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An anterior accessory great saphenous vein (AAGSV) is a major cause of varicose disease recurrence and shares the saphenofemoral junction in 10% of patients where it is a primary reflux pattern. Reflux in AAGSV presents the same symptoms and severity as great saphenous vein (GSV) reflux with a higher incidence of superficial thrombophlebitis. The case report is a 37-year-old male cadaver with bilateral anterior accessory great saphenous veins (AAGSV), originating from the marginal veins anterior to the GSV, and terminated by joining the GSV at the sapheno-femoral junction. The case was documented during a routine gross dissection at the anatomy laboratory at the University of Rwanda. The case emphasizes the need for Vascular radiologists and surgeons to pay proper attention during saphenofemoral junction and saphenopopliteal junction ultrasound to identify the AAGSV when targeting the treatment of varicose diseases.

INTRODUCTION: The brachial artery and its terminal branches are the major arterial supply to the brachium and antebrachium. Variations in the vascular supply in the upper limbs have been previously documented to occur more in the radial artery, followed by the ulnar artery, but less commonly in the brachial artery CASE: An embalmed cadaver was used for gross dissection during the gross anatomy dissection for postgraduate students at the department of human anatomy of the University of Rwanda. During the dissection of the right upper arm, an accessory brachial artery was found, branching from the axillary artery above the unification of the lateral and medial cords of the brachial plexus (the lateral and medial root of the median nerve). CONCLUSION: In our case, the aberrant brachial artery originated from the axillary artery and gave off a muscular branch in the middle third of the arm, which is of clinical importance.

INTRODUCTION: Anatomical variation of high brachial artery bifurcation and these morphological variations of the brachial artery should be considered by surgeons when performing procedures in the brachial artery area. CASE: The left anterior arm and anterior forearm regions of a thirty-three-year-old cadaver was dissected. The origin, course, and terminal branches of the Brachial artery were traced. It was then observed that the Brachial artery bifurcation was in the upper third of the humerus instead of the cubital fossa. CONCLUSION: Brachial artery and its terminal branch variations are less common. However Brachial artery could be bifurcated and then reunite. In this case, the brachial artery presented bifurcation one laterally and another one medially with the median nerve running between them. Both branches don’t reunite but continue laterally and medially, respectively.

INTRODUCTION: The term ectopic kidney is used to describe a kidney that is found in a place that is not its normal anatomic position while malrotation refers to the abnormal orientation of the kidney. These two are some of the congenital malformations that the kidney is predisposed to in its embryogenesis. CASE: The current findings were discovered during routine dissections in the Gross lab of the Human Anatomy Department of the University of Rwanda A left ectopic kidney with a relatively larger than normal size (10.5cm × 5.2cm) was found with the main blood supply arising from the median sacral artery and two other accessory arterial supplies arising from the abdominal aorta. The kidney was mal-rotated, facing laterally, with the ureter on both sides dilated. CONCLUSION: Knowing kidney variations is ever more important with the rate of increase in renal transplantations and vascular surgeries.

INTRODUCTION: Anterior jugular veins are a paired structure found on either side of the neck and are responsible for other veins in draining the head and neck regions. CASE: The variations reported here are from two male cadavers about 45 and 50 years of age who were being dissected routinely in the dissecting room. The first cadaver, which was the 50-yearold, had the normal formation of both anterior jugular veins (AVJ), but down in its course, the left and the AJVs join around the cricoid cartilage and continue down as a single vein running in the mid-line of the neck but ending by piercing deep to drain into the external jugular vein. The second cadaver was 45 years old. After forming the left AJV, the vein immediately crosses over to the right to run parallel to the right AJV before both joining to form a common vein and then piercing to drain in the external jugular vein (EJV). CONCLUSION: The knowledge of these variations has become very important for all health workers dealing with the neck surgically, radiologically or otherwise.

