The covid-19 plague has brought about momentous challenges for the higher institutions of learning worldwide. A particular challenge has been the sudden and urgent need for previously face to face learning to move online. Online learning calls for a certain science of teaching, mostly redesigning the face to face curriculum to suit the online learning mode as well as ensuring that the latter provides a distinctive and comfortable learning space, with the help of digital technologies. This paper provides some possible insights into this online learning related to the science of teaching, with the aim of helping university lecturers with little or no experience with online teaching to navigate in these challenging times. The findings point at the design of learning activities and teaching methods with certain features at the university of Namibia's Rundu campus and the need for adapting assessment to the new learning requirements. Interviews were conducted to find discernments on how online teaching and learning may be directed during the pandemic. The inquiries were made through lecturers teaching Integrated and Media Technology and those teaching Educational Technology modules at the university of Namibia. Data were analysed thematically. All in all, the paper provides insights on how responding to the covid-19 predicament may subdue teaching and learning practices in the post-digital world.

The central objectives in this paper aims at examining how young female university students are portrayed as participants of the financial struggle, exploring the representations of the experiences that young female university students encountered during the financial struggle whilst at the university and developing a model of Young Female University Students (YFUS) in the global village to present how they want to be as opposed to how their cultural norms want them to be. The theoretical thrusts of this paper are feminism and self-efficacy theory by Bandura which guided the authors in analysing the portrayal of university students in the novel. It examines whether young female university students are portrayed as agents to financial freedom due to poverty or simply vulnerable objects and victims in the tertiary environment. This investigation may benefit those who appreciate the art of literature and romantic fiction in particular, and to view young female university students not as objects, but as individuals who play a constructive role. The study may as well contribute to the body of knowledge on post-modernism, feminism and transactional literature as the researcher explores the issue of young female university students as agencies to financial freedom which seems to have been overlooked in the past.

This paper explores how two Namibian female-authored autobiographical texts represent children as active participants in the liberation struggle. It interrogates whether children are portrayed as agents in the liberation struggle or simply objects of pity and victims in the exilic environment. The findings in this study reveal that during the liberation struggle, children were active agents and subjects. As such, the study debunks the portrayal of children as passive victims of the exilic environment, as often portrayed in some literary and academic texts. Although, to some extent, they suffer victimisation and the brutality of the struggle, the child characters in the autobiographies have proven agency by taking part in activities that enable the country to attain independence, for instance, the maintenance of the camps, working as teachers and material developers, and as nurses. It has further been revealed that children are intelligent and perseverant beings. Implicitly, they are portrayed as compassionate, assertive, full of endurance, as well as “s/heroes.” Therefore, the study re-versions the representation of children simply as weak, passive, and objects and victims of life’s historical events. The paper also argues that issues of child subjectivity in the struggle are rarely foregrounded in Namibian literary studies; hence this study has proven to be a platform to interrogate the conventional objectification of child characters in the autobiographical works of Shaketange and Namhila.

This study aims at revealing how the Covid-19 pandemic has degraded the inequities in the education fraternity by looking at how children and families access resources, whether or not they have supportive and safe environments that are necessary for optimal learning knowing that inequities are exponentially greater in times of crisis and suggest strategies to unravel the inequities to advocate for equal distribution and access of needs for all in academia. Literature was reviewed and analyzed by searching the Google Scholar database. The following keywords were used in the search: Covid-19, educational inequities, education, horizontal and vertical equities, and myriad. The study revealed that family crises, lack of healthcare, mental health issues, poor technological instructions such as internet connectivity and computers, and poverty are one of the many challenges of educational inequities signaling as constraints to online learning in the Covid-19 pandemic. The study recommends the government partner with Internet Service Providers (ISPs) to install VSATs at the unreached areas, the government can advise or encourage the mobile network operators that is MTC and Telecom to extend their coverage (which must include 3G and 4G) to remote areas, the government should fund a one-home-one-device initiative. This is to ensure that every home has access to an internet-enabled device and the schools should also devise the strategies of innovating, sustain and optimizing to unravel the inequities in academia.

This study aims at providing information on how the Covid-19 pandemic affect the fine motor skills of learners in the Junior Primary Phase to deduce ways to prevent learners' fine motor skills from diminishing.This study uses a literature review method using a comprehensive strategy of searching for articles in various research journal databases. The databases used are PubMed, Education Resources Information Center (ERIC) and Directory of Open Access Journals. The key words used in the search were Covid-19, Primary School Learners, Fine Motor Skills and Hand Writing. 15 articles were obtained from the searched databases and only five were analysed due to their relevance to this paper's title. The articles were analysed using the following headings, author (s) and year of publication, title of the research, place or country of publication, name of database, sample and study design and results. The results of this study confirm that the Covid-19 pandemic have resulted in a decrease in fine motor skills due to children being scarfolded by inexperienced beings in terms of how to grasp a pen and how to position a book or paper whilst writing. Parents or guardians should also play their role in ensuring that their children grasp the fine motor skills and the Ministry of Education in Namibia should impose strict measures to regulate the Covid-19 pandemic while learners in the Junior Primary Phase attend face to face learning without alternating to get the hands-on fine motor skills from their teachers.