
iden
tify
ing
3-5
scho
ols,
then
5-1
0 sc
hool
s, a
nd c
onti
nue
unti
l all
sch
ools
are
incl
usiv
e.zz
It i
s re
com
men
ded
to s
tart
wit
h 3-
5 sc
hool
s in
reg
ions
whe
re
prov
isio
n fo
r Sp
ecia
l Nee
ds E
duca
tion
is c
urre
ntly
ver
y li
mit
ed.
In r
egio
ns w
here
spe
cial
ised
ser
vice
s cu
rren
tly
exis
t, R
esou
rce
Scho
ols
/ R
esou
rce
Uni
ts /
Lea
rnin
g Su
ppor
t C
lass
es s
houl
d be
en
cour
aged
to
wor
k to
geth
er w
ith
mai
nstr
eam
sch
ools
wit
h a
view
to
deve
lopi
ng m
ore
incl
usiv
e ap
proa
ches
in e
duca
tion
.zz
Res
earc
h f
ind
ings
su
gges
t th
at t
rain
ing
doe
s n
ot c
han
ge t
he
prac
tice
in
scho
ols
unle
ss s
choo
ls a
nd t
each
ers
are
regu
larl
y an
d co
ntin
uous
ly s
uppo
rted
in
impl
emen
ting
wha
t th
ey h
ave
lear
nt. C
aref
ul p
repa
rati
on o
f a
plan
to s
uppo
rt s
choo
ls th
roug
h a
ran
ge o
f m
ean
s is
nec
essa
ry,
and
th
e n
eces
sary
res
ourc
e al
loca
tion
s m
ust
be s
ecur
ed.
zz
Sch
ools
nee
d t
o kn
ow w
hy
they
are
ch
angi
ng
thei
r w
ays
of
wor
king
; th
ey n
eed
supp
ort
to u
nder
stan
d th
e ‘w
hat’
and
the
‘h
ow’.
Thi
s re
quir
es d
evot
ing
tim
e to
hol
ding
init
ial d
iscu
ssio
ns
wit
h sc
hool
s on
Inc
lusi
ve E
duca
tion
. As
expe
rien
ce i
ncre
ases
, sc
hool
s ca
n be
clu
ster
ed in
suc
h a
way
that
they
wou
ld p
rovi
de
supp
ort
to o
ne a
noth
er.
zz
LSG
s ar
e th
e m
ost
imp
orta
nt
mea
ns
to s
up
por
t sc
hoo
ls.
Th
e ro
le o
f L
SGs
and
th
e im
por
tan
ce o
f th
eir
trai
nin
g ca
nn
ot b
e ov
erem
phas
ised
.
Dev
elop
a p
lan
for
supp
orti
ng
all s
choo
ls.
100
000
2013
-201
5
Dev
elop
ToR
for
Lea
rnin
g Su
ppor
t G
roup
s (L
SGs)
.60
000
2013
-201
5
Pro
vide
sup
port
and
tr
aini
ng t
o sc
hool
s.50
000
2013
–
ongo
ing
Ens
ure
that
the
asp
ects
of
Incl
usiv
e E
duca
tion
are
in
clud
ed in
the
Bas
elin
e Su
rvey
on
the
Scho
ol
Reg
iste
r of
Nee
ds.
2015
-201
6
Cla
rify
the
rol
es a
nd
resp
onsi
bili
ties
of
all s
taff
in
rel
atio
n to
Inc
lusi
ve
Edu
cati
on P
ract
ice.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s;
Pri
ncip
als;
SB
s
2015
-201
6
Est
abli
sh L
SGs.
RD
Es;
RIE
Us;
P
rinc
ipal
s20
14-2
016
Dev
elop
out
reac
h pr
ogra
mm
es f
or s
choo
ls.
RD
Es;
RIE
Us
2015
-201
6
Iden
tify
all
pos
sibl
e su
ppor
t av
aila
ble
in t
he v
icin
ity
of t
he s
choo
l, an
d in
itia
te
coll
abor
atio
n.
RD
Es;
RIE
Us;
P
rinc
ipal
s20
14 –
on
goin
g
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 23
Nom
inat
e a
foca
l poi
nt f
or
Incl
usiv
e E
duca
tion
in t
he
scho
ol.
RD
Es;
RIE
Us;
P
rinc
ipal
s20
15 –
on
goin
gzz
Adv
ocac
y an
d in
stil
ling
und
erst
andi
ng o
n In
clus
ive
Edu
cati
on is
dr
iven
by
the
Foc
al P
oint
Per
son
at s
choo
l lev
el in
col
labo
rati
on
wit
h th
e R
egio
nal I
nclu
sive
Edu
cati
on O
ffic
er.
zz
Res
ourc
e Sc
hool
s sh
ould
be
capa
cita
ted
to s
uppo
rt a
nd a
dvis
e su
rrou
ndin
g sc
hool
sM
onit
or d
evel
opm
ents
ac
ross
all
sch
ools
.R
DE
s; R
IEU
s;
Pri
ncip
als
2015
–
ongo
ing
Enc
oura
ge R
esou
rce
Scho
ols
(Res
ourc
e C
entr
es)
and
Spec
ial C
lass
es
(Lea
rnin
g Su
ppor
t C
lass
es)
to in
itia
te p
artn
ersh
ips
and
coll
abor
atio
ns w
ith
mai
nstr
eam
sch
ools
.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s20
16-2
018
OU
TCO
ME
3.2: S
peci
al C
lass
es tr
ansf
orm
ed in
to L
earn
ing
Supp
ort C
lass
es (f
or e
duca
tion
al s
uppo
rt) a
t sch
ool l
evel
.
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Dev
elop
ToR
for
the
tas
ks
of S
peci
al C
lass
es a
nd
Spec
ial S
choo
ls a
s L
earn
ing
Supp
ort
Cla
sses
/ R
esou
rce
Uni
ts /
Res
ourc
e Sc
hool
s,
alig
ned
wit
h th
e pr
inci
ples
of
Inc
lusi
ve E
duca
tion
.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s10
0 00
020
15 –
on
goin
gzz
If t
he
pri
nci
ple
of
tem
por
ary
pla
cem
ent
in a
Sp
ecia
l C
lass
is
acce
pted
, the
re i
s a
need
to
chan
ge t
he w
ays
in w
hich
Spe
cial
C
lass
es w
ork
– ef
fect
ivel
y to
tra
nsf
orm
Sp
ecia
l C
lass
es i
nto
L
earn
ing
Supp
ort
Cla
sses
(L
SCs)
. T
his
mea
ns t
hat
ther
e is
a
need
to
deve
lop
ToR
or
guid
elin
es o
utli
ning
the
new
tas
ks o
f Sp
ecia
l C
lass
es,
espe
cial
ly i
n re
lati
on t
o In
clus
ive
Edu
cati
on.
