Inequality in Higher Education

Abstract

Curriculum differentiation is important in high education to promote quality learning for students with various diverse needs. This chapter examined the perspectives of lecturers and students on the support provided to students in higher institutions of learning to enhance equal access to education at one of the University of Namibia’s satellite/sister campuses. The study adopted a mixed-method approach through a convergent parallel design. Quantitative and qualitative data were collected at the same time using a question-naire with both close-ended and open-ended questions. The population of the study consists of all lecturers and all students. The sample excluded the first-year students at the selected campus. Stratified random and purposive sampling were used to choose the participants for the study. Quantitative data were analyzed using the Excel spreadsheet, while qualitative data were analyzed through thematic analysis. Ethical procedures are considered. The results of the study intend to sensitize society on the importance of quality teaching and learning, and inclusion at higher institutions of learning.