INTRODUCTION: The inferior thyroid artery (ITA) usually originates from the thyrocervical trunk in the majority of the human population (90.5%), or from the subclavian artery in a few populations of humans (7.5%). It is quite rare to find the ITA originating from the common carotid artery (CCA). CASE PRESENTATION: This study was a case report of a cadaveric dissection at the anatomy department, university of Rwanda. The case was a 54-year-old male who had 2 inferior thyroid arteries on the left side, with one originating from the thyrocervical trunk and the other taking a rare anatomical origin from the CCA. CONCLUSION: It is important that such anatomical arterial patterns be documented in order to create awareness that is useful to surgeons and imaging specialists. This will help reduce the risk of iatrogenic complications during the surgical intervention to the thyroid gland.

Bullying is a global social phenomenon that negatively affects learners' psychological functioning, social life, and academic performance. This challenge is notable among senior phase learners in Amathole East secondary schools in the Eastern Cape Province of South Africa. This study responds to the problem by exploring the challenges and possible solutions for managing bullying among senior phase learners. Lensing through Social Cognitive Theory, the qualitative study adopted interpretivism paradigm, a case study design, and recorded in-depth interviews were used to collect data from the participants. 15 participants (1 principal, 4 teachers, as well as 10 learners) were sampled using purposive sampling technique. Thematic analysis was used to analyze the data collected from the participants. This study revealed that government laws, vindictive learners, anti-social learners and defensive parents, teachers not following up bullying cases, and community crime are the challenges stakeholders face in managing bullying. This study acknowledged that victims must be protected by placing police officers and security, offering moral and sexuality education, building a constant relationship with learners' parents and guardians, and encouraging socialization through the involvement and placement of social workers in a school setting. The study concluded that regardless of internal school stakeholder's endeavors to manage bullying, it remains impossible for bullying and its ramifications to be addressed by an individual stakeholder.

Universities in South Africa are confronted with student unrest, which has hindered the effective university education process. They have faced various shortages of academic activities and teaching and learning because of protests and subsequent management responses that culminated in the closures of universities at most times. Student unrest has made it difficult to actualise the set predetermined goals and objectives of the university. These challenges have severally been linked to problems with tuition fees, financial support for students, adequate and conducive hostel accommodation, student socio-economic background and university management styles. Among the management styles, according to the literature and observation, is the decision-making process where the issues concerning students are decided upon. This study explores the potential of the collegial leadership approach to enhance the university decision-making process towards alleviating student unrest in universities. This study is located within a transformative paradigm to transform social unrest in the university system. Conceptual analysis was employed to make sense of the adopted approach as a veritable tool for managing the power differential between the students and the university management. The study found that collaboration and teamwork, consensus building and organisational relationships are the dimensions of managing student unrest in universities. The recommendation is that collaborative management style, teamwork, consensus building and organisational relationships are encouraged in the university management process. Contribution: This article seeks to contribute to the higher education management system by providing a collegial leadership model. As an integral part of the university system, this model addresses student unrest and improves transformative prospects for the institution. By exploring new ways of managing internal conflict resolution, change is fostered, and improved conditions are cultivated. In this way, it directly responds to the journal's focus on the transformation of higher education, making it an essential read for scholars and practitioners specialising in this field.

Mathematical geometrical (MG) concept is often perceived as abstract and difficult to understand by students at the TVET College. Students are unable to perform well in Mathematic Assessments Tasks specifically on this concept. Drawing from this is the declining percentages of student enrolments in mathematics at National Qualification Framework (NQF) level 2. The aim of this study was to enhance the teaching and learning of Mathematical Geometry through the integration of indigenous knowledge in the form of a pilot-practical assessment task (PAT). The research team made use of focus group discussions to gather empirical data. Students were given the practical assessment task that incorporated indigenous knowledge to close the gap of students being unable to relate the mathematical geometry taught in the classroom to their everyday lives that seemed to prevail amongst mathematics students at a TVET College. Ten co-researchers were homogeneously selected based on their level of experience in teaching mathematical geometry at a TVET college located in the Afromontane communities of Thabo Mofutsanyane municipality, South Africa. The result indicated that indigenous knowledge can be utilized as an effective way of learning and teaching mathematical geometry at the TVET college.

