Public Disclosure Authorized
THE STUDY OF Public Disclosure Authorized SCHOOL ADMINISTRATION
Consultants: John Boich Trevor Hamilton Franklin Johnston Public Disclosure Authorized
This Study was undertaken for the Jamaica Ministry of Education As part of the World Bank IV Project
Hon. Carlyle Dunkley, Minister of Education
Public Disclosure Authorized Permanent Secretary, Cecil Turn~r
August, 1990 WORLD BANK IV STUDY
JAMAICA
"REFORM OF SECONDARY EDUCATION"
~ THE
GE GOVERNMENT SERVICES
August, 1990 WORLD BANK IV STUDY - VOLUME II THE REFORM OF SECONDARY TECHNICAL VOCATIONAL EDUCATION IN JAMAICA - ANALYSIS AND RECOMMENDATIONS
For: The Ministry of Education, Jamaica From: GE Educational Services World Bank Education IV Research Studies Education Programme Preparation and Student Loan Project Chief Consultant for Volume II - Dr. Clyde Maurice
Prepared by Dr. Clyde Maurice Florida State University
Consultant for Manpower Research: Dr. Leo Richards University of The West Indies
1 Volume II
The Reform of Secondary Technical/Vocational Education in Jamaica - Analysis and Recommendations
Overview -- The Context of Technical Vocational Education 3
Chapter 1 Options for the Delivery of Secondary Tech/Voe Education 1-1
Chapter 2 Options for the Organization of Instructional Content 2-1
Chapter 3 General Implementation Issues and Ideas 3-1
Chapter 4 Technical Vocational Education in the Senior Secondary Cycle 4-1
Chapter s Implementation Strategy 5-1
Appendix A - Subject Offering by Parish A-1 Appendix B - Distribution of Vocational Programs by Parish B-1 Appendix c - Framework of a National Training Plan C-1 Appendix D - Facilities in Tech/Voe Subjects by School Type D-1 Appendix E - Achievement in Tech/Voe Subjects E-1 Appendix F - Partial Analysis of Cost Per Subj~ct F-1 Appendix G - Employer Needs and Perceptions of Training G-1
2 THE CONTEXT OF TECHNICAL VOCATIONAL EDUCATION AT THE SECONDARY LEVEL - AN OVERVIEW
Curricular reform in secondary education in general, and in secondary vocational education in particular, is premised on the assumption that the curriculum can be improved, modified or undergo some manner of change so as to enhance curricular ~ractices and better achieve the goals that the curriculum is intended to accomplish. Such a judgment is usually predicated upon an analysis of current circumstances, and upon substantive evidence that such reform initiatives are indeed necessary. Studies which have been done in the recent past do point to concerns which may warrant comprehensive educational reform. But the nature and direction of the reform initiative must be firmly rooted in the context and circumstances within which curriculum efforts are now embedded.
The purpose of this section of the report is to look at the . context within which the technical vocational curriculum is currently administered and delivered, and to examine the circumstances which now affect the implementation of the curriculum. The approach to this analysis is necessarily brief and summative since its primary intent is to highlight some of the major issues which may have implications for any form of curricular change. It is assumed that if any technical vocational curriculum ig to be successful, certain preconditions must be met: some minimum educational infrastructure must be in place; and some level of cohesiveness must be established. To ascertain the degree to which these factors affect the current delivery of technical vocational education, a few critical areas of performance will be assessed. The following areas of performance are discussed below:
a. The scope of the secondary technical vocational education function. b. The national training context of which secondary technical vocational education is a part. c. Teachers. d. Materials, facilities and equipment. e. Curriculum content. f. Curriculum specification and standards. g. Certification in technical vocation. h. Secondary Technical Vocational Education in the context of the National Labour Market. i. Monitoring and supervision. j. Industry Liaison and participation. k. Articulation. 1. Timetabling. m. The cost of Vocational Education.
3 The Scope of Secondary Technical Vocational Education
Technical vocational education at the secondary level represents the largest and perhaps the most costly component of the national system for technical vocational education and training. Some type of vocational curriculum is offered in virtually all secondary schools. And. in addition to the agricultural subjects offered as part of the primary and secondary curriculum there are two secondary vocational schools offering primarily agricultural courses.
If the incidence of vocational training is used as the key indicator. opportunities for technical vocational education at the secondary level abound. For one reason or the other. all types of secondary schools offer vocational subjects. The technical high school served to generally expand technical and vocational education and training for the targeted age group; the comprehensive secondary and the new secondary schools were part of general thrust to vocationalize the secondary curriculum; and the traditional high schools are increasingly incorporating vocational subjects in response to expressed need and social relevance. The vocational courses which exist in a few of the all-age schools are generally intended to assist students in acquiring marketable skills since their prospects for further secondary education are discouraging.
The scope of the technical vocatiorial enterprise is as wide as it is diverse. A total of 241 schools offer some form of technical vocational education. And. while the types of courses offered by each school may vary. a total of 15 subjects are offered .. These subjects (and their sub-elements where they exist) are listed in figure 1 and at the levels at which these subjects are done are noted in Table 1. General Home Economics. Woodwork. Technical Drawing. Metalwork. Agriculture. and Art and Craft are typically done in grades 7-9. Few schools off er Electrical or Electronics as subjects at this level. Subjects such as Clothing and Textiles. Food and Nutrition. Home Management. Carpentry and Cabinet Making. Machineshop and Welding and other courses of a vocational nature are generally offered in grades ten (10) and eleven (11). But other subjects such as Auto Mechanics. Electrical Installation and Plumbing can be found as part of the vocational programs in selected secondary schools.
In sum. while there are standard technical vocational offerings at the secondary level. and while there is a general philosophy of offering exploratory courses in grades 7-9 and more specializ~d courses in grades 10 and 11 (although the emphasis remains exploratory). the scope of courses offered in the secondary school. although rich and diverse. represents a significant expansion of subjects based more on history. tradition. social need and opportunism than on economic relevance and cost efficiency criteria. The first column of Appendix D shows the number of schools by school type which offer selected vocational subjects.
4 As programs have expanded, so has enrollment. There is an average of 25 students in each vocational class while enrollment in some vocational classes is as high as 39 students. It appears that many of these classes are oversubscribed thus placing a significant burden on available resources. No analysis was conducted of class enrollment by school type, but a cursory examination of the data reveals that classes in the all-age and new secondary schools are, on the average, larger than classes in other schools. FIGURE 1
VOCATIONAL SUBJECTS CURRENTLY OFFERED IN SECONDARY SCHOOLS
Agriculture
Arts and Crafts Cosmetology/Beauty Culture Business Education Principals of Accounts Typewriting Shorthand Home Economics Clothing and Textiles Food and Nutrition Industrial Arts (Exploratory/Pre-vocational) Woodwork Metal Work Technical Drawing
Vocational Education Carpentry and Cabinetmaking Electrical Installation Machine shop and Welding Plumbing and Pipef itting Vocational Crafts Dressmaking Cookery and Catering Services Childcare Auto Mechanics
5 TABLE 1
LEVEL AT WHICH SPECIFIC VOCATIONAL SUBJECTS ARE OFFERED
SUBJECT AREA IN VOCATIONAL EDUCATION LEVEL AT WHICH DONE lA - Woodwork 7-9 lA - Metalwork 7-9
Technical Drawing 7 - 9; 10; 11
Electrical Installation 10; 11
Auto Mechanics 10; 11
Machineshop/Welding 10; 11
Carpentry Cabinetmaking 10; 11
Plumbing 10; 11
Art and Craft 1-6; 7-9; 10; 11
Vocational Crafts 10; 11
Agriculture 1-6; 7-9; 10; 11
Home Economics - General 7-9
Food and Nutrition 10; 11
Clothing/Textiles/Dressmaking 10; 11
Catering Services 10; 11
Beauty Culture 10; 11
Childcare 10; 11
Business Education 10; 11; (7-9 planned)
Principles of Accounts 10; 11
Typewriting 10; .11
Shorthand 10; 11
Home Management 10; 11
6 Another aspect of the scope of technical vocational education at the secondary level is the geographic distribution of technical vocational courses. Appendix A presents. by school type and parish. the name of schools and the type of courses offered. An examination of the data reveals two critical points. First. it will be noted that for some parishes, Kingston/St. Andrew for instance. there is extensive duplication of courses. Schools in close proximity generally offer the same type of courses. In light of the expenses incurred in mounting technical vocational courses. it may not be necessary to have such a high level of duplication. Vocational programs can be consolidated so that there is an adequate representation of courses to more cost effectively serve the population. In such cases. a group of selected schools can use the facilities at one school. or secondary vocational centers can be established to serve several schools.
The second point to be observed is that across parishes. especially in rural areas. there is an over representation of some types of vocational programs and an under representation of others. This raises the question as to whether vocational courses are distributed in a manner that is cost effective. equitable and relevant to social and economic need. Perhaps. there should be a thorough investigation of the availability of Vocational opportunities (across public and private agencies) in each parish. It is only on the basis of such information that a cost effective training system can be established so training responsibilities are allocated where they are most efficiently. effectively and conveniently delivered. Further, it is only on the basis of such information that a truly National Training System can be designed.
An attempt was made by the Technical Vocational Unit to map the location of vocational programs by parish. These maps are attached as Appendix B. Although the exercise is incomplete, the effort is commendable and represents the beginning of the process of rationalization of technical vocation programs nationally. It may be worthwhile to include on these parish maps all public and private training opportunities so that technical vocational training at the secondary level can be designed and evaluated within the context of the National Training System.
The National Training Context
There are many public and private agencies involved in delivering technical and vocational training. Although an attempt will be made here to summarize the activities of these training entities. such a summary is not considered very critical at this point since other reports have commented on the fragmentation of the National Training System. and since it
7 is generally known that some initiative must be taken to streamline disparate training institutions into an articulated and cohesive training function. What may be more useful at this point is: (1) to examine probable reasons why the training enterprise has become so fragmented so that this information can contribute to an enlightened approach to restructuring the system; (2) to examine what may be the impediments to restructuring the system; and (3) to look at the essential prerequisites for a functional National Training Body. Each of these will be addressed in turn.
A large p~rcentage of technical vocational education and training in the public sector is offered through the Ministry of Education (MOE). the Ministry of Youth and Community Development (MYCD). individual companies. association of firms and through semi public bodies such as JAMPRO. Jamaica Economic Development Agency.
The Ministry of Education is primarily responsible for training in the secondary schools. There are five types of secondary schools and the structure and emphasis on training in each is different. The 11 Technical High Schools (some of these have been converted only recently to Technical High Schools) are perhaps the only secondary schools which have been structured to emphasize a technical vocational type curriculum. The Comprehensive High Schools. and to some extent the New Secondary schools. focus simultaneously on academic and vocational education. having a major thrust and emphasis on vocational courses. The Traditional High Schools have technical and vocational courses. and. though many do an outstanding job in some vocational areas. they are structured in a manner to emphasize the more academic subjects. Since these schools were not generally designed to offer vocational courses. the scope of their vocational offering is not as comprehensive as that offered in the aforementioned schools.
The All Age schools are the least well prepared to offer vocational courses. Of the 498 All Age schools. 25 offer woodwork. 2 off er metal work. 115 off er Home Economics and almost all offer some form of Art and Craft. These schools are only expected to offer exploratory pre-vocational courses. The quality of vocational courses in the All Age schools is poor. This most certainly has resulted because these schools were not originally designed as Vocational schools or High schools. and because they enjoy a very low priority in the allocation of resources.
College of Arts. Science and Technology (CAST) is the major post secondary technical vocational training facility.
8 The Ministry of Youth and Community Development (MYCD) assumes the responsibility for several training programs. The most prominent current provider of training is the H.E.A.R.T Trust. The program was recently transferred to the Ministry of Education. and this move significantly consolidates training programmes within one Ministry.
The H.E.A.R.T. Trust operates the most extensive array of post secondary non-formal training programmes in Jamaica. This includes 8 residential HEART Academies. a School Leavers programme that provides work experience placement. and the Solidarity Programme for self employment in small and micro business. The 8 Academies include Garmet in Kingston. serving the garment industry. the School of Cosmetology and the Story Hill Academy for commercial skills in St. Andrew. Runaway Bay Academy in St. Ann for tourism skills (which is also an operating hotel). Portmore in St. Catherine for construction skills. Kenilworth in Hanover for data entry and garment construction. Ebony park in Clarendon for agriculture (operated jointly with the Ministry or Agriculture), and Christiana in Manchester for the Solidarity Programme - currently undergoing transfer along with solidarity to MYCD.
Although these training facilities have virtually replaced a national system of Industrial Training Centers (ITC) and a few Community Training Centers (CTC) which offer training, there are some ITC's and CTC's that are still operational. For instance. the ITCs at Boys Town. Glendevon, Above Rocks and Seaford Town are still in service and, it is anticipated that another 4 ITCs will be reopened within the next year. The vocational programs which are offered at the four ITCs mentioned are noted in Table 2.
The Jamaican-German Automotive School (JAGAS) and the Vocational Training Development Institute (VTDI) are also significant programmes. JAGAS (operated by MYCD) offers automotive training on a full-time. day release and evening basis. and the VTDI offers a variety of training at the secondary and post secondary levels. Although its pr1mary emphasis is vocational teacher training and skill upgrading for different industries. the VTDI (recently transferred from MYCD to MOE) offers a one year modular vocational training program for students who have graduated from secondary school. These programs are in the following areas: carpentry, electrical installation. machinist/fitter. automechanics and masonry/steelfixing.
9 In addition to the aforementioned, MYCD is also responsible for many other skills training programs. There is an Apprenticeship Program which has been in competition with the HEART School Leavers Programme. In addition to the Apprenticeship Program, however, skills training also occurs in children's homes under the children's services division of MYCD, in 4 H Centers under the 4H clubs, and in Community Training Centers under the Social Development commission. The 4H Centers in Rosehall and Denbigh, for instance, offer training in Home Economiris, Livestock, farm management and small business management.
These 4H Centers represent yet another arm in a national system for agricultural training which spans many ministries but whose main thrust is orchestrated by the Ministry or Agriculture. There are three farmers training centers - Twickenham Park, Eltham and Canaan where the Ministry of Agriculture does in-house training; and, there are two secondary and one post-secondary agricultural training facilities operated by the Ministry of Education. These represent the core of agricultural training.
Table 2
Vocational Programs at Industrial Training Centers
Above Rocks Garment Making Carpentry and Cabinet Making Small Appliance Repair Masonry and Steel Fixing
Boys Town Garment Making Hotel Trades Carpentry and Cabinet Making Autobody Repairs
Glendevon Garment Making Masonry and Steel.Fixing Carpentry and Cabinet Making Hotel Trades
Seaford Town Electrical Installation Carpentry and Cabinet Making Masonry and Steel Fixing Hotel Trades Machinist and Fitter Plumbing
10 While the ministries of Education. Agriculture and Youth and Community development represent the primary bodies for the delivery of Technical and Vocational training. there are other Ministries and semi-public bodies that offer a variety of training services. most of which are technical/vocational in nature. The Ministries of Labour. Health and Tourism offer a variety of training programs. as does the Bureau of Standards. Jamaica Public Service Company and the Ministry of Production and Planning. In addition. the Jamaica Industrial Development Corp (JIDC) offer training programs through the Tool Makers Institute of Jamaica (recently consolidated within JAMPRO). These public training programs are complemented by private technical vocational education and training which is provided in a variety of private schools (mainly in the commercial subjects. and more recently in areas related to computers) and in the private sectors where various industries. association of industries or professional bodies offer training to their membership. And. even this does not fully cover the scope of the National Training Enterprise.
When one examines the differences in training methods and certification procedures. the significant differences in the quality of training. the duplication in training services. the lack of horizontal or vertical articulation between training ent4ties. the waste of resources in an environment of scarcity and the growing training needs. one cannot help but conclude that such massive fragmentation in technical and vocational training services constitutes more of a burden than a contributor to the national economic well being. Naturally. it is reasonable to suggest the formulation of a cohesive and streamlined National Training Body. However. before embarking on the design of yet another organizational structure for training. it is necessary to understand why the system has become so fragmented so that experiences of the past can enlighten present considerations and future action. It is also necessary to note the problems which must be overcome so that a National Training Structure will not be imposed on the type of organizational circumstances which may impede the operation of a cohesive National Training Body.
Some of the factors which may have resulted in the fragmentation of national training services are as follows:
1. An inherent entrepreneurial spirit; a spirit of independence.
2. The tendency of organizations to try to meet all their needs instead of utilizing the services provided by other agencies.
11 3. Dissatisfaction with existing training structures and hence the tendency to create new training enterprises.
4. Creating new training structures without accommodating existing structures and policies.
5. Failure of existing training bodies to address the needs of all who desire training services.
6. Increasing obsolescence in the content and process of training and the non-responsiveness of existing training bodies to emerging needs and opportunities.
7. Resource allocation strategies in the public sector which promotes isolation rather than cooperation.
8. The absence of a National Training Plan which is closely coordinated with national development strategies.
9. Philosophical and organizational differences among training professionals.
10. Tur( protective behavior. inflexibility and resistance to change.
Problems to be overcome in the realization of a National Training Body are as follows:
1. Mediating organizational differences. 2. Utilization of excess personnel resources. 3. Equitable and appropriate distribution of resource~ and responsibilities. 4. Agreement on common standards and articulation arrangements.
A framework for consideration in designing a National Training System is presented in Appendix C. Teachers
A comprehensive picture of the current status of teacher usage and availability will require information on the number of teachers by vocational subject areas and the level of qualification of teachers within each area. For each subject area. it will also require information on: existing vacancies and future need. attrition rates. level of production by teacher preparation institutions. level of availability of teachers from other sources. and level of work experience among teachers. All these factors will provide information on the quality. availability and use of vocational teaching personnel. While some of this information is available in the
12 Ministry of Education, it was too time consuming to compile the data within the time frame of this study. Notwithstanding, certain trends are observable among the teaching core. They are enumerated as follows:
1. It is difficult to keep well qualified vocational teachers because more attractive opportunities are available in the private sector. Because of the low salaries and the frustrating working conditions, many vocational teachers are poised to capitalize on employment opportunities in the private sector.
2. Many teachers do not have the level of work experience that is desirable for vocational instruction.
3. Teachers are forced to engage in supplemental income - generating activities which may significantly detract from their commitment and effectiveness as teachers.
4. There is an imbalance between the supply and demand of well qualified vocational teachers. This is especially the case in some vocational areas where it is difficult to recruit and retain competent teachers.
Materials, Facilities and Equipment
No vocational curriculum could be properly implemented without appropriate facilities and equipment and without an adequate supply of materials for accomplishing practical assignments. A proper examination of this situation in Jamaica will require a complete inventory of facilities and equipment and a survey of the availability of materials for each vocational program in each school. In assessing the availability of facilities and equipment, for instance, one has to ascertain not only which program in each school has what equipment (consistent with curricular needs) but one also has to assess the extent to which such equipment is available for use. While some schools may have equipment, these may be unavailable for use for reasons such as: equipment in need of repair, unavailability O[ some item needed to run the equipment (e.g., gas in welding and in Home Ee.), lack of space to install the equipment and lack of materials so that the equipment can be used to accomplish practical exercises.
An indirect survey of the situation was conducted by interviewing education officers with responsibility for specific vocational programs. The result was quite discouraging. In·most schools, materials and supplies are generally unavailable. Schools are allocated only a small fraction of the funds requested to purchase materials and supplies to operate vocational programs. In one case, a school
13 requested $15.000 to purchase materials and supplies for a vocational program. and was only allocated $856.00. A comparison of budget estimates in this category with actual allotment revealed that his situation is not atypical. Many schools operate by conducting fund raising activities to purchase materials and supplies or by sharing the responsibilities among students. In a cookery class. for instance. each student will be required to bring some item to contribute to the meal.
Appendix D presents information on the status of facilities by school type for each vocational subject. Here again the results are discouraging.
In most schools. regardless of school type. facilities and equipment are inadequate. Inadequacy here is defined in terms of the unavailability of the necessary facilities and equipment to support the curriculum. While many schools have inadequate facilities because of lack of hand tools. a major problem is either the unavailability of maintenance or improper maintenance practices. Hand tools are alleged to have been stolen by students. and equipment which were commissioned in these schools more than a decade ago were given little or no maintenance over the years. Additionally. there is great diversity in the nature and the amount of equipment in each school. Schools are expected to do the same type of program with a different complement of equipment.
The situation has reached crisis proportions. A vocational program cannot be operated without the appropriate equipment since students will not be able to develop marketable skills. Not only is there an absence of equipment. but most of the available equipment is obsolescent with respect to the needs of industry.
Another problem is the adequacy and standardization of workshop facilities. Workshops are designed according to the standards used in donor countries and hence the structure of a workshop for the same vocational area will be different based on the source of financing - CIDA. World Bank. AID. etc. Many times these designs are done without the ratification of subject matter specialist in the Ministry of Education. Not only are facilities different. but the type of equipment placed in these schools may also vary.
The absence of a central and accessible inventory of equipment for each school by program type. and the absence of a centralized mechanism for monitoring equipment needs and equipment failure in the schools make the situation even more critical.
14 In the final analysis. if one asks whether the current level of equipment in the schools adequ~tely meets curriculum needs. the response is negative. Correcting this situation is expensive. The resources needed to remedy current facility and equipment deficiencies and suitably expand such facilities where needed will far exceed the resources used up to this point to put those facilities in place. Curriculum Content The content of the curriculum is the core of any program of education or training. In technical vocational education and training it is essential that the curriculum aligns well with the needs and practices of industry. This requires a structure for keeping the content of subject matter areas responsive to industry needs. Since students must develop an array of specific skills if they are to perform adequately in the world of work. it is also essential that appropriate systems exist for covering the content of the curriculum and for certifying theoretical and practical competencies. Course syllabuses (curriculum guides) exist for each vocational program. Most of these courses syllabuses were developed by the Ministry of Education in 1977. and. over the years little modification has been- done. Two questions can be raised regarding the content specified in these curriculum guides: whether the content is currently responsive to needs and institutional changes. and whether the content could be adequately covered in the time available. While curriculum content in some areas is still quite responsive. in other areas. the curriculum seems to focus on the traditional subject matter. paying little attention to social and technological changes. and reflecting little cognizance of the expansion of content in other subject matter areas. For many of these curriculum guides. the content specified cannot be reasonably covered within the timeframe available. This poses a significant problem. Students are unable to acquire the range of skills necessary; and. since teachers focus on different aspects of the curriculum over time. students having taken similar vocational subjects can have vastly different levels and ranges of competencies. The major concern in the curriculum area is the extent to which the content of the curriculum is driven by the need of terminal examinations. The key curriculum document in the high schools is not the curriculum guide provided by the Ministry of Education. but the examination syllabuses available from a variety of examining bodies. This severely limits the level of
15 curriculum leadership that can be exercised by the Ministry of Education. And, because of the variety of examining bodies involved in vocational certification, the technical vocational curriculum is severely fragmented with different schools in diif erent subject areas preparing students for examinations governed by different examining bodies.
Curriculum Specification and Standards
Curriculum specification and standards are intended to enlist the confidence and support of employers for vocational programs. They are also intended to foster uniformity in the coverage of curriculum content and to guide in the implementation and modification of syllabuses. From the foregoing information it is clear that there is an absence of adequate curriculum specifications and standards. These are sorely needed, and could be only accomplished when all training entities and major examining bodies get together to decide on a uniform system of certification.
Secondary Technical Vocational Education in the Context of the National Labour Market
Education and training must be placed within the context of the economy. The relevance and efficacy of technical vocational education, in particular, must be determined in relation to its performance relative to the manpower and employment structure of the country. This area of assessment is somewhat complex partly because of the unavailability of valid data, partly because of the effect of hurricane Gilbert on the economy, and partly because of the cloudy relationship between a fragmented technical vocational education system and an economic context that is without effective intermediaries to interface the production and utilization of human resources. Nonetheless, a survey of the manpower context, using multiple sou~ces of available data does reveal some implications for secondary technical vocational education.
In November 1988, the labour force was 1,075,100. The total number of unemployed persons was 203,300 representing an unemployment rate of 18.9%. Table 3 shows a breakdown or the labour force by age group with the related population data and data on employment/unemployment. The largest group in the labour force is the 25-34 age group with an unemployment rate of 17.9%. Of particular note, however, is the relatively large group of individuals in the 14-24 age category who are unemployed. The unemployment rate in the 14-19 age category is 46.7 % and that in the 20-24 age category is 31.6%. The fact that this group of individuals represents those who have recently been exposed to education is reason for concern. But
16 sufficient data are not available to make any conclusive analysis. Many questions do arise. For instance. what is the level of education and training among the unemployed in the 14-19 and the 20-24 age categories? What types of schools have they attended? Is any school type over represented? What is the consequence of their unemployment experience on their feeling about education? What is the effect of the experience of those who are unemployed on those students who are still attending school? What is the geographical distribution of the unemployment in this age group?
Table 3 LABOUR FORCE CHARACTERISTICS BY AGE GROUP
Unemployed Labour Labour Unemployed Age Group Population Force Force Rate
0-4 267.7601 5-9 284.3491 10-14 288.2691 14-19 341. 6002 120.800 56.400 46.7 20-24 220.1002 198.600 62.800 31. 6 25-34 297.4002 275.800 49.500 17.9 35-44 196.4002 182.600 18.500 10.1 45-54 157.5002 136.500 8.900 6.5 55-64 125.0002 92.600 5.400 5.8 65 and over 162.9002 68.200 1. 800 2.6
1 Census data from ·Demographic statistics 1988. Statistical Institute of Jamaica.
2 Data from the Labour force 1988. Statistical Institute of Jamaica.
One can infer answers to many of these questions from other available data. For instance. ir one looks at the training received by the unemployed labour force who are seeking employment (Table 4) a significant percentage (over 90%) have received no training. If one assumes that a large percentage of those seeking employment will be in the 14-24 age group. then it follows that many or this age group have received no training. Table 5 shows that an equally significant number or first time job seekers have received no training. Table 6 shows that an overwhelming number of job seekers have only a minimal level of education. Other data on the education system will lead one to surmise that the high production of minimally qualified students from the All Age School accounts in large measure. for the comparatively large number of unprepared individuals within this age category who are in the labour
17 force. In that. the 1985-90 Manpower plan developed by the Planning Institute of Jamaica (PIOJ) noted that "statistics from the Ministry of Education show that between 1980-84 95.6% of secondary school leavers were not equipped for employment in specific occupations." (Economic and Social Survey of Jamaica 1988. p. 143).
