The characteristics of low-income housing in Namibia include severe inequality in housing standards, heavy reliance on non-office jobs, overcrowding, and poor infrastructure. This study uses a survey and semi-structured interviews to investigate the improved service delivery of this low-income housing. It explores this through the perspectives of community-based facilities management, sustainability, and enterprise development. In particular, the study examines opportunities for enterprise development, the willingness to participate in the production and management of public services, and the current state of public services in selected settlements in Windhoek. The results show that a lack of access to fire safety, disaster prevention, recreation, green spaces and tourist facilities are gaps in service delivery. Residents are willing to participate in both the co-production and management of public services. The study also found that residents have the appropriate skills to enable their engagement in management and production, and suitable governance structures are put in place to foster trust. The study recommends a policy that requires community visioning focused on public service improvement. It also calls for renewed trends in low-income people’s participation in public service development processes. The study’s contribution to existing knowledge on this subject is that it produced a multi-faceted framework for improving public services in low-income housing that is based on principles (and actions) of sustainability and policy (and planning) of land/housing access and has the potential to lead to public service-based community wellbeing.

The purpose of the study was to use the Theory of Planned Behaviour (TPB) to identify the underlying beliefs that impact online learning behaviours of graduate students at the Faculty of Educational Studies, University of Education, Winneba, Ghana following the sudden outbreak of COVID-19, which led to national lockdowns and closure of schools. The article reports attitudinal, normative and control beliefs of graduate students to accept learning management system (LMS) for online learning and also establishes which of the three beliefs influenced their readiness for online learning. One hundred and sixty-four graduate students of the Faculty of Educational Studies, University of Education, Winneba, completed questionnaire hosted on Google Form. Data were analysed using frequencies, percentages, means, standard deviations, MANOVA, Pearson's moment correlation and ordinary least squares multiple regression. The findings revealed that perceived usefulness of the LMS for online learning and perceived lecturer readiness to use LMS as well as students’ learning autonomy combined to influence students’ willingness to accept LMS for online learning. The study recommended that the university authority should intensify ICT training and usage among students and staff to sustain the use of LMS for online teaching and learning. The researchers should also extend the study to the undergraduate students who constitute the largest proportion of student population of the university.

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The study was designed to explore the general knowledge, practices and views of students with visual impairment about HIV/AIDS in order to identify the gaps in students’ knowledge and inform decisions on instructional strategies and materials to improve students’ knowledge. Specifically, the study examined the nature of knowledge students with visual impairment have about HIV/AIDS; described the practices and views of such students about individuals living with HIV/AIDS. The study adopted the descriptive cross-sectional survey design, and used multi-staged stratified, and purposive sampling techniques to select 83 students with visual impairment in two Junior High Schools in Ghana. The participants completed a questionnaire and the researchers adopted descriptive and inferential statistics including frequency distribution, percentages, and chi-square (X2) test, to analyze the data. The findings were that majority of students with visual impairments held correct notion about HIV/AIDS; although, majority of the students understood the mode of transmission of the disease, a significant number of them held misconceptions about the modes of transmission. For example, some of them felt HIV/AIDS can be transmitted through body contact, coughing and sneezing, sharing lavatories and casual kissing as well as blood donation. In terms of views about persons living with HIV/AIDS, there were no variations in the students’ opinions. Furthermore, knowledge about HIV/AIDS has positively influenced the sexual behaviour of majority of students in the study. Chi-square (X2) computation at 0.05 significant level revealed no variations in students’ responses according to sex. Recommendations were suggested to the Ministry of Education, the Ghana Education Service and other organizations for consideration.

Students in Basic schools in Ghana manifest diverse learning needs, which require innovative approaches to enable them to succeed in learning activities. The paper is part of a larger study conducted in Ghana, which used a range of data collecting methods including questionnaires, interviews with teachers and focus groups of below average students. This report focuses on data from semi-structured interviews with 12 basic (elementary-secondary) school teachers from two districts in the central region of Ghana. This paper explores strategies basic school teachers adopt to enhance successful participation of students who score below average and achieve lower attainments in regular classrooms in the country.