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