These data do engender some level of concern regarding the contribution of the education and training system to the economy. In light of immigration statistics which show the flight or highly qualified individuals to North America and Europe. it is critical that the education system continues to produce highly qualified workers. Tables 7 and 8 show the number of highly qualified individuals who have migrated to Canada and the US respectively.
Table 4 TRAINING RECEIVED BY UNEMPLOYED LABOUR FORCE SEEKING EMPLOYMENT (NOVEMBER 1988)
Training Received Total Male Female
None 113.100 33.600 79.500 Vocational without certificate 3.200 400 2.800 Vocational with certificate 100 100 Professional without degree or diploma 300 100 200 Professional with degree or diploma 500 200 300
18 Table 4 (cont'd.) TRAINING RECEIVED BY UNEMPLOYED LABOUR FORCE SEEKING EMPLOYMENT (NOVEMBER 1988)
Training Received Total Male Female
Apprenticeship 2,200 800 l, 400 On the job training 3,600 1,400 2,200 Not stated 500 100 400 Source: The Labour Force 1988, Statistical Institute or Jamaica.
Table 5 FIRST TIME JOB SEEKERS BY TRAINING RECEIVED (NOVEMBER 1988)
Training Received Total Male Female
None 33,600 13,500 20,100 Vocational without certificate l, 200 300 900 Vocational with certificate 2,000 300 l, 700 Professional without degree or diploma 400 100 300 Professional with degree or diploma 100 100 Apprenticeship 800 500 300 On the job training 200 100 100 Not stated 200 200
Source: The Labour Force 1988, Statistical Institute of Jamaica.
Table 6 HIGHEST LEVEL OF EDUCATION ATTAINED BY FIRST TIME JOB SEEKERS (NOVEMBER 1988)
Highest Level of Education Attained Total Male Female
None 31,900 12,900 19,000 5 J.S.C. or 3rd J.L.E. 700 700 1 to 2 GCE "0" l, 900 600 l, 300 3 to 4 GCED "0" 1,900 600 1,300 5 GCE "0" or 1 to 2 GCEA 300 200 100 3 GCEA or more Degree 200 200 Other 700 300 400 Not stated 900 200 700
Source: The Labour Force 1988, Statistical Institute of Jamaica.
19 N 0
Table 7 MIGRANTS TO CANADA FROM JAMAICA BY OCCUPATIONAL STATUS, 1986-1987
Numbers Occupation al Total Males Females Group 1986 1987 1886 1987 1986 1987 TOTAL 4653 5421 1742 2276 2911 3145 Professional & Technical 226 233 45 57 181 176 Administrative & Managerial 26 47 15 27 11 20 Clerical 195 255 43 57 152 198 Sales Workers 42 53 20 28 22 25 Farming, Fishing & Forestry 24 35 23 33 1 2 Assembly & Fabricating 461 473 238 287 223 186 Operators & Kindred 209 281 192 259 17 22 Service Workers 973 839 91 124 882 715 Other Occupations Not Stated/Classified 529 640 217 272 312 368 Total Workers 2685 2856 884 1144 1801 1712 Housewives, Children, Students ... ····:;:·· and Others with No Occupation 1968 2565 ::::~13M 858 1132 1110 1433 Percentages :\tf::?:-::- TOTAL 100.0 100.0 100.0 100.0 100.0 100.0 Professional & Technical 4.9 4.3 2.6 2.5 6.2 5.6 Administrative & Managerial 0.6 0.9 0.9 1.2 0.4 0.6 Clerical 4.2 4.7 2.5 2.5 5.2 6.3 Sales Workers 0.9 1.0 1.1 1.2 0.8 0.8 Farming, Fishing & Forestry 0.5 0.6 1.3 1.4 0.1 Assembly & Fabricating 9.9 8.7 13.7 12.6 7.7 5.9 Operators & Kindred 4.5 5.2 11.0 11.4 0.6 0.7 Service Workers 20.9 15.5 5.2 5.4 30.3 22.7 Other Occupations Not Stated/Classified 11.4 11.8 12.5 12.0 10.7 11.7 Total Workers 57.7 52.7 50.7 50.3 61.9 54.4 Housewives, Children, Students and Others with No Occupation 42.3 47.3 49.3 49.7 38.1 45.6
p - Preliminary, not all December landings have been processed. Source: Landed Immigrant Data System - Canada.
Source: Copied from Economic and Soclal Survey Jamaica by Planning Institute of Jamaica, p. 15.7. TABLE 8 JAMAICAN MIGRATION TO THE UNITED STATES OF AMERICA (USA) BY OCCUPATIONAL S.TATUS. 1986-1987
NUMBERS PERCENTAGES OCCUPATION 1986 1987 1986 1987
TOTAL 19.595 23.148 100.0 100.0
Professional Speciality 1. 202 1. 285 6.1 5. 6 Executive. Administrative & Managerial 541 627 2.8 2.7 Sales 442 439 2.3 1. 9 Administrative Support 1.376 1. 523 7.0 6. 6 Precision Production. Craft & Repair 1.679 1. 957 8.6 8.5 Operators. Fabricators & Labourers 1.109 1.364 5.7 5. 9 Farming. Forestry & Fishing 305 373 1. 6 1. 6 Service Workers 2.210 2.673 11. 3 11. 5
Total Workers 8.864 10.241 45.2 44.2
No Occupation 10.731 12.907 54.8 55.8
Note: Discrepancies in percentages due to rounding.
Source: Statistical Yearbooks of the Immigration and Naturalization Service. U.S. Department of Justice.
Source: Copied from Economic and Social Survey Jamaica 1988 by the Planning Institute of Jamaica p. 15.6.
Tables 9 and 10 show the distribution of employed labour force by occupation and industry grouping respectively. While these data are informative their utility for education and training is questionable. The lack of specificity of the data leaves many questions unanswered. For instance. Table 9 notes that approximately 40% of the employed are in the (self employed and independent occupations) category. This is quite significant since it suggests that the education and training system should in some way prepare individuals for self employment. But there is no information regarding the distribution of self employed individuals by occupation or industry.
21 These data do have significant training implications. Especially since it is noted that for more than a decade this self-employed group has contributed signif icant~y to overall growth in employment (Planning Institute of Jamaica 1988). The PIOJ also noted that service workers showed the largest increase in absolute and percentage terms. In fact, Table 9 notes the importance of service occupations and craftsmen and
Table 9 EMPLOYED LABOUR FORCE BY OCCUPATION GROUP (NOVEMBER 1988)
Occupation Group Total Male Female Professional. Technical. Admini strative Executive. Managerial & Related Occupation 60,500 24.100 36,400 Clerical and Sales Occupations 99,300 36,900 62,400 Self Employed and Independent Occupations 351,000 226,900 124,100 Service Occupation 127,300 38,700 88,600 Craftsmen. Production Processes and Operating Occupation 134,300 106,000 28,300 Unskilled Manual and General 96.100 70,700 25,400 Occupation not specified 3,300 2,000 1. 300
Source: The Labour Force 1988, Statistical Institute of Jamaica.
Table 10 _EMPLOYED LABOUR FORCE BY INDUSTRY GROUPS (NOVEMBER 1988)
Industry Group Total Male Female
Agriculture. Forestry & Fishing 261.100 195,600 65,500 Mining, Quarring & Refining 6,200 5,600 600 Manufacture 131. 100 85,500 45,600 Construction & Installation 48,900 48.400 500 Transport. Communication & Public Utilities 40.700 32,900 7,800 Commerce 135,000 47.400 87,600 Public Administration 74.100 32,300 41,800 Other Services 167,800 54,000 113,800 Industry not specified 6,900 3,600 3,300
Source: The Labour Force 1988, Statistical Institute of Jamaica.
22 production workers in the distribution of individuals across occupational categories. Many of the occupations in the technical vocational education training area fall into clerical and sales. service. arts and crafts production processes and self-employment. The growth in the self employment and service sectors. coupled with the exedous or craftsmen and technical workers will imply. in general terms. the demand for workers in these occupations. Data from the 1985-1990 Manpower plan of PIOJ is somewhat more revealing. Table 11 summarizes the demand for workers in occupations for which the Technical vocational program at the secondary level may be able to respond. As a precaution for interpretation please note the following (1) these data are dated and would have been adjusted after hurricane Gilbert. (2) The technical vocational system at the level or the secondary school will not provide the precise training for each of the occupations noted. However. students may generally be able to pursue employment in the occupations for. which data are provided. (3) The occupations noted do not represent the total array of relevant occupations in the economy that fit within the specific technical vocational categories. The occupations are those for which demand estimates are available.
The data seem to reveal the following:
1. There is a relatively high demand for workers in the area of agriculture. This. however. is tempered by the fact that there is a variety of educational institutions that provide· agricultural training and there are many who are involved in agricultural/ production who do not have formal training or who do not pursue this occupation as their primary area of employment. While the figures may infer the need for agriculture training of a vocational nature in the secondary school. there may not actually be such a need when all factors are considered.
2. Arts and crafts occupations seem to show a moderate demand in some areas - Basketry and weaving occupations. for instance. But. since many or the individuals in these occupations are generally self-employed. these data may have been significantly underestimated.
3. There may be a higher demand in the secretarial occupations than is actually shown in the Business Education category. The clerk typist.figure. for instance. represents the number or jobs reported unfilled in January 1985. It should be noted. however.
23 Table 11 ESTIMATE OF OCCUPATIONAL DEMAND IN TECHNICAL VOCATIONAL SUBJECT AREAS
Technical Vocational Subject Estimate of Average Areas and Related Occupation Annual Demand Agriculture
Farm Manager 22 Horticulture or Horticulture workers 3 Farming and animal Husbandry workers 9,930 Arts and Crafts
Bakery and Weaving Occupations 435 Knitting Occupations 45 Bleach, Dye, and Finishing Occupations 40 Textile Processing 5 Hatmaking 0 Blowing, Forming cutting and Grinding (Glass) 10 Potters and Related Occupations 5 Furnace and Kiln Occupations 10 Painting and decorating (Glass and Ceramics) 30 Musical Instrument Making 5
Business Education
Clerk Typist 37 Off ice Machine Operator 2 Cashier 15 Receptionist 23 Electronic data processing 30 Correspondence & Filing clerks 275 Stenographers. secretaries 980 Cosmetology
Hairdressing and Related Occupations 410 Childcare
No data available
24 Table 11 (cont'd.) ESTIMATE OF OCCUPATIONAL DEMAND IN TECHNICAL VOCATIONAL SUBJECT AREAS
Technical Vocational Subject Estimate of Average Areas and Related Occupation Annual Demand
Clothing and Textiles/Dressmaking Tailors 593 Dressmakers 116 Stitcher 337 Tailoring and dressmaking occupations 915 Pattern making. marking and cutting 90
Food and Nutrition
Food and beverage preparation and serving 2.295
Industrial Education
Sheet metal working occupations 40
Automobile Mechanics
No data.available (high demand area)
Carpentry and Cabinetmaking
Cabinet making occupations 370 Wood sawing occupations 15 Upholstering occupations 235 Sawing. planing. turning and shaping occupations 30 Carpentry and joiners 325
Drafting
Draftsmen. general 26
Electrical Installation
Electrical maintenance 3 Apprentice Electrician 6 Electrical installation 370
25 Table 11 (cont'd.) ESTIMATE OF OCCUPATIONAL DEMAND IN TECHNICAL VOCATIONAL SUBJECT AREAS
Technical Vocational Subject Estimate of Average Areas and Related Occupation Annual Demand Machineshop and Welding
Tool maker 3 Pattern maker (metal) 3 F' i t t er machinist 2 Mechanic repairman 8 Mechanic General 17 Metal machine set up occupations 35 Forming. matching and shaping occupations 30 Welding and f lamecutting 420
Plumbing and Pipef itting
Plumbing and steam fitting 130 Home Economics
Housekeeper (Hotel and restaurant) 6 Chef 2 Cook 11 Cooking and Food presentation 20 Baking occupations (Bread and related products) 295
that there is a significant number of private schools which provide training in secretarial occupations. While the demand may be high. the supply may also be quite adequate. Precise data are not available tD determine with any degree of accuracy the level of supply for these or any of the occupations noted.
4. The "clothing textiles/dressmaking" subject area as well as "foods and nutrition" and "carpentry and cabinet making" represent moderate demand.
One can conclude with a slight degree of hesitance (because of the quality of the data) that there is demand in occupations which are related to the technical vocational subjects taught. It is plausible to surmise (in the absence of specific data) that with the currently available capacity. the technical vocational system in the secondary school will quickly create an over supply of these workers if the system were to operate ~s effectively as it could. In fact. it may be incorrect to
26 think of the secondary technical vocational system as a supply system because of the variability in the coverage of curriculum content. and because of the variability and. in some cases. the unacceptable quality of its graduates. Notwithstanding the technical vocational system at the secondary level has an enormous potential for production of skilled workers.
A follow up survey of 800 students in the new secondary school (National Planning Agency) in 1979 ~rovided data on the employment of graduates from specific vocational programs. These data may still be pertinent today; or. they can serve as a model of the type of data needed to ascertain the external efficiency of various programs. Then. as now. the high performing programs (in terms of employment among graduates who had majored in those programs) were auto mechanics. welding. food services. business education and child care. On the other hand. those who had majored in Arts and Crafts. machine shop and agriculture had experienced less than the sample percentage of employment (see Table 12). Table 13 shows that graduates form programs in welding. food services, cosmetology and machine shop are most likely to be employed in the same field. while those in child care. electrical installation. agriculture and clothing and textiles are least likely to be employed in the same field.
Table 12 MAJOR BY PERCENT NEVER·EMPLOYED
Percent Never Major Employed
Child care 60.8 Business Education 52.6 Welding 56.5 Auto mechanics 39.8 Electrical installation 54.2 Food Services 51.9 Crafts 88.9 Carpentry 66.8 Machine Shop and Welding 66.0 Agriculture 75.6 Arts and Crafts 60.0 Cosmetology 37.1 Clothing and Textiles 62.1
Source: The Labour Force 1988. Statistical Institute of Jamaica.
27 Table 13 MAJOR BY EMPLOYMENT IN SAME FIELD (PERCENT)
Percent Employed Major in Same Field
Child care 16.7 Business Education 45.5 Welding 88.9 Auto mechanics 50.0 Electrical installation 20.0 Food Services 62.5 Carpentry 50.0 Machine Shop and Welding 62.5 Agriculture 16.7 Cosmetology 100.0 Clothing and Textiles 25.0
Source: Manpower Information Bulletin 1981, produced by Manpower United. National Planning Agency (Now Planning Institute of Jamaica) pg. 26.
There may be areas with significant demand for skilled workers for which the training system is not responsive. Some of these areas are: electronic data processing. computer programming and operations. the printing and publication trades and electronics assembly. repair and service. to mention a few. In a survey of employers (Appendix F) many more areas of demand are cited. There is a dire need to look at the performance of the national training system (including secondary technical vocational education) relative to economic demand and labour market behavior. 1
Table 14 as well as Table 4 inf er the importance of training to labour market success. A relatively small percentage of individuals with vocational certification were_seeking employment in November 1988. One can surmise that one's probability of success in the labour market is enhanced with the acquisition of specific saleable skills.
Appendix F presents the findings of a survey to assess employer needs and perceptions. In sum. the data indicate that employers. though generally satisfied with the training received by their employees do express concerns regarding the responsiveness of the training system, the attitudes of graduates and in some cases. the quality of training.
28 This cursory analysis of secondary technical vocation in the context of the labour market does demonstrate that the technical vocational system may not be functioning in concordance with the dynamics of the labour market. It seems to reveal even further that fragmentation and duplication in the training system significantly undermines the efficacy of Secondary Technical Vocational Education.
Table 14 TRAINING RECEIVED BY EMPLOYED LABOUR FORCE (NOVEMBER 1988)
Training Received Total Male Female
None 727.400 432,400 295,000 Vocational without certificate 9,700 5,900 3,800 Vocational with certificate 27,900 8,700 19.200 Professional without degree or diploma 6,800 2.200 4,600 Professional with degree or diploma 41.300 16,300 25,000 Apprenticeship 9,400 7,900 1,500 on the job training 44.500 29.100 15,400 Not stated 4,800 2.800 2.000
Source: The Labour Force 1988, Statistical Institute of Jamaica.
Monitoring and Supervision
An effective system of monitoring and superv1s1on is essential if the Ministry of Education is to exercise leadership in the administration of the technical vocational curriculum. Such leadership is essential. not only in resolving problems and providing guidance and technical assistance. but in fostering cohesiveness. and in sensitizing the Ministry of Education to the multiplicity of issues which may impede the effective implementation of the curriculum. Supervision capacity and supervision effectiveness are terms which are used to describe the status of Curriculum leadership by the Ministry of Education. Supervision capacity is defined as the availability of an adequate number of education officers and the availability of of traveling resources so that all vocational programs in all schools could be effectively monitored. Suppervision effectiveness is the level of influence and quality of leadership of education officers in ensuring that curriculum practices are consistent with the plans and expectations of the Division of Technical Vocational Education. on both counts. the monitoring and supervision function in the Ministry of Educition seems to be lacking.
29 If one looks at supervision capacity. it appears that there are not enough education officers nor enough resources to adequately monitor vocational programs in all schools. This. perhaps. is more critical for some vocational courses than others. In the area of Home Economics. for example. there are at least 229 schools offering the subjects. With two education officers and 190 school days in the average academic year. each supervisor will assume a very heavy burden if all the schools are to be visited. If we estimate. for instance. that two schools will be visited every week. then each supervisor can only visit 66 schools. Even with an unreasonable visitation estimate of three schools per week each supervisor can visit only 99 schools weekly. All schools cannot be visited. if by visiting we are referring to the concept of looking at teacher's records. assessing curriculum coverage. noting the level of performance of students and looking at budget and facilities. among myriad other responsibilities.
Financial resources to cover the traveling expenses of education officers are woefully inadequate. The $200.00 per officer allocated this fiscal year will not even cover the expenses for visiting one school in any of the more distant parishes. The level or commitment of resources is not consistent with the preservation of an effective system of technical vocational training.
There are no visitation plans which details the schedule of school visits and the planned regularity of visits to each school. Additionally. there is an absence of a comprehensive schedule of the activities that each supervisor should accomplish on each site visit. The result is the lack of a centralized knowledge bank that keeps the Unit Technical Vocational Unit abreast with the circumstances in the schools.
It appears that the job of an education officer is quite discouraging. Though very competent and fully committed. they have become civil servants rather than instructional leaders. Most of their time is spent on matters that promote administrative efficiency instead of instructional excellence. There is a sense of discouragement on school visits. Since the education officer has little control over resources. he/she can do little to provide assistance. consolation or advice to school personnel on issues such as the unavailability of funds that are urgently needed or the disrepair of essential equipment.
If the curriculum in the schools is to be more effectively delivered. than it is essential that the supervisory system in the Technical vocational Unit be restructured and enhanced.
30 Certification in Technical Vocational Education and Training
Certification is intended to provide assurance that individuals have acquired a certain level and range of competencies in the area for which certification is given. In technical vocational education certification is particularly important since students are expected to obtain employment and perform their work responsibilities effectively in the areas for which they are certified. Any deficiency in the certification system will serve to misinform the employment community about the abilities of students. and hence undermine the level of confidence in the certification system and the quality of education.
A few critical observations can be made regarding the nature or certification in Technical Vocational Education. First. there are many uncoordinated systems of certification. In the Ministry of Education. for instance. there are several examining boards involved in Technical vocational Education AEB. GCE. CXC. and Guilds, ULCI. and RSA. In addition. the Secondary School Certificate (SSC) is used as a certifying tool for vocational subjects in the New Secondary School
Similarly. the Ministry of Youth and Community Development also has sever.al means o( certification for different training function in the Ministry. For example HEART has its own system of certification and so does the Board of Apprenticeship. The result is not only curriculum fragmentation. but lack of uniformity in the quality of graduates who are qualified in the same vocational areas.
Secondly, the performance of graduates on Technical vocational exams is somewhat discouraging - especially is one examines performance by school type (See Appendix E). Questions can also be raised about the quality of the curriculum. the appropriateness of facilities and equipment and the level of support materials for doing practical work. Questions can also be raised as to whether some of these exams do an appropriate job of assessment. The SSC, for instance, has a multiple-choice question format. and no practical assessment is required.
What should be the vision for effective certification? Certainly. in the long term one can assume that CXC could be a comprehensive certifying body for all technical vocational courses. Accordingly. mechanisms should be put in place to expand the role of CXC in certification. In the short term. CXC could adopt some method of endorsing or accrediting local certification systems thus assuring that methods of certification are commensurate with designated standards of performance. There could be a range of certification categories from pretechnology and prevocational certificates to craftsman and technicians• dipolmas. 31 The Cost of Vocational Education
It is not possible to ascertain the effectiveness and efficiency of Technical Vocational Education and Training without precise data on the levels of expenditure on various aspects of training programs. To secure this information. however. there must be some mechanism for the collection. verification and analysis of relevant cost data; and even further. there must be established policies for resource allocation. the development and use of cost standards. and the intervention in programs which may operate significantly above or below cost parameters.
Appendix E represents an attempt to devise per subject cost in vocational education for materials and supplies. The table reveals that there were significant differences in per subject cost; not only across different subjects. but within subjects areas. If one were to examine the data closely one would determine that it is relatively useless and misleading for estimating future expenditures on vocational subjects. Having examined the system that has produced this data. it may be instructive to review some of the difficulties which undermine the quality of the data. Certainly. the intent of the review is neither to berate the available data nor to be critical of the institutions which produced them. but to point out systemic deficiencies may well continue to undermine the effectiveness of the technical vocational education in the secondary schools. Five areas of difficulties are itemized and briefly described below.
1. Lack of a system for obtaining disaggregated data on expenditures. If data are needed to determine programmatic cost, then it is necessary to trace data back to expenditures at the program (or subject) level. This requires that records be kept on both allocation and expenditures at the program level. Unfortunately, no such records are generally available. Expenditures are summarized at the school level in categories that are more expedient for administrative reporting than they are for monitoring the utilization or funds by subject areas. For instance. in many schools. expenditures (and estimates) will be provided for materials and supplies generally without reference to subject area. In some cases where data on materials and supplies are provided by the subject areas. it is difficult to ascertain how these funds were actually expended.
32 Allocation of funds is made by school type on a per capita basis. where the adjustment is made so that the percentage allocation for technical vocational stat is more than that for the general subjects. When the funds are sent to the school. the principal and bursar generally determine how they should be spent. The result is the total funds allocated to technical vocational education may not go to the respective subject areas. As a result. general allocation guidelines are not useful in ascertaining programmatic expenditures. These guidelines are not enforced since the level of funding is so significantly below that which is necessary to operate the school.
2. Lack of consistency in reporting. Only about 50% of secondary schools actually submit expenditure reports although their submission is required by all schools. Of those reports that are submitted. few are prepared at the level of detail so that some judgment can be made regarding how the funds were spent. Even in the submission of estimates. few prepare sufficiently detailed budgets which will clearly indicate how the funds will be utilized programmatically. Additionally.there are structural differences between the estimates and reports submitted. Although the principals are provided with a form for reporting. in many cases. they differ in detail and specificity regarding what information they present. The end result is that the cost data at the central office hardly represents information which could be sensibly aggregated over schools.
3. Teacher's capacity to make budgeting estimates. Where details were provided in the cost estimates that were submitted to the Ministry. the data raised questions regarding the capacity of many teachers to prepare annual budgets for their programs. Some teachers requested every item which would make their facilities perfect laboratories. while others significantly underestimated their needs. Few teachers included budgeting estimates which reflected a consideration of the number of students~ the type of project exercises etc. It would appear that teachers are not formally taught how to prepare the estimates. nor are they taught how to account for funds that are expended. The quality and efficiency of instruction begins with the teacher. and as a result they should be trained to be true instead of symbolic partners in determining and fulfilling their resource needs.
33 4. Standards and procedures for allocating funds. There is no general per capita cost for all technical vocational subjects. Subjects should be funded by type and level. Some vocational education subjects are more expensive then others - for instance machine shop/welding and business education. Similarly, cost will vary based on how advanced the subject is addressed. In some subjects, for instance, a form 1 class may need less funding that forms 4 or 5. As a result, it is necessary to develop cost standards to determine procedures and guidelines ~or allocating funds.
5. The marking effect of aggregated data. Aggregated data across schools. while helpful to some extent, may mask very significant strengths or deficiencies in programs. Data may not capture the contribution of programs which generate supplemental funds or programs which find more creative ways to generating resources. Additionally, such aggregation may not capture waste and abuse. Although a cost standard provides a "red flag" for the further investigation of deviations, it may be necessary to establish a monitoring structure which will identify and circulate exemplary practice, and which will detect abuse. In some cases, standardization of a proportion of lab projects across schools provide a significant boost in controlling cost.
One should not promote a straight "top down" structure for achieving ac~ountability. Certainly. a school manager should have a level of discretionary authority to make decisions which are responsive to his/her unique circumstances. However, teachers. administrators and central office personnel should mutually determine the best means of serving the interest of the school and yet initiating procedures to ensure that each dollar spent returns its worth and more.
The administrative structure for the request and expenditure of funds seems to be in need of some fine tuning.
34 Chapter 1
OPTIONS FOR THE DELIVERY OF TECHNICAL VOCATIONAL EDUCATION IN THE SECONDARY SCHOOLS OF JAMAICA
In light of the circumstances affecting the quality of Technical Vocational Education in the secondary schools of Jamaica, an appropriate course of action must be sought in order to enhance the quality and effectiveness of the Technical Vocational component of the curriculum. The anticipated outcome is that the chosen curriculum will better be able to . fulfill its role as both the vehicle through which students develop some measure of technological literacy and the avenue for acquiring a sound knowledge base in the theory and application of technology. Students will thereby be prepared for entry level employment in some fields: but more importantly, they will be prepared for further education and training and for competently interfacing with their technological environment. This vision of a secondary curriculum in Technical Vocational Education aligns with current thinking among vocational educators in Jamaica. It is not new. However, in the face of current circumstances, the vision has not been realized. It is therefore essential to reconcile how the nature of curriculum content and organization can most appropriately respond to the myriad challenges facing the system.
