Social enterprises have the ability to impact nations economically, environmentally
and socially by solving the most pressing problems through the provision of their
innovative products and services. However, for social enterprises like special schools
to deliver effective, efficient, innovative and quality services in response to their goals,
they require sufficient and sustainable finances. Many researchers claim that lack of
funding is one of the challenges that social enterprises face worldwide.
To find out the challenges that special schools face in Windhoek, the study employed
an exploratory research design to shed some light. A mixed methodology approach
was used. Quantitative data was collected through a questionnaire from 50 participants
from public special schools in Windhoek. In addition, qualitative data was collected
through structured interviews with key informants from 4 management staff of 2
special schools, one key informant from a philanthropic organisation and another one
from the Ministry of Education in Windhoek.
The findings of the study indicate that with the dawn of free education in 2013, School
Development Fund (SDF) as one of the crucial sources of funding in special schools
was abolished. Schools started receiving a Universal Primary Grant (UPE) and a
Universal Secondary Grant (USE) from the government. However, due to the financial
crisis that the country is experiencing, the UPE budget was cut such that finances have
become a challenge to the schools. Moreover, the financial burden is exacerbated by
the inadequate support from the parents and private donors, and the inability of schools
to generate alternative funding options. Nevertheless, special schools indicated that
they get money from UPE and USE grants, fundraisings, donations and school fees
that is charged to prevocational and vocational courses.
In conclusion, the recommendations are that there should be a special plan for
intensifying private public partnerships for funding as the special schools’ needs are
much more than the normal ones. However, donor funding should not be a permanent
way of funding because as of late, there has been a decrease in the number of donors.
Therefore, special schools need to have other alternative innovative funding to
supplement state funding and donations.
Edu, F (2021). An Investigation Into Challenges of Funding Social Enterprises: A Case Study of Special Needs Schools in Windhoek, Namibia. Afribary.com: Retrieved May 13, 2021, from https://afribary.com/works/an-investigation-into-challenges-of-funding-social-enterprises-a-case-study-of-special-needs-schools-in-windhoek-namibia
Frontiers, Edu. "An Investigation Into Challenges of Funding Social Enterprises: A Case Study of Special Needs Schools in Windhoek, Namibia" Afribary.com. Afribary.com, 23 Apr. 2021, https://afribary.com/works/an-investigation-into-challenges-of-funding-social-enterprises-a-case-study-of-special-needs-schools-in-windhoek-namibia . Accessed 13 May. 2021.
Frontiers, Edu. "An Investigation Into Challenges of Funding Social Enterprises: A Case Study of Special Needs Schools in Windhoek, Namibia". Afribary.com, Afribary.com, 23 Apr. 2021. Web. 13 May. 2021. < https://afribary.com/works/an-investigation-into-challenges-of-funding-social-enterprises-a-case-study-of-special-needs-schools-in-windhoek-namibia >.
Frontiers, Edu. "An Investigation Into Challenges of Funding Social Enterprises: A Case Study of Special Needs Schools in Windhoek, Namibia" Afribary.com (2021). Accessed May 13, 2021. https://afribary.com/works/an-investigation-into-challenges-of-funding-social-enterprises-a-case-study-of-special-needs-schools-in-windhoek-namibia