Sector Policy on Inclusive Education 2013 - UNICEF...“Inclusive, good-quality education is a foundation for dynamic and equitable societies.” Archbishop Desmond Tutu Acknowledgements

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”


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


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

INCLUSION

Exclusion

Segregation

Integration

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.


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.


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);


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.


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.


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.


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.


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.


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.


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.


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.


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.


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


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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


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


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


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


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


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


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


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.


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


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


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


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.


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


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.


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


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


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


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

IED

10 0

0020

15 –

on

goin

g

Pub

lish

res

ults

of

qual

itat

ive

and

quan

tita

tive

res

earc

h.H

Q: P

QA

;N

IED

10 0

0020

16 –

on

goin

g

Messages from

UNICEF

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


REPUBLIC OF NAMIBIA


Documents

Sector Policy on Inclusive Education 2013 - UNICEF...“Inclusive, good-quality education is a foundation for dynamic and equitable societies.” Archbishop Desmond Tutu Acknowledgements