This report seeks to provide several ideas in this regard. This section of the report explores selected options for the conduct of what is traditionally known as Vocational and Prevocational Education in the formal school system. As one explores these options, several considerations must be brought to bear if a chosen option is to be effectively implemented. Some of these considerations are noted below:
1. Any vision for a responsive vocational education curriculum must be tempered by current circumstances such as resources, (finance, staffing), traditions (organization of content), and current practices and commitments (timetabling, investment in equipment, trained teachers and teacher training capacity.)
2. The success of any reform in education is contingent upon the commitment and support of policymakers and programme implementors at all levels.
1-1 3. If any change must be realized. it must be supported by adequate planning. the participation of all actors. the design of supportive and facilitative policy and the provision of training in a timely manner to ensure that there is some receptivity to the impending change. and that individuals are component enough to handle new responsibilities.
4. The psychological climate in the context of implementation is a critical and typically overlooked factor in implementation success. Staff who are distrustful. unmotivated. frustrated. unchallenged etc. can significantly undermine the success of a reform project.
In presenting_ the options. the following critical factors are addressed.
1. A proposed structure for the organization of technical vocational education in Jamaica.
2. An analysis of options for the identification of subject areas.
3. An analysis of options for the organization of instructional content.
4. Restructuring the curriculum - recommended options.
5. General implementation issues and ideas.
6. Framework for the design of an implementation strategy by school type.
7. Technical Vocational Education in the second cycle.
PROPOSED STRUCTURE FOR THE ORGANIZATION OF TECHNICAL VOCATIONAL EDUCATION AND TRAINING
As noted before. vocational and prevocational programmes in the formal school system constitute a critical dimension of the National Human Resource Development Programme. Every country needs some capacity to produce and retain a competent labour force at all levels - semi-skilled; skilled; technical and professional. Accordingly. there must be the institutional framework within the society which is able to respond to the needs of employers to train and upgrade workers. Whether this institutional framework is public. semi-public or private. the system must be sufficiently cohesive such that training responsibilities are allocated where they are most efficiently
1-2 and effectively achieved, and policy directives and incentives are formulated to ensure minimal duplication and effective articulation of services within the system. The proposed structure of the organization of Technical Vocational Education is intended to show the place of the secondary vocational education programmes in the National Human Resource Development Structure, and to foster the level of articulation which is necessary for a cohesive and efficient National Training Systems. The key features of the structure are illustrated in figure la. These features are as follows: 1. Some introduction to technology should start at an early age i.e. the primary level. 2. Government should provide opportunities outside of the normal school day for students to access educational services. These services can be accessed by students who need to overcome their status of academic disadvantagement; for students who have dropped out of school who need to pursue an educational programme for self development or employment; and by students who are more academically advanced, who need to get ahead in their educational pursuits. 3. Any vocational, technical or academic preparation which is offered parallel to or after the termination of high school (in grades 11 or 9) shouid be coordinated and articulated with the authority of governmental policy so that students can easily move from one level of training to the other. All students, especially those for whom formal education may be terminated at grade 9, should have the assurance that there are-legitimate opportunities available for them to continue their education and/or training.
1-3 I-' I ~
1-6 7-9 10 - 13 JIDC/JAGAS Basic Foundation in Exploration of Basic Technical And The Key Elements of Technology - Vocational Education Agri. College Technology - Technology Education With Technology Studies Studies - Proper Academic Curriculum Study of Foundation Cast Technology in Daily Life APPRENTICESHIP
Special Training Centers
H.E.A.R.T.
Supplementary Evening School - Remedial, Academic and TechnicalNocational Leaming Opportunities
Cook-Monsup-001
Figure 1 a. A Proposed Structure for the Organization of Technlcal Vocatlonal Education In Jamaica Underlying this proposed structure are assumptions regarding the role of vocational and prevocational education in the secondary schools of Jamaica. It is assumed that there are two basic functions: (a) fostering technological literacy in all students and (b) developing basic academic. technical and vocational skills so that students become trainable and educable after high school. These objectives certainly do not preclude instructional programmes to enable students to develop basic skills for entry level employment in some areas. They do assert, however. that the secondary schools cannot be used as the avenue through which craftsmen or craf tsperson are prepared for careers. Secondary schools do not have the capacity nor the culture to successfully pursue such training. As a result. when such training is attempted, the effect is to fragment and overload the curriculum; divide the process of general education along academic and vocational lines; and compromise the vocational content of the curriculum to such an extent so as to bring disrepute to the training provided in schools. and hence undermine the confidence of employers. To effectively accomplish its charge, a study of technology should begin in grade 1 and continue through the primary school grades. The concepts covered need not be complex. Students can be taught about technology through "technology stories" and through experimentation with the technology they encounter in daily life such as wheels. drycells. levers. binoculars and microscopes. to mention a few. The basic concepts could be that (a) technology has extended the capacity of humankind to accomplish tasks that are essential for comfort and survival and humankind has placed increased reliance on technology to adapt to and function in his environment. The primary purpose of such technology studies at an early age is to enable students to develop a level of confidence in dealing with their technological environment. In these grades the seed of technological literacy can be planted so that students do not gradually alienate themselves from the technological elements of their world. such a curriculum should reduce fears and feelings of insecurity, and it should build confidence and self-concept. The curriculum will also serve the purpose of stemming the prejudices between academic and vocational which students develop at any early age. thus fostering a more positive approach to all curricula at the secondary and post-secondary levels. More information on the primary school technology studies curriculum will be provided in a later section.
1-5 Though not vocational or technological in its orientation, a programme of supplementary learning opportunities which is provided out of formal school hours may be an important dimension of the primary school educational endeavor. Students entering grade one have various kinds of preschool academic experiences which may imply various levels of receptivity to academic content. Through no fault of their own, some students are academically disadvantaged, and·hence may become distanced from the main stream of the curriculum. The gap widens as students progress through the elementary grades, and, with mounting frustration, diminished self-concepts, and increasing alienation (academically and sometimes socially) these students become failures, discipline problems or dropouts.
To supplement school activities, it may be necessary to provide experiential opportunities for students who have been socially or academically deprived. Such programmes can be conducted after school on weekends or during vacations. While such opportunities are already available, they are costly and hence they are subscribed to by students who are least in need of such services. To equalize opportunities for school age children, consideration should be given to some form of government subsidy for out-of-school remedial and enrichment programs so that students who are disadvantaged can have access to compensatory education.
In grades 7-9 the emphasis of the Technical Vocational curriculum should be an exploration of technology. Such exploration should have two primary purposes: (a) fostering technological literacy and (b) providing a broad academic and technological foundation upon which students can build, and from which they can choose areas of interest for subsequent specialization. A curriculum entitled "Technology Studies in daily life" is proposed as one option and will be discussed in a section to follow. As a precursor to this however, two aspects of the Technical Vocational Curriculum in grades 7-9 should be noted: the evening school programme, and opportunities for students who are not successful in attaining a place in grade 10.
The evening school programme is proposed as a supplemental educational structure to provide educational (academic and vocational) opportunities to students who are in need and students for whom such opportunities are not readily available. The evening school programme will utilize the facilities of the school and the expertise of teachers who are selected from the existing staff. The programme will provide various levels of remedial education and various levels of instruction in the academic and vocational areas. At grades
1-6 7-9, supplementary courses could be offered so that students can get a more in-depth exposure to various areas of technology application. For instance, under the technology studies curriculum a module can be offered on servicing lawn-mowers. The related supplemental module or course in the evening school could be 11 small engine repair" at an advanced level and perhaps a short course on the proper use and care of lawn mowers at the basic level. There can therefore be a series of short courses at the basic, intermediate, and advanced levels, where the basic and intermediate levels could be for general or avocational interest, and the advanced level intended for students who are considering specialization to develop skills for entry level employment. Of course, the structure and content of the evening school programme must be clearly noted and the programme must be articulated with other educational efforts in and out of the formal school system. There is a sense of hopelessness among students who have terminated their secondary education in grade 9. No policy consideration is given to ensuring opportunities for these students after they have graduated from grade 9 or after they have dropped out in grades 7 and 8. Many who leave school in grade 9 join the mass of the unemployed and idle youth who drift and search until they find a notch (educational or employment wise) where they can fit, or until they find themselves engaged in socially undesirable activities. ·Many of them are exploited in the labour market as cheap labour. However, there are a variety of potential opportunities since there are ·many training options available in the non-formal sector -- HEART being the most prominent. But while the structures of these programmes are most suited to the graduates of grade nine, selection criteria are set up in favor of students who have completed their secondary education. The students in grades 7-9 of the All Age schools suffer double jeopardy - they are denied an opportunity to enter the second cycle, and, as a result, they are denied future opportunities to advance themselves educationally. It is therefore recommended that, under the authority of governmental policy, clear educational or career paths should be established beyond grade nine. Some students will go into the grade 10 academic streams, some students will go into a grade 10 vocational stream, and other students will follow into a variety of non-formal training opportunities - apprenticeship programmes, special industrial training centers and HEART programmes, among others. In effect, every one leaving grade nine should have lines of opportunities to pursue further education if they wish to.
1-7 The technical/vocational programme in grades 10-13 will be less exploratory and more specialized in its emphasis. But this specialization will not be at the expense of a proper academic foundation. All students who participate in technical vocational education should attain CXC general level proficiency in English, mathematics and a science subject of their choice. Of course, students who are in Business Studies may elect to do Economics instead of a science subject. The motivating consideration here, is that students should not be railroaded into various vocational specialties with curricula content that are so limited so as to restrict them from capitalizing on post-secondary educational opportunities. Figure 2 shows students can continue technical/vocational education at a variety of places after graduation. A few of these places are noted - JIDC, JAGAS Agricultural College and CAST. These students may also capitalize on opportunities in HEART, Industrial Training Centers, apprenticeship programmes and the evening school programme, as appropriate. As with transition from grade 9, articulation policies should be established and lines of career opportunities should be sufficiently clear so that students can more easily move from one level to another if they have attained the established prerequisite skills. Certification is one of the critical issues to be considered within this structure. Levels of certification are recommended as follows: "Certificate of Technology - Basic studies" which is to be issued at the end of grade nine, "Certificate of Technology - Introductory craftsmanship", to be issued at the end of grade 11 and for programmes anywhere in the National Training System that are offered at a similar level, "Certificate of Technology - Craftsman" and 11 Certif icate of Technology - Technician/Technologist", both to be issued at appropriate post-secondary institutions. These will be discussed in more details in the section of the paper addressing certification. In concluding this section it should be noted that any consideration for reform in the vocational curriculum in the secondary school must be done with due regard to the National Training structure within which it is embedded. This requires that the plethora of uncoordinated independent training entities must be molded into a cohesive, efficient and responsive training body. If vocational education at the secondary level is not part of the National Training structure it is wasteful; if the body of training entities nationally does not take cognizance and advantage of the preparatory programmes in the secondary schools, then the training they provide will be inefficient and sub-optimal. A cohesive and well-articulated body of training enterprises in a National Training structure is critical to the economic well-being of the country.
1-8 AN ANALYSIS OF OPTIONS FOR THE IDENTIFICATION OF SUBJECT AREAS.
Any attempt to reform the Secondary school Curriculum in vocational education must be preceeded by some reconsideration of the purposes(s) of Secondary Education. the purposes(s) of the vocational component of the secondary curriculum. an assessment of whether these purposes are generally being achieved and an analysis of the factors which account for the inability of the curriculum to attain its objectives. These analyses have been done. Several issues emerge regarding the nature of the vocational curriculum in the secondary school and especially in grades 7-9. The major issues are as follows:
1. Vocational subjects occupy an average of 30% of the total time allocated to the present curriculum in grades 7-9. This is applaudable only to the extent that it does not detract from adequate coverage of those basic subjects which enable students to acquire a sound academic foundation. It is applaudable. also. to the extent that the school can adequately meet its responsibilities to students who are less well prepared academically.
The issue is one of priority. Given the purpose of education in the secondary school. the ages of children in grades 7-9 and the requirements for successful performance in the second cycle and in the society at large. the content areas of the curriculum should be prioritiied. It will be futile to argue the relative· importance of academic and vocational content in the curriculum. Both are important at this level. How~ver. there is general agreement that a good academic foundation should hold priority. The time allotted to the vocational subjects may not be necessary and may be out of balance with the general purpose of the curriculum.
2. An assessment of the amount of subjects done in grades 7-9 revealed that over 20 individual subject areas are being taught. While no one school attends to as many subjects. the fact that so many areas are being entertained on the grades 7-9 curriculum is cause for concern. The more subject areas that are covered. the more the curriculum is fragmented. the less students are able to receive exposure of an adequate depth. and the less they will be able to cognitively structure the content so that it is useful.
1-9 3. Not only is there a plethora of subjects on the curriculum in grades 7-9. but the amount of content within these subject areas seem to be ever expanding. A cursory analysis of curriculum content guides over the years reveal that with each new development of the curriculum more content seems necessary for inclusion. It appears that the development of the curriculum is relatively unconstrained by some realistic notion about how much time it takes to cover the recommended content. There also seems to be increasing concern that more content should be covered in grades 7-9 in order to adequately prepare for the cxc and other terminal exams in the second cycle. Such expansion and surfeit of content at the grades 7-9 level may serve to undermine the objectives for academic attainment at that level. Attempting to accomplish too much may actually be contributing to significantly diminishing returns.
4. The administrative infrastructure in the school system does not attempt to ascertain how much of the required syllabus is covered. As a result, tea~hers may sometimes cover a significantly low proportion of the required content. In addition, there is a large degree of variance among teachers with respect to what section of the syllabus is covered. The result is obvious. Students across schools who have graduated from the 9th grade may have vastly varying exposures to subject matter in the same content areas. The consequences are also obvious for both the students and the teachers at higher grade levels. Among the concerns are the following: Little faith can be allotted to continuity in the coverage of curriculum content; it is difficult to develop instructional materials on the basis of some generally agreed upon standard for the attainment of prerequisite competencies; and,. inter alia, students. because of inadequate preparation. may flounder academically on entering the higher grades before they make the psychological and academic adjustment to the new content. Unfortunately, some students never make such an adjustment and end up as failures.
s. In some areas. there is little articulation of subject matter content between grade levels in a manner which will minimize duplication, reduce gaps in transition. and clearly demonstrate the structural hierarchy of the content so that some pattern of knowledge acquisition is clearly discernable to students. The recognition of what content should be offered at one level should be based on some idea of prerequisite skills that are needed to successfully complete the related syllabus at the succeeding level.
1-10 6. In most cases. the curriculum is content-focused rather than student-focused. It is not organized and structured in a manner to capture and retain the students interest. The curriculum is broken down into discrete conceptual units that tend to be relatively sterile and unmotivating. At the ages represented in grades 7-9. it will be prudent to capitalize upon the interest of the student at this level of their development. and to structure and deliver the curriculum in a manner that will be stimulating and motivating. The foregoing analysis does imply the need for some reform. With respect to subject areas in vocational education. the three key terms which may embody the thrust of any reform are rationalization. consolidation and articulation. Rationalization refers to the informed reconsideration of current curriculum and instructional practices. It answers the question as to whether the current organization and content of the curriculum adequately meets the objectives of secondary education in general, and that of secondary vocational education in particular. Consolidation addresses the issue as to whether there is the need to reduce and focus the curriculum so that it targets the most important content and delivers it in a manner that is feasible under current constraints. Articulation refers to the need to vertically align the content of the curriculum at various levels so that the necessary prerequisite knowledge. skills and attitudes are developed. It also refers to the need to horizontally integrate the content of various subject areas so that the interrelationship between curricular content areas are made clear and duplication is avoided when necessary. Table 15 provides a general assessment of each subject area and the alternative reform strategies which may emerge. At the grades 7-9 level. there are five subject areas: Industrial Arts (Wood. Metal). Home Economics. Agriculture and Art and Craft. Business Education is scheduled to be offered. If one applies the three themes - consolidation. rationalization and articulation. then there are two methods of adjustment - a content adjustment within ·subject areas as they are currently designated, and an adjustment in the subject matter designation for time-tabling. These two approaches are related. If the content of any area has to be severely adjusted (reduced) then the scope of content to be covered within that area may not warrant time-tabling as a separate subject. For instance. when one rationalizes the relevance and
1-11 adequacy of the curriculum content in grades 7 - 9 for Art and Craft, say, one may find that: (a) most of the curriculum content is relevant and less content could be addressed in the designated time frame or (b) that only a small amount of the content is really relevant, that this content could be addressed within the subject designation of another content area and the need for time-tabling Art and Craft separately may be unnecessary. Hence, the choice of an appropriate consolidation option depends on the level of content considered to be appropriate. This approach was used to formulate the four options presented in figure 2. Option 1 suggests retaining five separate subject or content areas to be separately time-tabled. Within this option one can either reduce the level of content as appropriate or retain the subject areas in the manner that they currently exist. In option 2, Business Education and Art and Craft are eliminated as areas to be separately time-tabled and the relevant content. is subsumed under other subject areas as illustrated. In option 3, Business Education and Agriculture are eliminated as independent subjects at this level and are time-tabled as illustrated. In option 4, two areas will be time-tabled - Technology Studies (Industrial Arts with other related content) and Home and Family management or Personal and Family Development (Home Economics with other related content). The relevant content of the other subject areas will be distributed as illustrated. The advantages and the disadvantages of all these options are noted in figure 3. As will be observe4 from the content of figure 3, each option has associated with it several advantages and disadvantages. The choice of one option from among these will depend on the values to be maximized. If one chooses to maintain the status quo, for instance, then one also chooses to incur substantially higher cost to perpetuate mediocre quality in the performance of programmes. One also chooses to retain a range of programmes without the administrative capacity to monitor and control, and one chooses to compromise educational quality in favor of abundance of course offerings. If one chooses to change in any way, one automatically answers the challenge, but assumes the responsibility for restructuring, retraining and dealing with the many hurdles which axe associated with the implementation of reform. The choice of an option should be framed within what one envisions to be an ideal education system which can be incrementally put in place over the next five (5) to ten (10) years. Without such a vision, the educational system will be needlessly committed to a path of deterioration, or it will be subjected to a series of uncoordinated project initiatives which covers the sore but never heals the wound.
1-13 Content Areas for Focus Optjon#1 Industrial Arts Home Economics Agriculture Art and Craft Business Education
Option #2 (Modular Curriculum) Industrial Arts Home Economics Agriculture Relevant Content of Business Education Distributed Under: a. Industrial Arts I Technology Studies and b. Home Economics I Resource Management Relevant Content of Art and Craft Distributed Under: a. Technology Studies and b. Art and Design as Part of Aesthetic Education
Optjon #3 Industrial Arts Home Economics Art and Craft Relevant Content of Agriculture Distributed Under : a. Science b. Home Economics Relevant Content of Business Education Distributed as Above.
Optjon#4 Industrial Arts Recommended as Technological Studies Home Economics Recommended as Home and Family Management. Other Subjects Distributed as Above.
Cook-Monsup-003
Figure 2. Technical Vocational Education and Training Grades 7 - 9
1-14 Subject Area Options Advantages Disadvantages Option#1 1. Retain same curricula standards 1. Overload of current curriculum in 2. Little teacher preparation necessary grades 7 - 9 Tradjtional 3. Requires no timetabling modification 2. Content in all these areas cannot be Industrial Arts 4. Little discontent among staff when covered within the designated Home and Economics they perceive an erosion of turf* timeframe. Business Education 5. Textbooks and other curricula 3. Resources are not available to support Art and Craft materials are readily* available such an expanded programme Agriculture 6. Some students do benefit from especially if there is to be expansion vocatlonal content as currently in7-9. organized. 4. Does not stimulate a high interest among students and does not provide a broad enough conceptual introduction to technology. 5. Current supervision capacity does not allow for effective monitoring and supervision. Option#2 1. Allows for focused attention to a 1. If content areas are not adequately subject of essential content. reorganized to provide a structure to MQdificaliQO A 2. Allows more time to adequately accommodate topics which have Industrial Arts address content. traditionally been within other subject Home Economics 3. May leave room on the curriculum areas, the clarity of instructions may Agriculture for remedial work, enrichment centers decrease. on concentration of basic academic 2. Curriculum reorganization will be subjects. required. 4. Less costly interms of equipment, 3. Timetabling adjustments will be facilities, material, and supplies. required. 5. May be more amenable* to effective 4. Discontent among staff who may supervision. perceive that their areas of 6. More effective utilization of teachers. responsibility are being eroded. 5. Perceived lack of continuity in the organization of curriculum content. 6. Discontent arising from individuals who may see all subject areas as important and hence may be unwilling to "Bite the Bullet" in the general interest of quality secondary education. Option #3 1. Allows for focused attention to a 1. If content areas are not adequately subject of essential content. reorganized to provide a structure to MQdifiQatiQn e 2. Allows more time to adequately accommodate topics which have Industrial Arts address content. traditionally been within other subject Home Economics 3. May leave room on the curriculum areas, the clarity of instructions may Art and Craft for remedial work, enrichment centers decrease. on concentration of basic academic 2. Curriculum reorganization will be subjects. required. 4. Less costly interms of equipment, 3. Timetabling adjustments will be facilities, material, and supplies. required. - 5. May be more amenable to effective 4. Discontent among staff who may supervision. perceive that their areas of 6. More effective utilization of teachers. responsibility are being eroded. 5. Perceived lack of continuity in the organization of curriculum content. 6. Discontent arising from individuals who may see all subject areas as important and hence may be unwilling to "Bite the Bullet" in the general interest of quality secondary education.
Cook-Monsup-004 Figure 3. Advantages and Disadvantages of Alternative Consideration of Technical/ Vocational Curriculum (Sheet 1 of 2)
1-15 Subject Area Options Advantages Disadvantages Option#4 1. Has potential for creation of a 1. Requires some retraining of teachers .Bef.Qan curriculum that is responsive to 2. Requires more than minimum Technology Studies daily needs, academic, advancement timetabling adjustments. Home and Family and employment. 3. Implementation success is threatened ManaQement Reduces the technical vocational by the typical resistance which curriculum in 7 - 9 to a most efficient accompanies major changes. administrative and content structure. 4. Curriculum reorganization is Minimize content area level in grades required. 7-9. 5. Curricula and support materials Reorganize content so that there can be must be identified or developed. time and resources. 6. May require questions as to whether Requires least investment in financial the content of vocational subject is resources and has potential for more being compromised. effective utilization of teachers. In the final analysis there may be savings in the time to be allocated as necessary in light of educational needs
Cook-Monsup-004 Figure 3. Advantages and Disadvantages of Alternative Consideration of Technical/ Vocational Curriculum (Sheet 2 of 2)
1-16 Chapter 2
OPTIONS FOR THE ORGANIZATION OF INSTRUCTIONAL CONTENT
There are five individually timetabled subject matter areas in technical/vocational education at the Grades 7-9 level. These areas represent a range of content. and. as has been already noted. the amount of content to be covered far exceeds the time available on the timetable. One strategy for addressing this problem is the evaluation of.curriculum content across all these subjects in order to ensure that the topics covered are those which are absolutely essential. But reducing the syllabus content may imply that some vocational areas may not require the amount of time which is currently allotted on the timetable for the 3-year period which students spend in Grades 7-9.
The issue then becomes whether one should restructure the timetabling of vocational subjects to teach only what is essential; and. if such restructuring is determined to be appropriate. how should it be done in order to retain some pedagogical integrity in teaching these subjects.
If the content of the individual five subject areas will not be reduced to the point where one has to also reduce the allocation of time. then the five subject areas can be retained as individually timetabled subjects. However. this does not appear to be the case. An analysis of curriculum guides and exam syllabuses seem to substantiate the position that much less content can be covered to secure much greater benefits in the performance of students in the second cycle and beyond. Of course. this is very heavily dependent on the content of the curriculum being properly rationalized. structured and articulated.
This being the case. there must be some means of structuring the relevant content of all these subjects so that there can be some coherence and cognitive structure in providing instruction .. Here. the notion of consolidation plays a very critical role. As noted in the previous section. one can consolidate five subject areas into three areas or into two subject areas to be separately timetabled. The following section of the paper will explore options for consolidation into two subject areas. This section of the paper will examine the topics of relevance for Grades 7-9 in each subject area.
2-1 In the process of consolidating curriculum content it is necessary to list. for each subject area. the topics which are essential to be covered in Grades 7-9. The choice of topics should be based upon three criteria:
a. The topics should build on the content areas which are covered in Grades 1-6.
b. The topics should be critical elements in providing a foundation for the pursuit of further education. training and employment.
c. The topics should have utility in daily life.
One cannot arbitrarily choose and list topics. The content areas selected should have resulted from a process of discussion and negotiation among the subject area supervisor. teachers of that particular subject and selected personnel who are involved in the design of curricula in related subjects. The project did not permit time for such negotiations to take place. As a result. samples of curriculum content are not presented in this document for all subjects that are candidates for inclusion in the technology studies curriculum.
However. an attempt will be made to provide examples of appropriate curriculum content which could be taken from Home Economics and Industrial Arts. Home Economics and Industrial Arts were chosen for this purpose because they represent the traditional pillars of Technical Vocational Education in the Secondary School system. While Industrial Arts fosters technological literacy. explores existing technology and develops a basic practical foundation upon which students can build for further study or employment. Home Economics examine the essentials of home and family life which prepares students for important life roles and which give them an adequate background for pursuing careers. With an adequate academic foundation. these areas represent essential core content in a functional education - an education for daily life.
