A/HRC/24/41/Add.1 addition, in 2010 the Division launched the Back to School and Stay in School campaign, which encourages students who are considered vulnerable to attend and stay in school. 61. Despite these positive policies, marginalized indigenous groups in Namibia face continued and unique challenges. San children experience the most troubling educational indicators in the country. Recent Government figures indicate that 62 per cent of Sanspeaking children are enrolled in lower primary school, which includes grades 1 through 4, and 23 per cent are enrolled in upper primary school, which includes grades 5 through 7.17 The enrolment of San-speaking students in higher levels of education remains disturbingly low, with only 7 per cent of San-speaking children enrolled in junior secondary school and less than 1 per cent enrolled in senior secondary school.18 According to various sources consulted, in the entire country only 10 to 12 San students are currently attending university. 62. As already indicated, a significant barrier that impedes San and Himba children from gaining access to education is the discrimination they face in schools, both from other students and from teachers. The National Policy Options for Educationally Marginalised Children acknowledges the pervasive discriminatory attitudes of the general student population and teachers as a major factor contributing to why marginalized children drop out of school or are reluctant to attend.19 The Special Rapporteur heard almost uniformly that discrimination, teasing and negative stereotyping of San children characterize their educational experiences. Himba people with whom the Special Rapporteur met voiced similar concerns, adding also that their children were forced to change their traditional haircuts and dress at schools. 63. Also contributing to low levels of educational attainment by some indigenous children is the overall lack of education that is delivered in a culturally and linguistically appropriate way. Currently, Ju/’hoansi is the only San language that is an official teaching language of the Ministry of Education. However, in line with the Language Policy for Schools, the Ministry of Education, in collaboration with the National Institute for Educational Development, is developing educational resources in the principle San languages with a focus on grades 1 through 3. One positive model is the Nyae Nyae Village Schools Project of the Tsumkwe district, which provides San children with educational opportunities in their native language near their homes. However, overall there is a lack of San language teachers, and the relatively small numbers of San learners significantly complicate the implementation of linguistically appropriate education. 64. Extreme poverty makes it difficult for San children in particular to attend and stay in school Despite the fact that the Constitution requires that primary education be provided free of charge, the Education Act (Act No. 16 of 2001) allows for schools, on an individual basis, to charge fees towards a “school development fund” that goes towards maintenance of facilities and to “improve educational, sport and cultural activities”.20 While there is an exemption for students who cannot afford to pay the fee, 21 the Special Rapporteur heard that San students are routinely turned away from schools for not paying development fund fees. San children are also more likely than other children to leave school to seek employment due to the extreme poverty they face. 17 18 19 20 21 16 Namibia, Ministry of Education, Education Management Information System, Education Statistics 2011, p. 41. Ibid. Namibia, National Policy Options, p. 23. Sect. 25, subsect. 1, paras. (a)-(b). Education Act, sect. 25, subsect. 9, para. (b).