The major objective of the present study was to identify the contributory factors of truancy among higher education students at the university of Namibia. Besides that, it was aimed at gaining a comprehensive understanding of the truancy reduction program which the university may adopt to help lessen the situation. A broader view of attendance issues in higher institutions is becoming more prevalent in literature. Also, the rise of higher institutions of learning has been accompanied by a sharp increase in the journey to source for approaches of enhancing class attendance amongst university students. The sample comprised 48 full-time students from the faculty of Education and Human Sciences aged between 17 to 60 years old from the University of Namibia’s Rundu campus. Data was collected using the open-ended online survey questionnaire. The questionnaire consists of two sections, one on respondents’ demographic data and the other on higher education students’ class attendance. A pilot study had been conducted to validate the instrument. Respondents were sent the link via the WhatsApp platform for them to respond to. Responses were monitored by the corresponding author using google docs. Data were analysed thematically. Results demonstrate that truancy among university students is significantly influenced by students, lecturers, and the university and a thorough grasp of the truancy reduction programme that institutions may use to help reduce truancy should be imposed.

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.

Industry 4.0 is a present-day inclination of mechanization and digitalization of industries. Hence, the effects and significance of Industry 4.0 are reflected in all facets of our lives. The tenacity of this article is to scrutinize the literature based on a scoping review method. A lack of digital culture, training, knowledge, and language also are challenges faced by Industry 4.0 while implementing its operations. Digital Rukwangali and Education 4.0 are also native language education employees' competencies of Industry 4.0. The author has reviewed the literature related to Digital languages, Education 4.0, and Industry 4.0 from various resources. Surprisingly, the results display that the studies conducted in these areas are so specific focusing only on digital English, education 4.0, and industry 4.0; no research article was identified that detailed the interconnections among Digital Rukwangali, Education 4.0, and Industry 4.0. From the scoping review, the study has identified the vacuums in the literature. In the final analysis, the study accomplishes that filling up the gaps and conducting research in these areas are useful to sort out a few of the challenges of Industry 4.0 and it recommends that in future, researchers conduct studies based on the interconnections of Digital Rukwangali and Education 4.0 for Industry 4.0.