Another reason for the choice of these subjects as examples is their current status of an instructional areas in the school. As these curricula are currently administered and taught in the schools. questions can be raised as to whether the content and approach to teaching these subjects adequately meet the purpose for which they are intended. Industrial Arts. for instance. can be characterized as a severely compromised skill training programme and thus serves a limited function as general education. Similarly. Home Economics remains steeped in tradition while essential aspects of its domain of knowledge are handled by other curriculum areas. A point in case is
2-2 Famiiy Life Education which is currently being handled under guidance and, in some cases, social studies. While one cannot reasonably endorse the monopoly of curriculum content by any one subject area, it is important to understand the value of structuring the delivery of knowledge so that students have some cognitive framework as to where the content fits into the scheme of life. If one accepts that Industrial Arts and Home Economics are the pillars of Secondary Vocational Education, then in any consolidation plan, one can entertain the notion of structuring the content of Technical Vocational Education at the Secondary Level upon these two core areas. Because of concern regarding how these areas are currently handled, it is necessary to explore options for addressing their subject matter. Options for addressing Industrial Arts will be addressed first; options for addressing Home Economics are shown in table 19. OPTIONS IN INDUSTRIAL ARTS The options addressed in this section (table 16) are intended to provide the Jamaica Ministry of Education with a variety of alternatives for enhancing the effectiveness and relevance of the Technical and Vocational curriculum in the Secondary Schools. A variety of options are proposed at three levels - grades one to six, grades seven to nine and grades ten and eleven. The range.of options is presented in order to provide a base of information from which an appropriate curricular design can be selected in response to current circumstances. These current circumstances are itemized in figure 4. Options are proposed for three grade levels because any curriculum reform in grades 7-9 must be done with reference to curricular practices and traditions in grades 1-6 and grades 10-11 and beyond. The options which are presented in table 16 are based on several assumptions. They are as follows: 1. Some formal study of technology should begin in Grade 1 so as to impart some measure of technological literacy to students, and to provide them with a basic foundation in the application of technology and an appreciation of technological concepts. Such a foundation will stem the development of biases toward technical and vocational pursuits. Moreover, it will enhance students•understanding of the ways in which technology is used and the mathematical and scientific principles upon which it is based.
2-3 Relevance of Curriculum Content
Areas of Interface Intro to Technology - categorization The Language The DrMng Technology - Technology - Technology - Technology - Technology - Technology - with Technology Technology Extending Humar of Technology of Technology Force of Form and Basic Prlnclples Assembly Maintenance Design & Const. Organization Capabllltles Technology Function for Publication
Technologlcat Literacy Level of Comfort e Dealing with the Tech. World • • • Consumerism- Purchasing Decision • • fl Service- Maintaining Elements of @ Technology • • • Assembly- Putting Things Together • @ @) @ Q) @ Trouble Shoot and Repair @) @ • @ Modlfy/EXtend/ Expand Facllltles • • @ @ Design and Construction @ • @ • @ e
Cook-Monsup-021 Table 19. Technology Studies Curricular Options
Level A B c D E
General Studies Technology Studies Integrated Study of Technology Studies In Technology Art and Craft
No predetermined technology Deliberate study of Concepts of technology The Art and Craft syllabus Is study currtculum. Teachers technology as a body of studies are taught In each redesigned to Incorporate randomly address concepts knowledge. Period allocated subject area Technology content related to technology 1-6 within other subjects or on In time table. A currtculum content Incorporated In studies. Preparation of a fleldtrlps. guide Is provided. existing curriculum guides modified curriculum guide for for other subjects. Art and Craft.
Practical Skills Industrial Arts Technology Studies Technology Studies - for living Exploring Technology Concepts
Studying how generic components Designed to reach students Focus on the traditional DMdlng the flelds of of the fleld of technology with the rudimentary vocational Industrial Arts areas: Woods, technology Into Its most llttle practlcal appllcatlon skllls which are needed for Metals, Technical Drawing and generic component parts, except for projects to be done use In the home and In dally Electricity and using these as the base In the community or with 7-9 llfe. for theoretical and practical Industry. study. May Include; mechanical technology; construction technology; electrical technology; communication technology; chemical technology; transportation technology.
Practical Skills Industrial Arts Technology Studies Vocational Education - Vocational Ed.- for living Full Certificate Entry Certificate
Advanced study of skllls Choice of one of the traditional Choice of one or two areas Focus on the development of Focus on the development needed for home or for areas for focus - woods, metals, of technology for focus. Focus some vocatlonal sklll to secure of some vocatlonal skills 10 -11 dally llfe.Students may technical drawing, electrlchy. on the study of these technologles employment. Currlculum designed to secure employment. choose a sklll cluster for In- Preparation for CXC or GCE for CXC; GCE or some common to fUlly certify students In the Currlculum Is designed to depth understanding. Focus examinations In one or two of certification body to be secondary schools. provide students with an on practical. Uttle theory. these areas. determined. e.g., mechanical entry certificate. Provision technology examination In made beyond high school cxc. for attending complete certificate.
Cook-Monsup-016 Table 16. Charts of Curricular Options for the Industrial Arts Component of Technical Vocational Curriculum
I U'1"" Availability of Financial Resources Status of Facilities and Equipment Availability of Trained Teachers Maintenance of Core of Qualified Teachers Academic Ability of Students Exam Driven Nature of the Secondary Curriculum Challenges to Curriculum Leadership in the All Age Schools Availability and Nature of Academic. and Employment Opportunities at Grades 9 and 11 The Premature Termination of Education in Grade Nine for a Majority of Students The Crowded Nature of the Curriculum in the Grades 7 - 9 Differences in Curriculum Practices Across Schools Multiplicity of Terminal Exams in Technical Vocational Education
Cook-Monsup-005
Figure 4. Current Circumstances which Warrant the Redesign of the Technical Vocational Curriculum in the Secondary School
2. There is a progression of understanding of technology as one moves from technological illiteracy to a level of sophistication in understanding and employing technology. Perhaps this progression can be referred to as stages of development in the acquisition of technological understanding. A sketch of these stages are presented in table 17. One should note that in teaching any subject matter related to technology, due consideration should be given to this natural progression in designing the curriculum. When students are quickly thrust into the more advanced stages of technological understanding they are inclined to develop an alienation from and a fear of technology, and they are unable to appreciate the role and relevance of technology in the scheme of life.
3. A good academic foundation (general studies) is needed to effectively and productively pursue any curriculum in Technical Vocational Education. Further, it is disadvantageous to the student if he/she is only exposed to technical vocational content since it will restrict academic and occupational mobility and place limits on his/her career aspirations.
2-6 Levels of Examples Key Characteristics of Understanding Developmental Levels
Unconscious application of - Using a rod or throwing a stone Naturally acquired behaviors technology. to get things that are out of reach. or behaviors learnt by - Using leverage to move a piece observation. of a log. Naturally learned ways of - Using hand around mouth to adjusting to our environment. project call, or around ear to listen.
Conscious observation of - Heavy objects on wheels move Level of observation is simple technology. easier than objects that are not. stimulated by expressing the - Easier to move a heavy door on more difficult task. hinges than to lift a heavy barrier Usually one technological to the same enclosure. concept is employed - the wheel, the hinge.
Conscious application of - Using binoculars to see Further. Consciously using an aid to simple technology. - Using a ladder to get higher. extend one's capabilities.
Observing "How things work". - Bicycle works when pedals move This level is subject to more chain and chain moves wheel complexity. Observation of (simply stated). mechanical technology is the - A shaft is driven by the action of first level of observation. Other a motor transferred through a pulley. technologies, chemical electrical are "observed" through learning. There is a continual process of "observing" through learning after the basic level of understanding through observation.
Repairing and modifying - Simple bicycle repair. There are various levels of technology. - Repairing a hinge sophistication within this stage and it is a continual · process of learning from household repairs to sophisticated engineering.
Designing and constructing There are also various levels objects for use. of sophistication within this stage; from designing animal traps for the backyard to de- signing space vehicles.
Cook-Monsup-017
Table17. Levels of Technical Understanding
2-7 4. The options presented represent a range of ideas instead of mutually exclusive courses of action. Accordingly. these ideas (options) can be merged in order to tailor a curriculum that is most responsive to existing circumstances and present and future needs.
5. As noted above. options are presented for Grades 1-6. 7-9 and 10-11. The selection of an option in Grades 1-6 is independent of the option to be selected at Grades 7-9 or Grades 10-11. Therefore one can select an option at each level and prepare the curriculum in a manner which will ensure articulation between levels.
The options for Industrial Arts are illustrated in figure 5. The advantages and disadvantages of each of these options are enumerated in figure 6.
Restructuring the Curriculum: Recommended Options
This study is proposing a most significant change in the Technical Vocational curriculum in grades 7-9; that change being the consolidation of the Technical Vocational curriculum into two subje~t areas for timetabling - Technology Studies and Home and Family Management/Personal and Family Studies. The rationale for this recommendation is based primarily on the fact that Technical Vocational Education at the Secondary level has far outgrown its capacity to provide effective education and training. As a result. Secondary Vocational Education represents an unfulfilled promise - in terms of its pivotal role in the National Human Resource development strategy. and in terms of its ability to provide a proper educational foundation for daily living.
This situation has occurred for a variety of reasons. and they can all be subsumed under two key factors: the overexpansion of the curriculum; and the significant shortage of resources (financial. human and material). Notwithstanding. the issue at this juncture is determining how the situation could be remedied. Even with massive inflow of resources the situation is not likely to make any significant change for the better of programming is continued at the present level. There are just too many structural defects. To attend to one without attending to the other will lead to failure; and to attend to all at the same time may cause such a level of confusion and disorientation. that it too will be doomed to fail. It seems that the prudent.response is to cut back on the level of programming (number of courses offered) and to build a reduced but vibrant delivery system which could be effectively supported and maintained in order to enhance and preserve quality.
2-8 Curricular Advantages Disadvantages Cost Factors Options
General 1. Low cost 1. Will foster little understanding of 1. Retraining teachers - Studies (1 - 6) technology as a body of knowledge. Low. 2. Minimal curricular modification. 2. Teachers will devote more time to traditional 2. Adjustment of curriculum 3. Requires no additional time on subject matter and technology content may guides - Low. timetable. hardly be addressed. 3. Textbooks and worksheets. 4. Shows relevance of technology 3. The neglltive attitudes of some to other subject matter. t.eachers to the subject matter 4. Cost of field trips. may reinforce biases. 5. Lower investment in retraining teachers. 5. Cost of materials for simple 4. Addressing the content in an ad projects. hoc manner will be more distracing than educational.
Technology 1. Understanding of technology as 1. Requires adjustment in the 1. Retraining teachers. Studies a formal body of knowledge timetable. (1 - 6) which will result in positive attitudes toward technology 2. High cost attending such a significant 2. Developing new curriculum related disciplines; provide a change - training teachers, guides. good foundation for the technical development of new curricula, ands academic subjects; foster materials eg. textbooks; worksheets 3. Development and technological literacy; serve etc. dissemination of worksheets as a catalyst for the integration and textbooks etc. of all subject mjatter in the school. 4. Field trips 2. Can serve as a vehical for Industry- Education cooperation. 5. Materials for practicals - simple projects
Cook-Monsup-018
Figure 5. Comparative Analysis .of Curricular Options In Industrial Arts (Sheet 1 of 5) Curricular Advantages Disadvantages Options Cost Factors
Integrated 1. Low Cost. 1. Will promote a disaggregated view of 1. Retraining teachers. Study of technology and hence will provide little Technology 2. Moderate curriculum modification. assistance in understanding technology 2. Preparation of curriculum grades. (1 - 6) as a significant body of knowledge. 3. Show relevance of technology to 3. Textbooks and worksheets. other subject matter. 2. Teachers will be inclined to devote more time to traditional subject 4. Cost of materials for practicals. 4. Moderate investment in the retraining matter and the subject of technology of teachers. will be given low priority.
5. If handled properly can give students 3. Requires the training of teachers a more comprehensive perspective who may not have the background on the nature , role and application and inclination to teach the subject of technology in society. matter.
6. Requires little adjustment in timetable. 4. Requires some means of articulation to assume the intent is addressed in a coordinated and sequential manner.
Technology 1. No timetable adjustments 1. It is allegad that art and craft 1. Workshops for teachers. Studies on required. ef1joys a low status in the schools. Art and Craft This may be transferred to technology 2. Modification of curriculum. (1 - 6) 2. Moderate investment of retraining studies. teachers. 3. Textbooks, worksheets and other 2. Compromises will be made in support materials. 3. Art and Craft may serve as an adequate structuring the study of technology springboard for teaching about to incorporate art and craft. technology in the elementary school. 3. The time allocation on the timetable . 4. May require only minor adjustments may not be enough to address in the art and craft curriculum both areas as one subject.
5. Ministry of Education already has a capacity for school supervision of art and craft at the elementary level.
6. May not require a significantly larger investment in materials for practicals.
Cook-Monsup-018 Figure 5. Comparative Analysis of Curricular Options in Industrial Arts (Sheet 2 of 5) Curricular Advantages Disadvantages Cost Factors Options
1. Curriculum will have more 1. Teachers must have a broader 1. Cost of handtools in current Practical relevance to daily living. base of training. vocational areas and additional Skills for areas such as masonry and Living. 2. Lower investment required in 2. May not provide an adequate airconditioning, small appliance (7- 9) equipment. Equipment to that foundation, for student who is repair, etc. which will be available for home willing to pursue a specific field use. (GCE, CXC) in the second cycle 2. Development of new curriculum and beyond. guides. 3. More practical (less theoretical) orientation will confer additional 3. Requires investment in additional 3. Cost of upgrading vocational benefits to many students. equipment. Must have tools and teachers. smalll pieces of equipment for new 4. Will provide for exploration in areas to study and the traditional a more comprehensive field of areas were there are deficiencies. vocational subjects. 4. May undermine in the technical 5. Exposes students in a practical subjects at the second cycle if manner to the general principles curriculum options at that cycle governing the application of cannot be articulated. technology.
6. Very appealing and saleable to most educators and parents. Usefull for ALL students.
Cook-Monsup-018
Figure 5. Comparative Analysis of Curricular Options In Industrial Arts (Sheet 3 of 5) Curricular Advantages Disadvantages Cost Factors Options
Industrial 1. Will not require significant changes 1. The traditional areas of Industrial Arts, 1. Significant cost associated with Arts (7 - 9) in the curriculum which is currently as currently practiced do not provide the expansion of facilities and being used in the secondary schools. a comprehensive understanding of equipment in all schools which technology. will adopt the core curriculum. 2. There is already some degree of articulation between the current 2. Requires significant investment in 2. Significant increase in cost to Industrial arts curriculum and facilities and equipment if a core prepare new teachers. the content of the technical curriculum is to be adopted. and vocational curricula in the 3. Significant increase in recurrent second cycle. 3. The Industrial Arts (and Vocational expenditure for rllaintaining an Education) as currently conceived adequqte supply of materials for 3. Traditionally, teachers have been are tainted with an image of being the laboratories. prepared to teach the Industrial Arts "second class" education in the subjects as they are currently academic environment. structured. Hence significant teacher retraining and reorientation will not 4. Personnel who are currently be required. associated with TechnicalNocational Education and Industrial Arts are 4. Because of the long tradition of likely to resist change and hence Industrial Arts in general education forestall the consideration and adoption a variety of textbooks and curricula of any new curriculum. material are currently available.
Cook-Monsup-018
Figure 5. Comparative Analysts of Curricular Options In Industrial Arts (Sheet 4 of 5) Curricular Advantages Disadvantages Cost Factors Options
Technology 1. Comprehensive examination of 1. More academic than vocational in 1. Teacher training and retraining. Studies - technology so that students are orientation and as a result of Exploring able to choose areas of may not be appropriate for students 2. Development of curriculum Technology specification in the future and who opt to leave school and seek guides. (7 - 9) are given a good general grammar employment after grade 9. for further education in any 3. Development or identification area they may choose. 2. Requires the development of a new of materials for curriculum curriculum and associated curriculum support. 2. Part of such a curriculum will guides and materials. be related to the content of the 4. Small investment in minor traditional Industrial Arts areas 3. Requires some retraining and equipment. and technical education areas. reorientation of teachers. 5. Facility expansion for the 3. Provides only rthe level of 4. All difficulties associated with schools which do not currently practical exposure that is change: resistance; tendency to offer such programmes. necessary to understand and continue old practices under a appreciate the application of that new heading, etc. technology. No emphasis on skill development.
4. Can be designed in a manner so that implementation cost will be loss.
5. Can be designed so that the essential theoretical concepts for the related second cycle curriculum can be covered.
6. Teachers are already trained in some of the areas of technology.
Cook-Monsup-018
Figure 5. Comparative Analysis of Curricular Options In Industrial Arts (Sheet 5 of 5) Level Options
General Studies Integrated Study of Home and Family Home and Family
Little modification of the Home and family curriculum specifically Home and family curriculum handled as a 1-6 current structure of this designed for this level and responsibilities separate subject. level. Aspects of subject allocated within specific subject areas to Time allocated on the timetable to taught in all subject areas teach ·portions of the curriculum. teach this content. content relatively uncoordinated. Monitoring of teaching of content.
Traditional Home Economics Home and Family Management Home and Family Management Independent Study (Consolidated)
7-9 Home Economics as currently Curriculum content restructured to Home and family management curriculum taught. address five areas; Food and Nutrition; restructured into five areas but addressing Areas to include: Food and Clothing and Textiles; Family Life; some of the content from other subject Nutrition; Clothing and Textiles Resource Management; social issues areas - some art and craft under clothing and Home Management. related to home and family. and textiles and some agriculture under foods.
Traditional Home Economics Home and Family Management
10 -11 Traditional Home Economics Same content as currently covered but as currently covered at this restricted under five distinct areas level. and including a formal study of family life.
Cook-Monsup-019
Figure 6. Curricula Options In Home Economics Table 18 provides and outline of the technology studies program for grades 7-9, and table 19 provides a chart to demonstrate the relevance of curriculum content in the areas of interface with technology. It should be noted that the Technology Studies curriculum emphasizes two key features in its design: it is conceptually structured so that students can follow the stages for the development of technological understanding; and, it is based on the development of an appreciation and understanding of technology in daily life. The curriculum will not compromise the level of content in the related Industrial Arts subjects; rather, it will imbue this content with a high level of relevance in practical life. Space and time do not permit the detailing of this framework so that the level of its content is explicit. Hopefully, if accepted, the curriculum designers and those who develop curriculum materials will be able to employ their creativity in making this approach truly viable. The second matter related to the Technology Studies curriculum is consolidation i.e., determining what aspects of other subject areas could be reasonably incorporated in Technology Studies. Table 20 provides examples of content from other subject areas which can be incorporated. Please note that these examples are only illustrative and may be subject to change when a detailed curriculum is being formulated. The purpose of the table is to show a scheme for organizing the content under separate subject areas. In light of this approach several issues arise: 1. Timetabling. 2. Use of Teachers. 3. Role of Supervisors. 4. Level and use of Equipment. 5. Relationship to the Technical Vocational curriculum in the second cycle (especially as it relates terminal exams). These issues, and others, are addressed in the section to follow entitled General Implementation Issues and Ideas.
2-15 Levels of Description of Content Examples Instruction Covered
Introduction - Meaning of the term technology. - Use simple definitions to Technology - Students' experiences of technology in daily - Use of radios, calculators, life cars, stoves, etc.
- Attitudes toward technology - good, bad. - Technology is good - it helps us to do things better, technology is bad- it makes us lazy and dependent.
- Effects of technology - Advancement; pollution.
Technology - Mans' limited range of abilities and the - Use of hands to make as role of technology to amplify human things on lathe an extension capabilities. Use feet for of human transportation: Auto capabilities Use of eyes to see telescope Use of intellect to think, analyze and solve problems: use of computer.
- Use of technology by students to extend - Use of voice to speak: their capabilities : examples from school amplifiers, telephones- etc. and at home Use of signs to communicate: drafting. Use of physical capabilities to manipulate our environment to meet our needs: use of all technologies to build roads, bridges, dams etc.
Making sense - Developing a system for ordering or - Mechanical technology- of the labeling technology eg. mechanical technology; use of mechanical technology electrical technology etc. levels of principles in accomplishing in our technological sophistication: low level work eg. use of machines environment - technology - use of one scientific for processing. Categorization principle to accomplish work; high level - Low level technology - of technology technology - use of variety of work accomplished through scientific principles and a compendium of the principle of leverage or technologies. vacuum action; high level technology - application of mechanical. Electronic, hydraulic and pneumatic principles in robotics
Table 18. Technology Studies: A Framework for the Study of Cook-Monsup-020 Technology in Daily Life (Sheet 1 of 3)
2-16 Levels of Description of Content Examples Instruction Covered
The Language - The types and principles of drafting as a - Lines symbols, perspectives in of means of communication. Understanding mechanical, electrical and Technology such a language is unimportant. Using survey drawings. simple applications - drawing, reading and interpreting.
The Driving - The role of power and energy in applying - Study of the generation Force of technology. Source of power and energy. or power: Hydro-electricity; Technology The creation of energy. Differences in drycells; solar power; the the application of energy. combustion engine etc.
Application of - Will examine simple items in our technological - Students can look at items we Technology - environment to assess how they are used and we use such as telephones, Form and to examine how design and construction chairs, desks, calculators etc Function facilitate use. Appropriate practical exercises and assess form and function. will be developed - making simple models or take home projects to assess form and function of some object.
Exploring - Will examine the scientific principles underlying - Students will be able to Technology - the operation of sample objects in our technological explain how a variety of items How Things environment. Students can be introduced to a range work and identify the essential Work- of scientific principles underlying the function of parts which contribute to the Basic technology and then given objects to deduce functioning of these items. Principles how they work. Use of method in investigation and Sample items may include sketching in reporting is encouraged. heating irons, vacuum cleaners, etc.
Exploring - Students will examine how items are "put together" - Students can assemble a Technology - and will be given practice in assembling and variety of objects both How Things disassembling objects. In the process they will learn with and without instructions. Function in - to read drawings and technical illustrations, they Can assemble chairs and tables, Assembly will be introduced to methods of joining, the concept exercise machines, toys, of tolerance and the notion of safety among others. simple machines and power Students can be given practice in making joints to tools, etc. specific tolerance or in .using measuring tools like the micrometer.
Table 18. Technology Studies: A Framework for the Study of the Cook-Monsup-020 Technology in Daily Life (Sheet 2 of 3)
2-17 Description of Content Levels of Examples Instruction Covered
Exploring - Students will be introduced to principles - Students can examine and Technology - of maintenance at conceptual and replace a variety of items: Principles of practical levels. Conceptually , one can worm brakes; defective bearings; Maintenance speak of areas of maintenance - moving worn or broken typewriter joints, rubber parts etc; threats to effective keys; defective plugs; broken functioning - dust, wear, undue force, heat, heater elements, etc. corrosion etc. Students wm disassemble objects to observe the effect of use and will leam and apply maintenance specifications.
Exploring - Students will be given a project to identify some - For instance a student may Technology - function that needs to be performed or some design and build a machine for Design and aspect of the environment which needs to be "shelling peas" or for safely Construction controlled for personal or public convenience. transporting eggs. Students are encouraged to design and build simple objects. They will be given time to use facilities wherever they exist.
Exploring - Students will understand techniques for applying - Mass production of a Technology - and managing technology. Group projects such simple object for sale Organization as mass production, model office, banking, etc will include research for can be set up in the school. Students will design and development; Production understand the context within which technology production; marketing is applied. and sales; financing; management, etc.
Table 18. Technology Studies: A Framework for the Study of the Cook-Monsup-020 Technology in Daily Life (Sheet 3 of 3))
Subject Area Content Incorporated In Technology Studies (Examples}
- Electronic calculations - practice in accounting. Business Education - Personal typewriting - Measurement - speed and accuracy (use of electric calculator).
- Fundamentals of design Toymaking Art and Craft - - Measurement for Art and Craft - Identification and use of printing materials
- Technology in the kitchen Home Economics - The sewing machine - Measurement in Home Economics - Technology in the home (General)
Agriculture - Technology on the farm - The chemistry of fertilizers - Measurement in Agriculture
Cook-Monsup-022
Table 20. The Analysis of Content Areas to be Incorporated in A Consolidated Technology Studies Curriculum - An Example
2-18 The Home and Family Management or Personal and Family studies curriculum is illustrated in table 21. It is organized by grade level and examples of relevant content. Several points are to be noted about this curriculum structure. They are enumerated as follows:
1. Like the technology studies curriculum. introduction to the content in personal and family studies should begin in grade 1. and should be addressed throughout the primary level. The intent here is similar. It enables students to acquire a basic foundation by studying those aspects of the subject which are pertinent to their-immediate experiences. Further. it will help to stem potential biases which may develop at a higher grade when 'influential others• show subject matter preferences and prejudices.
2. The content is conceptually structured so that there can be some level of cognitive comfort in pursuing the subject. The structure appropriately illustrates that the content of the traditional Home Economics curriculum can be divided into five "conceptually clean" units of information. It also illustrates that subject matter from other subject areas can fit within this structure of organizing knowledge in Home Economics. For instance. the inclusion of content from Business education under the area of resource management serve ~s an illustration.
3. The designation of topics (in terms of their title) shows that topics can be entitled so as to make the content more attractive to students. Using unit titles that are attractive and meaningful to students give the content a more practical focus. and it may further stimulate their interest in learning the subject matter therein.
4. When properly organized, a structure of knowledge can be formulated for each section of the curriculum so that it is easy to ascertain the relationship of content between the lower and the higher levels. Such a sequential layout of the curriculum content can help to determine the level of prerequisite knowledge needed as one moves between grades. It also provides a basis for monitoring and evaluating to coverage of the curriculum.
2-19 I N"" 0 Grade Organization and Examples of Content Levels
Food and Nutrition Clothing and Textiles Resource Management Family Life Issues in Home and Family
10 -11
, Food and Nutrition Clothing and Textiles Resource Management Family Life Issues In Home and Family - Kitchen care - Know your fabrics - Money management - Roles and - The alert consumer - Nutrients and the body - Techniques and stitches for family use responsibi Iities - Population and - The way we eat - for clothing construction - Money management in the family birth control 7-9 do's and don't's - Decorative sewing for personal business - Parenting - Housing - Meal planning - Textiles design - Understanding credit - Basics of bakin_g - B~nking tips for - Buying and cooking family use meats - Organization and - Buying and cooking filing of family records vegetables - Housing
Food and Nutrition Clothing and Textiles Resource Management Family Life
- Food and my body - Taking care of my - Taking care of my - Cooperation in the 1 - 6 - Nutrition clothes - sewing, clothes/toys - family - Easy cooking washing storage - Safety at home - Foods and my body - What should I wear? - Saving for later - Making my family happy
Cook-Monsup-023 Table 21. Home and Family Management the Organization of Content - Examples
I . Neither time nor space allows for the detailed analysis and design of curriculum content in these two areas of focus. It should be noted. however. that a more detailed analysis than is reflected in this section of the report was conducted. This preliminary analysis demonstrated that: a. Students will need almost twice the amount of time provided on the timetable to adequately cover the existing curriculum. b. In grades 7-9. much less content can be covered without being detrimental to academic success in the second cycle. c. Much of the relevant content for this grade level can be covered within the structure of Technology studies and Personal and Family Studies. In concluding this section due regard should be given to the potential disruption which could result from what appears to be a significant change in the structure and delivery of the curriculum. Further. it will be recognized that in a few areas. the reorganization of curriculum content may not fit neatly into the logic upon which the consolidated structures are framed. Notwithstanding. it seems worthwhile to restructure the curriculum in this direction. If it is not restructured. the Secondary Vocational Education curriculum may well stifle itself into extinction.
