Education,skills,and the development of an African workforce are at a critical moment.While it is recognized that Chinese firms hire local people,the focus of the debate is more on the position and opportunities for t...Education,skills,and the development of an African workforce are at a critical moment.While it is recognized that Chinese firms hire local people,the focus of the debate is more on the position and opportunities for training and advancement.As such,the paper tries to answer the following questions.Does China really contribute to skills development in Africa?Does China employment,education,and skills transfer pattern contribute to Africa’s own structural transformation and benefit African workforce?In attempting to answer these questions,this paper first lays out the current magnitude of demand for skills in Africa and the priorities for education and skills transfer that can successfully address Africa’s skills shortage.Significantly,this will enable researchers and non-researchers to understand the diversity of Chinese firms’skills transfer patterns and the reasons behind these patterns.In order to present a comprehensive and precise picture as well as understand the context for China and Africa education and skills transfer development,the paper draws from various data collected from diverse sources,including government statistics,firm reports,second-hand academic literature,local and international news media,official government reports,and research studies.The paper suggests that the assessment of skills transfer pattern should not only consider employees’and employers’direct interests,but also in the short run,skills transfer should focus on offering short,practical courses to secondary and higher education graduates involving primarily on-the-job training.In the long run,there is a need to change the way employees and students are trained,including curriculum reforms that favor science,technology,engineering,and mathematics.Emphasis should also be placed on critical thinking,problem-solving,discovery,and experiential training.展开更多
IntroductionWhen I taught extensive reading, I found many students didn’t know how to read more effi-ciently. They had difficulties in understanding the text as a whole. They didn’t know how toinfer something from w...IntroductionWhen I taught extensive reading, I found many students didn’t know how to read more effi-ciently. They had difficulties in understanding the text as a whole. They didn’t know how toinfer something from what they had read. After reading a text, they could answer correctly only5--6 out of the ten questions following it. Questions like "What is the author’s attitude?""What is the tone of this article?"or "How has the author organised his essay?" were difficultfor them.This article aims to present some suggetions for developing student’s reading skills.展开更多
The absence or inadequacy of critical thinking is one of the prevalent problems in English teaching and learning in China, which gives rise to various problems in learners’ writing: digression from the topic, unorigi...The absence or inadequacy of critical thinking is one of the prevalent problems in English teaching and learning in China, which gives rise to various problems in learners’ writing: digression from the topic, unoriginal or uncreative ideas, loose logic, logical fallacies, and lack of real content. Under such circumstances, the present paper proposes the “teaching-learning-assessing-testing Four in One” flipped classroom mode in Educational Informatization 2.0 Background to develop learners’ critical thinking ability relying on technical support provided by the researcher’s school and the mode is then applied in English writing course. The application of the mode has achieved some effects. It is applauded by learners and may thus have some implications for the development of learners’ critical thinking ability in writing courses.展开更多
文摘Education,skills,and the development of an African workforce are at a critical moment.While it is recognized that Chinese firms hire local people,the focus of the debate is more on the position and opportunities for training and advancement.As such,the paper tries to answer the following questions.Does China really contribute to skills development in Africa?Does China employment,education,and skills transfer pattern contribute to Africa’s own structural transformation and benefit African workforce?In attempting to answer these questions,this paper first lays out the current magnitude of demand for skills in Africa and the priorities for education and skills transfer that can successfully address Africa’s skills shortage.Significantly,this will enable researchers and non-researchers to understand the diversity of Chinese firms’skills transfer patterns and the reasons behind these patterns.In order to present a comprehensive and precise picture as well as understand the context for China and Africa education and skills transfer development,the paper draws from various data collected from diverse sources,including government statistics,firm reports,second-hand academic literature,local and international news media,official government reports,and research studies.The paper suggests that the assessment of skills transfer pattern should not only consider employees’and employers’direct interests,but also in the short run,skills transfer should focus on offering short,practical courses to secondary and higher education graduates involving primarily on-the-job training.In the long run,there is a need to change the way employees and students are trained,including curriculum reforms that favor science,technology,engineering,and mathematics.Emphasis should also be placed on critical thinking,problem-solving,discovery,and experiential training.
文摘IntroductionWhen I taught extensive reading, I found many students didn’t know how to read more effi-ciently. They had difficulties in understanding the text as a whole. They didn’t know how toinfer something from what they had read. After reading a text, they could answer correctly only5--6 out of the ten questions following it. Questions like "What is the author’s attitude?""What is the tone of this article?"or "How has the author organised his essay?" were difficultfor them.This article aims to present some suggetions for developing student’s reading skills.
文摘The absence or inadequacy of critical thinking is one of the prevalent problems in English teaching and learning in China, which gives rise to various problems in learners’ writing: digression from the topic, unoriginal or uncreative ideas, loose logic, logical fallacies, and lack of real content. Under such circumstances, the present paper proposes the “teaching-learning-assessing-testing Four in One” flipped classroom mode in Educational Informatization 2.0 Background to develop learners’ critical thinking ability relying on technical support provided by the researcher’s school and the mode is then applied in English writing course. The application of the mode has achieved some effects. It is applauded by learners and may thus have some implications for the development of learners’ critical thinking ability in writing courses.