The
se m
ight
hav
e to
incl
ude
guid
elin
es o
n ho
w t
o or
gani
se t
he
wor
k in
suc
h a
way
that
par
t of t
he ti
me
coul
d be
use
d to
sup
port
th
e sc
hool
in w
hich
the
Res
ourc
e U
nit
is lo
cate
d.zz
The
new
way
of w
orki
ng c
ould
be
impl
emen
ted
in 5
-10
Res
ourc
e U
nits
/ L
earn
ing
Supp
ort C
lass
es f
or a
sta
rt.
Nom
inat
e 5-
10 L
earn
ing
Supp
ort
Cla
sses
/ R
esou
rce
Uni
ts t
o im
plem
ent
the
new
T
oR.
RD
Es;
RIE
Us;
P
rinc
ipal
s;
LSG
s; L
SCs
Mon
itor
and
rec
ord
the
deve
lopm
ents
for
fur
ther
di
ssem
inat
ion.
RD
Es;
RIE
Us;
P
rinc
ipal
s;
LSG
s; L
SCs
24 Sector Policy on Inclusive Education (Republic of Namibia 2013)
OU
TCO
ME
3.3: S
peci
al S
choo
ls a
re tr
ansf
orm
ed in
to R
esou
rce
Scho
ols
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Iden
tify
str
engt
hs a
nd
wea
knes
ses
of a
ll R
esou
rce
Scho
ols.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s;
Pri
ncip
als
2016
-201
9zz
Exp
erti
se a
lrea
dy e
xist
s in
Res
ourc
e Sc
hool
s, a
nd it
is n
eces
sary
to
use
this
exp
erti
se s
trat
egic
ally
, the
refo
re it
is r
ecom
men
ded
that
Res
ourc
e Sc
hoo
ls w
iden
th
eir
scop
e of
wor
k to
in
clu
de
cons
ulta
ncy
serv
ices
and
sup
port
to m
ains
trea
m s
choo
ls. F
or th
is
to h
appe
n, t
he n
eeds
and
cur
rent
str
engt
hs s
houl
d be
ide
ntif
ied
and
plan
s dr
awn
up a
ccor
ding
ly.
zz
It i
s su
gges
ted
that
the
re a
re u
nnec
essa
rily
man
y le
arne
rs w
ith
lear
ning
dif
ficu
ltie
s in
Res
ourc
e Sc
hool
s. A
t th
e fi
rst
stag
e, t
hey
shou
ld b
e as
sess
ed a
nd th
eir
tran
sfer
to lo
cal m
ains
trea
m s
choo
ls
faci
lita
ted
as a
mat
ter
of u
rgen
cy. I
n pr
inci
ple,
all
lear
ners
wit
h di
sabi
liti
es s
tudy
ing
in R
esou
rce
Scho
ols
shou
ld b
e as
sess
ed
annu
ally
for
a p
ossi
ble
tran
sfer
to m
ains
trea
m e
duca
tion
.
Supp
ort
scho
ols
in t
heir
tr
ansf
orm
atio
n pr
oces
s.H
Q: I
ED
-PQ
A;
RD
Es;
RIE
Us
8 00
0 00
020
16 –
on
goin
g
Ass
ess
all l
earn
ers
in
Res
ourc
e Sc
hool
s fo
r th
eir
poss
ible
tra
nsfe
r to
m
ains
trea
m e
duca
tion
.
HQ
: PQ
A;
RD
Es;
RIE
Us
2016
-201
7
Dra
w u
p a
plan
for
tra
nsfe
r to
mai
nstr
eam
edu
cati
on.
HQ
: PQ
A20
16
Impl
emen
t th
e tr
ansf
ers.
HQ
: PQ
A;
RD
Es;
RIE
Us
2017
–
ongo
ing
Des
igna
te R
esou
rce
Scho
ols
to m
ains
trea
m s
choo
ls in
th
eir
vici
nity
to
incr
ease
co
llab
orat
ion.
RD
Es;
RIE
Us
1 00
0 00
020
14-2
016
Ens
ure
adeq
uate
res
ourc
es
to f
ulfi
l the
tas
ks o
f R
esou
rce
Scho
ols,
incl
udin
g th
e ta
sk o
f pr
ovid
ing
cons
ulta
ncy
serv
ices
to
mai
nstr
eam
sch
ools
.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s20
16 –
on
goin
g
Dev
elop
gui
deli
nes
for
shor
t-te
rm a
tten
danc
e of
R
esou
rce
Scho
ols.
HQ
: PQ
A,
RD
Es;
RIE
Us
2016
–
ongo
ing
Iden
tify
lear
ners
for
sho
rt-
term
att
enda
nce.
RD
Es;
RIE
Us;
H
Q: P
QA
2016
–
ongo
ing
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 25
STRA
TEG
Y 4: R
evie
w th
e N
atio
nal C
urri
culu
m fo
r Bas
ic E
duca
tion
to re
flect
the
dive
rsit
y of
lear
ning
nee
ds o
f all
lear
ners
.
OU
TCO
ME
4.1: R
evie
wed
Nat
iona
l Cur
ricu
lum
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Rev
iew
the
cur
ricu
lum
use
d in
Res
ourc
e Sc
hool
s.H
Q: I
ED
-PQ
A,
DH
E; N
IED
; U
NA
M
and
othe
r H
ighe
r E
duca
tion
In
stit
utio
ns
300
000
2013
-201
7zz
It is
rec
omm
ende
d th
at th
e su
bjec
t opt
ions
off
ered
in R
esou
rce
Scho
ols
be e
xpan
ded
to in
clud
e vo
cati
onal
sub
ject
s an
d su
bjec
ts
for
inde
pend
ent l
ivin
g, to
ena
ble
lear
ners
wit
h di
sabi
liti
es (
e.g.
in
tell
ectu
al i
mpa
irm
ent)
to
acqu
ire
occu
pati
onal
ski
lls
as w
ell
as s
kill
s fo
r in
depe
nden
t li
ving
.
Rev
iew
and
pro
mot
e th
e N
atio
nal C
urri
culu
m w
ith
a vi
ew t
o di
ffer
enti
atio
n.
HQ
: IE
D-P
QA
; R
IEU
s1
000
000
2013
–
ongo
ing
zz
The
cur
rent
cur
ricu
lum
adv
ocat
es d
iffe
rent
iati
on a
nd l
earn
er-
cent
red
appr
oach
es.
The
se a
ppro
ache
s ar
e po
wer
ful
tool
s fo
r in
clus
ion.