•
2-21 Chapter 3
GENERAL IMPLEMENTATION ISSUES AND IDEAS
As noted before, several issues arise with respect to the implementation of the curriculum recommended above. The scope of these issues may be a basis of concern, and may therefore engender a level of reluctance to seriously explore the feasibility of implementing such a curriculum. These issues are enumerated below and' each is briefly discussed. The issues are as follows:
1. The complexity of timetabling. 2. Confusion in monitoring and supervision. 3. Effective use of teachers. 4. Amount of time to be allocated per period. 5. Whether schools, students or grade levels will be allowed options. 6. The availability of equipment and facilities. 7. Whether the content of Industrial Arts or any of the other subject areas will be compromised. 8. Competence of teacher. 9. Sequential organization of content.
The Complexity of Timetabling
There may be some concern that timetabling will become more complex since many subject areas are incorporated into one subject. To some extent, there is some legitimacy to this concern since there are more teachers to be timetabled than there are subjects available, and since, there will essentially be multiple subjects under one subject title.
However, such concerns may not be warranted. In fact, timetabling will be easier. There are less subjects to be timetabled first of all, and there are more teacher resources available to teach less content. Although it is envisioned that only the subjects will be timetabled, it is anticipated that the amount of time (periods per week) allotted to each subject will be increased. Currently, over periods per week is allocated to the Vocational areas in grades 7-9. With a consolidated curriculum, all this time may not be needed.
When necessary, the principal can timetable more than one teacher for each of these 11 subject slots. 11 Therefore in Technology Studies, for instance, the content related to Industrial A~ts, Arts and Crafts and Business Education can be taught in the same term. The principal would assign all these teachers to the 11 technology studies slot 11 since at some time during the term each will be teaching modules in their
3-1 respective area of expertise. The teachers can work together to plan the scope of work for the term, team teaching can be practiced, and efforts can be made to ensure consistency and continuity in the coverage of materials. It should be noted that in any one term a teacher can be assigned to both Technology Studies and Personal and Family Studies at the grades 7-9 level and to his/her regular subject at the grades 10 and 11 level. It should be further noted that while only one area will be timetabled, several modules representing varying content areas will be presented in a modular structure where each module is self-contained and where each may require a different length of time for completion.
Confusion in Monitoring and Supervision
This confusion falls into two areas (a) the fact that as many supervisors may not be needed for the consolidated subject areas and (b) supervisors may experience more difficulties in monitoring teachers in their subject areas. Neither concern is warranted. Teachers will still be assigned regular responsibilities is grades 10-11 and they will have set modules to teach in grade 7-9. The supervisor will be needed to monitor these teachers - especially those who are assigned to teach in grades 7-9 since there is much more accountability for covering the subject content within the consolidated structure. Though the structure of the supervisor's responsibilities will change, the demand for the supervisors guidance and leadership may well increase. In fact, one significant advantage of this approach to supervisor is that supervisors representing different subject areas will have to cooperate in designing and monitoring a consolidated curriculum. The collective wisdom of the supervisory staff can be tapped and applied across a wider range of subject matter.
Effective Use of Teachers
At first glance it may seem that since the teachers• subjects are not timetabled they will not be effectively used. This is not the case. The teacher will be timetabled to teach specific modules within the subject area. So the teacher will not be free for the specific period. Where the teacher is not utilized at the level to which he/she is accustomed, additional responsibilities could be assigned - curriculum development, remedial educational and/or curriculum planning and sequencing. The effectiveness with which the teacher is used depends on the effectiveness of the school's administration.
3-2 Amount of Time Allocated Per Period The amount of time to be allocated per period must be based on need. However such needs cannot be determined until the consolidated curriculum is specified in detail. It is anticipated that while it will not be as much as the sum total of time currently allocated to the vocational subjects in grades 7-9, it will be more than that which is currently allocated for Home Economics and Industrial Arts combined. Allowance of Options Options will not be allowed in.the curriculum. To allow options will undermine the purpose of a common curriculum, and will be contrary to the philosophy of good general educational foundation for all students in grades 7-9. In fact, it is proposed that all students should be timetabled for both Technology Studies and Personal and Family Studies. Need for and Availability of Equipment and Facilities There will be little need for the level of equipment and facilities that is now required to operate Industrial Arts Programs. Both subject areas will rely on the technology which we encounter in daily life. Reallocation of specialized equipment, especially in Industrial Arts, should be carried out. In this regard, the tools and equipment which are not needed in grades 7-9 can be transferred to schools with senior grades where the equipment will be needed. Compromising Content in Subject Areas There may be the view that the consolidated curriculum will compromise the range and depth of content in the traditional subject areas. However, since only the subject matter that is absolutely necessary will be taught, the content of the curriculum will undoubtedly be reduced. With respect to technical studies, much of the content in the current Industrial Arts curriculum will be covered using a different approach to instruction; but the curriculum will have more structure and scope than it has depth. It is believed that the depth currently required in. many of these subject areas is unnecessary. In fact, such depth of average has a detrimental effect since it prevents students from effectively conceptualizing the body of content. Rather than being compromised, the curriculum will be streamlined and made more effective without restricting the potential for covering related syllabuses in grades 10-11.
3-3 Competence of Teachers
There may be concern about whether Industrial Arts teachers can teach the Technology Studies syllabus. Yes. they can. Some training must be provided to enable these teachers to acquire more breadth. However. because of their mechanical inclination it will not be difficult for them to adjust. In many cases. most of these teachers are fully competent with the forms of technology found in daily life.
Sequential Organization of Content
One of the problems which may arise is that. since many subject areas are being addressed. there may be large gaps in time between the coverage of related modules within one content area. In addition. there may be some difficulties in assuring some continuity and cohesiveness in the delivery of the curriculum. Both points are valid. However. measures can be taken in the design and planning of the curriculum so that these problems could be avoided.
In summary. none of the issues mentioned are insurmountable. With commitment and deliberate effort the consolidated curriculum can be effectively implemented. It can significantly improve the quality of Technical Vocational Education at the Secondary Level. and can contribute to a significant improvement on the quality of the overall curriculum available to students in Grade 7-9.
3-4 Chapter 4 TECHNICAL VOCATIONAL EDUCATION IN THE SENIOR SECONDARY CYCLE Emphasis has been placed on Vocational Education in grades 7-9: but consideration of reform in Secondary Te-chnical Vocational Education is not complete without an analysis of the curriculum in grades 10 and 11. Although an in-depth analysis is needed of the Technical Vocational curriculum at this level, such an analysis promises to be both time consuming and demanding. This section of the paper will address some key points which may serve as a foundation for streamlining the technical vocational curriculum at the Senior Secondary Level. 1. The curriculum should not focus on the training of craftsmen. Instead the curriculum should focus on an initial level of preparation of individuals in Technical and Vocational areas. Students should be introduced to various craft and technical areas so that upon graduation, they are both employable at an entry level, and are prepared to pursue education and training if they wish in their chosen field or other related fields. 2. In so far as possible special schools should be designated as secondary vocational centers. These centers can serve many schools in the immediate geographic locale. Apart from being efficient in terms of investment in resources, such a strategy will eliminate many of the problems associated with the delivery of Technical Vocational Education in the context of the comprehensive school. 3. The examination system should be streamlined. At the present time there a~e several terminal exams for Vocational Education. This not only fragments the National Technical Vocational curriculum, it also creates confusion among students and employers who must be assured of levels of competence to perform in the world of work. When the curriculum is so driven by terminal exams, and when there is such a variety of exams, the Ministry of Education is unable to assume its role in curriculum leadership. 4. There should be predesignated curriculum patterns for students pursuing vocational subjects. All students should take, in addition to their vocational or technical courses, at least three academic subjects including English and Mathematics. The other subject can depend on interest or the nature of the vocational field being pursued. rhis is very critical if students are to have academic and occupational flexibility beyond high school.
4-1 s. All technical vocational curricula should be broken down into modules of employable skills. The determination of the range and levels of content to be covered in these modules should be a joint venture between all technical.vocational institutions. There should be common syllabuses organized by content areas (carpentry masonry, electrical engineering technician, technician or technologist training in the country). These syllabuses should be modular and competency based. The secondary school will assure the responsibility for completion of some designated portion of the syllabus; and, the remaining portion can be covered in a variety of post secondary institutions - non formal educational institutions in evening school, or in private industrial training. This however, presupposes a regional or national certification system for the Technical/Vocational subjects.
6. Where appropriate, schools should embark upon joint ventures with Industry to provide training. Ideally, the more expensive facilities for workshop practice could be made available by industry. This will require some policy incentives by government to stimulate the involvement of the private sector in training. In the long term, the secondary school should not be involved in vocational training - among many other reasons, it is much too expensive, and the structure of secondary schooling does not allow for the high level of responsiveness to economic demand. It will be prudent at this time to pursue a strategy of shifting the responsibility for specialized technical training from the public sector to the private sector.
7. Where possible, schools should embark upon income generating activities .. This should be structured so that the economic as well as the educational benefits are obtained. Such a strategy will defray th cost of materials and supplies. Among the ideas to be entertaineo in this regard are the following:
a. Office centers to do typing, copying, and perhaps bookkeeping services for schools and private agencies. b. Production shops for school furniture. ' c. A public school apprenticeship school building program. d. Vacation production programs where the school facilities can be used by teachers and students to provide services and produce goods during the vacation.
4-2 Conclusion Major educational reforms on a National level have generally failed. This statement is not meant as a note of discouragement but as a signal for caution. In exercising caution, note should be taken of the factors which usually seem to undermine the successful implementation of reform initiatives. Hopefully. the MOE could embark upon measures so that these factors do not undermine the realization of current reform objectives. The factors are enumerated and discussed below. 1. Homogeneity of Ideas. There must be a high level of internal consistency in the ideas that are proposed for reforming the educational system. Policies. administrative structures and practices. and curriculum design and implementation must all be done in a manner which minimizes internal conflict and promotes coordination and cooperation. Only with a homogeneous set of reform ideas will the education system become fluid and efficient. 2. Consistent vision as an anchor. It is essential to have a vision of what the educational system should be. Without this vision. there is likely to be several digressions in pursuit of an improved educational structure and an effectively delivered process of education. Only with such a vision. a feasible plan and the ability to marshal resources in the right direction that one is able to move the education system forward. While a certain level of inflexibility is being promoted; it is not being promoted at the expense of entertaining new ideas and modifying plans where necessary. One has to avoid being flexible to the point of being misdirected. 3. Balance between Political interest and educational responsibility. A public education system is responsible to the public at large; hence political interest is inherent in the national administration of education. There should always be a balance between political interest and educational responsibility. While the former ensures that the public interest is met; the latter safeguards the integrity of the educational system. 4. The psychological climate implementation of reform. Very little will be accomplished if the psychological climate is not favorable. The matters which affect a teachers motivation, for instance, may well appear simple and be readily overlooked. But without a motivated teacher in the classroom the primary objective of the educational investment is compromised.
4-3 11. Commitment to monitoring and evaluation. Without effective monitoring and evaluation the reform movement is likely to become fragmented and misguided. Monitoring and evaluating are essential to ensure that objectives are understood. that policies are properly interpreted. and among others. to ensure that there is no unnecessary divergence between the plans formulated and the activities upon which school personnel may embark. 12. Compromising on high short term cost. On many reform initiatives. short term cost is high. There is a minimum cost at which future implementation success could be possible. The further one drops below this minimum cost. the more likely it is that one•s long term objectives will not be met. Too much compromise in the short term can lead to implementation failure in the long run. Hopefully. these ideas are useful in considering strategies for realizing the objectives of the curriculum reform.
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4-5 Chapter 5
IMPLEMENTATION STRATEGY
It is in the implementation of the common curriculum that the curriculum reform initiative may face its greatest challenge. For, in addition to the typical constraints which affect the feasibility and ease of implementation such as the availability of resources and the adequacy of institutional structures, there are a variety of factors which are likely to undermine implementation success. For example, there are significant differences between types of schools and the nature of the curriculum within each school type. The All Age School, for instance, in which over 40% of the secondary school students are enrolled, provides a standard of education that is significantly below that provided by these other secondary schools. The facilities of these schools are equally inadequate.
The major implementation challenge, then, is to provide a common curriculum in the secondary schools which does not detract from the educational standard set by the Traditional High Schools, and which at the same time, is not pitched outside of the reach of the All Age School in terms of the quality of the teaching cadre, the academic abilities of students and the nature of existing facilities. The polarization of interest in a attempt to influence the nature of the reform makes the situation even more complex. On the one hand, the representations of the All Age School will seek to ensure that the common curriculum does not place their students in a position of further disadvantagement. The representatives of the Traditional High Schools, on the other hand, will seek to ensure that the quality of their academic offerings is not compromised. These factors still do not include considerations such as the interests represented by other school types, the influence of terminal examination on the receptivity to and adoption of the new curriculum and the requirements for the development and adoption of new curricula, among others.
The basic requirements for an implementation strategy are recommended as follows.
1. The common curriculum could only be realized over a period of a specified number of years. It cannot be immediately adopted, and it cannot be allowed to remain in a developmental stage for over too long a period. Accordingly, it is recommended that planning should ensure for the adoption of the curriculum over a 5 year period. During this period, schools will work toward the realization of the common curriculum having due regard to the unique circumstances under which they each function.
5-1 2. Consistent with #1 above. the implementation strategy should be designed by school type since each school type represents a unique set of circumstances to be considered in structuring implementation.
3. There should be a one year planning period to precede the five year period of implementation. Hence there will be a six year implementation cycle. 4. Only the group of students who enter grade 7 in the first year of implementation will be introduced to the new curriculum. This allows time for any adjustment in terminal exams; it allows for phased curriculum development. testing and adoption; and it prevents disruption in the courses of study of students who are already pursuing a different syllabus. 5. The curriculum should be pilot tested in sample schools before widespread implementation. The sample of schools should represent all school types, rural/urban location and the variation in facilities and in abilities of students. Tables 22, 23, and 24 note factors which should be considered in the formulation of an implementation strategy by school type.
5-2 TABLE 22 FACTORS AFFECTING IMPLEMENTATION OF CURRICULAR REFORM BY SCHOOL TYPE
High Schools Factors Affecting Implementation
Comprehensive There are six comprehensive high High Schools schools with a total enrollment of 7,500 and an enrollment of 3,500 in grades 7-9.
Schools were designed to offer technical vocational subjects.
Wider variation is students' abilities because of multiple avenues of entry - CEE, feeder schools, GNAT. Diversified intake of students.
Between 9 and 28% of students dropout after grade 9, these are most likely students who cannot cope with the level of education.
Promotion is largely automatic.
Equipment not well maintained. Many schools have pieces of equipment that are nonfunctional.
More females entering than males.
Most of these schools need hand tools.
Exam focus CXC, GCE.
5-3 TABLE 23 FACTORS AFFECTING IMPLEMENTATION OF CURRICULAR REFORM BY SCHOOL TYPE
School Type Factors Affecting Implementation Alternative Strategies
High Schools Fewer school places available. Assumptions: There are high schools catering In the short term the to - students in grades 7-9. programs should not differ significantly from the philosophy and practice at the school.
Curriculum orientation primarily Higher ability students academic. Minor introduction will need more of practical and vocational challenging work. subjects. Increasing commit- ment to the relevance of practical subjects.
Do not have facilities that were It is necessary to originally designed for taking balance academic the practical subjects. challenge, the development of technical skills and the acquisition of technological literacy.
Student population is In the short term the intellectually superior as a curriculum should not result of the "creaming" require major phenomena of the CEE. investments in facilities and equipment to be implemented. However some upgrading of facilities will be necessary.
Problem with inadequate facilities Content of curriculum and equipment generally which has should not detract been exacerbated by the shift from educational and system. career aspirations of students.
Generally there are female students than males
curriculum oriented toward post secondary studies.
Students are most likely to secure the better.
5-4 TABLE 24 FACTORS AFFECTING IMPLEMENTATION OF CURRICULAR REFORM BY SCHOOL TYPE
High Schools Factors Affecting Implementation
Technical There are seven schools with a total High School enrollment of 7,700 and an enrollment of 3,200 in grades 7-9.
Most students start programs in grade 8, the official starting point. There are few students (2%) in grade 7.
Multiple source of entry - CEE, GNAT tests administered by individual schools. Wider variation in ability levels.
Focus primarily on AEB examinations, Technical Curriculum is somewhat different to that of other schools.
curriculum focuses on tech/voe training, but involves academic subjects and applied science.
5-5 APPENDIX A
The Structure of Subject Offerings in Vocational Education by Parish
A-1 NEW SECONDARY SCHOOLS - SUBJECT CURRENTLY OFFERED
KINGSTON & ST. ANDREW
Denham Town Art & Craft, Bus. Ed., Cosmetology, Child care
Holy Trinity Auto, Plumbing, Mach. Sp., & Welding, Car. & Joinery, T/D., Metal E/I
St. Anne's Art & Craft, Bus. Ed., Cosmetology, Child Care, Clothing & Textiles, Food Nutrition, Car & Joinery, Drafting, Elec., Inst. vauxhall Food & Nutrition Cosmetology, Metal, Wk., Welding
Clan earthy Food & Nutrition, Clothing Textiles, Wood Wk.
Donald Quarrie Food & Nutrition, Clothing Textiles, Wood Wk., Child Care, Art & Craft
Edith Dalton James Art & Craft, Bus. Ed., Child Care, Clothing & Textiles, Elec. Inst., Mach Sp., Food & Nutrition, Plumbing Car & Cab Making
Haile Selassie Art & Craft, Bus. Ed., Food & Nutrition, Car & Cabinetmaking, Mach. Sp., and Welding, Elec. Inst.
Norman Manley Art & Craft, Bus. Ed., Child Care, Clothing & Textiles, Food & Nutrition, Elec. Inst., Auto
Pa pine Art & Craft, Bus. Ed., Child Care, Clothing & Textiles, Food & Nutrition, Auto, Carpentry & Cabinetmaking, Mach. Sp. & Welding, Plumbing
Pembroke Hall Art & Craft, Clothing & Textiles, Food & Nutrition, Car. & Cabinetmaking, Plumbing
Fenwood Art & Craft, Bus. Ed., Clothing & Textiles, Auto, Car. & Cabinetmaking, Plumbing, Mach. Sp. & Welding
A-2 NEW SECONDARY SCHOOLS - SUBJECT CURRENTLY OFFERED
KINGSTON & ST. ANDREW
Tarrant Bus. Ed., Cosmetology, Child Care, Food & Nutrition, Car. & Cabinetmaking, Elec. Inst., Machine sp. & Welding, Plumbing, Auto
ST. THOMAS
Trinityville Art & Craft, Bus. Ed., Cosmetology, Food & Nutrition, Car. & Cabinetmaking, Elec. Inst., Mach. sp.
Yallahs Bus. Ed., Clothing & Textiles, Car. Cabinetmaking, Elec. Inst., Mach. sp & Welding, Plumbing
PORTLAND
Buff Bay Metal Wk., Elec. Inst., Clothing Textiles, Bus. Ed., Art & Craft, Agriculture
Fair Prospect Wood Wk., Clothing Textiles, Bus. Ed., .Art & Craft, Agriculture
Port Antonio
ST. MARY
Ilslington Agri., Art & Craft, Bus. Education, Clothing & Textiles, Food & Nutrition, Plumbing, Pipe Fitting, Mach. Shop & Welding, Elec. Inst.
Oracabessa
Port Maria Agri., Art & Craft, Bus. Ed., Clothing & Textiles, Mach. Shop & Welding, Plumbing & Pipe Fitting, Elec. Inst.
Richmond Bus. Ed., Child Care, Food & Nutrition, Clothing & Textiles, Carpentry & Cabinetmaking, Elec. Inst., Mach. Sp. & Welding
Tacky Art & Craft, Child Care, Clothing & Textiles, Food & Nutrition, Car. & Cab. Making, Mach. Sp. & Welding A-3 NEW SECONDARY SCHOOLS - SUBJECT CURRENTLY OFFERED
ST. ANN
Browns Town Metal Wk., Wood Wk., Plumbing, Food & Nutrition, Bus. Ed., Art & Craft, Agri.
TRELAWNY
Cedric Titus Wood Wk., Metal Wk., Clothing & Textiles, Food & Nutrition, Bus. Ed., Art & Craft, Agri.
Muschett Metal Wk. Plumbing & Pipe Fitting, Food & Nutrition, Clothing & Textiles, Bus. Ed., Art & Craft, Agri.
ST. JAMES
Anchovy Metal Wk., Wood Wk., Auto, Meal Wk., Food & Nutrition, Bus. Ed., Art & Craft, Agri.
Cambridge Metal Wk., Wood Wk., Clothing & Textiles, Bus. Ed.
Malden Bus. Ed., Food & Nutrition, Car. & Cabinetmaking, Elec. Inst., Mach. sp.
Montego Bay Metal Wk., Wood Wk., Elec. Inst., Plumbing & Pipe Fitting, Bus. Ed., Agri.
HANOVER
Green Island
Knockalva Metal Wk., Wood Wk., Bus. Ed., Clothing & Textiles, Agri.
WESTMORELAND
Grange Hill Agri., Bus. Ed., Clothing & Textiles, Food & Nutrition, Carpentry & Cabinetmaking, Elec. Inst., Mach Sp. & Welding, Plumbing & Pipe fitting
Little London
A-4 NEW SECONDARY SCHOOLS - SUBJECT CURRENTLY OFFERED
WESTMORELAND
Maud McLeod Agri., Auto, Car. & Cabinetmaking, Mach. Sp. & Welding, Plumbing & Pipe fitting
Petersf ield Bus. Ed., Clothing & Textiles, Food & Nutrition, Carpentry & Cabinetmaking, Elec. Inst., Mach. Sp.
Savanna-la-Mar Bus. Ed., Clothing & Textiles, Food & Nutrition, Auto, Car. & Cabinetmaking, Mach. Sp., Welding, Elec. Inst.
ST. ELIZABETH
Balaclava Agri., Bus. Ed., Clothing & Textiles, Food & Nutrition, Drafting., Elec. Inst., Mach., Sp.
Black River Bus. Ed., Clothing & Textiles, Food & Nutrition, Car. & Cab. Making, Mach. sp. & Welding
Junction Bus. Ed., ·child Care, Clothing Textiles, Food & Nutrition, Auto, car. Cab. Making, Mch. sp. & Welding
Lacovia Art & Craft, Bus. Ed., Food & Nutrition, Clothing & Textiles, Auto, Elec. Inst., Mach. Sp. & Welding Plumbing
Newell Art & Craft, Bus. Ed., Clothing Textiles, Food & Nutrition, Elec. Inst., roach. sp. & Welding
MANCHESTER
Bellef ield Art & Craft, Bus. Ed., Child Care, Food & Nutrition, Elec. Inst., Mach. sp. & Welding
Christiana Art & Craft, Bus. Ed., Child Care, Food & Nutrition Auto, Car. & Cab. Making, Elec. Inst., Plumbing
A-5 NEW SECONDARY SCHOOLS - SUBJECT CURRENTLY OFFERED
MANCHESTER
Cross Keys Clothing & Textiles, Food & Nutrition, Car. & Cab. Making, Plumbing
Porus Metal Wk, Wood Wk., Clothing & Textiles, Bus. Ed., Agri.,
Pratville Art & Craft, Food & Nutrition, Carpentry & Cabinetmaking, Mach. & Pipe Fitting
CLARENDON
Alston Metal Wk., Elc. Inst., Clothing & Textiles, Food & Nutrition, Bus. Ed., Agr i
Bustamante Wood Wk., Metal Wk., Elec. Inst., Plumbing & Pipe Fitting, Bus. Ed., Agri.
Claude McKay Metal Wk., Wood Wk., Clothing & Textiles, Food & Nutrition, Bus. Ed., Agri.
Denbigh Wood Wk., Metal Wk., Elec. Inst., Clothing & Textiles, Food & Nutrition., Agri
Kemps Hill Wood Wk., Metal Wk., Elec. Inst., Clothing & Textiles, Food & Nutrition., Car. & Cabinet Making
Lennon Agri., Art & Craft, Bus. Ed., Car & Cabinetmaking, Child Care, Mach. Sp., Welding, Plumbing
May Pen Metal Wk., Wood Wk., Drafting, Clothing & Textiles, Food & Nutrition, Car. & Cabinetmaking, Art & Craft, Agri
Spa ling Wood Wk., Metal Wk., Elec. Inst., Auto, Bus. Ed., Art & Craft, Food & Nutrition, Car. & Cabinetmaking
Thompson Town Metal Wk., Wood Wk .• Elec. Inst., Clothing & Textiles, Bus. Ed., Agri.
A-6 NEW SECONDARY SCHOOLS - SUBJECT CURRENTLY OFFERED
ST. CATHERINE
Bridge Port
Bog Walk Metal Wk., Wood Wk., Clothing & Textiles, Food & Nutrition, Carpentry & Cabinetmaking, Bus. Ed., Art & Craft, Agri.
Tacius Golding Metal Wk., Clothing & Textiles, Food & Nutrition, Bus. Ed., Art & Craft, Agriculture
Ewarton Wood Wk., Elec., Inst., Clothing & Textiles, Carpentry & Cabinetmaking, Art & Craft, Agri
Glengof f e Metal Wk., Wood Wk., Elec., Inst., Clothing & Textiles. Agri.
Guy's Hill Agri., Car. & Joinery, Elec. Inst., Food & Nutrition, Clothing & Textiles
Johnathan Grant Agri., Art & Craft, Clothing & Textiles, Elec Inst., Food & Nutrition, Mach. Sp. & Welding, Bus. Ed.
