It is the responsibility of everyone to identify the shortcomings at schools and take the necessary steps to ensure inclusivity.
This was said by Deputy Minister of Disability Affairs, Alexia Manombe-Ncube, who stressed the importance of ending exclusivity in education on the basis of learners’ socio-economic sources, ethnicity, gender, race, culture, and disability.
Inclusive education is driven from the perspective of Sustainable Development Goal 4 (SGD4), which states the importance of ensuring inclusive, equitable, and quality education that promotes life-long opportunities for all.
Hence, in line with SDG4, Manombe-Ncube urged parents not to accept it when schools send children with disabilities back home.
“It is a principle in the constitution and in the Harambee Prosperity Plan that every Namibian is included in all spheres of Namibian society, and our education pillars, which are the four pillars, talk about access, equality, quality, and democracy. Schools that are accessible wherever there are no funds could become proactive in raising the necessary funds. Dagbreek in Windhoek, which accommodates children with intellectual disabilities, is an example of a proactive school that, through various fundraising efforts, managed to establish, for example, the Upperponics and other facilities at the school.”
She further stated that inclusive schools should be viewed as a means of remedial action and not just a short-term plan.
Manombe-Ncube suggested an increase in the budget of the Education Ministry to allow for the building of more classrooms in schools across all regions.
The Health Ministry’s budget, she added, also needs improvement to cater to the demand for wheelchairs and other assistance devices.
There are already a number of inclusive schools in the country accommodating learners with disabilities, including Cosmos High School, Eluwa, Gabriel Taapopi, and Maria Mwengere Senior Secondary School.
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