Between Policy and Reality: An interpretive policy analysis of the Inclusive Education Policy of Namibia

Abstract

In this research, Interpretive Policy Analysis (IPA) is applied to the Inclusive Education Policy (IEP) of Namibia. Following Yanow’s steps, first, three interpretive communities are identified: the government as creators of the policy (date = IEP document), experts as practitioners (data = three interviews), and people with disabilities (PwD) as recipients of the policy (data = four interviews). Next, for each group, different frames are identified. From there, different frame conflicts were uncovered. The two main conflicts are about: what exactly the problems are that the policy should solve, and what the role of the government is in solving these. Other frame conflicts on the policy and solutions arose from these. Additionally, this research shows that within IPA, more focus should be placed on how having a disability and having similar experiences plays a role in the formation of interpretive communities. Furthermore, recommendations are presented for future research and policy-makers inside and outside of Namibia.