McGarth Wood Wk., Elec. Inst., Clothing & Textiles, Food & Nutrition, Carpentry & Cabinetmaking, Bus. Ed., Agri
Old Harbour Agri., Art & Craft, Bus. Ed., Food & Nutrition, Elec. Inst., Car. & Joinery, Plumbing
Spanish Town Auto, Art & Craft, Child Care, Drafting, Elec. Inst., Food & Nutrition, Mach. Sp., Car. & Cabinetmaking
Waterford
A-7 TECHNICAL SCHOOLS - SUBJECTS CURRENTLY OFFERED
KINGSTON
Dunoon Park
Kingston Technical
ST. ANDREW
St. Andrew Const. Tech., Plumbing & Pipe Fitting, Welding, Carpentry, Drafting, E/I, Engineering Wk. Shop
ST. THOMAS
St. Thomas I/A., Machine Shop, & Welding, W. Wk. , El I
ST. ANN
Marcus Maceo Carpentry & Cabinetmaking, E/I Mach. Shop, Welding, I/A, T/D
ST. JAMES
Herbert Morrison T/D w. Wk., Bldg .• Const. WESTMORELAND
Frome Technical Auto, Carpentry & Cabinetmaking, Electrical Installation, Machine Shop & Welding, Plumbing & Pipe Fitting
ST. ELIZABETH
St. Elizabeth Elec., Tech., Tech., T/D, Auto, I/A
MANCHESTER
Holmwood Tech. T.D, M. Wk., Elec. Inst., w. Wk., Auto, Tech. Engineering, W. Wkshp., Theory & Pract. Land Surveying, Bldg. Tech.
ST. CATHERINE
Dinthill
A-8 COMPREHENSIVE HIGH SCHOOLS - SUBJECTS CURRENTLY OFFERED
KINGSTON
Tivoli Gardens Bldg. Const., Wood Wk., Welding, Auto I/A
ST. ANDREW
Charlie Smith Machine Shop & Welding, I/A Drafting, Carpentry & Joinery
Trench Town
HANOVER
Rusea•s T/D, Wood Wk., Metal Wk., Electricity/Electronic
CLARENDON
Edwin Allen T/D, W. Wk .. Metal Wk .• Auto
Garvey Maceo Bus. Ed .• H/Econ .. T/D. Auto. E/I
A-9 NEW SECONDARY SCHOOLS - SUBJECTS NOT CURRENTLY OFFERED
KINGSTON & ST. ANDREW
St. Annes Plumbing & Pipefitting Edith Dalton James Auto Mechanic; Agriculture Norman Manley Agriculture Fenwood Art, Business Education, Agriculture Tarrant
ST. THOMAS
Trinityville Auto Mechanics Yallahs Secondary Auto, Agriculture, Art/Craft, Child Care
PORTLAND
Buff Bay Agriculture, Carpentry & Joinery, Auto Mechanics, Child Care Fair Prospect Auto, Electrical, Machine Shop, Food & Nutrition
ST. MARY
Oracabessa Secondary Auto Mechanics, Agriculture Port Maria Secondary Auto Mechanics, Child Care Islington Secondary Electrical, Auto, Child Care, Machine Shop & Welding
ST. ANN
Browns Town Secondary Auto Mechanics
TRELAWNY
Cedric Titus Secondary Auto Mechanics, Child Care Muschett Secondary
ST. JAMES
Malden Secondary Agriculture, Cosmetology, Plumbing & Pipe Fitting Anchovy Secondary Plumbing & Pipe Fitting Cambridge Secondary Auto Mechanics, Art & Crafts
A-10 NEW SECONDARY SCHOOLS - SUBJECTS NOT CURRENTLY OFFERED
WESTMORELAND
Petersf ield Secondary Auto Mechanics. Agriculture. Art/Crafts Maud McLeod Secondary Business Education Savanna-la-Mar Sec. Electrical. Agriculture Grange Hill Secondary Art. Auto Mechanics
ST. ELIZABETH
Lacovia Secondary Balaclave Secondary Business Education Newell Secondary Clothing & Textile. Auto Mechanics Junction Secondary Art/Craft
MANCHESTER
Bellef ield Secondary Auto Mechanics Pratville Secondary Electrical. Auto Mechanics. Art/Crafts. Clothing & Textile. Child Care. Business Education Christiana May Day Secondary Machine Shop. Child Care. Business Education Porus Secondary Business Education. Auto Mechanics
CLARENDON
Claude McKay Secondary Auto Mechanics. Art/Crafts. Child Care. Electrical. Install. May Pen Secondary Agriculture Kellits Secondary Machine Shop. Auto Mechanics Aliston Secondary Auto Mechanics Bustamante Secondary Auto Mechanics. Art/Crafts Kemps Hill Secondary Art/Craft. Auto Mechanics. Child Care Spaulding Secondary Agriculture. Art/Craft Denbigh Secondary Child Care. Auto Mechanics Thompson Town Sec. Art/Craft. Auto Mechanics. Food & Nutrition. Child Care
A-11 NEW SECONDARY SCHOOLS - SUBJECTS NOT CURRENTLY OFFERED
ST. CATHERINE
Tacius Golding Plumbing & Pipe Fitting, Electrical Install., Machine shop, Child Care Glengoff e Child Care, Auto Mechanics, Plumbing & Pipe Fitting, Art/Craft Ewarton Machine Shop & Welding, Plumbing & Pipe Fitting, Auto Mechanics Bog Walk Plumbing & Pipe Fitting, Auto Mechanics McGrath Auto Mechanics, Machine Shop & Welding
A-12 NEW SECONDARY SCHOOL - SUBJECTS CURRENTLY OFFERED IN PARISH ORDER
SUBJECT SCHOOLS - KINGSTON & ST. ANDREW
Art & Craft Denham Town, Holy Trinity, St. Anne's, Donald Quarrie, Edith Dalton James, Haile Selassie, Norman Manley, Papine, Pembroke Hall, Penwood
Business Education Denham Town, St. Anne's, Edith Dalton James, Haile Selassie, Norman Manley, Papine, Penwood, Tarrant
Child Care Denham Town, St. Anne's, Donald Quarrie, Edith Dalton James, Norman Manley, Papine, Tarrant
Clothing & Textiles St. Anne's, Clan earthy, Donald Quarrie, Edith Dalton James, Norman Manley, Papine, Pembroke Hall, Fenwood, Tarrant
Food & Nutrition St. Anne's, Vauxhall, Clan earthy, Donald Quarrie, Edith Dalton James, Haile Selassie, Norman Manley, Papine, Pembroke Hall, Tarrant
Auto Mechanics Norman Manley, Fapine, Fenwood, Tarrant
A-13 NEW SECONDARY SCHOOL - SUBJECTS CURRENTLY OFFERED IN PARISH ORDER
SUBJECT SCHOOLS - KINGSTON & ST. ANDREW
Carpentry & Cabinetmaking Denham Town. Holy Trinity. Kingston Sec .• St. Anne's. Clan earthy. Donald Quarrie. Edith Dalton James. Haile Selassie. Papine. Pembroke Hall. Penwood. Tarrant
Drafting Holy Trinity
Electrical Installation Kingston Sec .• St. Ann's. Edith Dalton James. Haile Selassie. Norman Manley. Tarrant
_ Machine Shop & Welding Holy Trinity, Vauxhall. Edith Dalton James. Haile Selassie, Papine, Penwood. Tarrant
Plumbing & Pipe Fitting Holy Trinity, Edith Dalton James, Haile Selassie, Papine, Pembroke Hall. Fenwood. Tarrant
ST. THOMAS
Art & Craft Trinityville Business Education Trinityville. Yallahs Child Care Clothing & Textiles Yallahs Food & Nutrition Trinityville Auto Mechanics Carpentry & Cabinetmaking Trinityville. Yallahs Drafting Electrical Installation Trinityville, Yallahs Machine Shop & Welding Trinityville. Yallahs Plumbing Yal lahs-
PORTLAND
Art & Craft Buff Bay. Fair Prospect Business Education Buff Bay. Fair Prospect Child Care Clothing & Textiles Buff Bay. Fair Prospec Food & Nutrition Auto Mechanics Carpentry & Cabinetmaking Drafting Electrical Installation Buff Bay Machine Shop & Welding Plumbing & Pipe Fitting Agriculture Buff Bay, Fair Prospect
A-14 NEW SECONDARY SCHOOL - SUBJECTS CURRENTLY OFFERED IN PARISH ORDER
ST. MARY
Art & Craft Islington, Port Maria, Tacky Business Education Islington, Port Maria, Richmond Child Care Richmond, Tacky Clothing & Textiles Islington, Port Maria, Richmond Tacky Food & Nutrition Islington Richmond, Tacky Auto Mechanics Carpentry & Cabinetmaking Richmond, Tacky Drafting Electrical Installation Islington, Port Maria, Richmond Machine Shop & Welding Islington, Port Maria, Richmond, Tacky Plumbing & Pipe Fitting Islington, Port Maria, Richmond, Tacky Agriculture
ST. ANN
Art & Craft Browns Town Business Education Browns Town Child Care Clothing & Textiles Food & Nutrition Browns Town Auto Mechanics Carpentry & Cabinetmaking
TRELAWNY
Art & Craft Cedric Titus Business Education Cedric Titus, Muschett Child Care Clothing & Textiles Cedric Titus, Muschett Food & Nutrition Cedric Titus, Muschett Auto Mechanics Carpentry & Cabinetmaking Cedric Titus Drafting Electrical Installation Machine Shop & Welding Plumbing & Pipe Fitting Muschett Agriculture Cedric Titus, Muschett
A-15 NEW SECONDARY SCHOOL - SUBJECTS CURRENTLY OFFERED IN PARISH ORDER
ST. JAMES
Art & Craft Anchovy Business Education Anchovy, Cambridge, Maldon Child care Clothing & Textiles Cambridge Food & Nutrition Anchovy, Maldon Auto Mechanics Carpentry & Cabinetmaking Maldon Drafting Electrical Installation Maldon, Montego Bay Machine Shop & Welding Mal don Plumbing & Pipe Fitting Montego Bay
HANOVER
Art & Craft Business Education Knockalva Child Care Clothing & Textiles Knockalva Food & Nutrition Auto Mechanics Carpentry & Cabinetmaking Drafting Electrical Installation Knocka·lva Machine Shop & Welding Agriculture Knockalva Plumbing & Pipe Fitting
WESTMORELAND
Art & Craft Business Education Grange Hill, Petersfield, Savanna -la-Mar Child Care Clothing & Textiles Grange Hill, Petersf ield, Savanna -la-Mar Food & Nutrition Grange Hill, Petersf ield, Savanna -la-Mar Auto Mechanics Maud McLeod, Savanna-la-Mar Carpentry & Cabinetmaking Grange Hi 11, Maud McLeod, Petersf ield, savanna-la-Mar Drafting Electrical Installation Grange Hill, Petersfield, Savanna-la-Mar Machine Shop & Weilding Grange Hill, Maud McLeod, Petersf ield, Savanna-la-Mar Plumbing & Pipe Fitting Grange Hill, Maud McLeod Agriculture Grange Hill, Maud McLeod
A-16 NEW SECONDARY SCHOOL - SUBJECTS CURRENTLY OFFERED IN PARISH ORDER
ST. ELIZABETH Art & Craft Newell Business Education Balaclava. Black River, Junction, Lacovia, Newell Child Care Junction Clothing & Textiles Balaclava, Black River, Junction, Lacovia, Newell Food & Nutrition Balaclava, Black River, Junction, Lacovia, Newell Auto Mechanics Lacovia Carpentry & Cabinetmaking Black River, Junction Drafting Balaclava Electrical Installation Balaclava, Lacovia, Newell Machine Shop & Welding- Balaclava, Black River, Junction, Lacovia, Newell Plumbing & Pipe Fitting Lacovia Agriculture Balaclava MANCHESTER Art & Craft Bellef ield. Christiana, Pratville Business Education Bellef ield, Christiana. Porus Child Care Bellefield, Christiana Clothing & Textiles Cross Keys. Porus Food & Nutrition Bellef ield, Christiana, Cross Keys Auto Mechanics Christiana Carpentry & Cabinetmaking Christiana, Cross Keys, Pratsville Drafting Electrical Installation Bellefield, Christiana Machine Shop & Welding Bellef ield, Pratsville Plumbing & Pipe Fitting Bellef ield, Christiana, Cross Keys, Pratsville Agriculture CLARENDON Art & Craft Lennon, May Pen, Spalding Business Education Alston. Bustamante, Claude Mckay, Lennon, Spalding, Thompson Town Child Care Clothing & Textiles Alston, Claud McKay, Denbigh, Kemps Hill, May Pen, Thompson Town
A-17 NEW SECONDARY SCHOOL - SUBJECTS CURRENTLY OFFERED IN PARISH ORDER
CLARENDON cont.
Food & Nutrition Alston, Claude McKay, Denbigh, Kemps Hill, May Pen Auto Mechanics Spalding Carpentry & Cabinetmaking May Pen, Spauling, Denbigh Drafting Electrical Installation Bustamante, Kemps Hill, Spauling Machine Shop & Welding Lennon Plumbing & Pipe Fitting Bustamante, Lennon Agriculture Alston, Bustamante, Claude McKay, Denbigh, May Pen, Thompson Town
ST. CATHERINE
Art & Craft Bog Walk, Tacius Golding, Ewarton, Johnathan Grant, Old Harbour, Spanish Town Business Education Bog Walk, Tacius Golding, Johnathan Grant, McGarth, Old Harbour Child Care Spanish Town Clothing & Textiles Bog Walk, Tacius Golding, Ewarton, Glengoffe, Guy's Hill, Johnathan Grant, McGarth Food & Nutrition Bog Walk, Tacius Golding, Guy's Hill, Johnathan Grant, McGarth, Old Harbour, Spanish Town Auto Mechanics Carpentry & Cabinetmaking Bog Walk, Ewarton, Glengoffe, Guy's Hill, Johnathan Grant, McGarth, Old Harbour, Spanish Town Drafting Electrical Installation Ewarton, Glengoffe, Guy's Hill, Johnathan Grant, McGarth, Hold Harbour, Spanish Town Machine Shop & Welding Jonathan Grant, Spanish Town Plumbing & Pipe Fitting Old Harbour Agriculture Bog Walk, Tacius Golding, Ewarton, Glengoffe, Guy's Hill, Johnathan Grant, McGarth, Spanish Town
A-18 APPENDIX B
Distribution of Vocational Programs by Parish
B-1 1. Meadowbrook High 2. Edith Dalton Secondary 3. Pembroke Hall Secondary KINGSTON & ST. ANDREW 4. Maverley All Age 5. Calabar High 6. Shortwood All Age 7. Queens High 8. New Day All Age 9. Immaculate High 10. Merl Grove High 11. Tarrant Secondary 12. Melrose All Age 13. St. Andrew High 14. Holy Childhood High ·" 15. John Mills All Age 16. Norman Manley Seondary 17. Haile Selassie Secondary 18. Charlie Smith Comprehensive High "' 19. B~ys Town All Age Mt Airy "~l 20. Kingston Technical High JI:! I 21. Denham Town Secondary :>-\ 22. St. Andrew Technical ' "J.' · 23. Tivoli Gm:liens Comprehensive High C\ ,., ' · / ~ D~~t1on ~f'.;. 1 ~•rdwar~~~ 1SilverH1ll Gup c01 h' ' I Newcastle · errn• • , f•ok~ 0 _•AND R E W Redlight ((St. Pete~ I Irish Town , CoNent \fi Gap \t'6v~\\\~q,t
.1
.1 :I ~ 49 1:
24. St. Annes Secondary 35. Holy Trinity Secondary .l 25. St. Georges College 36. Mico All Age KEY 26. Calabar All Age 37. St. Hugh High T Technical 27. Kingston College 38. St. Fr.'.lncis_All Age Vocational .. - Main Ro.'.ld 28. Central.Branch All Age 39. Clan Carty J Primary Secondary 29. Dunoon • -- Road Technical 40. Excelsior High -All-Age -- Unclassified Ro.'.ld 30. Windward Road All Age 41. Ardenne High 42. Campion College ~ New Secondary __ Parish Boundary 31. Camperdown High 43. Jamaica College - High ~ 32. Alpha Academy ·I 44. Mona High • Comprehensive High 33. Kingston Secondary 45. Papine Secondary All Age with Home Economic DI*' 34. Wolmers Girls & Boys 46. Norman Garden All Age E All Age with Industrial Art· 47. Vauxhall Secondary B-2 48. CJ All Age with both. H/E and I}A 134 Rennock Lodge All Age l 49. Donald 011:irri1> c:: .. rn"A"~" ·-..... --·-··------·------#- - ---·----
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parish of St. Thomas Map n2 ,6 Location of schools in the
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KEY 1:.technical · ·T 4. Vocational ... Main Road ' •• Primary Secondary Road - All-Age Unclassified Road Parish Boundary .A New S~condary - High + High ' I Comprehensive a.* All Age with Home Economic I m:.J All Age with Industrial Art CJ All Age with both" H/E and I/A
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Vere Tcchnic. . 6. ll1111tnmn11tc Sccon KF.Y , .Technical Vocotion:il .•. t1nin Rond Prirnnry Ro:id Second:iry Ron hcni:;.:l. vc \\i~\I. Comprc wlth l·.COI iomlc llmnc · 1 /\rt fll l l\ge lmlustrio nd l}I\ All Age withith 11/~ ICJCJ All l\ge w both a 145 B-13 ST CATHERINE ,,.. / \., ·r··---eOUYS HILL . \ _..-- J • .. • ..-- ., I GUY!; tllLL SEArtELO j .. -:::"..,.., \ \ SI : ,.-- ___. ?\MT. tl(DO f'EAll TllEE OllOV[ {_ -.... •HAM ..-- _.,.,. s'-.;N~T; ~ • •J¥g~~E WALK 11' · ...... __ . ,,-· ~ . ·-··-·· """-- .) REDWOOD n,~tE / zR:)AO;: • CEDAR VALLEY T/AOJAJ'(-.\ \ ;,:,:OH- - --·- - -1MOUNT ROS-S-: i~~~E~ \ • . • CHARLEMONT MCGRAHI _( ' \ HAREWOOD~~ • ' p!l~~.~~J J' BEARY HILL .\ \ POLt:.~ \ \ ,.... -~~~~;~0-.•~ ~ ( \ ORANGE FIELD JER~CHO ./' \.1 \ i \ V1crcfii1A Mt HERMON .• ! \ TOP HILL ") V'"" .. r \ I \ . .,. ... _, .. , ,· I \ .. I i •DAVIS SPRING OARDEN - MARL IE MOUNT ...... _.,,,. . ___ • HARTLANDS r·. ·, 1} . . "I \ . .) KEY T· ·~-1echnical Road Vocntional .•. Main Secondary Ro:id .•. Prim:iry Uncl:issified Ro:i Framework of a National Training Plan C-1 FRAMEWORK FOR A NATIONAL TRAINING PLAN Definition A National Training Plan is a comprehensive structure for delivering training and educational services related to the world of work such that it allows for the joint development and implementation of national objectives, targets and strategies for training. It should be noted, however, that the concept of a National Training Plan does not, and should not, limit the activities of the plan to training services. The ultimate objective of the plan is to foster national development through the maintenance and effective utilization of an adequate stock of skills in the country. This requires a wider vision than that of a myopic training perspective. The Training Plan must in some way address policies and strategies for job creation and manpower allocation. Further, it must deal with both the systems which provide assistance to citizens to get and keep jobs and the policies which provide the necessary incentives and sanctions so that these individuals remain maximally productive in their respective jobs. Rationale for a National Training Plan While the foregoing definition of a National Training Plan clearly infers some of the justifications for or the significance of such a document, it is necessary to be very explicit about the benefits which can be derived from such a plan. These benefits are enumerated as follows: 1. Training should be planned so as to reduce unnecessary duplication, and the possibility of oversupply in specific occupations. 2. Such planning will maximize the use of resources and facilities. 3. With a variety of training alternatives available, it will be more convenient to select the best training under given circumstances. 4. It will be easier to monitor and respond to manpower supply and demand forces under a nationally co-ordinated strategy for delivering training services. 5. A National Training Plan will promote a common perspective on national training goals and strategies. It will change the training environment from a conglomeration of relatively independent actors to an integrated and unified body of service deliverers. C-2 6. In such a co-ordinated framework it is easier for each participating training organization to understand its role in the national training enterprise. Essential Components of the National Training Plan 1. A functional administrative structure and process. 2. An approved and integrated network of service deliverers. 3. A national inventory of training services offered. 4. A standardized process for the identification and selection of clients. 5. An information system for monitoring and decision making. 6. A functional structure for planning a responsive programme of training. 7. An inter-organizational mechanism for setting training priorities. 8. An adequate and stable source of financial support. 9. Policy and financial incentives to sustain the interest and involvement of the private sector. 10. A standardized certification system for all sub-professional occupations. 11. A co-operative system between Industry and the National Training Board for the delivery of staff development services. 12. A National Resource Centre for Technical Vocational Education and Training. 13. A National Warehouse and registry of equipment that is available for mounting training programmes. 14. Rapid reaction facilities for providing emergency training. Each of these components is briefly addressed in the subsections which follow. Collectively. these components will form the pillars upon which a sturdy structure for the implementation of a National Training Plan can be built. C-3 1. A Functional Administrative Structure and Process The key feature of the proposed administrative structure is the creation of one administrative entity with the responsibility to manage all sub-professional training and training at the national level. This administrative body must have the legal authority to allocate training responsibilities, and to initiate, modify or terminate sub-professional training programmes wherever these programmes are offered. The administrative body will function as the hub of a fully co-ordinated and cohesive training system characterized by its central administration and decentralized delivery. 2. A Network of Service Deliverers The success of the training plan depends on an integrated network of service deliverers. By service deliverers is meant the network of facilities that actually deliver training services or the training establishments which prepare individuals for the world of work. Network as a concept refers to the allocation of responsibilities among training entities such that each organization functions as an important part of a cohesive national system of training. 3. A National Inventory of Services Offered It will be the responsibility of the Division as the single administrative body to develop a comprehensive list of all the programmes that are available in the country and to note among other information where these programmes are being offered. Individuals who are interested in training services could then assess the availability of programmes in which they are interested, and firms in various economic sectors could easily identify areas in which they need training personnel for which programmes are not available. 4. A Standardized Process for the Identification and Selection of Clients A national system of training should be structured so that any citizen, irrespective of previous education, training or experience could successfully pursue vocational training for entry into or advancement in the world of work. This requires that applicants for training programmes be carefully assessed and placed in training programmes which are best suited to their level of education and experience. There must be a procedure for enabling these decisions to be made. C-4 5. An Information System for Monitoring and Decision Making An information system is essential to the effective operation of the national training system. A system must be established so that information can be collected from all training entities on a periodic basis. This information will facilitate decision-making to ensure the effectiveness of the training system. Training institutions will be required to submit. inter alia. information on students (biographic data. level on enrollment per programme and performance statistics). teachers (qualifications. effectiveness. staff development needs) facilities and equipment (capacity of programmes. condition of equipment and facilities. needs for new equipment). and cost statistics (cost per programme. cost per enrollee per programme etc.). This body of information on all training facilities will provide the necessary data for assessing the performance of the training system. 6. A Functional Structure for Planning a Responsive Programme of Training A systematic programme of training must be responsive to the economic circumstances which will dictate the need for training personnel. Responsiveness. however. is not automatic. The system must be structured in a manner which will allow it to respond. The keys to responsiveness are information and flexibility. Changes in technological. economic. social and institutional circumstances must be monitored so that the need to respond can be detected. But there must be machinery for utilizing the data to make decisions. It is anticipated that these data will be collected by the Division. The Division will identify the need to respond to particular circumstances. and. after consultation with its advisory bodies. it will determine and implement a mode of response. 7. An Inter-organizational Mechanism for Setting Training Priorities An inter-ministerial planning committee would be an ideal body for establishing training priorities. These priorities must be reviewed periodically. and the training system must be constantly monitored to ensure that the thrust of activities is aligned with the established priorities. Only through this mechanism coutd the national relevance of training be established. C-5 8. An Adequate and Stable Source of Financial Support An adequate and stable source of funds is necessary to implement a comprehensive national training plan. Direct or indirect funding is necessary to elicit the participation of industry as partners in the training enterprise. Financing is also necessary to provide the support services such as monitoring the performance of the system, data collection and management and materials development, among others. The portion of the Unemployment Levy that was intended for training should be utilized to support this training plan. Financial arrangements such as those which have been successfully implemented in other countries can be explored. 9. Policy and Financial Incentives to Sustain the Interest and Involvement of the Private Sector Tax rebate policies and duty-free and tax relief concessions can form an overall package of incentives for firms to participate in the national training enterprise. In some circumstances, however, it may be necessary for the Government to provide direct funding to private firms through a sub-contracting arrangement so that the facilities of these firms can be used to provide up-to-date, on site training. A variety of other cost-sharing arrangements can be explored; but the end result is that firms will see it as beneficial to participate in the training system. 