It
is r
ecom
men
ded
that
the
cur
ricu
lum
tra
inin
g fo
r te
ache
rs in
clud
es p
ract
ical
tips
and
ori
enta
tion
s to
hel
p te
ache
rs
to u
se th
e cu
rric
ulum
eff
ecti
vely
to r
espo
nd to
a r
ange
of
need
s.
OU
TCO
ME
4.2: R
evie
wed
Nat
iona
l Cur
ricu
lum
pro
mot
ed
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Rev
iew
and
rev
ise
Scho
ol I
nspe
ctio
n G
uide
s/In
stru
ctio
ns.
HQ
: PQ
A
(div
isio
n re
spon
sibl
e fo
r Sc
hool
In
spec
tora
te);
IE
D-P
QA
; N
IED
50 0
0020
16 –
on
goin
gzz
Scho
ol in
spec
tion
can
be
an e
ffec
tive
mea
ns to
pro
mot
e In
clus
ive
Edu
cati
on a
t sc
hool
leve
l. In
spec
tion
s sh
ould
incl
ude
insp
ecti
ng
aspe
cts
of c
urri
culu
m d
iffe
rent
iati
on.
OU
TCO
ME
4.3: A
cle
arly
art
icul
ated
Lan
guag
e in
Edu
cati
on P
olic
y
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Set
up a
com
mit
tee
to r
evie
w
and
revi
se t
he L
angu
age
in
Edu
cati
on P
olic
y.
HQ
: PQ
A;
NIE
D;
DN
EA
;IM
C;
NG
Os
60 0
0020
14 –
on
goin
gzz
Lan
guag
e fa
cili
tate
s or
im
ped
es l
earn
ing.
Th
is f
act
has
to
be
ackn
owle
dged
and
act
ed u
pon
in a
rtic
ulat
ing
the
Lan
guag
e in
E
duca
tion
Pol
icy.
zz
In a
ddit
ion
to lo
cal l
angu
age,
Ico
nic
lang
uage
s, N
amib
ian
Sign
L
angu
age
and
the
use
of B
rail
le s
houl
d be
rec
ogni
sed.
26 Sector Policy on Inclusive Education (Republic of Namibia 2013)
OU
TCO
ME
4.4: E
xam
inat
ions
des
igne
d to
cat
er fo
r lea
rner
div
ersi
ties
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Rec
once
ptua
lise
for
mal
ex
amin
atio
ns a
nd d
iver
sify
th
eir
form
ats.
HQ
: PQ
A;
NIE
D;
DN
EA
100
000
2014
–
ongo
ing
zz
Exa
min
atio
ns s
houl
d pr
ovid
e a
fair
opp
ortu
nity
for
all l
earn
ers
to d
emon
stra
te t
heir
ach
ieve
men
ts. T
here
fore
, the
mea
ns a
nd
the
form
at o
f ex
amin
atio
ns s
houl
d no
t pl
ace
som
e le
arne
rs a
t a
disa
dvan
tage
.zz
Exa
min
atio
n ce
ntre
s co
uld
be c
reat
ed a
t re
gion
al l
evel
whe
re
tech
nolo
gy, a
ssis
tive
dev
ices
and
sup
port
sta
ff i
s av
aila
ble
for
lear
ners
wit
h di
sabi
liti
es f
or t
heir
exa
min
atio
ns.
zz
Exa
min
atio
n ce
ntre
s co
uld
be l
ocat
ed i
n R
esou
rce
Scho
ols
or
wit
hin
the
RIE
Us,
as
appr
opri
ate.
Ens
ure
that
all
lear
ners
ar
e in
form
ed a
bout
spe
cial
ar
rang
emen
ts a
vail
able
in
exam
inat
ions
.
RD
Es;
R
IEU
s;
PQ
A;
Pri
ncip
als
2014
–
ongo
ing
Init
iate
the
cre
atio
n of
ex
amin
atio
n ce
ntre
s w
ith
spec
ial f
acil
itie
s fo
r le
arne
rs
wit
h di
sabi
liti
es.
HQ
: PQ
A;
PA
D;
NA
MC
OL
2017
–
ongo
ing
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 27
STRA
TEG
Y 5: W
iden
and
dev
elop
edu
cati
onal
sup
port
.
OU
TCO
ME
5.1: S
peci
al N
eeds
Edu
cati
on p
rovi
sion
dec
entr
alis
ed
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Pre
pare
a d
etai
led
stra
tegi
c pl
an a
nd c
arry
out
a n
eeds
as
sess
men
t in
edu
cati
on
regi
ons
wit
h a
view
to
dece
ntra
lisi
ng t
he p
rovi
sion
of
Spe
cial
Nee
ds E
duca
tion
to
the
reg
ions
.
HQ
: IE
D-P
QA
; R
DE
s20
13-2
014
zz
It i
s re
com
men
ded
th
at d
ecen
tral
isat
ion
be
imp
lem
ente
d i
n ph
ases
. The
fir
st p
hase
cou
ld i
nclu
de r
egio
ns w
ith
reas
onab
le
exis
ting
res
ourc
es, a
nd t
wo
regi
ons
wit
h cu
rren
tly
inad
equa
te
reso
urce
s. T
his
appr
oach
wou
ld p
rovi
de fe
edba
ck o
n th
e di
ffer
ent
real
itie
s at
the
out
set.
The
reaf
ter,
dec
entr
alis
atio
n ca
n pr
ocee
d in
2-3
mor
e re
gion
s p
er y
ear
– as
res
ourc
es a
nd
exp
erie
nce
p
erm
it.
zz
Fin
alis
e th
e “S
ecto
r Sp
ecif
ic S
ervi
ce D
eliv
ery
Stan
dard
s” o
n d
ecen
tral
isat
ion
of
spec
ial
edu
cati
on f
un
ctio
ns
thro
ugh
th
e re
leva
nt m
inis
try.
zz
Scho
ols
shou
ld b
e ca
paci
tate
d fo
r L
earn
ing
Supp
ort
prov
isio
n th
roug
h R
egio
nal D
irec
tora
tes
of E
duca
tion
.
Tak
e th
e ne
cess
ary
deci
sion
s an
d gu
idan
ce
for
dece
ntra
lisi
ng S
peci
al
Nee
ds E
duca
tion
pro
visi
on
to e
duca
tion
reg
ions
.
HQ
: PQ
A;
RD
Es;
R
Cs
2012
-201
5
Pre
pare
a b
udge
t an
d al
loca
te t
he n
eces
sary
re
sour
ces
(inc
ludi
ng
staf
fing
) to
the
reg
ions
.
HQ
: PQ
A;
RD
Es;
R
IEU
s;
RC
s
10 0
00 0
0020
15 –
on
goin
g
Ens
ure
that
all
sch
ools
reg
ion
are
kept
info
rmed
and
are
co
nsul
ted
on th
e al
loca
tion
of
lear
ning
sup
port
res
ourc
es
and
staf
fing
.
