The development of an inclusive approach in early childhood education in Namibia

[摘要] ENGLISH ABSTRACT: Early childhood education is an investment that can offer outstanding returns. Itcan ensure that all children receive the education that is their right. One cannottalk of access to quality education for all if children with special needs in earlychildhood and pre-primary education are not given the same opportunities.Equally, the right to access to early childhood education becomes elusive ifgovernment spends very little of its resources on early childhood education. Atpresent many children in Namibia are denied access to early childhoodeducation due to poverty, disability, diseases or hindrances. Within formaleducation, children with special needs do poorly, fail classes or drop out ofschool at a very early age. As a result, they become further marginalised insociety. Their lack of education could also make them a burden on society.The study was guided by the questions: a) what are the implications of theimplementation of inclusive early childhood education both internationally as wellas in Namibia?; b) what is the current situation in Namibia regarding thefunctioning of early childhood education centres with specific reference to theperceptions and preferences of early childhood educators in the overall processof educating children with special needs, and c) what guidelines can be offeredto the ministries responsible for education and for the welfare of children for thedevelopment of an inclusive early childhood education in Namibia?First a review of literature on early childhood education and inclusive educationapproaches was undertaken. Next a quantitative survey research method wasused to obtain answers to the research questions. Of the 650 respondents towhom it was sent, 493 early childhood educators from all the 13 regions inNamibia completed the questionnaire.The study was based on an ecosystemic approach to inclusive education inwhich the entire community and all the stakeholders are involved in contributing to quality early childhood education at a school where diversity is valued andevery effort is made to maximise the quality of life of all children.The research findings indicate that early childhood educators in Namibia havenot received the necessary training for their role as ECD educators nor do theypossess the necessary qualifications or skills for inclusive education approaches.The findings also indicate that the majority of early childhood educators are notaware of the national ECD policy nor do they have much knowledge of what aninclusive curriculum entails. It is clear that Inclusive education requires aparadigm shift and the transformation of the education sector in order to ensurethat all children have equal access to quality education.This study recommends that there be closer collaboration between the ministryresponsible for education as well as that dealing with child welfare in thedevelopment of an inclusive education policy covering all levels of the educationsector from early childhood to tertiary and higher education. It is furtherrecommended that curriculum reform be effected to ensure that the curriculumbecomes inclusive, reflecting the needs of all children and acknowledgingindividual differences as opportunities to learn rather than barriers to learningand participation.

[发布机构] Stellenbosch University