UNAM Open Access Journal University of Namibia
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Challenges of teaching large classes at UNAM: A Case of Hifikepunye Pohamba Campus
Full text linkThis article is part of a thesis study that sought to investigate challenges experienced in teaching large classes at UNAM, Hifikepunye Pohamba Campus. Lecturing in large classes can be of grave concern to anyone because of the various challenges involved. Employing a qualitative case study design, this article explores the challenges experienced by lecturers and student teachers in large classes.The participants for the study were three teacher educators who teach classes with one hundred students or more, nineteen student teachers and three campus management members. Data were collected through face- to- face semi-structured interviews, focus group interviews, non-participant classroom observations, and document analysis. Data were analysed through means of thematic and content analysis. The results revealed that large class sizes hinder implementation of active teaching approaches and strategies, impact negatively on the learning activities, assessment tasks and feedback given to student teachers. Among others, the article recommends provision of appropriate resources in creating a conducive teaching and learning environment for large classes. It also recommends that teacher educators should be provided with continuous professional development programmes in how they could handle large classes as well as various assessment strategies that they could use in such classes
Graduate Attributes and Employability in Journalism and Mass Communication: The Perspective of University of Dar es Salaam graduates and selected employers
Full text linkThere exist ambivalence in the literature and among scholars about employability and graduate attributes across theoretical and practical courses offered by higher educational institutions, hence this study set itself the task of tracking SJMC graduates to find out if the offerings at the University of Dar es Salaam have assisted them in terms of employability as well as finding out from selected employers about graduate attributes that the former bring to bear on the work environment. Using systematic sampling supplemented with snowball sampling based on the poor response rate of the former, the study found out that the graduates were largely satisfied even though they had a number of areas that they felt should be improved upon. Employers, on the other hand, even though they also had largely positive attitudes wanted more practical courses; a sentiment also expressed by the graduates. Graduates were also not satisfied with the level of currency of the offerings, hence the study calls for urgent curriculum review involving various stakeholders to better tailor course offerings to the demands of the marketplace. 
Positive teacher-student relationships: Reflection of methods in teacher education in Tanzanian universities
Full text linkThis study examined methods used to promote positive teacher student relationships among student teachers in the university based teacher education in Tanzania. Guided by conceptual change theory, the study argued that proper methods are vital for student teachers to develop positive teacher-student relationships ability alongside other teaching skills. A sample of 355 student teachers and teacher educators was sampled from different subject specialisations. The study employed indepth interviews and questionnaires. The University of Dar es Salaam, with the most diversified specialisations was selected as a typical case for the study. Findings of the study revealed that faculties have always employed role modelling, educational courses, teaching practice, and subjects’ didactics courses their bottlenecks notwithstanding. Teacher educators have shown varying and contradicting positions regarding the nature of positive teacher-student relationships. These implied that there are inconsistencies in the meaning and value attached to positive teacher student relationships in teacher education. The study recommends for the reorientation and redefinition of teacher-student relationships as an entry point for maintaining consistency and mainstreaming its importance
Phytomedicines and nutraceuticals in the clinical management of COVID-19: Potentials and pitfalls
Full text linkCOVID-19 has exposed what we have long-feared: Many countries in Africa have very fragile public healthcare delivery systems, out-dated clinical laboratory infrastructure, and inadequate home-grownbiomedical research preparedness. These challenges that are an asterisk in the prevention and treatment of COVID-19 in Africa should become the new window of opportunity for novel drugs from indigenous African medicinal plants. Africa needs a drug discovery renaissance inspired by the potentials of the continent’s huge endowment of medicinal plants. As a continent, Africa needs to invest in indigenous natural agents that inhibit entry of human coronavirus into cells. Africashould also develop natural products that block general replication and specific chymotrypsin-like protease-mediated replication of SARS-CoV-2. Turmeric, Eucalyptus essential oil, garlic, cinnamon plant, and Ganoderma mushroom are being used to offset the effects of COVID-19 in many parts of the world. Plant active compounds such as glycyrrhizin, iguesterin, resveratrol, homoharringtonine, tomentins A-E, sinigrin, silvestrol, and cinnamaldehyde have anti-COVID-19 actions. Due to current obstacles in the clinical management of COVID-19 in Africa, this paper advocates for the use of indigenous natural medicines to roll-back the pandemic
A multinomial modelling of the factors that impact viral load levels in adults on anti-retroviral therapy in Namibia: A case study of Nankudu Health District
Full text linkNamibia is one of the Sub-Saharan Africa countries still hit with the Human Immunodeficiency Virus (HIV), with a 12.6% HIV prevalence among adults aged 15-64 years, and with the Kavango West region of Namibia still having a 12.1% HIV infection prevalence. As a prevention in combating new HIV infections, viral load suppression is crucial, especially during the application of HIV treatment. In this paper, the multinomial logit regression model was used to statistically examine the impacting factors of Anti-Retroviral Therapy (ART) adult patients’ viral load levels using data collected from the Nankudu health district. Results showed that majority of the patients had never been testing for Hepatitis B, regardless of their viral load levels, while patients’ characteristics such as age, sex, marital status, ART duration, tuberculosis (TB) screening, hepatitis B screening, ART adherence and ART status had a significant impact on the patients’ viral load levels. In addition, ART patients who were less than 20 years old and had been on ART between 4 to 15 years were more likely to have an undetectable viral load, while those who had been on ART between 7 to 15 years were less likely to have a virologic failure. Also, patients who were never tested for hepatitis B were more likely to have a virologic failure, while those who tested positive for TB were less likely to have an undetectable viral load. It is therefore recommended that the Namibian government and policy makers consider making hepatitis B screening mandatory, especially, among HIV patients and ART patients. Moreover, periodic viral load testing to monitor responses to ART is important and needs to be conducted to prevent progression of patients to virologic failure and drug resistance
