The thesis of this study is that Classical studies at the University of Malawi, Chancellor College, has been taught with almost no reference to its African context, yet the Classical world, as Ogilvie (1979:2) observed ‘is far removed in time, geography, and philosophy from the world of Africa'. Classics in Malawi is currently taught as in the West, with which it has immediate ties, but if there are to be meaningful gains on the part of students learning Classics in Malawi, we need to contextualise its teaching. The purpose of this study was to identify ways in which Classics teaching at undergraduate level in Malawi might be strengthened in order to make the learning of Classics more meaningful and relevant to the Malawian context, by bridging the gaps between Classical Antiquity and African cultures. The comparative approaches explored will facilitate revision of the University of Malawi Classical Studies curriculum to fulfil the needs and interests of Malawians with the main purpose of contextualising Classical Studies in Malawi. The thesis consists of five chapters which deal with issues relating to Classics teaching in Malawi, namely: the evolution of Classical Studies in Malawi and its challenges; the need to change with the times; views of Latin/Classics teachers about Latin teaching at secondary level; attitudes and perceptions of undergraduate Classics students at Chancellor College to Classics, their perceptions about skills and Classics teaching in general; and views from Classicists from other universities on Classics teaching in general. The main comparative element in the thesis draws on analysis of similar issues in a wide variety of other institutions, including in the UK, the USA, Asia and Africa. Literature relating to Classics pedagogy and Comparative Education approaches, specifically Bereday's Model, has been reviewed. In addition, Classical Reception theory and Social Constructivism theory, particularly with regard to pedagogy, have been surveyed. The study used purposive sampling. Five types of samples and their corresponding data capturing instruments were used, broken down in the following categories: two types of interviews (one involving Malawian Latin or Classics teachers at secondary level, and the other universities' Classics lecturers); review of various documents of international universities' Classics programmes; lecture observations for Classics; and student questionnaire interviews administered to University of Malawi Classics students. The research was a mixed-method design, combining both quantitative and qualitative data analysis, but overall, the study was more qualitative than quantitative. Quantitative data were analysed using descriptive statistics and qualitative data were analysed using the thematic analysis method. These analyses were followed by discussions of the findings of both quantitative and qualitative data. The major conclusions and implications of the study point to the need for a curriculum review of all Classics courses to ensure that Classics becomes more relevant in the Malawian context.

The proliferation ofinformation available in electronic format has been perpetuated by rapid technological advances. Users have a choice between print and electronic resources. At the same time, the use of these resources is determined by what is available to the users and what the users prefer. Problems that users encounter when accessing these resources determine the use of print and electronic resources. The current study evaluated the use of, and preference for, print and electronic resources by students at the University of Malawi College of Medicine. The study population comprised 179 undergraduate students. A self-administered questionnaire was used to establish the students' use of, and preference for, print and electronic resources, reasons for their preferences and the problems they encountered in accessing print and electronic resources. An interview schedule was used to elicit background information from the College Librarian on issues of budgeting, technological infrastructure, licensing and copyright agreements, archiving and library staff and training. Questionnaire results were quantitatively analysed and presented in terms of frequency tables and graphs. Interview results were analysed qualitatively. The study findings show that the students used both print and electronic resources. However, print resources were more heavily used than electronic ones. The students also preferred print resources to electronic. A lack of sufficient computers and low levels of computer and information literacy contributed to the underutilisation of electronic resources. Recommendations in terms of technological infrastructure, user training, staff training, user support and archiving were made based on the findings of the study. / Thesis (M.I.S.)-University of KwaZulu- Natal, Pietermaritzburg, 2005.