Observation and experience exist among university students during COVID-19 new normal; the quality and the process of academic activities have been compromised. This study, therefore, examines the lacuna on whether the new normal is more productive by ensuring that the intention of the curriculum towards students' content knowledge is met or not. Organisational change theory was used to theorise the study within the transformative paradigm (TP) and participatory Research (PR) lenses as a research design. The study was conducted in one of the universities in South Africa. Ten students were selected using the convenience sampling technique because the students were not fully on campus as of the time of this study. The online interview was adopted to collect data because of social distancing rules across the country. Thematic analysis was used to interpret the data. The findings revealed that the COVID-19 new normal does not affect students' academic performance negatively even though the quality of content delivery is low. The channels of teaching-learning and the Internet of Things are deduced to be unpleasant for the students with recommendations that there is a need to provide the internet-or-things alongside training and retraining for students and lecturers.

The study investigates the effects of e-learning as an alternative form of curriculum dissemination for rural Technical and Vocational Education and Training (TVET) college students. This study adopted connectivism theory, which enabled lecturers to reflect and adapt to how learning has changed and the accompanying implications of designing the spaces and structures to the current mode of learning. The researcher made use of two research methods to gather data; phone interviews and questionnaires. The data was analyzed using thematic analysis and the Statistical Package for Social Sciences (SPSS) Version 20.0, Office Word format. The results indicated that the unavailability of technological resources, lack of financial support from single parents' side due to socio-economic factors, and child-headed families hinder the correct implementation of e-learning and make it difficult to reach its objectives.

Although the global impact of the COVID-19 pandemic on the education and mental health of the university environment is relatively unknown, it is expected to be very significant considering the high incidence of emotional reactions amongst university students and staff. While fears around COVID-19 exposure, anxieties, and the challenges of support normalize stress, anxiety, and depression as emotional reactions in the face of the pandemic, this psychosocial impact has negative consequences for the university community. Thus, in order to salvage the higher education institutions from the debilitating effects of the pandemic, there is a clear need to safeguard the welfare of students and staff. Hence, it becomes vital to examine the experience of members of the university community during the COVID-19 crisis in order to develop measures and implement interventions that will assist in navigating psychosocial challenges. Underpinned by Hettler's model of holistic wellness which was developed to promote wellness in the university community settings, the study employed a mixed-method research approach in which data was collected using web-based survey and online interviews. Concurrent triangulation sampling technique was employed to select a sample of fifteen students, five university managers, and five lecturers -- making twenty-five respondents at each of the two universities, thus making a cumulative total of fifty at two rural universities in the Eastern Cape Province, South Africa. Thus, quantitative and qualitative data collected were analysed concurrently by first reporting the quantitative findings and then comparing them with qualitative findings. Findings revealed that although the university environment traditionally provided opportunities for strengthening social ties which satisfy the universal need to belong to a community, the COVID-19 pandemic has altered rural university life, thus, significantly impacting on psychosocial wellbeing. The study recommends that rural institutions must facilitate psychosocial wellness programming with the assistance of wider stakeholders such as the government and the private sector who can assist in financing this initiative.

The advent of COVID-19 and its implication on university education has been the bone of contention in recent times. The COVID-19 emergency has led to a change in knowledge inputs, processes, and outputs. This trajectory has demotivated student approaches to their learning. In response to this revolution, this study provides motivational strategies through students' perspectives to respond to the underside of new normal among South African university students. Ubuntu underpins the study within the Transformative Paradigm lens and Participatory Research as a research design. Ten students of a particular module in a selected university in South Africa were chosen to participate in the study. They were selected using the snowballing sampling technique because the participants were under level 3 lockdown with little or no access to campus at the time of the study. Online interview via phone calls, email and WhatsApp, was conducted with the students, and the data were analysed using Thematic Analysis. The study revealed a lack of visualised physical engagement between students and their lecturers and unstable internet access and lack of the internet as the major challenges. The study, therefore, recommends solutions that there should be adequate provision of effective online audio-visual sessions with enough space for student-lecturer's interactions and low-tech online sessions and content deliveries.

This paper explores the root causes of student unrest in South African universities and evaluates the institutional responses to these protests, otherwise regarded as social unrest. The study is lensed through social movement theory and institutional theory. The study adopted transformative paradigm under qualitative approach and participatory research design to analyze the experiences of universities in South Africa that have experienced significant social unrest in recent years. Focus group discussion was conducted with university management staff, student activists, and security officers of the selected universities. The findings showed that lack of access, socio-economic inequalities, ineffective communication, and open engagement are the primary causes of social unrest. In contrast, providing equitable access, economic liberation, effective communication, and open engagement is the possible institutional response that alleviates social unrest on university campuses. Hence, promoting equitable access and economic liberation coupled with effective communication and open engagement among stakeholders was recommended.

