The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.

This paper explored teacher counsellors' views regarding the support needed in senior secondary schools in Ohangwena region of Namibia. The study was quantitative in nature and a non-experimental design that involved a survey was used. The population of the study comprised of the teacher counsellors in all the senior secondary schools in Ohangwena region. Data was collected using questionnaires which were administered to a sample of twenty-six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics in the form of frequencies and percentages. Results indicated that teacher counsellors needed to be supported by parents, teachers, school principals, Inspectors of Education, Regional School Counsellors, and other teacher counsellors, in order to improve the quality of School Guidance and Counselling services in that region of the country. The study recommended that principals, teachers and Inspectors of Education should be educated about the importance of guidance and counselling in schools and their role in the implementation of it. It was also recommended that the number of Regional School Counsellors should be increased to enable them to support the schools in the implementation of guidance and counselling.

This paper presents the benefits and challenges of online teaching during the COVID-19 pandemic experienced by educators at the Rundu Campus of the University of Namibia. Researchers used a structured interview guide to collect data from 14 conveniently selected lecturers from a population of 65. Findings of the study indicate that the benefits of using online teaching and learning include flexibility, ability to teach large classes; increased interaction and engagement between lecturers and students; and increased learning opportunities for lecturers. The study further found that some of the significant challenges lecturers experienced with online teaching and learning include lack of information and technology skills, internet connectivity and availability; poor student attendance; and loneliness. The study provided crucial information on lecturers' progress within the framework of online teaching and learning mode. The paper recommends that lecturers receive formal training on online teaching and learning tools to minimise the limitations. The study also suggests increased psychosocial support for lecturers to curb feelings of isolation and loneness during this time.

This chapter presents an overview of the psychological adjustment challenges of first-year students. A review of the literature has been carried out to address the main research question of this study: “What are the psychological adjustment challenges that first-year university students face?” The chapter discusses the most common factors that negatively affect adjustment to universities such as stress, anxiety and fears, depression, self-esteem, the importance of self-esteem, signs of high and low self-esteem, and the coping strategies used by first-year university students in the university transition adaptation process. The chapter recommends university authorities initiate stress management programmes such as expanding counselling activities and providing adequate facilities and resources at the campus. Similarly, efficient advisory mechanisms and extracurricular activities and psychological and academic counselling services should be geared toward the needs of the students.

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Peer-review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication by two technical expert reviewers who did not include the volume editor and were independent of the volume editor, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published. v

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An increasing number of children born with the human immunodeficiency virus (HIV) are surviving well into adolescence and adulthood. This is a direct result of the roll-out of antiretroviral therapy to those infected. This study investigated the challenges facing children born with HIV in one rural school in the Oshikoto region of Namibia. The sample of the study constituted six learners who were purposively selected. Semi-structured interviews and a questionnaire were used to collect data. The results reveal that children know their HIV status and were mostly informed of their status by their caregivers. All the children are on antiretroviral treatment in line with the World Health Organisation (WHO) antiretroviral therapy guidelines, that recommends the initiation of treatment regardless of CD4 count or clinical stage. The results further showed that adherence to treatment remains a problem exacerbated by the secrecy around the virus. Children reported HIV related stigma and discrimination at the hands of adults or peers. Some participants reported feelings of hopelessness, anxiety, isolation and depression. The children's education is also negatively affected by the HIV-positive status. As with other vulnerable children, the HIV-infected child faces many barriers to learning. The study recommends a comprehensive HIV education programme for all Namibians to mitigate the effects that come with misconceptions and a lack of understanding regarding the virus.