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educational justice, and lastly, developing pre- and in-service teachers
and principals’ cultural competences.
Conclusion: Teacher education in Namibia has focused on inclusive
education in a broader sense. The knowledge base for culturally
responsive teaching calls more attention to the specific ethnic groups
to make school more interesting, stimulating, representative of, and
responsive to specific ethnic groups.
Keywords: challenges, San, inclusive, education, systematic review

6. Shalyefu, R. K. & Hamutenyah, J. L., Digitalization of the Youth
and Adult Learning and Education (YALE) programmes from the
Namibian perspective
Background: “No one should be left behind” in the digitalisation of
learning programme for all age populations. Over the past two years
(2020-2021), many learning programmes have shifted their delivery
strategies and techniques from face-to-face teaching and learning
strategies to hybrid learning or online learning or digital learning, or
social media learning.
Aim: Specifically, the study investigated as to what is being done to
digitalise the delivery of the YALE programmes, how it is being done
and how they intent to sustain the digitalization to remain relevant and
responsive to the “no one should be left behind” principle and it
captured the challenges encountered.
Methodology: An interpretive qualitative approach was used by
employing a phenomenological research design guided by the
Harambee Prosperity Plan II: Pillar 3: Social Progression. The target
population is the community educators, adult educators, literacy
tutors, public health educators, agricultural extension workers, and the
learning programme participants, etc. The sample was drawn from
selected constituencies that are considered as deep rural by the

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