The trajectory of students' unrest in Nigeria universities has been linked to the underside of modernity. By responding to this, the study explores conditions necessary to decolonise the mindset of university authorities and students, against modernity as an offshoot of students' unrest. Ubuntu philosophy rationalised the study while Transformative Paradigm lensed the process with the use of Participatory Action Research design. The study involved ten co-researchers, three university management staff, three students' leaders, two security personnel and two university lecturers were selected using Convenient Sampling Technique. Focus Group Discussion was employed to generate data, and the data were subjected to Conversational Analysis to make sense of the data. Students' involvement in decision-making, democratic and facilitative leadership style, were found as tools to decolonise the space of students' unrest as an underside of modernity. The reconstruction of the university system against social unrest emanating from modernity becomes expedient through Ubuntu cum decoloniality.

The university system in Nigeria has been characterised by persistent social unrest traceable to strained relationships between students and the university authorities. Observations, reports and literature confirm that students' unrest in the universities has become a clog in the wheel of development and speedy actualisation of university goals and objectives. The need to manage and maintain the social space for relative peace and tranquility thereof is expedient. This study aims at redefining students and university authority relationships as a tool to deconstructing students' unrest in Nigerian universities. Human Relations Theory of Management (HRTM) was used to theorise this study while Transformative Paradigm (TP), which was adopted as a stance to forestall existing and future unrest was used to lens the study. Participatory Action Research (PAR) was adopted as a research design for the study. The sample size for this study consists of 10 participants: three student leaders, three university management members, two lecturers and two security personnel were selected using expert sampling techniques. Focused Group Discussion (FGD) was used to collect data from the participants, and the data collected were analysed using Socio-thematic Analysis (StA). This study reveals that inadequate funding is a significant challenge resulting in students' unrest. Contrarily, the provision of student personnel services along with modern maintenance culture, transparency and accountability were found to be the dimension of peaceful university operation devoid of social unrest and therefore becomes a tool to deconstruct the strained relationship between students and the university authorities.

The study examined the relationship between activities of trade unions and management of tertiary institutions in a bid to provide empirical solution to the lingering industrial actions by the staff unions in various tertiary institutions in Nigeria. The population comprises all tertiary institutions in Ekiti State, Nigeria. Four hundred and fifty subjects consisted of 390 members of unions that were selected using proportionate sampling techniques and 60 top management staff of the selected institutions was selected purposively. Two self-designed instruments namely, "Trade Unions and management of Tertiary Institutions Questionnaire" (TUMTIQ) and "Management of Tertiary Institutions Questionnaire (MTIQ)" were used to collect relevant data from the subjects. The researchers and another expert in educational management and test and measurement did the face and content validity. In addition, the test-retest method of reliability was adopted with a reliability coefficient of 0.66 and 0.72 respectively. The data collected were analysed using descriptive and inferential statistics and the three hypotheses were tested at 0.05 level of significance. The study revealed that there was a significant relationship between activities of trade unions and leadership style of management of tertiary institutions. The study also showed that there was a significant relationship between trade unions' dissatisfaction with conditions of service and management of tertiary institutions. Based on the findings of the study, it was recommended that management of tertiary institutions should adopt a leadership style that is all-inclusive through a participatory system of management. Government should also provide funding for management to enhance conditions of service in the form of a better pay package, in-service training, overseas trips and their welfare packages for staff.

This study critically examines teaching-learning as a means of actualising the tenet of the infusion of democracy and human rights in the subject Life Orientation in the classroom in all levels of education (Primary, Secondary and Tertiary) in South Africa. The study focuses on three established approaches namely teaching and learning as collaborative knowledge construction, teaching and learning as a critical reasoning process, and teaching and learning as a disruptive caring pedagogy in a bid to exterminate the old or traditional ways of teaching and learning, which were perceived as anti-democratic education. Experiential and dialogical teaching methods as one of the effective ways in which the infusion of democracy and human rights could be implemented in the Life Orientation curriculum are also examined in a bid to fulfil the objectives of Life Orientation, transform schooling and the school system, and develop the society through education. This study further recommends the use of teaching-learning, which is known as a disruptive caring pedagogy, as the most inclusive approach. Likewise the use of both experiential Problem Based Learning and dialogical teaching methods are recommended.