1 00
0 00
020
16 –
on
goin
g
Ens
ure
adeq
uate
gov
ernm
ent
prov
isio
n, s
uppl
emen
ted
by
NG
O a
nd C
BO
ass
ista
nce.
HQ
: PQ
A;
RD
Es;
RC
s;
IMC
; NG
Os
2015
–
ongo
ing
Ens
ure
that
all
lear
ners
are
re
ason
ably
pro
vide
d w
ith
educ
atio
nal s
uppo
rt w
hen
they
nee
d it
.
HQ
: PQ
A;
RD
Es;
RIE
Us;
P
rinc
ipal
s;
LSG
s; L
SCs
2015
–
ongo
ing
28 Sector Policy on Inclusive Education (Republic of Namibia 2013)
OU
TCO
ME
5.2: R
egio
nal I
nclu
sive
Edu
cati
on U
nits
(RIE
Us)
est
ablis
hed
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Dev
elop
ToR
for
RIE
Us.
HQ
: IE
D-P
QA
; R
DE
s;
RIE
Us;
500
000
2015
zz
It i
s re
com
men
ded
that
the
RIE
Us
foll
ow t
he d
ecen
tral
isat
ion
plan
(O
utco
me
5.1)
in t
erm
s of
reg
ions
and
res
ourc
es.
zz
The
mos
t im
port
ant
task
of
the
RIE
Us
is t
o ac
t as
a f
ocal
poi
nt
for
educ
atio
n su
ppor
t se
rvic
es.
zz
The
RIE
Us
wil
l mai
ntai
n, im
prov
e an
d ac
tive
ly p
rovi
de h
uman
an
d m
ater
ial s
uppo
rt fo
r le
arne
rs in
mai
nstr
eam
sch
ools
, Res
ourc
e Sc
hool
s /
Spec
ial
Shoo
ls a
nd R
esou
rce
Uni
ts /
Lea
rnin
g Su
ppor
t C
lass
es.
The
y w
ill
also
lia
ise
wit
h L
SGs/
LSC
s in
mai
nstr
eam
sc
hoo
ls t
o p
rovi
de
gen
eral
an
d m
ore
spec
iali
sed
su
pp
ort
as
appr
opri
ate.
zz
The
RIE
Us
shou
ld c
oord
inat
e th
e w
ork
of s
uppo
rt s
taff
, su
ch
as r
egio
nal/
seni
or s
choo
l cou
nsel
lors
, reg
iona
l lea
rnin
g su
ppor
t te
ache
rs a
nd s
choo
l lea
rnin
g su
ppor
t sta
ff, e
duca
tion
insp
ecto
rs,
advi
sory
teac
hers
, soc
ial w
orke
rs, H
IV/A
IDS
serv
ice
prov
ider
s,
para
med
ical
and
hea
lth
prof
essi
onal
s, a
nd N
GO
wor
kers
. The
y sh
ould
als
o co
ordi
nate
the
spe
cial
ist
serv
ices
tha
t th
e R
esou
rce
Scho
ols
prov
ide
to m
ains
trea
m s
choo
ls.
zz
If n
eces
sary
, RIE
Us
coul
d al
so b
e lo
cate
d in
Res
ourc
e Sc
hool
s in
the
fir
st p
hase
. In
thi
s ca
se,
the
teac
hing
dut
y in
Res
ourc
e Sc
hool
s w
ould
hav
e to
be
redu
ced
and
addi
tion
al s
taff
all
ocat
ed
so t
hat
the
RIE
Us
are
able
to
carr
y ou
t th
eir
duti
es e
ffec
tive
ly.
Iden
tify
and
tra
in t
he R
IEU
st
aff.
2016
–
ongo
ing
Iden
tify
the
loca
tion
s of
the
R
IEU
s.
Com
pile
an
inve
ntor
y of
the
ex
isti
ng s
kill
s, k
now
ledg
e,
expe
rtis
e an
d ot
her
reso
urce
s, a
nd a
ddre
ss t
he
shor
tcom
ings
.
Pro
vide
res
ourc
es f
or t
he
deve
lopm
ent
wor
k.30
000
Mon
itor
the
pro
gres
s of
the
dev
elop
men
t an
d co
nsul
tanc
y w
ork.
Eac
h R
IEU
dra
ws
up it
s W
ork
Pla
n.R
DE
s;
RIE
Us;
R
IEU
CC
s
2016
–
ongo
ing
Ens
ure
com
mun
icat
ion
and
shar
ing
of in
form
atio
n be
twee
n al
l sta
keho
lder
s.
2016
–
ongo
ing
Ens
ure
that
the
RIE
Us
carr
y ou
t th
eir
resp
onsi
bili
ties
fo
r th
e su
perv
isio
n an
d im
plem
enta
tion
of
the
Sect
or P
olic
y on
Inc
lusi
ve
Edu
cati
on a
nd t
he a
ppli
cabl
e pr
acti
ces
at r
egio
nal l
evel
.
HQ
: IE
D-P
QA
; R
DE
s;
RIE
Us;
M
oHSS
2016
–
ongo
ing
Mon
itor
and
doc
umen
t de
velo
pmen
ts.
2016
–
ongo
ing
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 29
OU
TCO
ME
5.3: L
earn
ing
Supp
ort e
stab
lishe
d in
sch
ools
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Hos
pita
l Sch
ools
zz
Con
duct
a s
urve
y to
ass
ess
the
need
for
est
abli
shin
g m
ore
Hos
pita
l Sch
ools
in
maj
or t
owns
.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s;M
oHSS
;
2 00
0 00
020
14 –
on
goin
gzz
It is
rec
omm
ende
d th
at a
Hos
pita
l Sch
ool b
e es
tabl
ishe
d in
eve
ry
maj
or h
ospi
tal t
o ca
ter
for
the
need
s of
all
chi
ldre
n w
ho h
ave
to
stay
in h
ospi
tal f
or a
n ex
tend
ed p
erio
d.
zz
Ens
ure
adeq
uate
pro
visi
on
of e
duca
tion
in h
ospi
tals
.P
rinc
ipal
s;
RIE
Us
zz
Inst
itut
iona
lise
cur
rent
ed
ucat
ion
init
iati
ves
in
hosp
ital
s, a
nd m
ake
plan
s fo
r ex
pans
ion
if r
equi
red.
RD
Es;
RIE
Us;
H
Q: I
ED
-PQ
A;
NIE
D
Lea
rnin
g Su
ppor
t G
roup
s (L
SGs)
zz
Iden
tify
tea
cher
s w
ith
diff
eren
t sk
ills
to
part
icip
ate
in t
he L
SGs.
