This publication forms part of the United Nations Development Programme (UNDP) Namibia’s commitment to advancing disability inclusion within national development frameworks. By documenting and sharing the lived experiences of individuals such as Ms. Ndinomukulili Nailoke Kushinga, UNDP seeks to amplify voices that exemplify resilience, determination, and the transformative power of inclusive policies and practices. Her journey underscores the critical importance of accessible education, supportive environments, and institutional accountability in realizing the rights of persons with disabilities. UNDP Namibia reaffirms its dedication to fostering inclusive, equitable, and sustainable development in which all individuals, regardless of disability, are empowered to participate fully and contribute meaningfully to society. 

The disability journey of Ndinomukulili Nailoke Kushinga began with pain in one ankle that persisted for nearly two years. The condition eventually caused her foot to turn inward. After undergoing surgery, she managed to walk again—until the other ankle developed the same problem. Another operation followed. For a while, crutches helped her stay mobile, but after about a year, she could no longer stand and transitioned to using a wheelchair.

What makes this story even more powerful is that all of this happened when she was only 14. During those difficult years, she remained determined to continue school, despite intense physical pain and moments when giving up felt like the easier choice. Ndinomukulili’s parents stood by her, encouraging her not to abandon her dreams. Together, they faced these challenges with strength and resilience.

Born on 8 February 1996 in Ongonga village, Endola Constituency in the Ohangwena Region, Ndinomukulili now lives in Gobabis, Omaheke Region. Today, she is a third-year student at the Namibia University of Science and Technology (NUST), pursuing a Bachelor’s Degree in Business and Information Administration. Her journey is a powerful testimony of inclusion, grit, and the right to education for all.

Initially uncertain about the accessibility of university facilities, she enrolled as a distance learner. But her decision to switch to full-time attendance challenged not only her own assumptions but also broader misconceptions about accessibility in Namibia’s higher education institutions. To her surprise and relief, NUST offered ramps, elevators, accessible hostels, and an inclusive environment where lecturers and peers welcomed her as an equal.

This experience taught those around her, that accessibility is not just about buildings but also about people and attitudes. When facilities and mindsets align, true inclusion becomes possible. Providing practical ideas on how accessibility can be achieved is an important step toward inclusion. This can include installing ramps and handrails to help people with mobility difficulties, adding braille signs and audio signals for those who are blind or have low vision, and training staff in disability etiquette to improve communication. It is also essential to develop policies and programs that support inclusive environments for everyone ( [WHO, 2011).

 Ndinomukulili’s bravery in attending classes in person marked a turning point. It not only enhanced her confidence but also reinforced the idea that inclusive environments can change lives. As she puts it, the accessibility of physical structures was vital, but what made the biggest difference was the presence of a supportive community—lecturers who understood, classmates who cared, and a disability support office that took action rather than making promises.

Her story reflects findings from global development institutions. According to the World Bank (2021), children and youth with disabilities can achieve learning outcomes equal to their peers if given the right opportunities and supports. Yet, in Namibia, many learners with disabilities still face exclusion due to infrastructure gaps and societal attitudes. Ndinomukulili’s journey shows that when these obstacles are addressed, the results can be transformational.

It also highlights the growing relevance of Namibia’s Sector Policy on Inclusive Education (Ministry of Education, Arts and Culture, 2019), which emphasizes equitable participation and the creation of inclusive educational spaces for all learners.

Becoming a Champion for Change

Today, Ndinomukulili is not only focused on her studies but also envisions a future where she gives back. She dreams of launching a mentorship initiative for youth with disabilities—helping them build confidence, gain life skills, and become self-advocates. Her plan aligns closely with the UNDP Namibia Country Programme Document (2023–2027), which prioritizes inclusion and full participation of marginalized groups, including persons with disabilities, in national development.

She recognizes that disability is part of who she is, but it does not define her. Instead, it has instilled in her a deeper sense of empathy, purpose, and leadership. Her academic and personal journey mirrors what the UNESCO Institute for Statistics (2018) and UNICEF (2021) continue to emphasize: that access to education is a fundamental right and necessity for all, especially children with disabilities who remain among the most marginalized globally.

To fellow young people with disabilities—especially girls—she offers a powerful message: “Do not let fear stop you. You are capable, worthy, and deserving of every opportunity. Obstacles will come, but they will strengthen you. Reach out for help and remember—you are not alone.”

Beyond personal stories, Ndinomukulili’s experience calls for institutional accountability. She challenges schools, universities, government agencies, and development organizations to treat accessibility not as an optional gesture but as a non-negotiable human right. Creating inclusive environments means designing infrastructure that accommodates everyone and cultivating attitudes that promote dignity and respect.

This message aligns with UNDP’s twin-track approach to disability inclusion—mainstreaming it into all areas of development while offering specific support where needed. 

Ndinomukulili Nailoke Kushinga’s journey is far more than a personal triumph—it is a vision for what Namibia and the world can achieve when inclusion becomes more than a policy and transforms into a practice. Her courage, perseverance, and plans for advocacy embody what disability-inclusive development should look like.

Through her story, we are reminded that meaningful change requires both infrastructure and insight. If we listen, support, and act, young people with disabilities will not only participate—they will lead.

Read more:

1. Ministry of Education, Arts and Culture. (2019). Sector Policy on Inclusive Education. Windhoek, Namibia.

2. UNDP. (2023a). Special Education Grant. Retrieved from https://gssc.info.undp.org/faq-eg

3. UNDP. (2023b). The path to inclusion: How inclusive employment and education in Belarus changes lives. Retrieved from https://www.undp.org/belarus/news/the-path-to-inclusion

4. UNDP. (2023). UNDP Namibia Country Programme Document 2023–2027. Windhoek, Namibia.

5. UNESCO Institute for Statistics. (2018). Education and disability: Analysis of data from 49 countries. Retrieved from https://uis.unesco.org/sites/default/files/documents/ip49-education-disability-2018-en.pdf

6. UNICEF. (2021). The world's nearly 240 million children living with disabilities are being denied basic rights. Retrieved from https://www.unicef.org/press-releases/nearly-240-million-children-disabilities-around-world-unicefs-most-comprehensive

7. World Bank. (2021). Inclusive education for children with disabilities. Retrieved from https://www.worldbank.org/en/topic/disability