Page 51 - EDUCON 2022 Book of Abstracts

13. Mwahi, M. M., Mashinia, B. Z, Kambeyo, L. Perceptions of
teachers and principals toward post Covid-19 pandemic double-shift
model schooling in Zambezi Region
Background: Double-shift or a staggered approach to teaching is
utilized in crises where there is an immediate demand, with the goal of
resolving the issue of shortage of space within a relatively brief time
frame. Namibian schools shifted to this approach. However, it was not
favourable for all stakeholders.
Aim: The purpose of this study was to establish the teachers' and
principals' perspectives on the double-shift model of education in the
Zambezi region following the covid-19 pandemic.
Methodology: The study employed a qualitative methodology and a
case study design. Six (6) participants comprised the sample.
Thematic analysis was applied to data collected via semi-structured
interviews. Teachers and principals viewed double-shift schools in
contradictory manner, as revealed by the study.
Conclusion: The study concludes that double-shift/platoon model
education is an effective method of educating students in the post-
COVID pandemic period. The study suggests that the double-shift
model of schooling should be maintained in Zambezi schools.
Keywords: double shift; COVID-19; stakeholders; paradigm

14. Nanyeni-Kanyemba, F., The effectiveness of English Language
Courses e-assessment in Namibia tertiary education
Background: The implementation of new learning environments
because of COVID-19 is seen as an advancement for education. On-
line assessment became mandatory as traditional language learning
courses transitioned onto on-line platforms.
Aim: The purpose of this study was to find out how Namibian English
language educators perceive e-assessment and how online assessment
has affected assessment practices.

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