Pri
ncip
als
1 00
0 00
020
15 –
on
goin
gzz
It is
rec
omm
ende
d th
at t
each
ers
volu
ntee
r to
wor
k in
the
LSG
, ra
ther
tha
n ha
ving
pri
ncip
als
nom
inat
e th
em. T
his
may
hel
p to
en
sure
the
desi
red
degr
ee o
f te
ache
r m
otiv
atio
n fo
r pr
ofes
sion
al
deve
lopm
ent
and
com
mit
men
t to
the
wor
k.zz
In a
ddit
ion
to tr
aini
ng, t
he w
ork
of th
e L
SG m
embe
rs w
ill h
ave
to b
e or
gani
sed
in s
uch
a w
ay th
at th
ey c
an c
arry
out
thei
r L
SG
task
s an
d re
spon
sibi
liti
es w
ithi
n th
eir
norm
al w
orki
ng h
ours
.
zz
Pro
vide
tra
inin
g on
LSG
s.H
Q: I
ED
-PQ
A;
RD
Es;
R
IEU
s;
Pri
ncip
als
zz
Arr
ange
for
bet
ter
wor
king
con
diti
ons
for
LSG
s at
sch
ool l
evel
zz
Supp
ort
and
enco
urag
e th
e w
ork
of L
SGs.
Pri
ncip
als;
R
DE
s;
RIE
Us;
H
Q: I
ED
-PQ
Azz
Pro
vide
ong
oing
fee
dbac
k an
d ev
alua
tion
to th
e L
SGs.
30 Sector Policy on Inclusive Education (Republic of Namibia 2013)
STRA
TEG
Y 6: D
evel
op te
ache
r edu
cati
on a
nd tr
aini
ng fo
r par
amed
ical
and
sup
port
sta
ff.
OU
TCO
ME
6.1: T
each
er tr
aini
ng re
vise
d to
refle
ct th
e va
lues
and
pra
ctic
es o
f Inc
lusi
ve E
duca
tion
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Iden
tify
the
ski
lls
and
know
ledg
e ne
eded
in t
erm
s of
Inc
lusi
ve E
duca
tion
and
th
e N
atio
nal C
urri
culu
m.
HQ
: DH
E,
IED
-PQ
A,
NIE
D,
Hig
her
Edu
cati
on
Inst
itut
ions
100
000
2014
zz
Tra
inin
g of
all
tea
cher
s sh
ould
foc
us
on t
he
new
cu
rric
ula
r ap
proa
ch. L
inki
ng w
ith
incl
usiv
e te
ache
r ed
ucat
ion,
thi
s fo
cus
shou
ld b
e bu
ilt
thro
ugh
thre
e le
vels
of
trai
ning
:zz
All
teac
hers
nee
d to
hav
e a
gene
ral u
nder
stan
ding
of i
nclu
sive
pr
acti
ces
in t
he c
lass
room
.zz
Man
y te
ache
rs –
ide
ally
at
leas
t on
e in
eac
h sc
hool
– n
eed
to d
evel
op s
ome
leve
l of
expe
rtis
e fo
r de
alin
g w
ith
the
mor
e co
mm
on d
iffi
cult
ies
and
disa
bili
ties
tha
t le
arne
rs e
xper
ienc
e.
The
se t
each
ers
wou
ld a
lso
act
as r
esou
rce
pers
ons
in t
heir
sc
hool
s (s
ee O
utco
me
5.3
on L
earn
ing
Supp
ort
Gro
ups)
. zz
A f
ew t
each
ers
nee
d t
o d
evel
op a
hig
h l
evel
of
exp
erti
se f
or
deal
ing
wit
h le
arne
rs’ d
iffi
cult
ies
and
disa
bili
ties
. The
se S
peci
al
Tea
cher
s w
ould
gai
n m
ore
if t
heir
exp
erti
se i
s no
t to
o na
rrow
ly
defi
ned.
Rev
iew
the
Tea
cher
E
duca
tion
Cur
ricu
lum
in
ter
ms
of t
he s
kill
s an
d kn
owle
dge
need
ed f
or
Incl
usiv
e E
duca
tion
.
2014
–
ongo
ing
Am
end
the
Tea
cher
E
duca
tion
Cur
ricu
lum
.
Dev
elop
tea
cher
edu
cati
on
for
Incl
usiv
e E
duca
tion
at
diff
eren
t le
vels
of
expe
rtis
e.
2013
–
ongo
ing
Pro
vide
opp
ortu
niti
es f
or
prof
essi
onal
dev
elop
men
t in
Inc
lusi
ve E
duca
tion
for
st
aff
of H
ighe
r E
duca
tion
In
stit
utio
ns.
HQ
: DH
E,
IED
-PQ
A;
NG
Os
and
othe
r pr
ovid
ers
of t
each
er
educ
atio
n
50 0
0020
15 –
on
goin
gzz
Giv
en th
at th
e br
oade
r co
ncep
tual
isat
ion
of I
nclu
sive
Edu
cati
on
is n
ew i
n N
amib
ia,
it i
s re
com
men
ded
that
the
sta
ff o
f H
ighe
r E
duca
tion
Ins
titu
tion
s be
giv
en o
ppor
tuni
ties
to
upgr
ade
thei
r q
ual
ific
atio
ns
by
un
der
goin
g tr
ain
ing
to i
ncr
ease
th
eir
skil
ls
and
know
ledg
e pe
rtai
ning
to
Incl
usiv
e E
duca
tion
.zz
It is
als
o re
com
men
ded
that
tea
cher
tra
inin
g in
stit
utio
ns b
uild
cl
ose
rela
tion
ship
s w
ith
sch
ools
th
at w
ork
tow
ard
s In
clu
sive
E
duca
tion
so
as to
incr
ease
info
rmat
ion
and
expe
rien
ce s
hari
ng
for
the
bene
fit o
f bo
th p
artn
ers.
Thi
s co
uld
be d
one
by c
reat
ing
oppo
rtun
itie
s fo
r st
aff
exch
ange
, co-
teac
hing
, etc
.
Pro
mot
e ne
twor
king
bet
wee
n U
NA
M, o
ther
Hig
her
Edu
cati
on I
nsti
tuti
ons,
N
GO
s an
d ot
her
prov
ider
s of
te
ache
r ed
ucat
ion.
Pro
mot
e co
llab
orat
ion
and
exch
ange
wit
h sc
hool
s w
orki
ng t
owar
ds I
nclu
sive
E
duca
tion
.
2015
–
ongo
ing
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 31
Rev
iew
the
adm
issi
on c
rite
ria
for
teac
her
educ
atio
n w
ith
a vi
ew t
o ex
pand
ing
them
and
th
ereb
y w
iden
ing
the
rang
e of
can
dida
tes
for
adm
issi
on,
so a
s to
ref
lect
the
div
ersi
ty
of N
amib
ian
soci
ety.
