To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa

In recent years, there has been a renewed interest in the dichotomy of vocational education versus general education. This is more so as political pronouncements in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is this debate more tested, fiercely debated and gained controversy as in Africa. However, given recent developments in which knowledge and skills have become more acceptable terms in economically more developed nations, in which both are seen to go hand in hand, what is happening in Africa where development is highly sought but has proven to be more elusive? This has brought back to the forefront one of the dilemmas which has pre-occupied many African countries for a long time: whether to concentrate investment in general education or in vocational education. In this paper, I reflect on current trends and issues in TVET in Africa.     

动漫设计与制作专业课程建设探析

探讨了动漫设计与制作专业课程建设的意义、目标和内容、课程建设方案等,对高职动漫设计与制作专业人才培养模式的探索与实践,培养高技能人才具有一定的借鉴意义。     

英国《学徒制、技能、儿童和学习法案》述评

《学徒制、技能、儿童和学习法案》是英国近年来最为重要的职业教育法案。本文介绍了法案的出台背景;分析了法案的基本框架;并从对学徒制重要文档的规范、职业教育行政管理体系的变化、考试与资格制度的调整以及对员工离职培训的规范四个方面陈述了法案的主要内容;最后分别点评了法案的积极意义及其不足之处。     

Trait anticipatory public speaking anxiety as a function of self‐efficacy expectations and self‐handicapping strategies

The purpose of this study was to determine if the independent variables of self‐efficacy expectations and self‐handicapping strategies would predict trait anticipatory public speaking anxiety. A model was proposed and tested in which self‐efficacy expectations were found to be significant independent predictors of trait anticipatory public speaking anxiety. Self‐handicapping was not a significant predictor. Implications for future research are discussed.     

First aid for flood-damaged paper using saltwater: The inhibiting effect of saltwater on mold growth

Abstract

With the aim of developing a new easy-to-use method for rescuing flood-damaged paper, the effect of saltwater on the inhibition of fungal growth on paper was investigated. This procedure could be used instead of, or assisted by freeze drying. Cellulose-digesting Trichoderma reesei, three types of fungi representative of fungi growing on paper (T. reesei, Aspergillus terreus, and Aureobasidium pullulans) and various naturally airborne fungi were cultured on cellulosic materials in liquid media containing artificial seawater with different salt concentrations. The addition of salts successfully inhibited the growth of T. reesei on microcrystalline cellulose at the concentration of 3.2% (m/m) or higher. The critical salt concentration, 3.2%, is within the general range of salt content in seawater. Other solutions of salts similar to sodium chloride also inhibited fungal growth. Although the observed growth-inhibiting effect was attributed to the high osmotic pressure of the salt solution, physiological effects depending on ion species used were also considered to be possible. The growth of all three types of fungi on copy paper was inhibited effectively when the salt concentration was increased. The growth of various fungi on pure cellulose, with enough oxygen supplied to pores, was completely inhibited (as assessed by visual examination) for 24 days at salt concentrations of 3.5% (m/m) or greater. The fact that the effect of saltwater on cellulosic materials was observed even under optimum medium conditions implies that fungi would be considerably inhibited on flood-damaged paper immersed in saltwater. This method is a promising first aid measure when circumstances do not allow for flood-damaged paper to be dried immediately.     

2010年中国国际论文国际期刊分布状况研究

文章以2010年被SCI收录的文献类型为ARTICLE和REVIEW的数据为基础,利用JCR提供的国际期刊文献计量指标,从发表论文期刊的国别、影响因子和我国国际论文的学科分布等视角分析研究了我国国际论文的发表态势,同时从国际期刊发表我国国际论文的发文量与影响因子的关系的角度研究了我国国际论文对国际期刊的贡献率。     

The Digital Divide as a Complex and Dynamic Phenomenon

The purpose of this article is to propose a fruitful analytical framework for data supposedly related to the concept of the so-called "digital divide." The extent and the nature of this divide depend on the kind of access defined. Considering the possession of hardware, growing divides among different categories of income, employment, education, age, and ethnicity can be proved to have existed in the 1980s and 1990s according to official American and Dutch statistics. If only by effects of saturation, these gaps will more or less close. However, it is shown that differential access of skills and usage is likely to increase. The growth of a usage gap is projected. Multivariate analyses of Dutch official statistics reveal the striking effect of age and gender as compared to education. The usage gap is related to the evolution of the information and network society. Finally, policy perspectives are discussed.     

Teaching Scientists to Communicate: Evidence-based assessment for undergraduate science education

Communication skills are one of five nationally recognised learning outcomes for an Australian Bachelor of Science (BSc) degree. Previous evidence indicates that communication skills taught in Australian undergraduate science degrees are not developed sufficiently to meet the requirements of the modern-day workplace—a problem faced in the UK and USA also. Curriculum development in this area, however, hinges on first evaluating how communication skills are taught currently as a base from which to make effective changes. This study aimed to quantify the current standard of communication education within BSc degrees at Australian research-intensive universities. A detailed evidential baseline for not only what but also how communication skills are being taught was established. We quantified which communication skills were taught and assessed explicitly, implicitly, or were absent in a range of undergraduate science assessment tasks (n?=?35) from four research-intensive Australian universities. Results indicate that 10 of the 12 core science communication skills used for evaluation were absent from more than 50% of assessment tasks and 77.14% of all assessment tasks taught less than 5 core communication skills explicitly. The design of assessment tasks significantly affected whether communication skills were taught explicitly. Prominent trends were that communication skills in tasks aimed at non-scientific audiences were taught more explicitly than in tasks aimed at scientific audiences, and the majority of group and multimedia tasks taught communication elements more explicitly than individual, or written and oral tasks. Implications for science communication in the BSc and further research are discussed.     

Investigating pupils' questions in the primary classroom

The paper presents the findings of a coding system applied to the questions generated by primary school pupils to a narrative text. The coding schedule proved consistent across university and teacher researchers. The results and discussion centre on the question type and the degree of understanding displayed by pupils. Suggestions are put forward for the use of a community of inquiry approach to question generation as a means of empowering pupils and allowing the speaking and listening requirements of the National Curriculum to be met in a holistic manner.