NANSO criticises education ministry for lack of special school results
Calls for more investment into special schools
NANSO has pointed out the lack of transparancy of special school results, demanding that those results also be included in the national examination statistics.
The Namibia National Students Organisation (NANSO) is calling for the inclusion of special school performance data in national education statistics, following the release of the 2024 National Secondary Senior Certificate Ordinary Level (NSSCO) and Advanced Subsidiary Level (NSSCAS) exam results. The organisation argues that the exclusion of special schools from these key educational reports is further widening the educational gap for students with disabilities.
The results, released on 14 Janaury by the ministry of education, arts and culture, showcased improvements in pass rates for mainstream schools. However, the performance of students attending special schools was absent from the announcement, raising concern among advocates for inclusive education.
NANSO President, Dorothea Nangolo, addressed the issue during a press conference held at Immanuel Shifidi High School last week, emphasising that education must be inclusive and accessible to all learners, regardless of ability. “We demand that the ministry of education shares detailed statistics on special schools to identify gaps and prioritise their needs.” Nangolo stated.
She continued to state that the 2024 NSSCO and NSSCAS results highlighted positive trends, including an increase in pass rates and the number of students pursuing higher education but that it is still not satisfactory. Nangolo pointed out that the lack of special education data paints an incomplete picture of Namibia’s educational landscape. “Are these schools excluded from offering Ordinary and AS levels? If not, why is their performance not specifically highlighted?,” she asked.
Special schools in Namibia cater to students with a variety of disabilities, from physical impairments to learning and developmental challenges. “This omission suggests an alarming lack of focus on the state of special education in Namibia,” Nangolo said.
NANSO is now demanding that the Ministry of Education include special school results in national reports, with a detailed breakdown comparing the performance of special schools to their mainstream counterparts. The organisation is also calling for better resource allocation to special schools to ensure that students with disabilities receive the support they need to succeed.
“The transformation of our special needs education system requires a complete paradigm shift,” Nangolo emphasised. She pointed out various solutions identified by NANSO to this issue including regular psychological evaluations by qualified professionals in schools and hiring occupational therapists, speech therapists and educational psychologists to assist these schools.
In addition to calling for the inclusion of special school data, NANSO highlighted several other concerns with the 2024 exam results, including the need for improved infrastructure in under performing regions, more targeted support for male learners, and increased investment in technical and vocational education.
“We also propose the establishment of individualised education programs for learners with special needs, with ongoing reviews to ensure their effectiveness," Nangolo concluded.
The results, released on 14 Janaury by the ministry of education, arts and culture, showcased improvements in pass rates for mainstream schools. However, the performance of students attending special schools was absent from the announcement, raising concern among advocates for inclusive education.
NANSO President, Dorothea Nangolo, addressed the issue during a press conference held at Immanuel Shifidi High School last week, emphasising that education must be inclusive and accessible to all learners, regardless of ability. “We demand that the ministry of education shares detailed statistics on special schools to identify gaps and prioritise their needs.” Nangolo stated.
She continued to state that the 2024 NSSCO and NSSCAS results highlighted positive trends, including an increase in pass rates and the number of students pursuing higher education but that it is still not satisfactory. Nangolo pointed out that the lack of special education data paints an incomplete picture of Namibia’s educational landscape. “Are these schools excluded from offering Ordinary and AS levels? If not, why is their performance not specifically highlighted?,” she asked.
Special schools in Namibia cater to students with a variety of disabilities, from physical impairments to learning and developmental challenges. “This omission suggests an alarming lack of focus on the state of special education in Namibia,” Nangolo said.
NANSO is now demanding that the Ministry of Education include special school results in national reports, with a detailed breakdown comparing the performance of special schools to their mainstream counterparts. The organisation is also calling for better resource allocation to special schools to ensure that students with disabilities receive the support they need to succeed.
“The transformation of our special needs education system requires a complete paradigm shift,” Nangolo emphasised. She pointed out various solutions identified by NANSO to this issue including regular psychological evaluations by qualified professionals in schools and hiring occupational therapists, speech therapists and educational psychologists to assist these schools.
In addition to calling for the inclusion of special school data, NANSO highlighted several other concerns with the 2024 exam results, including the need for improved infrastructure in under performing regions, more targeted support for male learners, and increased investment in technical and vocational education.
“We also propose the establishment of individualised education programs for learners with special needs, with ongoing reviews to ensure their effectiveness," Nangolo concluded.
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