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ISSN : 2633-2922 (Print) 2633-2930 (Online)
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COVID-19 pandemic came at a time when schools and higher education are faced with multiple challenges. Firstly, Emmanuel Eneojo Jacob and Tina Sunday share the challenges related to the provisioning of e-learning spaces in the University of Jos library. Mampuru Philemon Nkadimeng and Kgomotlokoa Linda Thaba-Nkadimene focus on the factors that impede Heads of Departments in committing and executing their instructional leadership roles among selected Limpopo Primary Schools in South Africa. Heritage Moleke avers that the performance of meaningful learning is a challenging task in the South African educational context, especially in this early stage of transitioning from classroom talk arrangements. Moleke focuses on the role of classroom discourse in the initiation of the learners’ sense of belonging in the transitional stage of English language learning. Maletšema Ruth Emsley and Kgomotlokoa Linda Thaba-Nkadimene examine the problem of inadequacies in moderation of school-based assessment. The primary objective of their study was to examine teachers’ experiences under Heads of Departments with respect to moderation of school-based assessment in Grade 12 English First Additional Language (EFAL) literature set works. Article 5, titled “An exploration of the academic reading strategies of first year English Education students at a South African University” by Tsebe Wilfred Molotja investigated the problem of the paucity in cognitive skills needed for university students to successfully comprehend academic texts. This is perceived as an obstacle in accessing much needed information required to succeed in their academic studies. Lastly, Kgothatso Shai authored a book review that offered post peer- review required in academic writings. Shai’s book review is titled, “Itumeleng Mekoa (Ed). 2018. The Battle for the Soul of South African Universities: Institutional Cultures, Racism and Ideologies. Cape Town: Incwadi Press, pp. 428”.