Articles
DOI DOI: 10.66434/ijssr.v1i1.540

Evaluating the impact of inclusive education programs on the academic achievement of marginalised school children in the Kunene region, Epupa constituency, Namibia

Tuuesa Maekopo1, Aune Ndeumona Sam1, Anna Niitembu Hako2
  1. 1 University of Namibia
  2. 2 University of Namibia, Namibia

Abstract

The study evaluates the impact of inclusive education programmes on the academic achievement of marginalised school going children in Epupa constituency. The study sought to examine how inclusive education influences the academic performance of children who are typically disadvantaged due to socio-economic status, ethnicity, disabilities, or other marginalising factors. A sample of approximately 25 participants was selected from five primary schools within the Epupa circuit using purposive and snowball sampling. Empirical evidence from this study suggests that inclusive education had a significant positive impact on the academic achievement of marginalised school-going children. The study suggests that when inclusive programmes are properly implemented, learners demonstrated improved academic performance, increased engagement, and higher self-esteem. However, the implementation of inclusive education is impeded by a multifaceted array of structural and systemic constraints, most notably a critical deficit in specialized pedagogical training and essential infrastructure. The research called for greater investment in resources, teacher training, and policy development to ensure that inclusive education can reach its full potential in supporting marginalised school children and promoting equity in education. The findings provide important insights for policymakers, educators, and stakeholders committed to creating more inclusive educational environments for all children.

How to Cite

Maekopo, T., Sam, A. N., & Hako, A. N. (2026). Evaluating the impact of inclusive education programs on the academic achievement of marginalised school children in the Kunene region, Epupa constituency, Namibia. International Journal of Studies in Systematic Reviews, 1(1), 71–82. https://doi.org/10.66434/ijssr.v1i1.540
Endnote/Zotero/Mendeley (RIS) BibTeX