This study examines the practices involved in student-teacher relationships vis-à-vis its correlational effect on academic performance of secondary school students in an attempt to suggest solutions to the lingering problems affecting secondary school students' academic performance in Nigeria. A descriptive survey research design was adopted and the population comprised all public secondary schools in Nigeria. Through homogenous sampling, 300 respondents were selected from the sampled schools. Two self-designed instruments, the "Student-Teacher Relationship Questionnaire (STRQ)" and the "Students Academic Performance Questionnaire (SAPQ)" were used to collect relevant data from the respondents. The face and content validity were done and the test-retest method of reliability was adopted to test the reliability of the instruments. Data collected were analysed using descriptive and Inferential Statistics and the three hypotheses were tested at 0.05 level of significance. The study revealed a significant correlation between the student-teacher relationships and academic performance of students in secondary schools. It also indicated that classroom engagement and motivation were significantly related to students' academic performance. The study recommends that teachers should be regularly trained and equipped with classroom engagement skills, and that they should furthermore be equipped through development programmes to develop various motivational strategies for better students' academic performance, among others.

Various indications, including literature, have confirmed that university classrooms are still mostly inactive and undemocratic, dominated by instructors and lecturers. That is, little or no atmosphere is created for the student to be a socially active participant in generating knowledge which appears to have affected their sociality in the university and their lives after their university education. Some university lecturers still use a traditional or a systematic colonized way of teaching. This study responded by proposing unabridged Social Constructivism (SC) to create socially active university students towards becoming productive and active citizens. This was done by answering a general question: How can SC be projected in the university classroom to create active and productive students? This study was located within a transformative paradigm in order to transform students’ inactiveness in the process of generating knowledge. Conceptual analysis was used to design the study. This was done within the principle of thematic analysis by arranging SC's assumptions into themes and making sense of them. The study thus presents that SC possesses the acumen to assist lecturers in ensuring that their classrooms are socially active towards student productivity both in the schools and in the field of work.

Classrooms are sometimes laced with various pedagogical styles, which even though professional, may be alien to the students, leading to demotivation. Such demotivation usually results from a lack of affectionate pedagogical processes that affect students’ academic prowess, such as academic performance, achievement and attainment of academic goals. A teaching-learning process that does not accommodate professional affections may lead to an unpleasant end where the classroom purposes are defeated. Hence, this study presents Ubuntu as an emancipatory philosophy that ensures unhindered student achievement and performance. The study is positioned to answer a question: How can Ubuntu be presented to unravel ineffective classroom practices towards students’ emancipation. The study is designed within the transformative worldview to emancipate students and challenge the classroom status quo. This study was analysed using conceptual analysis, in which concepts derived from Ubuntu are subjected to intellectual and deductive interpretation for meaning-making. In this study, Ubuntu is presented alongside its three cardinal assumptions based on the researcher’s view. The assumptions (collaboration and togetherness; humanness; recognition and respect) were analysed and correlated with the classroom activities to promote students’ academic prowess. The study concludes that Ubuntu-like classrooms are the dimension of productive classroom practices towards students’ academic prowess. Therefore, the study recommended that classrooms be laced with collaboration, togetherness, and humanness, where students’ voices and opinions are recognised and respected.

