Participatory learning and action to reduce women's workloads in east Africa

This paper examines the multiple roles which women perform in their daily lives and considers how their heavy workloads impact on their own health and that of their children. It draws on the findings of a study carried out in Kenya and Tanzania to identify attitudinal and structural barriers to the reduction of women's workloads. It briefly contrasts this with the situation of women in the U.K. The study also demonstrates that an approach known as participatory learning and action (PLA) can be effective not only in raising awareness of women's workloads but also in influencing positive change in attitudes and behaviours, so that men and boys take on a greater share of the household tasks.     

四川保教人员儿童急救知识调查

通过问卷调查法和访谈法在四川16个地区抽取499名保教人员进行儿童急救知识掌握情况调查,结果显示:1、四川保教人员对儿童急救知识平均回答正确率为51.6%,儿童急救知识掌握情况有待改善;2、四川保教人员对儿童实施意外急救的自信充足,72.8%的被调查人员在儿童需要急救时有信心进行急救:3、急救知识掌握情况在不同人员之间(公办园与民办园、年龄、工作年限、学历、专业、有无编制)无显著差异,但对某些特定问题,不同调查对象掌握情况有明显差异。4、四川保教人员大部分接受过急救知识的培训,但以园本培训居多,缺乏高层的统一设计。     

Multi-stakeholder aid to education: power in the context of partnership

This study examines power asymmetries within the largest multi-stakeholder agency in the education sector: the Global Partnership for Education (GPE). Drawing from data collected through key informant interviews and document analyses, this research asks if the establishment of the GPE has altered power arrangements in educational aid. The study finds that in spite of efforts to create a more equitable environment via the GPE, bilateral donors and the World Bank in particular retain their hierarchical positions through the maintenance of structures that reproduce their dominant status, thereby countering the principles that underpin the GPE’s mandate.     

高职英语教育中的文化教育

语言教育与文化相辅相成、密不可分。如今高职英语教学中普遍缺失文化元素,语言知识和文化渗透并未得到同步。该文以对语言与文化关系的论述为基础上,深入探索了语言教育和文化教育的变迁以及文化教育融入英语语言教育的重要性,论证了在英语教育中融入文化元素的具体途径。     

Comparative education in primary teacher education in Ireland and South Africa

Comparative Education as a subject or course on teacher education curricula mainly continues to be taught in Ireland, some African and East European countries and a few colleges in Ireland, the UK and several universities in the USA, Canada, Western Europe, Latin America and Australia. This research compares Irish and South African students' experiences of their Comparative Education courses. The article commences with a survey of literature on the position of Comparative Education in teacher education, a portrayal of the contextual background of South Africa and of Ireland, and a brief synopsis of the pre-course survey of students' expectations, upon which this study builds. Subsequently the research method is explained and the results presented. Three findings emerged from this study. The first is the valuable role of Comparative Education in teacher education. The second is the role of contextual factors in determining the significance of Comparative Education in teacher education. Thirdly, the centrality of clients (i.e. students) is critical to the future of Comparative Education in teacher education.