References

  1. Ainscow, M. (2022). Developing inclusive education systems: What are the implications for schools? International Journal of Educational Development, 25(5), 449–460. DOI: https://doi.org/10.1016/j.ijedudev.2005.06.018
  2. Alnahdi, G. H. (2020). The role of assistive technology in the education of students with disabilities. Journal of Special Education Technology, 28(4), 1–15. https://doi.org/10.1177/016264341402800404
  3. Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367–389. https://doi.org/10.1080/08856250701649989
  4. Avramidis, E., & Norwich, B. (2022). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. https://doi.org/10.1080/08856250210129056
  5. Bronfenbrenner, U. (2001). The bioecological theory of human development. In N. J. Smelser & P. B. Baltes (eds.), International Encyclopedia of the Social & Behavioral Sciences (pp. 6963–6970). Elsevier.
  6. Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2022). Treating trauma and traumatic grief in children and adolescents. Guilford Press.
  7. Creswell, J.W. (2020). Research design: Qualitative, quantitative, and mixed method approaches. (4th ed.). Sage.
  8. DeMatthews, D. E., Serafini, A., & Watson, T. N. (2021). Leading inclusive schools: Principal perceptions, practices, and challenges to meaningful change. Educational Administration Quarterly, 57(1), 3–48. https://doi.org/10.1177/0013161X20942953
  9. Du Plooy, Cilliers, F., Davis, C., & Besuidenhout, R. (2021). Research Matters. Paarl Media Paarl.
  10. Dumba, L. (2020). Cultural influences on education access among pastoral communities in Namibia. Namibia Journal of Education and Development, 5(1), 35–48.
  11. Ekandjo, J. (2021). Poverty alleviation in the rural areas of Kunene Region in Namibia: The Role of the Evangelical Lutheran Church in Namibia (ELCIN).
  12. Epstein, J. L. (2021). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
  13. Florian, L. (2020). The Sage Handbook of Special Education (2nd ed.). Sage.
  14. Forlin, C. (2020). Developing and implementing inclusive education. International Journal of Special Education, 25(2), 1–14.
  15. Friend, M., & Cook, L. (2020). Interpersonal and collaborative skills for teachers (7th ed.). Pearson Education.
  16. Fullan, M. (2021). The new meaning of educational change (3rd ed.). Teachers College Press.
  17. Gregory, G. H., & Chapman, C. (2020). Differentiated instructional strategies: One size doesn’t fit all (2nd ed.). Corwin Press.
  18. Günay, N. S. Y., Elaldı, Ş., & Çifçi, M. (2023). Effect of inclusive practices on attitudes: A meta-analysis study. South African Journal of Education, 43(1), 1–12. https://doi.org/10.15700/saje.v43n1a2212
  19. Haitembu, R. K., & Maarman, R. (2023). The Namibian inclusive education policy's response to gender nonconforming learners. Journal of Research in Special Educational Needs, 23(2), 116–125. https://doi.org/10.1111/1471-3802.12584
  20. Hargreaves, A., & Fullan, M. (2022). Professional capital: Transforming teaching in every school. Teachers College Press.
  21. Haug, P. (2021). Inclusive education and the issue of implementation. Scandinavian Journal of Disability Research, 19(3), 253-262. https://doi.org/10.1080/15017419.2016.1224778
  22. Hehir, T., Schifter, L. A., & Gamage, D. (2022). Beyond access: Improving outcomes for students with disabilities in general education. Harvard Education Press.
  23. Hollings, S. (2021). Implementation barriers of inclusive education and their impact on stakeholders: A review of the literature. International Journal of Childhood Education, 2(1), 27–45. https://doi.org/10.33422/ijce.v2i1.36
  24. Hornby, G. (2020). Parental involvement in childhood education. Springer Science & Business Media. https://doi.org/10.1007/978-3-030-49556-1
  25. Irem, T., & Östürk, M. (2021). Challenges and solutions for inclusive education in Turkey: A systematic review. International Journal of Special Education, 34(3), 531–548.
  26. Jeynes, W. H. (2022). A meta-analysis of the effects of parental involvement on academic achievement. Educational Psychology Review, 24(4), 387–407. https://doi.org/10.1007/s10648-012-9197-6
  27. Johnson, D. W., & Johnson, F. P. (2021). Joining Together: Group Theory and Group Skills (11th ed.). Pearson.
  28. Kauffman, J. M., & Pullen, P. C. (2020). Special education: What it is and why we need it. Pearson Education.
  29. Kauffman, J. M., McLeskey, J., & Sirkel, P. A. (2022). The legal and educational aspects of special education. Pearson Education.
  30. Khumalo, S., & Hadebe, L. (2023). Teachers’ preparedness for inclusive education: Challenges in rural Southern African schools. Education as Change, 27(1), 1–15. https://doi.org/10.25159/1947-9417/13845
  31. Ladson-Billings, G. (2021). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
  32. Le Roux, A. (2016). Challenges facing inclusive education in rural Namibian schools: A case study of selected schools in the Otjosondjupa and Kunene regions. Namibia Journal of Education, 3(1), 22–35.
  33. Liu, F., & Chiang, H. (2020). Peer support in inclusive education. International Journal of Special Education, 29(3), 101–112.
  34. Loreman, T., Deppeler, J., & Harvey, D. (2021). Inclusive education: A practical guide to supporting diversity in the classroom. Routledge. https://doi.org/10.4324/9780415759526
  35. Maree, K. (2021). Planning a research proposal in the first steps in research. (2nd ed.). Van Schaik Publishers.
  36. Maughan, C., O’Neill, M., & Hargreaves, L. (2020). Teacher professional development in inclusive education: A conceptual framework. International Journal of Inclusive Education, 24(3), 307–321. https://doi.org/10.1080/13603116.2018.1450900
  37. McKinney, E., Culture, Ministry & UNICEF. (2021). Assessing inclusive education in practice in Namibia: Challenges and opportunities in leaving no child behind.
  38. McLeskey, J., & Waldron, N. (2021). Inclusive education: A review of the research (2nd ed.). Routledge.
