Petrina N Batholmeus | Namibia University of Science and Technology (NUST) (original) (raw)
Uploads
Papers by Petrina N Batholmeus
NAWA Journal of Language and Communication, Feb 26, 2023
The effects of the COVID-19 global pandemic have forced governments to step up and address their ... more The effects of the COVID-19 global pandemic have forced governments to step up and address their nations on measures to curb the spread of COVID-19. The governments' responses, however, had to be context-specific depending on the state in which each country found itself. This paper analyses the rhetorical situation of the COVID-19 public briefings on national response measures in Namibia presented to the Namibian nation by the Namibian government. The rhetorical situation by Bitzer (1968) is a combination of people, events, objects, and contexts, as well as the nature in which a specific discourse is created and how it shapes reality. The COVID-19 public briefing statements on the national response measures that Namibia had to follow during the different stages of COVID-19 established by the Namibian government are qualitatively analysed in this paper to describe the rhetorical situation during COVID-19 in Namibia. The analysis is based on Bitzer's constituents of any rhetorical situation: the exigence, audience, constraints as well as fitting response. While COVID-19 was presented as the exigence, the Namibian nation at large was the audience for whom the briefings were prepared. These statements were made through the media by the President and complemented by selected ministers. Members of the various media houses, who were always present at these briefings, were given a platform to ask questions on behalf of themselves and the nation, at times, presented as constraints. The fittingness of the response is, thus, analysed as how the government attempted to meet the audience's expectations while operating within the constraints.
The demand for relevant skills for the labor market constitutes one of the fundamental challenges... more The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the postschool system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training (TVET) and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education provide...
Thesis submitted in partial fulfilment of the requirements for the Degree of Master of Arts in En... more Thesis submitted in partial fulfilment of the requirements for the Degree of Master of Arts in English Studies
This article explores Namibian students' perception of work-integrated learning (WIL) readine... more This article explores Namibian students' perception of work-integrated learning (WIL) readiness skills developed from an offline and online business simulation course, pre and during the COVID-19 pandemic, as well as the use of simulations to prepare students for WIL placements The findings indicate that both versions of the business simulation were able to inculcate WIL readiness skill in the students and that students perceive learning tools, such as the business simulation course, appropriate in developing the skills needed for WIL Skills including communication, professionalism, leadership, teamwork, analytical, problem solving, critical thinking, assertiveness, time management, willingness to learn, attention to detail, diversity and accountability were more significantly developed in the offline business simulation than in the online version It is thus highlighted in the study that pedagogical and content related strategies that can enhance online business simulations be c...
NAWA Journal of Language and Communication, Feb 26, 2023
The effects of the COVID-19 global pandemic have forced governments to step up and address their ... more The effects of the COVID-19 global pandemic have forced governments to step up and address their nations on measures to curb the spread of COVID-19. The governments' responses, however, had to be context-specific depending on the state in which each country found itself. This paper analyses the rhetorical situation of the COVID-19 public briefings on national response measures in Namibia presented to the Namibian nation by the Namibian government. The rhetorical situation by Bitzer (1968) is a combination of people, events, objects, and contexts, as well as the nature in which a specific discourse is created and how it shapes reality. The COVID-19 public briefing statements on the national response measures that Namibia had to follow during the different stages of COVID-19 established by the Namibian government are qualitatively analysed in this paper to describe the rhetorical situation during COVID-19 in Namibia. The analysis is based on Bitzer's constituents of any rhetorical situation: the exigence, audience, constraints as well as fitting response. While COVID-19 was presented as the exigence, the Namibian nation at large was the audience for whom the briefings were prepared. These statements were made through the media by the President and complemented by selected ministers. Members of the various media houses, who were always present at these briefings, were given a platform to ask questions on behalf of themselves and the nation, at times, presented as constraints. The fittingness of the response is, thus, analysed as how the government attempted to meet the audience's expectations while operating within the constraints.
The demand for relevant skills for the labor market constitutes one of the fundamental challenges... more The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the postschool system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training (TVET) and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education provide...
Thesis submitted in partial fulfilment of the requirements for the Degree of Master of Arts in En... more Thesis submitted in partial fulfilment of the requirements for the Degree of Master of Arts in English Studies
This article explores Namibian students' perception of work-integrated learning (WIL) readine... more This article explores Namibian students' perception of work-integrated learning (WIL) readiness skills developed from an offline and online business simulation course, pre and during the COVID-19 pandemic, as well as the use of simulations to prepare students for WIL placements The findings indicate that both versions of the business simulation were able to inculcate WIL readiness skill in the students and that students perceive learning tools, such as the business simulation course, appropriate in developing the skills needed for WIL Skills including communication, professionalism, leadership, teamwork, analytical, problem solving, critical thinking, assertiveness, time management, willingness to learn, attention to detail, diversity and accountability were more significantly developed in the offline business simulation than in the online version It is thus highlighted in the study that pedagogical and content related strategies that can enhance online business simulations be c...