10. A Standardized Certification System for all Sub-professional Training It is necessary to ensure that all students who have been trained possess an acceptable level of competence for entry into the world of work. The National Examinations Council for Vocational Education already has a structure for the certification of students. Yet there are other bodies which certify students as being trained. Differences in requirements and standards lead to differences in competence and a sense of distrust among employers. Such problems will be resolved with a single national certification body that sets the standards for all sub-professional training. This certification body can be supported by a curriculum development function which prepares syllabuses and monitors the implementation of these syllabuses in the schools. C-6 11. A Co-operative System between Industry and the National Training Board for the delivery of Staff Development Services It is necessary to maintain a cadre of well qualified staff for the effective operation of the training system. Since a variety of pedagogical and technical expertise will be represented among the diversity of organizations in the training system. a sharing of expertise for staff development purposes will be an efficient and cost-effective measure to maintain or enhance the level of competence of all personnel in the system. There should be periodic assessment of staff development needs throughout the system. and a yearly schedule of staff development activities should be prepared and disseminated to participating training institutions. 12. A National Resource Centre for Technical/Vocational Education and Training Because of the knowledge explosion is recent decades. it is essential to maintain a base of materials and information for personnel who are involved with technical/vocational education and training. The Centre will assume the responsibility for collecting these materials and making them available to interested personnel in technical vocational education and training. The Resource Centre will function as the base of knowledge for the technical/vocational education and training system. The goals and activities of this Centre are detailed elsewhere in this document. 13. A National Warehouse and Registry of Equipment for Mounting Training Programmes In a flexible system offering training services there must be a comprehensive equipment inventory system to ensure that national resources (i.e .• equipment) are effectively utilized. Equipment that is not in use can be entered on an available equipment list so that the necessary transfer can be made to institutions where such equipment is needed. Equipment donations. surplus equipment and unused equipment that use too much space could be stored in a central warehouse facility to be made available to institutions when needed. C-7 14. Rapid Reaction Facilities for Providing Emergency Training Services Circumstances often arise in which there is need for rapidly mounted customized training services. This may be due to industrial expansion or restructuring, immigrating firms, technological change affecting industrial processes; or in some cases national emergencies which may require the training of service workers at short notice. A structure must be put in place to accommodate this type of training. SUMMARY - Training nationally will benefit universally from such a comprehensive training system. The goals that are detailed in the following chapter will move us steadfastly toward the implementation of such a national training system. C-8 APPENDIX D Status of Facilities D-1 APPENDIX f} STATUS OF FACILITIES IN THE TECHNICAL VOCATIONAL SUBJECTS BY SCHOOL TYPE NEW SECONDARY SCHOOtS SUBJECT TOTAL II OF STATUS OF FACILITIES COMMENTS AREAS SCHOOLS Good Adequate In- Poor No No DOING Adequate Facilities Information SUBJECTS / Woodwork 57 3 54 8 Metals 57 2 55 8 Technical Drawing 56 56 9 Home Economics 59 58 1 6 Auto Mechanics 7 7 58 Electricity 54 1 53 11 Agriculture Business Education 57 57 9 ' Welding 57 3 54 4 4 Machine Shop 56 3 53 5 4 Plurnbing/Pipefitting 2 2 63 Carpentry 57 3 54 8 Cabinetmaking 57 3 54 8 Art & Craft 56 5 51 4 9 I STATUS OF FACILITIES IN THE TECHNICAL VOCATIONAL SUBJECTS BY SCHOOL TYPE: COMPREHENSIVE HIGH SCHOOL. SUBJECT TOTAL I OF STATUS OF FACILITIES r COMMENTS SCHOOLS Good Adequate In- Poor No No ' Doing Adequate Facilities Information Subjects Woodwork 6 6 1 Metalwork 6 6 1 Technical Drawing 6 6 1 ~ lJI ...... ·Home Economics 6 6 1 Auto Mechnaics - - 7 Electricity 4 - 4 3 Agriculture - - 7 Business Education 6 6 Machine Shop 1 1 Welding 2 1 1 5 Plumbing/Pipef itting - - 7 Cabinetmaking - - 7 Carpentry - - 7 Art & Craft 7 7 I 0 STATUS OF FACILITIES I ~ IN THE TECHNICAL VOCATIONAL SUBJECTS BY SCHOOL TYPE: ALL AGE SCHOOLS SUBJECT TOTAL II OF STATUS OF FACILITIES COMMENTS SCHOOLS Good Adequate In- Poor No No Doing Adequate Facilities Information I Subjects Woodwork 25 - - 3 22 473 Metalwork 2 - - 2 496 Home Economics 115 - - 113 2 383 Art & Craft ,, ,•' STATUS OF FACILITIES IN THE TECHNICAL VOCATIONAL SUBJECTS BY SCHOOL TYPE: TECHNICAL HIGH SCHOOL SUBJECT TOTAL I OF STATUS OF FACILITIES COMMENTS SCHOOLS Good Adequate In- Poor No No Doing Adequate Facilities Information Subjects Woodwork 11 - 5 6 - Metc·lwork 11 - 6 5 - Technical Drawing 10 - 5 6 - ...... '\JI '° Home Economics 11 - 5 6 - Auto Mechanics 8 - 3 5 - 3 Electricity 6 - 2 4 - 5 Agriculture 11 , Business Education 10 - 4 6 - 1 Machine Shop 10 - 8 2 - 1 Plumbing/Pipef itting 2 - l 1 - 9 Cabinetmaking 4 - 3 1 - 7 Art & Craft 11 - 2 8 1 Carpentry 6 - 4 2 - 5 Welding 7 - 6 l - 4 I STATUS OF FACILITIES 0 , I °' IN THE TECHNICAL VOCATIONAL SUBJECTS BY SCHOOL TYPE H ''l 1-i ·NEW-SBOONBirltY SCHOOLS SUBJECT TOTAL I OF STATUS OF FACILITIES COMMENTS AREAS SCHOOLS Good Adequate In- Poor No No DOING Adequate Facilities Information SUBJECTS Wocdwork 32 12 20 17 8 Metals 32 11 21 17 8 Technical Drawing 28 6 22 21 8 .- Home Economics 38 2 36 11 8 0\ 0 Auto Mechanics 4 4 45 8 Electricity 8 8 41 8 Agriculture Business Education .45 2 43 1 4 8 Welding 15 4 11 34 8 Machine Shop 14 4 10 35 8 Plumbing/Pipef itting 1 1 48 8 Carpentry 14 1 13 35 8 Cabinetmaking 12 12 37 8 Art & Craft 49 1 11 34 3 8 APPENDIX E Achievement In Tech/Voe Subjects E-1 SUCCESS RATE IN THE SECONDARY SCHOOL CERTIFICATE EXAMINATION IN TECHNICAL VOCATIONAL SUBJECTS (1988) # Attaining Total # of Functional Subject Entries Unit 4 & 5 Percentage Off ice Procedures 1079 146 13.53 Business Communication 844 207 24.53 Typewriting 983 284 28.89 Accounting 1127 199 17.66 Principles of Business 971 155 15.96 Principles of Marketing 428 139 32.48 Shorthand 20 4 20.00 Child Care 857 139 16.22 Clothing & Textiles 1805 13 .72 Food & Nutrition/Catering 2082 56 2.69 Beauty Culture 170 3 1. 76 Farm Mechanics 18 2 11.11 Agriculture 448 2 .45 Carpentry & Cabinetmaking 1526 1 .07 Electrical Installation 1301 74 5.69 Machine Shop & Welding 1107 5 .45 Auto Mechanics 629 63 10.02 Plumbing 269 23 8.55 Drafting 46 6 13.04 Art & Craft 470 73 15.53 E-2 CARIBBEAN EXAMINATION COUNCIL: NUMB.ER OF CANDIDATES SITTING I.EVEL AND PERCENTAGE ATTAINING GRADES 1&2 AT THE GENERAL PROFICIENCY IN TECHNICAL VOCATIONAL SUBJECTS. (1987) Number Percentage Subject Number Sitting Attaining Attaining Grades 1&2 Grades 1&2 23.7 Agricultural Science 388 92 503 25.9 Off ice Procedure l,940 1,995 44.6 Principles of Accounts 4,477 l ,654 40.3 Principles of Business 4,106 381 25.0 .... Typewriting 1,528 °'N 209 67.8 Clothing & Textile 308 48 31.3 General Electricity 153 106 34.6 Home Management 306 34 24.1 Metals 141 90 56.9 Woods 158 462 76.7 Technical Drawing 602 5 55.5 Craft 9 38 18.0 Shorthand 211 457 53.6 Food & Nutrition 853 15' 180 6,074 578. ti:! I w CARIBBEAN EXAMINATION COUNCIL: NUMBER OF CANDIDATES SITTING AND PERCENTAGE ATTAINING GRADES 1&2 AT THE GENERAL PROFICIENCY LEVEL IN TECHNICAL VOCATIONAL SUBJECTS. (1987) Subject Number Number Percentage Sitting Attaining Attaining Grades 1&2 Grades 1&2 Agricultural Science - - - Off ice Procedure 171 34 19.8 Book-Keeping 373 230 16.7 Principles of Business 315 161 51.1 ~. - - - 0\ Typewriting l.J Clothing & Textile 49 33 67.3 Food & Nutrition 148 90 60.8 General Electricity 75 42 56.0 Home Management 33 10 30.0 Metals 9 2 22.2 Woods 10 9 90.0 Technical Drawing 50 18 36.0 Craft 1 1 100.0 Art & Craft 19 14 73.6 1,253 1,897 623.5 .... , I SECONDARY SCHOOL CERTIFICATE: NUMBER OF ENTRIES & PERCENTAGE ATTAINING RANGES 4&5 (CONTINUING GROUPS) & (FUNCTIONAL GROUPS) IN THE TECHNICAL VOCATIONAL SUBJECTS. (1987) Percentages Subjects Number of Number Attaining Entries Range Office Procedures 1, 171 165 14 .1 Business Communication 915 260 28.4 Typewriting 1,043 158 15.1 Shorthand 21 1 4.7 Accounting 963 85 8.8 ...... 4 0.8 0\ Principles of Marketing 493 ~ Principles of Business 875 83 9.5 Child Care 1,030 163 15.8 Clothing & Textile 1,491 124 8.3 Reauty Culture 67 13 19.4 Food & Nutrition/Catering 1,873 302 16 .1 Carpentry & Cabinetmaking 1,342 11 0.8 Electrical Installation 1,259 91 7.2 Machine Shop & Welding 637 14 2.2 Auto Mechanics 579 14 2.4 Plumbing 249 19 7.6 1.2 Drafting 84 10 - Farm Mechanics - - Agriculture 453 47 10.4 trJ I 14,545 1,564 172. 80 U'1 ' SUCCESS RATE IN THE SECONDARY SCHOOL CERTIFICATE EXAMINATION IN TECHNICAL VOCATIONAL SUBJECTS. (1988) Subject Total fl of Number Attaining Percentage Entries functional Unit 4 & 5 Off ice Procedures 1079 146 13.53 Business Communication 844 207 24.53 Typewriting 983 284 28.89 Accounting 1127 199 17.66 Principles of Business · 971 155 15.96 Principles of Marketing 428 139 32.48 Shorthand 20 4 20. Child Care 857 139 16.22 Clothing & Textiles 1805 13 • 72 Food & Nutrition/Catering 2082 56 2.69 Beauty Culture 170 3 1. 76 Farm Mechanics 18 2 11.11 Agriculture 448 2 .45 Carpentry & Cabinetmaking 1526 1 0.07 Electrical Installation 1301 74 5.69 Machine Shop & Welding 1107 5 .45 Auto Mechanics 629 63 10.02 Plumbing 269 23 8.55 Drafting 46 6 13.04 Art & Craft 470 73 15.53 165 E-6 1988 PElfOIUWICE IY SUBJECT IN THE CXC EXAHINATIONS •, BUSUESS EDUC.\tlON SCHOOL TIP£ PlllNClPLES ! BOOKKEEPING PlllNClPLES TIPE\lllTING OFFICE oi· BUSINESS SHOITHAND PROCEDURES Of ACCOUNTS GENE UL GENEllAl. BASIC BASIC GENElAL IASlC CENEllAL CENElAL IASIC PROFICllNCY PIOflCIENCY PlOFICIENCY PlOFIClENCY PllOFICIEHCI ~IOFICJEHCI PlOflClENCY PIOflCIEMCY PIOflCIEHCY I II TOTAL Ull Ill Ill TOTAL lloll Ill TOTAL I II TOTAL TOTAL IUI Ill TOTAL I ll TOTAL Ull 'NTRIES TOTAL IUI 111 TOTAL I II HTRIES ENTRIES ENTRIES ENTRIES El\TRIES ENTllES ENTllES ENTllES 10 1,0 2 210 4S 89 :.E\I 18) 16 IOI 161 116 106 15 l 5 116 )9 ICM: 24 - 2 ·~ SECONDARY ) I - "" " 40 122 222 S1 116 2919 ll54 945 SECOl\DAIY 1019 419 517 l4l1 1101 912 lll 26 l2 1111 lBO 196 82 - 17 HICK 146 JO ?4 159 12 I . 148 121 126 TECHtaCAL ISi 642 210 161 15 9 9 290 180 IU ll - - 271 94 - HIGH 44 ll 14 :!S " 2S 18 2 2C 264 114 96 ..:u..PRE- ISi 29 1S 102 IS4 90 112 l ) 2 2 18 16 ll 52 I 5 HENSl\"E 19 I 12 HIGH 166 .152 :,z ISi l141 161,0 I 256 1690 HI 904 4748 :!~U 1215 515L6 240 16 48 1661 blS 6'l 169 I 24 TOT.".LS 21.:! ~5 H I I ttj I co PERFORHANCE IY SUBJECT Ill THE CXC EXAHIHATIOJU 1988 SCHOOL nPE HOttE ECOllotllCS llOH£ ECOHOHICS FOOD' CLOTHING ' twlAGEHENT HUTlllTIOll TEXTILES IASIC GENERAL IASIC GEHEllAL IASIC GENERAL PIOFIClEllCY PIOflCIEJICl PIOFIClEllCl PIOflCIENCY PIOflCIEllCY FROFICIENCY TOTAL Ill TOTAL I* II TOTAL I ' Il Ill TOTAL 1 Il TOTAL 1 ' II Ill TOTAL 1 II I ' 11 ENTlllES EHTlllES ENTlllES ENTlllES ENTUES ENTRIES NEV SECONDAIY 1 -- 2l 5 10 10 l 17 129 42 52 1 I 4 51 20 ll SECONDAIY · HICH 9 - - 229 Ill 119 55 11 106 570 )89 141 Jl 1 10 198 86 Ill TECHNICAL HICH 5 -- 129 Iii 62 6 - 5 191 96 511 2 - I llS 61 S2 CO~IPllEHENSIVE 45 ll 28 - - - 11 40 26 I - - 12 24 11 HICH - - - I TOT.\LS 21 - - 426 110 219 91 14 118 961 I 567 211 )) 2 16 422 191 18l * I • CUDE I 11 • CUDE II 111 • CUDE 111 SOURCE: Jamaica centre entries and Awards 1988 - CXC spread sheet August 14, 1989 \ PUfORHANCE IY SUBJECT IN THE CllC EJWUNATIONS 1988 SCHOOL TYPE l~DUSTllAL AlTS .. TECHNICAL CENElAL HETALS IJOODS DIAlllNC ELECTllCITY IASIC CENElil IASIC CENEIAL BASIC CENElAL IASIC CENElAL PlOflCIENC': PlOflCIENCY PlOflCIENCY PlOflCIEHCY PROFICIENCY PlOflCIENCY PllOflCIENCY PlOflCIENCY TOTAL I II TOTAL IUI Ill TOTAL I II TOTAL IUI lll TOTAL I II TOTAL IUI Ill TOTAL I II TOTAL IUI Ill ENTllU:S ENTRIES ENTRIES ENTRIES ENTRIES El\TRJES ENTRIES ENTllES ...... NEii °'CX> 51 29 16 4 l5 5 2 l l 1 4 l l SECONDUY - - - 14 2 6 u • " - - SECONDARY HIGH 22 2 4 451 279 lll 19 l l1 98 ll 44 - - - 109 )6 41 6 - l 99 61 19 JECHttlCAL 2 ~l )0 10 1 - 5 5 - HICH 6 l l ?52 154 79 - - - 6 " - - - " CQ;IPlEHENS l\"E lt :!? u 4 lt. 12 1 4 4 - - - - 25 I) lO KlCll ' - - 54 - - - - )2 TOTALS l1 5 5 111 454 2:?5 l22 20 60 U2 46 6l 5 z l l6Z 11 61 zo - 5 Ill 81 \ ------ PEIFOIHANCI II SUIJ[CT IN me cxc UAltlNATIOMS 1911 SCHOOL nra ACalCUUULU. SCJ£11CE INDUSTlJAL T£CIUIOLOCl AGllCULtulW. ELECTllCAL £NCJltlEllNG lt£CIWllCAL DIGJNHUNG IUILDING SCIEllCl TECllNOLOCY TECHNOLOGY TECHNOLOCY GDUAL TECHlllCAL TECHlllCAL TECHNICAL HOrlCIUCI HOFICIDICY HOFICIENCY PIOFICIENCY TOTAL Ull Ill TOTAL uu Ill TOTAL IUI Ill TOTAL IUI Ill EllTlUS U:TUlS lHTlUS ENTU£5 1£11 SECOa!DilY 1 l J ------ SEQla:DAl.Y llCI lJ2 l1 74 ------ HClllllCAL llCI lJ6 JI 61 10 4 u lOJ sz 44 SI 3' 9 CCllPUIWllJVl llCI 50 it 29 lJ - I 24 2 IJ - -- TO?.U.S JZS 15 an IJ 4 Jl I lZ7 S4 S1 Sl 16 9 \ . I .__ ';.ioilliil .L... -- r.....· 1988 PElFOllHAHCE IY SUBJECT IN THE CllC IXAHINATlONS •, BUSllCESS EDUCATION SCllOOL TYPI I BOO.:XEEPINC PRINCIPLES OFFICE PUNCIPLES . BUSINESS SllOITIWID nrEWalTIHG Of ACCOUlCTS ' Of PIOCEDUIES BASIC IASJC GENEfu\L CENlllAL BASIC CEllEIW. GENEIUL CEMEUI. BASIC PRoncn.11cy HOflCIEllCY PROFICIENCY PROFICIENCY PIOflCHNCY ~ROFICIEllCY PltOrlCIENCY PIOfJCIDICY PIOFICIEMCY I II TOTAL JUI Ill Ull lll TOTAL UII Ill TOTAL I JI TOTAL I 11 TOTAL un Ill TOTAL l 11 TOTAL NTllES TOTAL Ull 111 TOTAL EllTUES ENTUES t:NtalES ENtalES E:<.'TUES EllTUES PITHES . ENTRIES ..... ) 40 2 1(1 210 4S 19 llE\I lll 16 IOI )61 116 106 n 10 ..... 44 4 116 Jt lOCl 24 2 0 IECOtilDAIY J l - s - ))) n1u 2919 IH4 90 SECOMDUY sn )4)1 1101 912 40 122 222 26 n lll1 llO lH 12 - l1 1079 llCll U6 JO 24 Ut "'' 270 167 lS 9 12 l . 141 127 126 TtCHNICAL 277 151 642 lS 290 llO au ll - - - HICH "" ll 14 " ' '" ) H 78 2 2( 264 114 96 t:u.-.rR£- s l5l 29 n 102 IS4 90 ll2 ) l2 2 11 16 ll S2 l HENSl\'E lt l z HlCll ~2 ISi 1141 l640 l?S6 904 4141 ~~H l?7S s1sL, 166 lS2 48 6lS 64] l69 l 24 1690 S11 Tl.l'f,",LS 2l.? a !ol 240 l6 ''" I I \ .. ... - - - -··------' THE CIC EXAHlNATIOJtS 1911 rurolHANCE IY SUBJECT IN llOHE ECONOHICS SCHOOL TIH CLOTHING ' rooo ' TEXllLES llOHE ECONOHICS NUTlltlOll IWIACEKDn' IASIC GENEIAL IASIC CENEIAL WIC cOtUAL rtOflC1£HC1' rtOUCIEHCY HOUCIENCI -· raonc1aa raonc1uct raonCIENCY TOT.ti. Ill Ill TOTAL 1 11 I ' II Ill TOTAL l II TOT.AL I ' II ENTUES I• II TOTAL I ' II ENTllES totAL EllTllES ENTllES ENUIES PTllES ]) 1 I n 20 11 129 loZ S2 MEW Zl s 10 )0 l " SECOHDAH 1 - - ll Zl I 10 191 16 11 106 no )19 llol SECOHDAJlY 229 Ill 119 n HICll 9 -- llS 61 sz 51 z - l tECHlll C.U. s ltl l29 41 u - - lllCH s - - ' " )2 2• 17 40 Z6 l - - 21 1l CC>:IHEllEllSIVE 0 ll - - - llGll - - - 18) )) 2 16 "22 191 111 96' S61 211 426 110 219 9l u TOTALS Zl - - I *l•GIADEI II • CIADt II 11 l • CUDE l ll and Awards 1988 - CXC spread sheet SOURCE: Jaaaica centre entries August 14, 1989 I I .. - .. ~ ~ rEllfOIHANCE: IY SUIJE:CT IN THE CXC UAHINATIONS 1981 SCllOOL TIH l!\'DUSHIAL ilTS TlC1DllUL CEMEIL\L H£TALS WOODS DL\UlllG UEctllCITI IASIC CEllE:UL IASIC CENE:IAL IASIC CENEUL IASIC CENEllAL PIOFICIENC-: PIOFICIEllCY PIOflCIEllCY PIOFICIENCI HOflCIEllCY HOflCIEllCI HOflCIENCY PllOflCIENCY TOTAL I II TOTAL uu Ill TOTAL I II TOTAL Ull 111 TOTAL I II TOTAL IUI Ill TOTAL I II TOTAL IUI Ill EMTllIES £1TlllE5 ENHJE! ENTllES t:NTllES EXTlllES £NTlllES ENTlllES NEU SE:CONDilY - - - 14 J • ,. u 29 l6 4 u ' z ) I I 4 1 - - 4 I ) SECONDAIY HlCll ZJ 2 " 01 219 Ill lt I 11 91 )) "' - - - IOt )6 41 6 - I 99 .. II TECHHCAL u lO 10 1 .. 5 5 lllCH • l I 25Z Ulo 1t - - - • z .. - - - - - CO:IHEHUSI \'E lllCll 9 - - 54 19 :u u 4 I~ l2 1 - - - - 4 4 - - - - ?5 I) 10 . 5 TOTALS l7 5 ' 171 04 2?S l:U 20 '° uz "' 6l 5 J ) IU 11 61 20 - Ill 11 l2 \ ..------..------...... - --~- ...... - ----·------~- - ... -"- - - - PElfOIHANCE II SUBJECT IN mE CIC ELUtlNATIOlfS 1981 SCHOOL nH ACllCULTUlAL SCIENCE INDUSTllAL TECHNOLOGY ACllCULTUlAL ELECDICAL ENGINEEllllG MECIWllCAL ENGINEERING IUILDING SCHNCE TECHNOLOGY TECHNOLOGY TECHNOLOGY GEllEIAL 'tECIUllCil TECHlllCAL TECllNICAL PIOFICIENCY PIOflCIENCY PIOFICIENCY PlOflCIENCY TOTAL HU Ill TOTAL uu Ill TOTAL IUl Ill TOTAL uu Ill EllTlllS UTll!S Ef1Hl£5 ENTUES NEV S£CO.'CllAIY 1 I J ------ SEQl):l)AIY llGI IJZ 11 74 ------ TEClllllCAL llCll IJ6 JI 67 10 4 2J IOJ 52 44 5l )6 9 COHPUllDlllYE llGI 50 lt • zt" IJ - I Z4 z ·u - - - TOTALS JU 7S 17J ll 4 Jl 127 54 51 51 16 9 Ii \ '. APPENDIX F A Partial Analysis of Cost Per Subject In Vocational Education F-1 COST ANALYSIS (PARTIAL) An Analysis of Per Student Cost in Vocational Education: Materials and Supplies Total # subject Lowest Highest Average Average of Schools Area Estimate Estimate Estimate Award in Estimate Woodwork 200 7,350 2,403 45 Metalwork 3,001 12,860 2,644 45 Auto Mechanics 1,548 5,697 3,201 13 Tech. Drawing 500 4,160 1,382 14 Welding/Mech. 880 17,600 4,085 38 Electricity 2,062 2,062 1 Plumbing/Pipefitting 600 10,431 3,011 17 Clothing/Dressmaking 559 9,060 2,441 43 Catering Services 500 9,100 2,191 21 Home Economics 200 13,300 4,020 45 Business Education 335 12,975 3,065 43 Agriculture Voe. 563 23,850 4,341 34 Beauty Culture 1,500 21,136 6,838 8 Carpentry/? 1,000 30,000 5,355 44 Child Care 360 14,140 1,962 35 Food & Nutrition 529 13,000 2,514 40 Vocational Craft 409 15,150 3,227 34 Art & craft 409 21,200 4,370 48 Agriculture Sci 990 8,660 2,843 17 F-2 APPENDIX G Report on the Assessment of Employer Training Needs and Perceptions on Technical Vocational Education and Training G-1 AN ASSESSMENT OF EMPLOYER NEEDS AND PERCEPTIONS As part of the World Bank IV project to reform secondary education in Jamaica. a employer needs assessment survey was conducted. The intent of the survey was to ascertain the views of employers with respect to: (1) their satisfaction with the quality of training in the schools in Jamaica. (2) their perceptions regarding occupations in which there is and will be need for training and (3) the type of training arrangements which will be most appropriate to their businesses. A survey questionnaire was developed by the consultant for Technical Vocational Education and Training. and was administered by Dr. Leo Richards. local consultant in Manpower_ Research. A purposive sample of 75 firms was selected. These firms represented a wide array of businesses as indicated in Table 1. The firms which categorized themselves in the "other" category could have been distributed throughout the designated categories - wholesale and retail trade etc. For instance "electrical installation" would fit under construction. and "Garage Service" could have been placed under retail trade. It should be noted. however. that most of the firms in the "other" category represented service occupations as will be noted in Table 1. Column 1. A total of 40 firms (53.3%) were in the service category. 32 (41.3%) in the manufacturing category and 4 (5.3%) in the construction category. This selection of firms does not represent the distribution of firms in Jamaica. The difficulty of soliciting responses prevented the selection of a truly representative sample. Though the sample may not be representative. the responses do seem to generally mirror the perception of employers as has been determined through informal conversations with business leaders. Most industries (50.7%) reported the growth (50.7%) or a leveling off (30.7%) of business activity (Table 2). This is typically the type of business environment where employers are most concerned about the quality of their employees. In this respect. the responses provided is all the more significant to the educational community in general and to personnel in Vocational Education and Training in particular. Table 3 and 4 provide information regarding the type of firms in terms of number of employees. Most of the firms were small - below 20 employees - and many had large numbers in part time employment. It should be noted. however. that over 20% of the firms had more than 120 employees with 12% having more than 160. G-2 Table 1 Firms by Product Group Service Manufacturing Construction # % # % # % Wholesale 6 8.0 Retail Trade 14 18.7 Insurance 1 2.5 Business Service 1 2.5 Real Estate 1 2.5 Construction 4 S.3 Manufacturing 2 5.0 30 41.4 Hospitality Services 6 8.0 Other 9 12.0 1 2.5 40 53.3 31 41. 3 4 5.3 100.0% Table 2 Growth Trends by Product Group Service Manufacturing Construction # % # % # % Increase 18 24.0 17 22.6 3 4.0 50.7 Decrease 2 2.6 4 5. 3 8.0 Constant 18 24.0 4 5.3 1 1. 3 30.7 Little Change 2 2.6 6 a.. o 10.7 40 53.3 32 41. 3 4 5.3 100.0% G-3 Table 3 Full-Time Employment by Product Service Manufacturing Construction # % # % # % Up to 20 16 21. 3 5 6.6 3 4.0 32.0 20 to 40 8 10.6 8 10.6 1 1. 3 22.7 40 to 60 2 2.6 2 2.6 5.3 60 to 80 2 2.6 3 4.0 6.7 80 to 100 1 1. 3 4 5.3 6.7 100 to 120 1 1. 3 2 2.6 4.0 120 to 140 4 5. 3 3 4.0 9.3 140 to 160 1 1. 3 1. 3 160 and above 6 8.0 3 4.0 12.0 40 53.3 31 41. 3 4 5.3 100.0% Table 4 Part-Time Employment by Product Service Manufacturing Construction # % # % # % Up to 20 35 46.6 23 30.6 4 5.3 20 to 40 5 6.6 4 5.3 40 to 60 1 1. 3 60 to 80 2 2.6 80 to 100 1 1. 3 40 53.3 31 41. 3 4 5. 3 100.0% G-4 Table 5 presents data on the number of employees who have received training in Jamaica's schools by type of school in which training was received. The data indicates that most firms hire employees from all the local schools. But few firms in this sample seemed inclined to hire HEART graduates.l It is apparent, however, that the business activity of the firm will in large measure determine the type of students (by school) that they are likely to hire; and this may imply that the jobs secured by students will vary by school type. For instance, many firms hire a significant number of All Age school graduates: a paint manufacture hired 78, aluminum fabricator, 56; manufacturer of confectionery, 126, coffee producer, 95; manufacture of bottles 440 etc. Further analysis must be done to determine the nature of jobs that are done by graduates according to school type. The data seem to infer that the graduates from some schools provide a ready source of inexpensive labour. Table 6 indicates that "employee referral" and "newspaper ads" are the primary means through which employers recruit. However, many of the firms indicated their use of school placement officers when asked the best source for the identification of new employees. Perhaps a placement function for high school graduates may well enhance their employment possibilities. Table 7 through 10 attempts to assess the level and adequacy of training provided within the firm. The responses provided do indicate that some level of intervention by the formal training system is needed to supplement industrial training. Over 70% of the firms are heavily engaged in training, and about half of them are .dissatisfied with the quality of their own training. 1 Please note that this has been verified through a manual review of the questionnaires. Most forms left the designated column blank. The categorization of the data for analysis did not bring this out very clearly in the analysis. Further analysis of the data is needed to explore this tendency in the table . • ' G-5 Table 5 Employees Trained at Local Schoolsl Service Manufacturing Construction All Age # % # % # % Up to 20 36 48.0 17 2.2 4 5.3 76.0 20 to 40 3 4.0 5 6.6 10.7 40 to 60 2 2.6 2.7 60 to 80 3 4.0 4.0 80 to 100 1 1. 3 4 5. 3 6.7 40 53.3 31 41. 3 4 5.3 100.0% High School # % # % # % Up to 20 36 48.0 24 32.2 4 5.3 85.5 20 to 40 4 5. 3 4 5.3 10.7 40 to 60 1 1. 3 1. 3 60 to 80 2 2.6 2.6 40 53.3 31 41. 3 4 5.3 100.0% Tech High # % # % # % Up to 20 35 46.6 30 40.0 4 5.3 20 to 40 3 4.0 40 to 60 2 2.6 60 to 80 1 1. 3 6.7 40 53.3 31 41. 3 4 5.3 100.0% New Sec # % # % # % Up to 20 35 46.6 26 34.6 4 5.3 20 to 40 2 2.6 3 4.0 40 to 60 2 2.6 1 1. 3 60 to 80 1 1. 3 40 53.3 31 41. 