HQ
: DH
E20
14 –
on
goin
g
OU
TCO
ME
6.2: I
ncre
ased
trai
ning
of p
aram
edic
al p
rofe
ssio
nals
and
oth
er s
uppo
rt p
rofe
ssio
nals
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Dev
elop
pro
gram
mes
and
in
itia
tive
s fo
r th
e tr
aini
ng o
f pa
ram
edic
al s
taff
.
MoH
SS; N
IED
; H
ighe
r E
duca
tion
In
stit
utio
ns
200
000
2016
–
ongo
ing
zz
Nam
ibia
cu
rren
tly
reli
es o
n n
eigh
bou
rin
g co
un
trie
s fo
r th
e tr
ain
ing
of p
aram
edic
al s
taff
. Sh
ould
acc
ess
to e
du
cati
on b
e ex
pan
ded
for
ch
ild
ren
wit
h d
isab
ilit
ies,
th
ey w
ill
also
nee
d pa
ram
edic
al s
uppo
rt t
o fa
cili
tate
the
ir le
arni
ng. T
he in
crea
sed
num
ber
of p
aram
edic
al s
taff
wou
ld e
vent
uall
y be
nefi
t all
peo
ple
who
nee
d pa
ram
edic
al s
ervi
ces.
zz
Lea
rnin
g Su
ppor
t A
ssis
tant
s (T
each
er A
ssis
tant
s) a
re w
idel
y u
sed
in
res
ourc
e-ri
ch c
oun
trie
s to
su
pp
ort
teac
her
s’ w
ork
in
the
clas
sroo
m. A
fter
the
firs
t cou
ple
of y
ears
of
impl
emen
tati
on
of t
he S
ecto
r P
olic
y on
Inc
lusi
ve E
duca
tion
, th
ere
mig
ht b
e a
nee
d t
o re
view
th
e si
tuat
ion
reg
ard
ing
‘on
-th
e-sp
ot’ s
up
por
t.
If n
eed
be,
com
mu
nit
y m
emb
ers
cou
ld u
nd
ergo
on
-th
e-jo
b tr
aini
ng a
s L
earn
ing
Supp
ort
Ass
ista
nts.
zz
Scho
ol C
ouns
ello
rs a
re p
art
of t
he c
onti
nuum
of
prov
ider
s of
su
pp
ort
for
lear
ner
s –
esp
ecia
lly
in r
elat
ion
to
psy
chos
ocia
l su
pp
ort
– th
us
thei
r w
ork
shou
ld b
e al
ign
ed w
ith
th
e b
road
co
ncep
tual
isat
ion
of I
nclu
sive
Edu
cati
on.
Eva
luat
e th
e ne
ed a
nd
reso
urce
s av
aila
ble
for
the
trai
ning
of
Lea
rnin
g Su
ppor
t A
ssis
tant
s (i
.e. T
each
ing
Ass
ista
nts)
.
HQ
: IE
D-P
QA
(t
hrou
gh
cons
ulta
tion
s w
ith
Incl
usiv
e E
duca
tion
st
akeh
olde
r)
2015
–
ongo
ing
Dev
elop
the
nec
essa
ry
trai
ning
pro
gram
mes
.20
16-2
017
Incr
ease
the
num
ber
of
Scho
ol C
ouns
ello
rs a
nd r
evis
e th
eir
indu
ctio
n in
line
wit
h th
e pr
inci
ples
and
thi
nkin
g of
Inc
lusi
ve E
duca
tion
.
HQ
: PQ
A10
0 00
020
15-2
017
OU
TCO
ME
6.3: C
onti
nuou
s pr
ofes
sion
al d
evel
opm
ent p
rogr
amm
es fo
r Inc
lusi
ve E
duca
tion
des
igne
d an
d de
liver
ed
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Dev
elop
and
del
iver
a
nati
onal
pro
gram
me
for
teac
hers
’ Con
tinu
ous
Pro
fess
iona
l Dev
elop
men
t on
Inc
lusi
ve E
duca
tion
.
NIE
D; H
ighe
r E
duca
tion
In
stit
utio
ns;
CP
D U
nit
at
UN
AM
50 0
0020
15-2
018
zz
Tra
inin
g as
suc
h do
es n
ot c
hang
e an
ythi
ng;
trai
ning
has
to
be
acco
mpa
nied
by
mon
itor
ing
and
supp
orti
ng m
echa
nism
s th
at
enco
urag
e te
ache
rs t
o im
plem
ent
wha
t th
ey h
ave
lear
nt i
n th
e tr
aini
ng.
32 Sector Policy on Inclusive Education (Republic of Namibia 2013)
Out
com
e 6.
3 co
ntin
ued
Cre
ate
ince
ntiv
es f
or te
ache
rs
who
hav
e at
tend
ed t
hese
co
urse
s.
RIE
Us
zz
ET
SIP
for
esee
s in
-ser
vice
tra
inin
g th
roug
h cl
uste
rs. I
nclu
sive
E
duca
tion
tra
inin
g sh
ould
be
inte
grat
ed in
to t
his
init
iati
ve.
zz
The
LSG
s co
uld
be a
lloc
ated
som
e re
spon
sibi
liti
es f
or c
olle
gial
ev
alua
tion
, co-
teac
hing
, etc
.zz
Tan
gibl
e in
cent
ives
mot
ivat
e te
ache
rs to
par
tici
pate
in in
-ser
vice
tr
aini
ng.
zz
Dis
tanc
e le
arni
ng is
a p
ract
ical
mea
ns o
f tra
inin
g, b
ut it
req
uire
s m
echa
nism
s th
at a
llow
for
sha
ring
, com
mun
icat
ion
and
tryi
ng
out i
deas
.zz
Som
e re
sear
ch s
ugge
sts
that
the
curr
ent s
kill
s an
d kn
owle
dge
of
Spec
ial T
each
ers
may
be
inad
equa
te in
the
chan
ging
edu
cati
on
syst
em, t
here
fore
it is
rec
omm
ende
d th
at ta
rget
ed p
rofe
ssio
nal
deve
lopm
ent
cour
ses
be d
esig
ned
for
Spec
ial T
each
ers.
Dev
elop
gui
deli
nes
for
scho
ol-b
ased
tra
inin
g,
base
d on
iden
tifi
ed n
eeds
.
NIE
D;
HQ
: DH
E,
IED
-PQ
A;
Hig
her
Edu
cati
on
Inst
itut
ions
; C
PD
Uni
t at
U
NA
M
80 0
0020
16-2
017
Iden
tify
the
gap
s in
ski
lls
and
know
ledg
e of
cur
rent
Sp
ecia
l Tea
cher
s an
d te
ache
rs w
ho a
re t
each
ing
lear
ners
wit
h di
sabi
liti
es.
