Magister Educationis (Adult Learning and Global Change) - MEd(AL) / This study examines the relationship between educational attainment and employment advancement among marginalized people in Namibia. It attempts to identify the situational, institutional and dispositional barriers that have stifled the educational progress of OvaHimba and OvaZemba people based in the Kunene region and how these have limited their access to formal employment opportunities and/or employment advancement. Furthermore, it explores the potential of Adult Education to improve the formal educational qualifications of the OvaHimba and OvaZemba adults. Namibia is often lauded as an example of a country which has successfully negotiated the perils of post-independent statehood to take its place as a model citizen in the community of democratic nations. Blessed with relative stability, an abundance of natural resources, and a liberal constitution, Namibia appears to be ideally placed to provide all its citizens with a decent life consisting of access to quality education, healthcare and economic opportunities. Despite this, Namibia education has failed it adult population because of numerous factors. This study identify these factors.