The exposure of English Ordinary Level learners to reading by ESL teachers
Full text linkThis study investigates the exposure to reading of English Second Language (ESL) learners at Ordinary Level (OL) in Khomas region Senior Secondary Schools. The study focuses on how ESL teachers expose OL learners to reading in the classroom. The qualitative approach with a descriptive case study design was used for this study. Data were collected using non-participant classroom observation and semi-structured interviews with ESL teachers. The collected data were analysed by establishing themes and emerging categories. The study is informed by the principles of the multiliteracies pedagogy of the New London Group (NLG) (1999). The study established that ESL teachers were not exposing OL learners to reading sufficiently, because they were still entrapped in mono-modal teaching habits. The ESL teachers who participated in this study revealed that it was challenge to find appropriate reading materials to use in the classrooms. In addition, participants in this study also demonstrated the lack of broad conceptualisation of literacy that is aligned with the principles and components of the multiliteracies pedagogy. The premise of this paper is to suggest ways in which OL learners can be exposed effectively to reading in ESL classrooms. This study recommends that the principles of the multiliteracies pedagogy (overt instruction, situated practice, critical framing and transformed practices) ought to be introduced in ESL classrooms in Namibia. As a result, ESL teachers will be able to create learning experiences that enable learners to develop strategies to read in a new and unfamiliar manner
The Perceptions of English Teachers, at a selected Combined School in Erongo Region, on their readiness to conduct online teaching during the COVID19 lockdown in Namibia
Full text linkThe Ministry of Education, Arts and culture, proposed learning at K-12 as the solution for continuing education during the CoVID19 pandemic lockdown period across Namibia (March/April 2020). Due to the haste in implementation e-learning at schools by teachers, researchers sought to get a glimpse of the perceptions and self-efficacy of English subject teachers one their readiness to conduct online teaching. This single case study design involved English teachers at a selected combined school in the Erongo region. The open-ended questionnaire results focussed on teacher e-readiness, management support, school culture and school and community infrastructure and student and parent preparedness. The study findings are clear that teachers were not opposed to teaching online, however, they were very aware of the issues and limitations that would make it challenging. Challenges included not only their own ICT literacy skills and the connectivity issues, but recognising the lack of self-directed learning from their learners
Pterocarpus angolensis growth rings and precipitation: A comparison between Zambezi and Otjozondjupa region, Namibia
Full text linkPterocarpus angolensis is one of the most valuable species used for timber in Southern African countries. In Namibia, the species has been harvested for over 90 years for both commercial and domestic use. This is likely to lead to unsustainable management if efforts to understand the growth and response of the species to environmental conditions are not made. This study aimed to compare growth rings to precipitation in Zambezi and Otjozondjupa regions. Ten trees were sampled and from the disks, tree ring widths with two radii were measured with a microscopic device. Crossdating was carried out to construct the indexes, which was used to prepare the master of chronology. The findings show that the rainfall amount is not necessarily the limiting factor, as a weak correlation in both regions was found, regardless of the amount of rainfall received in the region. The results show a better correlation, though negative, between the months of September and December. Further studies are required that use precipitation data for stations near study sites and the consideration of other factors such as soil, temperature and fire regimes. The use of rainfall data from much less distance to the study site are recommended as well as the consideration of soil, temperature and fire aspects
Teacher Reflection Templates: Tools For Whole-Hearted, Open-Minded And Responsible Teachers
Full text linkThis research paper aims to present four reflection templates in-service and pre-service teachers may use to reflection any subject. The templates were designed by the researcher and are a product of a study conducted on three in-service teachers who are successful in their teaching practice. The study found that the three teachers do reflect critically before the lesson, during the lesson and after the lesson. Critical reflection on the three teachers was found to promote teaching and learning in a classroom environment. The empirical study was informed by the interpretive paradigm that used a qualitative research method. Data was collected through individual interviews conducted face-to-face by the researcher and through document analysis. The reflection templates presented in this paper are outlines of aspects teachers need to reflect on that are imperative in the teaching and learning process. The reflection templates may be used by practicing teachers and prospect teachers to think about their teaching to identify strength and weaknesses for improved teaching and learning
Challenges facing Pre-Primary Mobile School Teachers in the teaching of Arts Education:: A case study of the Kunene Region of Namibia
Full text linkArts education has been acknowledged as a subject that enhances holistic child development as it helps learners to develop skills in creative problem-solving, motor, language, social, decision-making, risk-taking and creativity. This study aimed at investigating challenges that pre-primary teachers experience in teaching arts education in resource-challenged, mobile schools in Kunene region as well as ways in which to enhance the prevailing practice of teaching and learning. The study employed a qualitative approach, using a case study research design. A total number of six pre-primary, mobile government schools: Three from Epupa and three from the Opuwo circuit respectively were purposively selected for the study. Interviews and observation were used to collect the requisite data while a purposive sampling technique was used to select the interviewees. The study found that, despite the growing importance of arts education, there are numerous challenges that are continuing to impact adversely on the effective teaching of arts education in pre-primary mobile schools in the Kunene region. These challenges include inadequate teaching and learning resources, teacher and socio-economic factors as well as financial constraints. Based on the study’s findings, we propose formal training workshops for teachers on arts, support from the regional office and other stakeholders as well as the appointment of advisory teachers for non-promotional subjects such as arts education as possible ways in which to overcome the challenges and improve the teaching of arts education in resource-challenged environments