Namibia was colonised for more than 30 years until early 1989 when it gained its independence. As many adults do not get opportunity to get formal education. Soon after independence the National Literacy Programme of Namibia was introduced to provide a basic literacy and numeracy to individuals who missed out of education during liberation struggle. Up to date, the adult literacy programmes were as it was introduced in 1992 without much improvement. Limited access, materials and inflexible schedules are significant barriers. Open Educational Practices (OEP) are recognised globally as means to improve delivery, practices, and quality of adult education. This study aims to explores open educational practices on how it can transform adult education by creating access, improve programmess through open educational resources and open education policies. The study used mixed methods of quantitative and qualitative and focus group discussion on data collection. The findings indicate that open educational practices can effectively improve adult education programmes in Namibia by providing flexible, inclusive, market-driven curricula accessible to various learning opportunities. The study proposed innovative technological approaches through open educational practices to use mobile learning applications, e-learning practices, blended learning and learning management systems to transform adult education and lifelong learning in Namibia.

Keywords

adult education · lifelong learning · open educational practices · adult learners · open education policies · open educational resources