2016
Des
ign
targ
eted
pro
gram
mes
to
incr
ease
the
ir p
rofe
ssio
nal
capa
city
.
2016
-201
7
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 33
STRA
TEG
Y 7: S
tren
gthe
n an
d w
iden
in-s
ervi
ce tr
aini
ng fo
r sta
keho
lder
s
OU
TCO
ME
7.1: C
onti
nuou
s Pr
ofes
sion
al D
evel
opm
ent f
or In
clus
ive
Educ
atio
n ad
min
istr
atio
n es
tabl
ishe
d an
d in
stit
utio
nalis
ed
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Est
abli
sh a
mec
hani
sm f
or
Con
tinu
ous
Pro
fess
iona
l D
evel
opm
ent
(CP
D)
for
educ
atio
n ad
min
istr
ator
s.
HQ
: DH
E,
IED
-PQ
A;
NIE
D;
Hig
her
Edu
cati
on
Inst
itut
ions
; C
PD
Uni
t at
U
NA
M;
RD
Es;
R
IEU
s
2016
-201
8zz
CP
D c
ould
be
prov
ided
for
thr
ough
a p
erm
anen
t m
echa
nism
su
ch a
s an
in
stit
uti
on d
esig
nat
ed t
o ta
ke r
esp
onsi
bil
ity
for
CP
D f
or e
duca
tion
adm
inis
trat
ors,
or
thro
ugh
ad-h
oc t
rain
ing
oppo
rtun
itie
s fo
r th
ese
adm
inis
trat
ors.
zz
In b
oth
case
s th
e tr
aini
ng s
houl
d be
pla
nned
and
sho
uld
resp
ond
to t
he i
dent
ifie
d de
velo
pmen
t ne
eds
that
wou
ld f
eatu
re i
n an
an
nual
per
form
ance
ass
essm
ent.
Con
duct
a n
eeds
ass
essm
ent
for
prof
essi
onal
dev
elop
men
t.H
Q: I
ED
-PQ
A;
NIE
D20
15-2
016
Pre
pare
a C
PD
pro
gram
me.
HQ
: DH
E;
NIE
D;
Hig
her
Edu
cati
on
Inst
itut
ions
; C
PD
Uni
t at
U
NA
M
2016
-201
8
Pro
vide
pro
fess
iona
l de
velo
pmen
t op
port
unit
ies
for
educ
atio
n ad
min
istr
ator
s.
HQ
: IE
D-P
QA
, R
DE
s;
RIE
Us
2016
–
ongo
ing
34 Sector Policy on Inclusive Education (Republic of Namibia 2013)
STRA
TEG
Y 8: D
evel
op a
mec
hani
sm fo
r mon
itori
ng a
nd e
valu
atin
g th
e im
plem
enta
tion
of th
e Se
ctor
Pol
icy
on In
clus
ive
Educ
atio
n
OU
TCO
ME
8.1: A
wel
l-dev
elop
ed m
onit
orin
g an
d ev
alua
tion
tool
for t
he re
view
ed In
clus
ive
Educ
atio
n Cu
rric
ulum
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Iden
tify
the
gap
s in
rel
atio
n to
Inc
lusi
ve E
duca
tion
in
the
curr
ent
mon
itor
ing
and
eval
uati
on t
ools
.
HQ
: IE
D-P
QA
, P
AD
-EM
IS;
RD
Es;
R
IEU
s;
RIE
CC
s;
IMC
2016
–
ongo
ing
zz
Qua
ntit
ativ
e in
dica
tors
are
use
ful
for
plan
ning
pur
pose
s, b
ut
qual
itat
ive
info
rmat
ion
is n
eede
d to
pro
vide
feed
back
on
vari
ous
trai
ning
eff
orts
and
dev
elop
men
t wor
k.
zz
Mon
itor
ing
at s
choo
l lev
el c
ould
cov
er a
spec
ts s
uch
as:
zz
the
use
of p
rofe
ssio
nal a
dvic
e, o
utre
ach
or p
erip
atet
ic te
ache
rs
for
deve
lopi
ng te
achi
ng a
nd le
arni
ng, a
nd th
e ki
nd o
f su
ppor
t pr
ovid
ed t
hrou
gh s
uch
mea
ns;
zz
the
appr
opri
aten
ess
of a
rran
gem
ents
mad
e to
mee
t lea
rner
s’
need
s;zz
the
qual
ity
of t
each
ing
in r
elat
ion
to t
he le
arne
rs’ n
eeds
and
re
sour
ces
avai
labl
e;zz
the
outc
omes
and
eff
ecti
vene
ss o
f th
e te
ache
r’s
asse
ssm
ent
of t
he le
arne
r’s
prog
ress
;zz
the
leve
l of
cha
nge
in t
he t
each
er’s
dai
ly p
ract
ice
in h
is/h
er
clas
sroo
m; a
ndzz
the
scho
ol’s
edu
cati
on s
uppo
rt p
rovi
sion
in
gene
ral,
and
its
faci
liti
es, r
esou
rces
, cur
ricu
lum
mod
ific
atio
n an
d in
-ser
vice
in
itia
tive
s to
dev
elop
pro
fess
iona
l exp
erti
se.
Dev
elop
gen
eral
mon
itor
ing
and
eval
uati
on t
ools
for
In
clus
ive
Edu
cati
on
(adm
inis
trat
ive)
.
100
000
2016
Dev
elop
EM
IS m
odul
es f
or
Incl
usiv
e E
duca
tion
, and
fu
lly
inte
grat
e In
clus
ive
Edu
cati
on in
to t
he E
MIS
.
HQ
: PA
D, P
QA
1 00
0 00
020
15-2
016
Dev
elop
Nat
iona
l Ext
erna
l Sc
hool
Eva
luat
ion
(NE
SE)
mod
ules
for
Inc
lusi
ve
Edu
cati
on, a
nd f
ully
in
tegr
ate
Incl
usiv
e E
duca
tion
in
to t
he N
ESE
sys
tem
.
HQ
: PQ
A20
15-2
016
Dev
elop
ince
ntiv
es f
or g
ood
perf
orm
ance
.H
Q: P
QA
2016
-201
7
Dev
elop
too
ls f
or m
onit
orin
g qu
alit
ativ
e ch
ange
in te
achi
ng
prac
tice
s at
sch
ool l
evel
.
HQ
: PQ
A,
PA
D-E
MIS
2016
–
ongo
ing
Est
abli
sh a
rev
iew
and
ev
alua
tion
of
Incl
usiv
e E
duca
tion
pro
cess
in r
egio
ns
and
scho
ols.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s;
RIE
CC
s;
IMC
2017
Section 2: Implementation Plan: Strategy Guidelines and Recommendations 35
OU
TCO
ME
8.2: A
wid
e sc
ope
of d
ata
on e
duca
tion
ally
mar
gina
lised
chi
ldre
n
Act
ivit
ies
Impl
emen
ter(
s)Co
st (N
$)Ti
mef
ram
eRe
com
men
dati
ons
Wid
en t
he s
cope
of
data
on
Inc
lusi
ve E
duca
tion
/
Spec
ial N
eeds
.