  39. McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2021). Inclusive teaching: Differentiated instruction for diverse learners (3rd ed.). Pearson.
  40. Ministry of Education, Arts and Culture Namibia (MoE) (2021). Sector Policy on Inclusive Education. https://planipolis.iiep.unesco.org/sites/default/files/ressources/Namibia
  41. Ministry of Education, Arts and Culture. (2013). Sector policy on inclusive education. Government of Namibia.
  42. Ministry of Education, Arts and Culture. (2018). Education sector policy for the education of marginalised communities in Namibia. MoEAC.
  43. Ministry of Education. (2007). Education and training sector improvement programme (ETSIP): Planning for a learning nation. Government of Namibia.
  44. Molosiwa, S., & Gaotlhobogwe, M. (2020). School feeding and inclusive education: Enhancing learner participation in Botswana. International Journal of Educational Development, 77, 102242. https://doi.org/10.1016/j.ijedudev.2020.102242
  45. Mpu, Y., & Adu, E. O. (2021). The challenges of inclusive education and its implementation in schools: The South African perspective. Perspectives in Education, 39(2), 225-238. https://doi.org/10.18820/2519593X/pie.v39.i2.15
  46. Mukhopadhyay, C., & Riddle, J. (2022). Cultural inclusion and inclusive education: Theories, practices, and perspectives. Routledge.
  47. Mutai, J., & Kosgey, A. (2021). Monitoring and evaluation of inclusive education programmes in Kenya: A critical review. Journal of Education and Practice, 12(15), 55–63.
  48. Mutorwa, A., Shilamba, L., & Nakale, S. (2021). Community participation and inclusive education implementation in marginalised communities of Namibia: A case of Kunene Region. Journal of African Education, 2(4), 98–114.
  49. Mwania, J. M., & Wanjohi, R. (2022). Cultural practices and barriers to inclusive education in rural African communities. African Educational Research Journal, 10(3), 421–430. https://doi.org/10.30918/AERJ.103.22.052
  50. Newbay, J. (2020). Essential skills for qualitative researcher. Pearson.
  51. Nguyen, T. T., Redding, C., & Booker, K. (2021). The role of parental involvement in academic achievement: Evidence from low-income contexts. Educational Researcher, 50(7), 457–467. https://doi.org/10.3102/0013189X211048066
  52. Norwich, B. (2020). Addressing the challenges to inclusive education: Teaching students with disabilities in the general classroom. International Journal of Inclusive Education, 17(1), 1–17. https://doi.org/10.1080/13603110902340699
  53. O’Connor, M. (2021). Educational challenges and inclusivity: A comparative study in rural areas. Routledge.
  54. Opio, G., Ofoyuru, D. T., & Hoppers, C. A. O. (2023). Learning environment and inclusion of learners in secondary education in Uganda: Analysis of the moderating role of Self-Efficacy and Disability Status. East African Journal of Education Studies, 6(3), 137–151.
  55. Pijl, S. J. (2022). The effectiveness of inclusive education. International Journal of Inclusive Education, 18(1), 13–29. https://doi.org/10.1080/13603116.2012.693403
  56. Pivik, J., McComas, J., & Laflamme, M. (2022). Barriers and solutions to inclusive education. Exceptionality Education International, 12(2), 36–53. https://doi.org/10.5206/eei.v12i2.7476
  57. Republic of Namibia. (1990). The Constitution of the Republic of Namibia. Government of Namibia.
  58. Rose, D. H., & Howley, M. (2022). Universal design for learning: Theory and practice. CAST Professional Publishing.
  59. Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre‐service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773–785. https://doi.org/10.1080/09687590802469271
  60. Sheetheni, T. T. (2021). An exploration of teachers’ views on the implementation of the inclusive education policy in selected mainstream schools in the Oshana Region, Namibia (Unpublished PhD thesis), Stellenbosch: Stellenbosch University, South Africa.
  61. Silvester, J. (2014). Namibia's marginalised communities: Socio-economic and cultural barriers to education. Namibia Institute for Democracy.
  62. Slee, R., & Tomlinson, S. (2018). Inclusive education isn't dead, it just smells funny. Routledge.
  63. Smith, D. D., & Tyler, N. C. (2020). Introduction to special education: Making a difference (7th ed.). Pearson Education.
  64. Tapscott, C. (2017). Traditional authority and community education in north-western Namibia. Journal of Southern African Studies, 43(2), 291–306. https://doi.org/10.1080/03057070.2017.1294620
  65. Tomlinson, C. A. (2021). How to differentiate instruction in mixed-ability classrooms. ASCD.
  66. United Nations Children's Fund (UNICEF) Namibia. (2020). Situation analysis of children and adolescents in Namibia. UNICEF Namibia.
  67. United Nations Educational, Scientific & Cultural Organisation (UNESCO). (1994). The Salamanca Statement and Framework for Action on Special Needs Education: Adopted by the World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7–10. June 1994. Paris: UNESCO.
  68. United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2020). Inclusive education: The way of the future. United Nations Educational, Scientific, and Cultural Organization.
  69. United Nations Educational, Scientific, and Cultural Organisation (UNESCO). (2021). A guide for ensuring inclusion and equity in education. UNESCO Publishing.
  70. United Nations Educational, Scientific, and Cultural Organisation (UNESCO). (2023). Global education monitoring report 2023: Inclusion and education – All means all. UNESCO Publishing.
  71. van der Walt, M., Strydom, H., & de Beer, L. (2020). Inclusive education and teacher perceptions in South African schools: A case study. International Journal of Inclusive Education, 24(10), 1033–1049. https://doi.org/10.1080/13603116.2018.1523477
  72. Waldron, N. L., & McLeskey, J. (2020). Inclusive schools: A response to intervention approach. Pearson Education.