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GRS Journal of Arts and Educational Sciences

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1. The Perception–Reality Gap: Understanding Water Quality Misconceptions...
1

Tayamika Yankho Kawaye*, Moham...
Department of Environmental Science and Water Resources Management, tongji univesity, 1239 siping road shanghai,China.
1-12
https://doi.org/10.5281/zenodo.19754699

Clean water is essential for health, yet in many rural areas of Malawi, people judge water quality based on appearance or taste rather than actual contamination levels. This study investigates the mismatch between how rural residents perceive the safety of their water sources and what laboratory results reveal about water quality. Using a mixed methods design, we combined household surveys from 39 respondents in Dedza District with laboratory analysis of eight water sources (boreholes, shallow wells, rivers, and taps). Although 92% of households believed their water was safe, microbial testing revealed widespread contamination with total coliform counts up to 286 CFU/100 mL and fecal coliforms detected in 75% of samples. Chemical parameters such as pH and total dissolved solids were within acceptable limits, showing that contaminants were mainly biological and invisible to the eye. The findings demonstrate a strong perception–reality gap: residents trust clear, “natural” water but underestimate microbial risks. Awareness campaigns and community level testing are necessary to align perceptions with scientific reality and encourage safe household water practices.

2. An Assessment of the Implementation of the ECCD Parenting Education Pr...
2

Sherub Gyeltshen*, Karma Gayle...
Chief Programme Officer, School Liaison & Coordination Division, DoSE, MoESD.
13-23
https://doi.org/10.5281/zenodo.19780385

This article presents a comprehensive assessment of the PEP integrated within ECCD centre programmes in Bhutan. Drawing on data from a nationwide survey of 514 ECCD facilitators, complemented by qualitative insights from field observations and stakeholder interviews, the study examines implementation patterns, content relevance, observed impacts and persistent challenges. Findings indicate that 85.4 per cent of centres conduct parenting sessions regularly, demonstrating strong institutional commitment to parent-focused engagement. However, 91.2 per cent of centres have never delivered the full 16-session programme, with key barriers including lengthy sessions, irregular scheduling and parental socio-economic constraints. Programme content was rated as highly relevant, culturally sensitive and accessible by nearly 89 per cent of facilitators. Observable positive behavioural outcomes among participating families included improved hygiene and sanitation practices (64.9 per cent), enhanced nutrition (62.9 per cent), better parent–child communication (61.7 per cent), and a notable reduction in corporal punishment (27 per cent). The study concludes that while the programme represents a strategically significant and culturally responsive initiative, its full potential remains unrealised due to structural misalignments between curriculum design and the lived realities of families. Recommendations include curriculum adaptation into flexible modular formats, scheduling adjustments, strengthened facilitator support and robust monitoring systems.





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