This article explores the experiences of social exclusion of individuals with visual impairment (IWVI) as they negotiate their daily lives in their homes and societal settings in the Oshana and Oshikoto regions of Namibia. Employing qualitative research approach, this research tried to better understand the lived experiences of IWVI. Nine IWVI with ages ranging from 30 to 90 years were initially engaged in focus group discussions, followed by semi-structured in-depth individual interviews. The findings of this research indicated that IWVI experience exclusion from education, employment and social and community participation as well as relationships. Based on these findings, we suggest more inclusive policies to address social exclusion of IWVI. At the same time, this group of individuals should be empowered to participate in community activities to promote interaction with people without visual impairments.

The study explored the e-teaching and learning experiences of lecturers amidst the COVID-19 pandemic at one of the University of Namibia satellite campuses. The study sample was 76 selected using the purposive sampling method from the population of 98. The study used a convergent parallel research design within a mixed methods research approach. A survey questionnaire and telephone interview were used to collect data. Data collected from open-ended questions and telephone interviews were analysed and categorised into themes while quantitative data were tabulated and analysed mainly by descriptive statistics with the use of Microsoft Excel. The study revealed that participants found using Moodle and other e-learning tools efficient as they save time and reduce the chances of spreading the virus since no gatherings were required. The study further revealed that participants had an opportunity to learn new skills despite not having prior experience in online teaching and learning as well as online course design. However, regular power outages and server incapacity to accommodate multiple devices caused many lecturers and students to miss virtual lessons. The study provided crucial information on the progress of lecturers and students' within the e-teaching and learning mode framework and recommended the campus server upgrading and the formal training of both lecturers and students on online teaching and learning tools to optimise learning.

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