ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v2i3.2298

Barriers to the education of San children in a rural community in Namibia

Pinehas Ikela, Emilia Ndapandula Mbongo1, Anna Niitembu Hako1
  1. 1 University of Namibia, Namibia

Abstract

Implementing quality inclusive education means ensuring all children fully participate in the education system in mainstream schools, regardless of their strengths, weaknesses, abilities, or differences in any area. Despite advances in providing basic education, a major challenge remains in addressing the needs of educationally marginalised children. Children from marginalised communities continue to lag in education, with many dropping out of school before completing their education. This study investigated the barriers to education experienced by San children in a rural community in the Oshikoto region of Namibia. The study employed a qualitative approach, utilising a descriptive case study design. In-depth semi-structured interviews were conducted with five parents and thirteen teachers. These participants were purposively chosen. The study employed the thematic technique to analyse data. The findings revealed that San children dropped out of school due to a myriad of factors, such as poverty, lack of parental involvement in education, negative school climate, and teenage pregnancy, among others. Furthermore, this study revealed that the San children required support from the government and schools to ensure they remained in school and completed their education. The findings emphasise the need to revisit existing support mechanisms for marginalised children to ensure academic success and improve school completion rates. The study recommends strengthened collaboration among stakeholders to ensure support for San learners.

How to Cite

Ikela, P. ., Mbongo, E. N., & Hako, A. . N. (2025). Barriers to the education of San children in a rural community in Namibia. International Journal of Studies in Inclusive Education, 2(3), 16–22. https://doi.org/10.38140/ijsie.v2i3.2298
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