HQ
: IE
D-P
QA
; R
DE
s; R
IEU
s;
RIE
CC
s; E
MIS
50 0
0020
16zz
It is
rec
omm
ende
d th
at d
ata
be g
athe
red
on:
zz
the
diff
eren
t ed
ucat
iona
l set
ting
s (p
lace
men
ts);
zz
the
diff
eren
t ca
tego
ries
/gro
ups
of le
arne
rs; a
nd
zz
the
kind
s of
sup
port
that
eac
h c
ateg
ory/
grou
p of
lear
ner
s in
ea
ch e
duca
tion
al s
etti
ng h
as r
ecei
ved
or r
equi
res
(edu
cati
onal
su
ppor
t nee
ds).
Est
abli
sh d
atab
ases
for
le
arne
rs w
ho e
xper
ienc
e ba
rrie
rs t
o le
arni
ng in
all
go
vern
men
t (M
oE)
scho
ols.
IMC
; H
Q: I
ED
-PQ
A;
RD
Es;
RIE
Us
10 0
0020
15-2
016
Est
abli
sh r
esea
rch,
dat
a co
llec
tion
and
eva
luat
ion
of I
nclu
sive
Edu
cati
on
deve
lopm
ent
from
its
ince
ptio
n.
HQ
: PQ
A,
PA
D-E
MIS
; R
DE
s; R
IEU
s;
LSG
s; L
SCs
50 0
0020
16 –
on
goin
g
Dev
elop
res
earc
h pr
opos
als
on I
nclu
sive
Edu
cati
on t
o fo
rm a
n ev
iden
tial
bas
is
for
futu
re d
evel
opm
ent
and
fund
ing.
HQ
: PQ
A,
PA
D-E
MIS
; R
DE
s; R
IEU
s;
LSG
s; L
SCs;
D
HE
2016
–
ongo
ing
Pub
lish
nat
iona
l and
reg
iona
l fi
gure
s re
lati
ng to
Inc
lusi
ve
Edu
cati
on d
evel
opm
ent.
UN
AM
; N
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Children and Young People with Disabilities
Children with disabilities are among the most marginalised and excluded groups of children, experiencing widespread violations of their rights. Discrimination arises not due to the intrinsic nature of disability,
but rather due to a lack of understanding and knowledge of its causes and implications, fear of difference, fear of contagion/contamination, or negative religious or cultural views of disability. It is compounded by poverty, social isolation, humanitarian emergencies, a lack of services and support, and a hostile and inaccessible environment. Too often, children with disabilities are defined and judged by what they lack rather than what they have. Their exclusion and invisibility render them uniquely vulnerable, denying them respect for their dignity, their individuality and even their right to life itself.
Access to education: Children with disabilities have a right to education without discrimination and on the basis of equality of opportunity. The goal of universal access to primary education cannot be achieved without their inclusion, yet many remain excluded from education and its associated benefits – better jobs, social and economic security, and opportunities for full participation in society.zz Only 10% of all children with disabilities are in school, and only half who begin their primary
education complete it due to gaining little from the experience. Hence, only 5% of all children with disabilities worldwide have completed primary school. zz Millions of children with disabilities are left out of education sector plans due to poor data collection
and a lack of knowledge of how to include them.zz Children with disabilities in rural areas and poor urban neighbourhoods are particularly at risk of
not receiving an education, and those in these areas who hail from nomadic, ethnic and linguistic minorities face a double jeopardy in this regard.
Barriers to education: Multiple barriers impede access of children with disabilities to education:zz Discriminatory legislation often fails to recognise or specifically precludes some children with disabilities
from accessing education (e.g. some countries still have legislation declaring certain categories of children ‘uneducable’, and some place the responsibility for educating children with disabilities with ministries other than education, thereby marginalising them.zz Many children with disabilities are not allowed to start school as their parents have low expectations.
If they do start school, many drop out due to stigma, prejudice and bullying on the part of teachers, parents and other children – not due to academic inability.zz Most schools are physically inaccessible (e.g. in terms of hygiene and sanitation facilities, communication
systems, appropriate equipment and materials, and transportation). zz Parents with several children often prioritise those without disabilities in respect of paying for books
or uniforms, assuming that education is less important for those with disabilities.zz The percentage of children with disabilities who access secondary education is strikingly lower than
that of their peers without disabilities, due to, inter alia, a lack of: resources; teacher and parental support; and awareness of the importance of education for their future. The problem is compounded by standardised exam systems which pose insurmountable barriers to children with disabilities due to inaccessible administration and grading processes.
Inclusive education: There is growing recognition of the right of children with disabilities to inclusive education. “Education for All” partners have committed to promoting a goal of inclusion, and an inclusive education system at all levels, for these reasons:zz A growing body of data shows that with appropriate support, children with disabilities thrive in an
inclusive classroom setting, and that the costs of inclusive education and special schools is largely comparable, but academic achievement in inclusive schools is significantly higher.zz Inclusion enables children to grow up in their own family and community rather than at a distant school.zz Inclusive education embraces the principle of schools adapting to and accommodating all children,
regardless of their physical, intellectual, social, emotional, linguistic or other conditions. Simply ‘mainstreaming’ children with disabilities into classrooms without understanding and addressing their individual needs does not guarantee them a full, equitable and inclusive education. Effective inclusion requires transforming policy, culture and practice in the school.zz Children who are educated alongside their peers have a much better chance of becoming productive
members of society and being included in their communities. Studies on human capital formation affirm that there is a loss of GDP in low-income countries as a result of lack of education of persons with disabilities and their consequent non-participation in the economic workforce.
Source: UNICEF, Children and Young People with Disabilities: Fact Sheet, May 2013 (shortened excerpts)
“Educators have the power to create an
environment of equity and tolerance, but sometimes it takes courage. I see it as my
responsibility to be a role model and, if necessary, an activist for educational practices that foster
understanding, acceptance and inclusion of everyone
whom we are trusted to educate.”
Kathleen Sullivan,Teacher of the Year,
Vermont, USA
“Education should be valued as a key social
investment and a means to reduce inequality. … Inclusive
strategies are needed to respond to to marginal communities and students with special needs. Education legislation is committed to making education
a right and making explicit the link between education and improving human capital and
economic development.”Namibia’s National Agenda for Children 2012-2016
(Government of the Republic of Namibia 2011): Commitment 2 – on equal access to
quality integrated education