Background: Tessier cleft numbers 3 and 4 are rare congenital craniofacial malformations. Tessier cleft number 3 runs from the philtrum of the superior lip, traverses the ala of the nose and ends at the medial canthus of the eye. Tessier cleft number 4 commences between the philtrum and oral commissure in the superior lip, and ascends into the orbit, remaining medial to the infraorbital foramen. The associated clinical manifestation of each cleft type varies amongst patients. This study documented the soft tissue and bony deformities of Tessier cleft numbers 3 and 4 in a select South African population. Methods: The study group was selected from retrospectively reviewed computed tomography (CT) scan records, which were made available via the repository of the Department of Clinical Anatomy at higher education institution in South Africa. Seven out of fifty CT scans that met the inclusion criteria were assessed and analysed. The patient records associated with the selected scans were reviewed. The soft tissue and bony deformities characteristic of Tessier cleft numbers 3 and 4 were documented [Ethical approval number: BE363/19]. Descriptive statistics were used to summarise the results. Results: The bony deformities presented in the cases of this study included alveolar clefts, nasal septum deviation, hypertelorism and maxillary bone defects. The soft tissue deformities included cleft lip, nasolacrimal abnormalities, eye dystopia, anophthalmia and nasal ala defects. Conclusions: The extent of the associated deformities of each case varied; however, the primarily affected regions remained constant i.e., the orbital, nasal and oral regions. The variation in soft tissue and bony presentation warranted the need to document these clefts. This study will contribute to the anatomical interpretation of Tessier cleft numbers 3 and 4 in South Africa, and aid medical professionals in the evaluation, differentiation, and treatment of such clefts.

Despite the importance of a theoretical framework in research, researchers face several challenges when selecting a theoretical framework for their study among which are a lack of agreement as to what constitutes a theory, a lack of a single theoretical framework that applies to all social science research, and selection based on personal conviction and interest rather than on the suitability of the theory to the research problem and the paradigmatic orientation of the chosen theory, which takes account of the epistemological assumptions. This study, therefore, aims to develop a model capable of enhancing the researcher's knowledge towards selecting an appropriate theoretical framework. The article is conceptual and dependent on logical arguments by presenting four paradigms alongside their epistemological standpoints. I argued the epistemology of research paradigms and their theoretical lensing using conceptual analysis to analyse the concepts and make sense of them. The study concludes that hypothesis, statistical/mathematical postulations, projections via research questions, and models are better to underpin studies under the positivist/post-positivist paradigm. Descriptive and analytic theories are better used when working within the interpretive paradigm. While transformative paradigm is best to be underpinned within critical theory, postcolonial theories and postcolonial indigenous paradigms are dependent on Indigenous Knowledge System.

Purpose: This study explores the challenges teachers face in their classroom management roles which are essential for fostering a supportive learning environment. It investigates teachers' roles in implementing management strategies and the obstacles hindering their effectiveness in high schools. Design/Methodology/Approach: The present study used semi-structured interviews to collect data from twelve Grade 10 teachers in three selected secondary schools located in the Ekurhuleni North District of Gauteng Province, South Africa. The data were interpreted using a phenomenological research design and interpretive paradigm. The study was based on ecological systems theory. Thematic analysis was used to make sense of the data. Findings: The study revealed that key roles of teachers in effective classroom management include appropriate classroom language, acting as managers and self-criticism and evaluation of performance. However, challenges such as insufficient teaching and learning resources and the low academic ability of learners impede the fulfilment of these roles. Conclusion: The study finds that continuous self-criticism and evaluation are critical for improving teaching and learning processes, although teachers play a critical role in monitoring classrooms and resolving difficulties imposed by low academic competence. Recommendations: Recommendations include comprehensive training and support for teachers, the implementation of diverse teaching strategies and a holistic consideration of the ecological system encompassing both learners and teachers. [ABSTRACT FROM AUTHOR]

Observation and literature confirm that students are increasingly speaking out on the issues that matter to them in the form of protest and unrest. While this commitment to social injustice is admirable, it also takes a toll on students, leading to stress. This theoretical paper argues that the place of ubuntu philosophy as a practice to mitigate psychological implications of student unrest in university is imminent. This study is located in a transformative paradigm to transform students from the unhealthy psychological implications of student unrest. Conceptual analysis was employed to make sense of ubuntu philosophy as data for this paper. The study concludes that interconnectedness and communality, values and human dignity, and compassionate disposition can ameliorate the psychological implications of student unrest among students with recommendations for universities to intensify ubuntu practices.

