Workbook final

BJECTIVES

OALS

To support the Government of Namibia to implement the Inclusive Education Policy towards quality inclusive, teaching

and learning environments in Namibia and to improve access to quality education for all learners with disabilities in

Namibia.

EATURES

ITH

DDITIONS FROM THE

ERO

ROJECT

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UNICEF’s This Ability Programme on Inclusive Education is to be classified as

international non-legally binding policy

that work towards three overarching results:

Expand access to and provision of quality education for all children with disabilities in Namibia by developing

good inclusive practices and by institutional change: all schools and other educational settings review their

policies and practices. UNICEF supported the Ministry of Education, Arts and Culture (MoEAC) with technical

advice for policy development: Support comes within the National Development Plan (2012-2017) to achieve

the goals set out for education. In 2013, the Sector Policy on Inclusive Education was published with UNICEF’s

support. Meanwhile the Ministry is in charge of financing and implementing the policy, UNICEF will provide

technical assistance and monitor the implementation. MoEAC has conducted sensitization meetings at regional

level to inform the regional education teams about the policy and the importance of implementation and

monitoring. UNICEF is currently providing technical support to the review of the Education Act of 2001 with a

focus on ensuring an enabling environment for inclusive education.

Establish therapeutic and protective support mechanisms for all children with disabilities at community level by

working with all stakeholders in an educational setting (parents, caregivers, educators, school staff, and school

board members, etc.) for the establishment of community based care and support structures and by raising

awareness with a multimedia advocacy and awareness campaign. UNICEF continued to advocate for increased

recognition and programming to promote inclusive education and special attention to children and learners

with disabilities, to strengthen the response within Government to ensure Government ownership for

sustainable programme implementation, and to inspire and mobilize others to work together towards the

realization of equitable results for children with disabilities.

At least 40% of teaching staff are able to implement Inclusive Education practices in schools by the end of 2017

by ensuring that every school has access to resources such as specialist support for addressing learning,

language or behaviour needs, and that teachers understand the learner’s learning strategies and functioning.

UNICEF maintains strategic partnerships with NGOs in Namibia and with bi-lateral agencies, and out teacher

training, with the help of DPOs. It is working with Government to establish best practise for scaling up since

currently no models are in place.

NNOVATION

UNICEF’s This Ability Programme on Inclusive Education is innovative in that it has already laid the groundwork - in

cooperation with the Ministry – for the mainstreaming of inclusive education into Namibia’s legislation and education