In an ecosystem such as Zambezi strip with characteristic patchwork of different land uses, land tenure types and boundaries, including country borders, veterinary fences, national parks, communal lands, government land, and forest reserves; the role played by free-ranging wildlife is a key point in the occurrence of endemic diseases such as those transmitted by tick vectors to livestock, human and wildlife hosts. Wildlife roams among different countries due to the porous nature of the borders, which makes trans-boundary management of such vector-borne diseases and natural resources a crucial issue in the southern African region. The large populations of wildlife in the tropics provide a reservoir of ticks and infective microbes that spread to domestic animals during grazing in the same environment. Ticks infesting livestock transmit numerous kinds of viruses, fungi, bacteria and protozoa between livestock, wildlife and human hosts causing poor health and socio-economic losses to their respective hosts. Since studies have indicated that there is no single, ideal solution to the control of ticks and tick-borne diseases, it becomes pertinent for stakeholders to use an integrated control, prevention and management approaches involving a comprehensive knowledge of all aspects of the vectors (ticks), hosts and aetiologic agents, particularly focusing on their biology, epidemiology and ecological issues. This review work focused on the current situation of ticks infesting livestock in Zambezi region, typical ticks of livestock, common genera of ticks infesting livestock in Zambezi region, common tick-borne diseases in Zambezi region, habitats and geographical prevalence of ticks as well as epidemiology of ticks and tick-borne diseases.

Sharecopy and redistribute the material in any medium or format. Adaptremix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms.Under the following terms: Attribution -You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. No additional restrictionsYou may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

No abstract

In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners’ performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners’ indiscipline.

The main aim of the study is to investigate the strategies used by English Second Language (ESL) teachers to cope with their specific teaching challenges in Senior Secondary Schools in Ohangwena Region, Namibia. The study used the phenomenological qualitative research design to collect data from a purposively selected sample of 33 ESL teachers who have taught for at least two years in the Ohangwena Region. Data were collected using focus group discussions and analyzed using the thematic analysis method. The study found that ESL teachers in Ohangwena Region mainly use strategies such as motivating learners, a learner-centered teaching approach, a group work teaching approach, teachers’ teamwork, and different sources of teaching materials to cope with their respective teaching challenges. While the coping strategies teachers use have been reported to be helpful in ESL teaching, there is still a need to build the teachers’ capacity on the good practices in using such strategies to mitigate their teaching challenges.