The determinants of receiving social care in later life in England

Demographic change and policy changes in social care provision can affect the type of social care support received by older people, whether through informal, formal state or formal paid-for sources. This paper analyses the English Longitudinal Study of Ageing data (wave 4) in order to examine the relationship between demographic and socio-economic characteristics, and the receipt of support from different sources by older people who report difficulty with daily activities. The research outlines three key results with implications for the future organisation of social care for older people. Firstly, the number of instrumental activities of daily living (IADLs) an older person reports having difficulty with, followed by the number of activities of daily living (ADLs) are the strongest determinants of receiving support from any source. Secondly, there are significant gender differences in the factors associated with receiving support from different sources; for example, physical health is a strong determinant of informal support receipt by men, while mental health status is a strong determinant of informal support receipt by women. Finally, the research shows that different kinds of impediments in everyday life are associated with receiving support from different sources. This ‘link’ between particular types of difficulties and support receipt from particular sources raises questions about the way social care provision can or should be organised in the future

TEACHING INDONESIAN AS A DIGLOSSIC LANGUAGE: THE IMPORTANCE OF COLLOQUIAL INDONESIAN FOR PRAGMATIC COMPETENCE

The teaching of Indonesian at home and abroad for native and non-native speakers emphasizes the importance of formal Indonesian and tends to avoid teaching the colloquial one. However, most learners understand the discrepancies between the language they learn in class and that used for daily local conversations which tend to be colloquial. This paper attempts to argue that colloquial Indonesian is an important part of the diglossic nature of Indonesian, and that the teaching and learning of Indonesian must reflect this characteristic. Based on library research as well as collection of interviews, observations and recordings of the teaching of formal Indonesian as well as the learners and native speakers’ interaction, this paper will describe importance of the teaching of informal or colloquial Indonesian for enhancing pragmatic competence and its benefits for preserving endangered local languages. The data presented will show that colloquial Indonesian which absorbs various linguistic features from local languages constitutes a type of language with its rules systems that can be taught, learned, and maintained. Finally this paper will suggest ways of integrating the teaching of colloquial Indonesian in Indonesian language classes

Towards a culture of learning: a European policy perspective

Two of the most important education and training policies developed (and still being developed) by the European Commission (EC) are those of the Validation of Non-formal and Informal Learning and a Learning Outcomes approach to the specification of learning. Both of these policies are intended to contribute to the achievement of a Lifelong Learning culture within the community. This short article is based upon a half-day training session delivered to officers of the EC (Brussels, October, 2008) and the follow-up summary paper

KO AND RIKA IN JAVANESE OF TEGAL

Javanese has a variety of dialects and one of them is the one spoken in Tegal and its surrounding regions such as Pemalang and Brebes. The language variation used in the region is characterized, among others, by the pronunciation of some words which are different from the Javanese standard language spoken in Surakarta and Yogyakarta. To give an example, the Javanese word “sapa”, is pronounced [sapa] in Tegal, while the same word is pronounced [sOpO] in Surakarta and Yogyakarta. This paper will try to explore the word ko and rika, two address terms used in Tegal region. The discussion will cover the questions such as: what are these two words, when and where do we use them, whom do we speak to using the words and what factors may influence the use of the two words

Women, gender and the informal economy: An assessment of ILO research and suggested ways forward

This discussion paper provides an overview of ILO research on women, gender and the informal economy which was undertaken during the last two decades. It examines methodological and analytical frameworks used in various studies, identifies research gaps and proposes directions for future work. It ultimately aims to enhance ILO's work in developing consistent, coherent and coordinated policy advice to constituents across the four pillars of the ILO Decent Work Agenda: standards and fundamental principles and rights at work, employment, social protection and social dialogue

Alternative approaches to education provision for out-of-school youth in Malawi:The case of Complementary Basic Education

Young people in Malawi face many challenges. Primary education is struggling with poor internal efficiency, low quality and poor educational outcomes. Access to post-primary education is limited and highly selective. The majority of young people who exit the formal education system dropout in the primary cycle. Few out-of-school youth have had access to technical, vocational or entrepreneurial training, or the chance to develop key skills to support and sustain livelihoods in the country’s predominantly rural-based economies. Until recently education and skills development for out-of-school youth was given scant attention at the national level. However, in response to growing concerns about the ability to meet Education for All (EFA) targets and to support poverty alleviation strategies, the Malawi government now acknowledges the need for alternative approaches to basic education in order to cater for out-of-school children and youth. In 2006, the Complementary Basic Education (CBE) programme was launched in Malawi, first piloted and then expanded across several rural districts in Malawi. This background paper presents an overview and analysis of the role of Complementary Basic Education in the educational provision for out-of-school youth. In doing so, it focuses on the expectations, participation and outcomes of older learners, as well as the challenges faced in the delivery of curriculum content and practical pre-vocational skills training in light of the differing needs of children and youth. It explores the interface between basic education and skills development and reflects on lessons to be learnt with regard to the design, implementation and mainstreaming of complementary and non-formal education programmes

Vous or tu? Native and non-native speakers of French on a sociolinguistic tightrope

Sociolinguistic rules governing choice of pronouns of address are notoriously difficult in French, despite the fact that the number of variants is rather limited: the more formal vous versus the more informal tu. Children with French as L1 learn to use pronouns of address appropriately as part of their socialization process. The learning curve is much steeper for instructed learners of French and many never reach the summit. The present contribution focuses on the effects of situational and sociobiographical variables on the self-reported and actual use of pronouns of address in native and non-native French. Data on self-reported pronoun use in different situations were collected from 125 participants through a written questionnaire. A corpus of conversations between native (n = 9) and non-native (n = 52) speakers of French provided data on the actual use of address pronouns

English language for all

The purpose of this study is to look at models of English language learning and innovative financing for the delivery of ESOL to learners not able to access provision funded by the Skills Funding Agency (SFA) as a result of SFA funding changes for 2011/12. - This report identifies the key groups excluded by recent changes: low-paid workers and those with very low levels of language and literacy. - On the basis of research with communities and learning providers across London, this report suggests three possible models of provision that could be used to fill some of the gaps left by changes in the national funding arrangements