Assumptions and facts exist about the various challenges rural learners face when transitioning into university education in South Africa due to the pedagogical differences between secondary and university education. However, the advent of the COVID-19 pandemic compounded the transitioning challenges of students because most of the universities, especially the selected university, utilise online learning, which is alien to first-year students who are transitioning from rural high schools to the university. This study explores the challenges and solutions associated with first-year students transitioning to a new level of education during the COVID-19 pandemic. An asset-based approach was used to theorise the study within the Transformative Paradigm (TP), while Participatory Research (PR) was used to design the study. These are relevant because both TP and PR are targeted towards transforming people’s predicaments. The participants consisted of ten first-year students selected using a convenient sampling technique. Data was collected using electronic interviews such as email, WhatsApp messages, and phone calls. The data were analysed using thematic analysis. The study revealed that first-year rural university students’ inability to use online learning tools effectively and unstable internet connections in the rural community are major challenges. The study, therefore, concludes that the provision of internet access and students’ readiness for adaptability are the possible solutions.

Abstract Background In 2016, WHO reported a death rate of 303,000 newborns before 4 weeks of age due to congenital anomalies. Those that survive congenital anomalies may have long-term disabilities which may have significant impacts on the individual, their families, the healthcare system, and societies. Tessier craniofacial clefts numbers 3 and 4 are congenital anomalies that result in a partial or total defect of craniofacial tissues thereby seriously influencing the patient’s appearance and impair normal functioning. Therefore, understanding these defects is paramount to relieving the burden caused by this disability. The objective of this review was to examine the literature on the understanding of the knowledge of morphology and anthropometry of Tessier craniofacial clefts numbers 3 and 4 so that areas yet to be fully understood by research can be mapped out for future research. Methods and analysis A scoping review for literature on patients who have Tessier craniofacial clefts numbers 3 and 4 was conducted. Relevant studies from 1976 to the present were identified. The following databases were searched for peer-reviewed literature viz., PubMed, MEDLINE, EBSCOhost, Google Scholar, and the Cochrane library. The study selection was guided by the eligibility criteria. A data table was designed to extract information from the literature. The result of this study was reported using the Preferred Reporting Items for Systematic reviews and Meta-analyses (PRISMA). The quality of the included studies was assessed using the Mixed Method Appraisal Tool (MMAT). Result Thirty-three studies met the inclusion criteria. The majority of the studies included were conducted in middle-income countries (54.5%) and some in high-income countries (45.5%); none was recorded from low-income countries. The total available sample size from the studies was 120 with a dominant male population of 67 (55.8%) and female 53 (44.2%). The majority (97%) of the studies reported on the knowledge of morphology while 12.1% of the included studies reported on anthropometry. Of the 33 included studies, 32 scored the highest quality (76–100%) from the quality assessment. Discussion The findings from this review show evidence of the knowledge of morphology and the knowledge of anthropometry of Tessier craniofacial clefts numbers 3 and 4. However, these knowledges have not translated to universally recognized ways of repairing and documenting these clefts due to the sparse amount of studies on Tessier craniofacial clefts numbers 3 and 4.

Coronavirus, otherwise known as COVID-19, was adjudged as a pandemic by the World Health Organization (WHO) in February 2020. This deadly, contagious, and easy-to-spread virus has plunged the world into a tentative cul-de-sac, inclusive of the university education system. By implication, the abrupt national lockdown in South Africa cut universities unaware as an insurgence against its operationalisation, teaching, and learning process. In my argument, it further confirms the need to decolonise rural universities, to be able to respond to every unforeseen emergency, as an underside of coloniality, which is currently experienced in the system. Evidence indicates that the rural universities in South Africa are battling with enabling pedestal of alternatives to teaching and learning. This study is lensed through Transformative Paradigm (TP), Participatory Research (PR) was used as a research design. The participants consisted of 15 people, 5 management staff such as the deans, head of schools, head of teaching and learning and ICT members, 5 lecturers and 5 students in a selected rural university in South Africa. The participants were selected using the snowballing selection technique with the use of calls, email and other social media platforms as a medium of participants’ recruitment. Online and phone interviews were used to collect data from the participants because the participants are under national lockdown, and the data was analysed using thematic analysis. Low technology and innovative space in rural universities and students, lecturers and university’s disadvantage background were found as the major challenges vindicating the quest for decoloniality in rural universities. Also, the compulsory used of technological innovation within the university and contingency plan for/by the stakeholders are concluded to be achievable with the use of Assets-Based Approach.