Technical and vocational education and training in Uganda: A critical analysis

This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula.     

Task-based learning approaches for supporting the development of social science researchers’ critical data skills

Conducting social science research is a complex process, and social science students face a number of learning challenges in order to develop their skills. Moreover, new sources and types of data including so-called big data are providing new opportunities for research, but also pose methodological challenges. In this article, we explore a task-based learning approach for teaching social science research methods. We draw on evidence from two case study learning tasks: (i) the collection and analysis of Twitter data; and (ii) designing and conducting a face-to-face and online survey. The students were guided to co-lead the tasks, apply their knowledge and then to critically reflect. The pedagogical framework of task-based learning provides opportunities to embed learning in new ways by integrating knowledge, practice and critical reflection. Task-based learning can create a dynamic learning environment and can empower students to develop their identities as researchers.     

试论社会主义核心价值构建的人性维度

市场经济负面影响的日益显现及西方所谓普世价值的冲击，使不少国人陷入价值错乱、虚无的状态，亟待对其加强价值引导。社会主义核心价值的提出及构建可谓正当其时。价值与核心价值的构建，必须遵循人性维度。运用理性思维去把握人性，形成科学的人性理论，并将其付之于现实生活予以检验，把握人性的真实，才能为核心价值构建奠定人性的坚实基石。     

从抽象的“普世价值”看社会主义核心价值体系

"普世价值"之争在一定程度上给社会思想带来矛盾和困惑,对此,必须坚持唯物史观,科学揭示"普世价值"的实质,为建设我国社会主义核心价值体系营造良好的社会舆论环境。     

微格教学中小组讨论的功能及实现方法

微格教学是提升教师技能的有效方式。小组讨论作为微格教学过程的必要环节,有助于促进学生主体性的实现。然而,小组讨论环节中存在评价标准不明确,成员参与度有待提高,小组讨论实效性有待提高等诸多问题,应通过构建相关考查量表体系,构建协作式小组讨论体系,创新小组讨论评价途径等方法,更好地促进小组讨论功能在微格教学中的发挥。     

Maternal Conflict Behavior Profiles and Child Social Skills

The current study examined associations between mothers’ behavioral profiles during mother‐child conflict interactions and their children's social skills. This person‐centered approach classified 181 mothers according to their levels of emotional responsiveness, intrusiveness, negativity, and engagement facilitation behaviors during an eight‐minute conflict discussion task with their child. Three distinct classes of mothers were identified using latent profile analysis: sensitive/engaged, moderately sensitive/engaged, and insensitive/disengaged. An analysis of covariance indicated that children of mothers in the sensitive/engaged group had significantly higher social skills than children of mothers in the moderately sensitive/engaged and insensitive/disengaged groups. Results suggest that mother‐child conflict interactions may benefit children's social development when mothers facilitate their children's participation in a highly sensitive manner.     

解析鲍尔·恩格尔在《爱荷华圣诞节》中的创作手法

鲍尔·恩格尔是美国当代著名作家,在散文《爱荷华圣诞节》中,作者从孩子的视野出发,讲述儿时一次普通的圣诞节经历。作者灵活运用排比修辞手法,使文章结构紧凑,衔接自然。作者还多次从视觉、听觉和嗅觉角度,形象地刻画了农家圣诞节宴会,细微之处见真情。同时,作者以孩子的口吻讲述圣诞节的所见所闻,通俗易懂,简洁明了。而宗教故事的引用,则使文章富有浓厚的宗教传奇色彩。这些创作技巧的使用,体现了作家独特的创作手法。     

论武术课教学中攻防实用技术的组织与教法

武术的动作都要求具有攻防技击特点,无论是套路演练形式,还是技击格斗形式,都是以踢、打、摔、拿、击和刺等技击法为主要内容。在教学过程中,对攻防实用技术、组织与教法的研究,应有它一套独特方法。从一般教学过程到特有的组织方法,以及必须坚持的几项原则进行学术探讨,对改革课堂教学模式,优化教学方法,提高技术功作质量,圆满地完成教学任务起着积极重要的作用。     

Individual and situational correlates of motivation for skills upgrading: an empirical study

The present research examines the tenability of a number of factors thought to precede an individual's motivation for skills upgrading. Because motivation for skills upgrading is instrumental to training success and is highly malleable, knowing the factors that precede motivation for skills upgrading would help managers and policy makers a great deal in formulating strategies to raise the competitiveness of the workforce. We derive several testable hypotheses from the existing literature and empirically verify the selected antecedents of motivation for skills upgrading. Results based on responses from 413 employees suggest that an individual's attitude towards skills upgrading, self-efficacy, usefulness of skills upgrading, health condition and long-term orientation are positively related to motivation for skills upgrading. Implications for policy makers, managers and researchers are discussed.     

Power To Our Journeys: Re‐membering Michael

The following personal reflections are in honour of Michael and all that he contributed to our lives. And, we honour Brigitte a key member of the group who died in 2006. Mem, Sue and Veronica, December 2008.