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The chapter portrays the impact of COVID-19 and tropical cyclones on scrambled teaching practice supervision in the Southern African Development Community countries. Focus group discussions with student-teachers and field supervisors revealed that the pandemic and the natural disasters highly hampered teaching practice supervision quality. Delayed commissioning of the exercise due to damaged infrastructure and minimal physical mobility between the college and the practice schools impacted the frequency and spacing of field visits. Neither of the players preferred the scrambled supervision model. The chapter emphasizes that face-to-face traditional teacher education methods cannot absolutely stand the taste of pandemics and tropical cyclones. Resilient higher education institutions and requisite structures are key to sustainable quality teacher education amidst cyclones and pandemics.

Background: China is one of the developing countries that have witnessed tremendous growth in all sectors of development. One of the strategies that China is using is the reintroduction of the 21st Century Silk Road Economic Belt Development Initiative which moves across the world creating trade partners all around the world. Some of the African countries are among the beneficiaries in this initiative especially in terms of infrastructure development which is ranked behind as compared to other developments. Aim of the Study: This review was aimed at funding out the impacts of OBRI on infrastructure development in African countries. Methods: The data were retrieved from the databases of Scopus, Google Scholars, Web of science with papers that were written in English in the month of September to November 2020. Results: The results of the study indicated that OBRI has positively impacted many participating countries in Africa. However, it is also argued that many African countries over depend on the loans provided through this strategy which acts as a burden. Conclusion: This study recommends that African countries should be underrating clearly the terms of the agreements during the time of signing of the loan agreements by even assessing their capacity to pay back. Besides, African countries should civically educate people on the ownership of these projects for sustainability.

Teaching practice is a precious period for final learner support. In Malawi, any faculty member could supervise teaching practice regardless of their subject specialty (scrambled model). This qualitative study assessed the impacts of this scrambled model of supervision on the quality of learner support when non-specialist faculty supervised student-teachers. Through 2 different focus group discussions, data were collected from 10 conveniently sampled practicum students, 6 practicum supervisors, and 6 coordinators from 6 purposefully selected higher teacher-education institutions. and data were analyzed qualitatively. The study revealed that student-teachers and faculty were uncomfortable with the scrambled supervision model because it led to (1) inconsistencies in pedagogical and content knowledge, (2) unfriendly environment, and (3) inadequate feedback due to varying needs in varying subject areas demands. However, they justified this model for convenience at the mercy of other constraints. Apart from contributing to the existing body of knowledge, this study suggests best practices to guide institutional policy regarding practicum to facilitate quality learner support.

Aim: This study investigated the intentions, opportunities, and barriers to engaging in a meaningful internationalization of higher education in Malawi.Methods: This was cross-sectional research that was done between June and October 2021. Using a purposive (judgmental) sampling, we recruited 212 respondents from various institutions of higher education in Malawi. Multilinear regression analysis was used to analyze the factors with the P-value set at 0.05 level of statistical significance. Results: The results indicated that the majority of the respondents were males (63.7%) who fell into 30 years age bracket. Further, the results from the multilinear regression analysis indicate that Institutional collaboration (ß=0.326, p=0.000, CI=0.27—0.383), clear Policy on Mobility (ß=0.146, p=0.0.004, CI=0.047-0.246), experience (ß=0.083, p=0.117, CI=-0.021-0.186), academic rank (ß=0.114, p=0.000, CI=0.069-0.159) were positively statistically significant variables, whereas on the other hand, Occupation (ß=-0.131, p=0.002, CI=-0.213-0.49), academic qualification (ß=-0.106, p=0.013, CI=-0.19-0.023 and mobilityImportance (ß=-0.116, p=0.022, CI=-0.215-0.017) were negatively significant variables respectively.Conclusion and Recommendations: institutions need to invest in international and inter-institutional collaboration, clarify policy direction regarding academic mobility, keep track and linkages with mobile faculty, create a conducive social and formal institutional culture that attracts back mobile faculty, and reduce staff turnover.

Aim: This study investigated the intentions, opportunities, and barriers to engaging in a meaningful internationalization of higher education in Malawi. Methods: This was cross-sectional research that was done between June and October 2021. Using a purposive (judgmental) sampling, we recruited 212 respondents from various institutions of higher education in Malawi. Multilinear regression analysis was used to analyze the factors with the P-value set at 0.05 level of statistical significance. Results: The results indicated that the majority of the respondents were males (63.7%) who fell into 30 years age bracket. Further, the results from the multilinear regression analysis indicate that Institutional collaboration (ß=0.326, p=0.000, CI=0.27—0.383), clear Policy on Mobility (ß=0.146, p=0.0.004, CI=0.047-0.246), experience (ß=0.083, p=0.117, CI=-0.021-0.186), academic rank (ß=0.114, p=0.000, CI=0.069-0.159) were positively statistically significant variables, whereas on the other hand, Occupation (ß=-0.131, p=0.002, CI=-0.213-0.49), academic qualification (ß=-0.106, p=0.013, CI=-0.19-0.023 and mobilityImportance (ß=-0.116, p=0.022, CI=-0.215-0.017) were negatively significant variables respectively. Conclusion and Recommendations: institutions need to invest in international and inter-institutional collaboration, clarify policy direction regarding academic mobility, keep track and linkages with mobile faculty, create a conducive social and formal institutional culture that attracts back mobile faculty, and reduce staff turnover.