Experiences Of Adult Learners With Visual Impairment In Adult Education Programme: A Case Of Upper Primary Phase In Omusati Region Namibia

ABSTRACT

The purpose of this study was to investigate the experiences of the adult learners

with visual impairment of Adult Upper Primary Education (AUPE) programme in

the Omusati Region. This research emanated from the assumption that a study is

needed to inform stakeholders on how the AUPE programme may be implemented to

provide inclusive and accessible quality education to the adult learners with visual

impairment.

Ten (10) adult learners with visual impairment volunteered to participate in this

study. A multistage sampling of purposive sampling and intrinsic case sampling was

employed to select a desired sample. Data was collected through semi-structured

interviews and naturalistic observations. Using the interpretative phenomenological

analysis method, data was grouped and categorised into themes to form meaningful

patterns of the study findings. The study found the learning environment to be

unconducive in several ways: (a) the programme lacked assistive devices and

learning materials; (b) the relevant offices (i.e. district, regional and national offices)

were not supportive enough of the literacy centres; and (c) the learners’ challenges

outweighed the best practices, elsewhere.

The study recommended to turn the presented challenges into opportunities for the

program to provide quality, inclusive education to adult learners with visual

impairment. It recommended future research study on the assessment of the quality

assurance of the adult literacy programme for adult learners with visual impairment.

It also recommended further study on the quality of life and livelihood for adult

learners with visual impairment who completed the adult literacy programme.

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