3 4 5.3 100.0% lp1ease note that this table represents the number of firms who have hired employees in numbers which corresponds to categories noted. So there are 36 firms in the service category which have hired between 1 and 20 employees from the All Age School. and there is one firm that has hired over 80 employees (up to 440) from the All Age School. G-6 3 3 3 3 3 3 4.0 4.0 1. 1. 1. 1. 1. 1. 94.7 94.7 97.3 97.3 98.7 98.7 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% G-7 G-7 % % % % % % % % 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 5.3 % % # # # # # # # # 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 # # Construction Construction 3 3 3 3 3 3 3 3 3 3 3 3 3 3 % % % % % % % % 1. 1. % % 41.3 41.3 41.3 41.3 41. 41. 41. 41. 41. 41. 40.0 40.0 41. 41. 41. 41. 41. 41. 41.3 41.3 # # # # # # # # 1 1 # # 31 31 31 31 31 31 31 31 31 31 30 30 31 31 31 31 31 31 31 31 Manufacturing Manufacturing 3 3 3 3 3 3 3 3 % % % % % % % % 2.6 2.6 1. 1. 1. 1. 1. 1. 1. 1. % % 53.3 53.3 53.3 53.3 53.3 53.3 53.3 53.3 53.3 53.3 53.3 53.3 50.6 50.6 49.3 49.3 53.3 53.3 52.0 52.0 # # # # # # # # 1 1 2 2 1 1 1 1 1 1 # # Service Service 40 40 40 40 40 40 40 40 37 37 40 40 38 38 40 40 39 39 40 40 High High (CONTINUED) (CONTINUED) 20 20 60 60 20 20 20 20 40 40 100 100 40 40 20 20 5 5 100 100 20 20 School School to to to to to to to to to to to to to to to to to to to to 40 40 20 20 80 80 20 20 Over Over Up Up Up Up 80 80 Cast Cast Heart Heart Up Up Comprehensive Comprehensive Table Table Up Up Up Up Voe Voe Firm the Vendors by 3 3 from 4.0 % % 8.0 % 8.0 % % 1. Training 36.0 37.7 53.7 53.3 58.6 38.7 22.7 34.7 18.7 21. 17.3 49.3 16.0 10.7 12.0 Practices 6 9 8 7 Methods 10 6 3 1 9 6 8 # # # # # Provided 38 37 17 14 29 27 13 29 16 12 40 44 26 Vendor Training Table Table Table Table Table of Training of Training Recruitment of Employer Adequacy Availability Adequacy Training Agency Provided Referral Training Mouth Placement Acquaintances Training of Little Training Training School Considerable Employee Other Little Employment Newspaper Somewhat No Yes Mutual No Moderate Word Yes G-8 None Frequent No Very Although equipment vendors provide training, about 60% of the respondents are not satisfied with the training provided by vendors. It appears that firms find it necessary to embark upon their own training programs, either because the training system is not responsive, or because it is more efficient and effective to provide in house training. Notwithstanding, the splintering of training endeavors publicly and privately leads to a substantial level of inefficiency in the allocation of training dollars nationally. The fact that their is some level of dissatisfaction among firms with their in house training capacity does indicate that there is an avenue through which the formal training system could be of more service to these firms. A list is provided of the topics in which skill training is provided by industry (Table lOA). Table 11 examines the frequency with which employers hire graduates by school type. The data indicates that firms are more inclined to hire graduates from the secondary schools than they are inclined to hire graduates from HEART. Graduates from CAST are also hired at a frequent rate. It should be noted however, that a firm's predisposition to hire will depend on the type of business activity and the nature of the firms human resource requirements. In this regard, a firm may indicate that it is less likely to hire a particular type of graduate as a result of its human resource needs. But it may well be that some firms are not inclined to hire graduates from particular institutions because of the quality of their training, or because of other factors which may render certain individuals inappropriate. To the extent that the latter is true, this may warrant some attention to determine where training dollars should be allocated; or alternatively, what must be done in order to improve the a6ceptability of students from particular institutions. Tables 12 and 13 indirectly examine employers perception of the value of training. Over 80% of the employers believe that training increases a student's opportunity for job placement, and over 50% of these employers believe that training plays a considerable role in this regard. over 80% of these employers believe that training increases the opportunity for job advancement; with over 50% believing that training is of considerable importance for this purpose. Employers generally believe in the value of training and appears to seek out qualified prospects. They are beginning to invest significantly more money in their own training activities. This does infer that there is a receptive environment among employers to enhance the National Training System. G-9 Table lOA TOPICS IN WHICH INDUSTRY SKILL TRAINING IS PROVIDED (Q9) Electronics Industrial Relations/Supervisory Management Garment and Glove Manufacture Food Processing and Packaging (12) Accounts, Math, Computer Operations (Food Distribution) Machine Operation, Tool Making and Maintenance Knowledge of Electrical Merchandise Customer Relations Repairing Radios and other Electronic Equipment Training in Motor Vehicle Spare Parts Sales and Service Boiler Courses Refrigerator Repair and Installation Warehouse Management Stock Control Quality Control Machine Operation Supervisory Management All Areas of Hotel Service The Development of Standards (Testing and Calibration Service) Testing and Calibration Techniques Insurance Sales Woodwork, Upholstering, Polishing Manufacturing Practices Printing, Bookbinding; Heat Sealing Processes Woodwork Machines, Set Up and Operations '. G-10 % % 5.3 5.3 6.7 6.7 52.0 52.0 10.7 10.7 18.7 18.7 # # Know Know Don't Don't 4 4 8 8 5 5 14 14 39 39 G-11 G-11 % % 9.3 9.3 4.0 4.0 6.7 6.7 16.0 16.0 21.3 21.3 Very Very # # Frequent Frequent 5 5 7 7 3 3 12 12 16 16 % % ten ten 17.3 17.3 28.0 28.0 25.0 25.0 13.3 13.3 32.0 32.0 Increases Increases Of Of # # Increases Increases 19 19 24 24 13 13 21 21 10 10 Advancement Advancement Institutions Institutions 5.3 5.3 8.0 8.0 5.3 5.3 4.0 4.0 9.3 9.3 5.3 5.3 % % 4.0 4.0 % % Placement Placement 37.3 37.3 45.3 45.3 30.7 30.7 10.7 10.7 45.3 45.3 % % Job Job 13 13 40.0 40.0 29.3 29.3 18.7 18.7 28.0 28.0 11 11 36.0 36.0 Job Job 6 6 3 3 4 4 8 8 3 3 # # 4 4 4 4 7 7 Training Training # # 34 34 28 28 34 34 23 23 12 12 # # Training Training Training Training for for 21 21 14 14 22 22 27 27 30 30 Occasional Occasional for for Table Table by by Table Table Which Which % % Table Table 4.0 4.0 8.0 8.0 6.7 6.7 Which Which 10.7 10.7 17.3 17.3 to to Hires Hires # # Seldom Seldom to to 5 5 8 8 6 6 3 3 13 13 Opportunity Opportunity Opportunity Opportunity % % Degree Degree 2.7 2.7 4.0 4.0 1.3 1.3 8.0 8.0 Employee Employee 18.7 18.7 Degree Degree the the the the The The # # Never Never 2 2 1 1 3 3 6 6 14 14 The The All All All All Extent Extent Extent Extent Little Little Little Little High High At At At At Somewhat Somewhat Somewhat Somewhat Considerably Considerably Great Great Considerably Considerably Not Not Great Great Uncertain Uncertain Not Not Secondary Secondary Very Very Uncertain Uncertain Very Very Tech. Tech. Other Other Cast Cast Heart Heart to that and are were to the those very must The to have due with could skills. were most Jobs between they or concerns quality Technical to the with Many lists familiar highest satisfied were be while industry systems, convenient type. the graduates employment of skills understand were Students likely with when inability are seem 18A are The they be to technical may is perhaps, familiar" the they employers that good, education futures. mentioned to satisfied somewhat to most school satisfied school skills, that inconvenience differences Table few there personal CAST. very 11 that by be This, are were which seem basic responses attempt seems assessment employers employers students• electronics in to some either many employers, dependability. dimensions. indicate certification from Very their that promising and addition were writing so the the of their satisfaction secondary to advantage. stable. and indicated In and seem which although which recruits and areas .in indicated in they industry opportunities are of graduates have to familiar. to areas Employers 10% best seem employers• seem employers• about with 11 indicaied indicated System. to also learn graduates hired. opinion Jobs that is 70%) technical of on The which level There skills particularly 50% few to school data baffled their extent in extent and the seem While motivation training a have on enhanced. note list of relationship," concern data (over institutions be to their in The the the 15A). be Training basic a occupational to moderately employers construction 11 conclusive. they highest almost of areas occupations prospects. found trades willing most skills, promising. well system. to as the system although the graduates could The Many weaknesses. which, (Table graduates training "customer enough level anticipated. may in provide expressed very are assesses not National competence assesses summarizes dissatisfaction examines the students• of machines. 15), although clerical machine 14 16 of 17 graduates the 17A 18 about are been the employers the School are employment training use improved. training the the (Table "unfamiliar," "relatively" (30%), the level confident Table programs, scheduling have employers and satisfied. in satisfied. with in Table be data generally a~ked often communication skills, operate about of demonstrate High Table employers prospects with quality Table prospects Most HEART good occupations Table G-12 to to a a G-13 G-13 to to such such As As work. work. own own started started and and of of avenue avenue generally generally be be who who requires requires manner manner an an p.m. p.m. their their provide provide a a formal formal work. work. experience experience (Ql9) (Ql9) needs needs as as in in in in up up s:oo s:oo should should who who who who Institutions Institutions up up work work set set Employers Employers at at employees. employees. sector sector individuals individuals scheduling scheduling 8.0 8.0 % % % % to to set set and and 66.7 66.7 25.3 25.3 32.0 32.0 12.0 12.0 45.3 45.3 10.7 10.7 Programs Programs Training Training programs programs upgrading upgrading to to for for of of Classes Classes start start 15 15 Training Training not not 6 6 9 9 # # 8 8 # # so so 19 19 and and 34 34 24 24 14 14 lSA lSA individuals individuals and and consultants consultants skill skill country. country. type type training training are are off. off. inclined inclined of of Table Table release release use use Training Training the the training training Duff's) Duff's) Table Table Table Table This This or or are are time time convenient convenient of of .• .• in in satisfied. satisfied. day day job. job. Vocational Vocational formal formal needs needs that that is is be be retraining retraining sufficient sufficient Convenience Convenience (e.g (e.g take take the the the the the the with with institutions institutions can can that that to to midday. midday. lack lack systems systems programs programs on on employers employers requires requires which which view view at at apparent apparent time time classes classes Inconvenience Inconvenience is is not not a a Familiar Familiar Familiar Familiar Convenient Convenient through through It It training training training training result. result. employees employees do do accommodate accommodate education education others others function function at at Some Some employees employees Trainees Trainees Program Program Familiarity Familiarity Familiar Familiar Training Training N.B. N.B. Somewhat Somewhat Convenient Convenient No No Relatively Relatively Unfamiliar Unfamiliar Very Very Moderately Moderately \ % 20.0 48.0 24.0 56.0 25.0 Know 62.7 # 42 47 15 19 18 Don't 36 9.3 2.7 % 10.7 13.3 10.7 30.7 Not 2 # 8 7 8 23 10 Satisfied % 49.3 26.7 26.7 53.3 36.0 36.0 Training # 27 20 16 27 20 40 37 Satisfied with Table 5.3 1.3 4.0 % 13.3 24.0 10.7 4 1 # 3 8 Very 10 18 Satisfied Satisfaction High School High Secondary Cast comprehensive Heart Technical vocational G-14 % % 4.0 4.0 4.0 4.0 5.3 5.3 2.7 2.7 4.0 4.0 2.7 2.7 2.7 2.7 2.7 2.7 2.7 2.7 4.0 4.0 5.3 5.3 2.7 2.7 4.0 4.0 # # Know Know Don't Don't 2 2 4 4 3 3 3 3 2 2 3 3 2 2 2 2 2 2 4 4 2 2 3 3 3 3 G-15 G-15 % % 5.3 5.3 5.3 5.3 9.3 9.3 5.3 5.3 2.7 2.7 6.7 6.7 1.3 1.3 8.0 8.0 6.7 6.7 21.3 21.3 12.0 12.0 12.0 12.0 34.7 34.7 # # Good Good Very Very 9 9 4 4 4 4 9 9 7 7 4 4 5 5 2 2 6 6 1 1 5 5 16 16 26 26 % % 28.0 28.0 14.7 14.7 18.7 18.7 29.3 29.3 38.7 38.7 38.7 38.7 29.3 29.3 36.0 36.0 20.3 20.3 30.7 30.7 22.7 22.7 22.7 22.7 34.7 34.7 # # Good Good 29 29 11 11 22 22 21 21 14 14 27 27 29 29 23 23 22 22 26 26 16 16 17 17 17 17 % % 46.7 46.7 49.3 49.3 45.3 45.3 64.0 64.0 25.3 25.3 32.0 32.0 45.3 45.3 42.7 42.7 37.3 37.3 46.7 46.7 50.7 50.7 52.0 52.0 53.3 53.3 17 17 Quality Quality # # Adequate Adequate 24 24 48 48 28 28 35 35 34 34 19 19 37 37 34 34 40 40 32 32 30 30 35 35 39 39 Table Table % % 4.0 4.0 4.0 4.0 1.3 1.3 8.0 8.0 8.0 8.0 6.7 6.7 Manpower Manpower 22.7 22.7 17.3 17.3 16.0 16.0 20.0 20.0 17.3 17.3 20.0 20.0 14.7 14.7 # # 3 3 3 3 1 1 6 6 6 6 5 5 13 13 17 17 12 12 13 13 15 15 11 11 15 15 % % 1.3 1.3 1.3 1.3 1.3 1.3 1.3 1.3 1.3 1.3 # # Poor Poor Poor Very Very 1 1 1 1 1 1 1 1 1 1 to to with with with with toward toward Knowledge Knowledge Attendance Attendance Instruction Instruction Policies Policies Following Following Appearance Appearance communication communication Compliance Compliance Personal Personal Attitude Attitude Co-workers Co-workers Learn Learn Cooperation Cooperation Dependability Dependability Responsibility Responsibility Work Work Willingness Willingness Work Work Basic Basic Knowledge Knowledge Accepting Accepting Skills Skills Overall Overall Up-to-date Up-to-date Qualities Qualities has are the in among repair which preparation education understand and training not Likely bills packaging skills skills job do (Q22) of up instrument motivation Most to vocational (dependability, basic Are self areas personal repairs of job prior that writing 17A communication) often. environment of all and Weaknesses to adjust machines the education electrical in terms done relations to most work Table Recruits expertise on array math, in suggest affairs the steel exposed to the formal conditioning relations Which repairs both to operating of attendance of Demonstrate knowledge success in been in air electronic. estate current unwilling mentioned writing. technical seems to policies work in in initiative in tying major further short for lack not and motivate real and were Areas to data to get skills adjusting with and use instructions relationships responsibility skills of toward have service skills (reading. to interpersonal to needed others). fallen acquisition The sense which hard recruits employees attitude knowledge knowledge motivation laying how *Very *Customer *Writing Compliance *Dependability communication/interpersonal *Writing *Practical *Areas Recruits Common Self Creativity Following Punctuality work overconfident Lack customer Reasoning Knowledge The Lack Most Accepting Attitude Most Ability Difficulty N.B. G-16 Willingness Tabl~18 Future Job Prospects Very Very Uncer- Training Area Good Good Stable Poor Poor tain # % # % # % # % # % # % Off ice occ 4 5.3 14 18.7 37 49.3 1 1.3 19 25.3 Electronic Jobs 16 21.3 38 50.7 5 6.7 16 21.3 Construction Jobs 10 13.3 34 45.3 12 16.0 2 2.7 17 22.7 Machine Trades 4 5.3 45 60.0 9 12.0 17 22.7 Other Jobs 9 12.0 7 9.3 3 4.0 56 74.7 G-17 by be on of needs There but changes - array not the about does the needs limits the to formal traditional will This Demand to offered noted, workers. industry brought the is the place in there be changing significant refer Occupations of emerging agree. be adaptable well the upgrade that and to will Increasing and only training to respondent may (instrumentation) more and will Be capacity lithographic new tend not 18A technicians relevance one which I in specialists which which Will the there officers some may As lab become the respondent in retrain Table in Occupations And technicians responsive for to This technicians one growth must Is be daikroom areas Rather, by need to structures occupations, technology. reexamine secretaries Emerging There personnel conservation the system structures. machinists, systems researchers in the to marketing noted mechanical society. and technology analysts to inspectors art to calibration pressman, and significant ability Which and the need existing was water vocational New literate the trained programmers operations data management in It in and controllers is training training occupations. training changes point any of of our employers. also and joining technologists of materials for binders; Computer State Testing Paint Computer Local Computer Lithographers Advertising Electrical Computer Accounts Verification Quality N.B. Energy Need Metal G-18 of of be be a a that that G-19 G-19 the the from from very very be be Many Many in in somewhat somewhat held held the the is is training) training) term term most most doing doing to to reluctance reluctance formal formal for for and and should should the the their their formal formal significant significant that that undermined undermined long long support support list list indicates indicates term term substantiates substantiates formal formal that that for for which which regarding regarding difficult difficult the the short short need need for for skill skill community. community. while while establishment establishment meet meet of of has has adequate adequate of of in in discussions discussions 21 21 which which 20 20 desire desire Although Although a a Firms' Firms' focus, focus, The The be, be, of of infer infer on on to to their their a a employers. employers. the the on on needs needs (short (short in in need need under under need need more more form form to to electronics electronics to to 22). 22). Table Table Table Table well well is is system system points points in in well well from from manner manner training training in in programs, programs, education education system system nature. nature. need need respondents respondents system. system. some some capacity capacity embark embark expressed expressed may may emphasis emphasis may may the the not not curriculum. curriculum. and and expressed expressed (Table (Table by by There There to to to to It It service service expressed expressed divergent divergent the the workshops workshops basic basic the the critical critical development development receptive receptive This This resulted resulted courses courses which which were were education education training. training. tailored tailored training training firms firms made made best best and and assess assess of of training training students students greater greater assistance. assistance. firms firms two two in in sound sound a a have have specialized specialized for for to to very very they they of of skill skill the the education education Firms Firms the the a a somewhat somewhat a a training. training. regarding regarding training. training. be be Many Many skills. skills. for for receptivity receptivity of of formal formal may may in in institutions institutions seem seem seminar seminar of of that that secondary secondary comments comments possibilities possibilities provide provide express express specialized specialized secondly, secondly, in in the the 36% 36% credits credits skill skill need need to to need need could could attempts attempts provide provide basic basic the the to to interested interested the the their their emphasize emphasize Although Although areas. areas. restructuring restructuring is is at at tax tax in-plant in-plant and and desire desire vocational vocational 21 21 in in to to with with to to training training this this training training About About seem seem training training indicated indicated employers employers to to very very job job lists lists the the and and institutions. institutions. needs. needs. system system system system and and and and they they by by trade trade preferred preferred there there interests interests ties ties 19 19 by by 23 23 need need are are ability ability highlights highlights express express its its informative. informative. preparation preparation overhaul overhaul training training circumstances, circumstances, training. training. employers employers changes changes noted noted regarding regarding mediocre mediocre attempting attempting development; development; training training training training to to programs programs closer closer training training cautious, cautious, perception/prejudices perception/prejudices training training firms' firms' Table Table and and firms firms First, First, visited visited firms firms support support employers employers machine machine Tables Tables % 2.7 4.0 2.7 2.7 # OJT 2 2 2 3 % 1.3 5.3 1.3 2.7 # Shop Work- 2 4 1 1 % 5.3 2.7 2.7 2.7 14.7 Plant Institutions In # Training 2 2 4 2 11 % Training 14.7 10.7 19 10.7 12.0 29.3 by ized # Special- Courses 9 8 8 11 22 Table % Needed 6.7 10.7 14.7 14.7 12.0 Formal # Schooling 9 8 5 11 11 support % of 50.7 29.3 46.7 68.0 78.7 # None Type 22 51 59 38 35 Trade Electronics construction Clerical Machine Other G-20 Table 20 Employers' Level of Interest in Training Very Somewhat Not Need Further Resources Interested Interested Interested Information # % # % # % # % Short Term Seminars 32 42.7 30 40.0 11 14.7 2 2.7 Tailored P~ograms 51 68.0 14 18.7 9 12.0 1 1.3 Non Credit Courses 9 12.0 20 26.7 24 32.0 22 29.3 Credit Courses 16 21.3 17 22.7 17 22.7 5 33.3 Job Site Training 16 21.3 28 37.3 28 37.3 3 4.0 Internship 8 10.7 18 24.0 44 58.7 5 6.7 OJT 23 30.7 31 41.3 20 26.7 1 1.3 Tax Credit 30 40.0 7 9.3 12 16.0 26 34.7 Table 21 Training Arrangement Desired by Employers Most Somewhat Least Arrangement Desirable Desirable Desirable # % # % # % Formal Training 31 41.3 24 32.0 20 26.7 Release Time 9 12.0 33 44.0 33 44.0 Seminars/Workshops 34 45.3 30 10 14.7 Table 22 Visit From Local Training Institutions Visit Needed # % Yes 27 36.0 No 48 64.0 G-21 Table 23 Changes Desired in the Training Systems (Q28) Greater emphasis on the English language. More vocational training. Expansion of technical training. Students should be exposed to the repairs of air conditioning in a more direct way rather than exposure in general electronics. The courses offered in electrical installation, especially at the secondary school level should be tailored to.suit our society's need. Specialized courses and formal training needed in food processing. Courses should be designed to teach food processing and packaging at the secondary school level. Students should be exposed to courses in customer relationships. There should be formal training in insurance. Short-term seminars are needed on foreign-based new technology. Higher pass rate at the CXC level. Training in work attitudes and communication to support skill training. Many times skills are there but attitudes are poor. Skills taught should be in keeping with the realities of the workplace. Students should be given the opportunity to do ducoing in school. The training system should be compatible and adaptable to changing needs. Students in business studies should be introduced to sales and marketing strategies. Training should start from first form; not just after high school (Hotel Service). Schools should place more emphasis on attitudinal skills. Courses in insurance sales should be offered in more institutions. Students should be exposed to additional areas of work apart from traditional woodwork, home economics, etc. Would like to see improvement in the standard of teachers so that there is no room for students to openly criticize them. More on-the-job training. A more practical approach to teaching, and a divergence from conventional training programs. More job oriented training at the secondary level. Greater emphasis on English and Math at all levels. More effort to develop practical skills at all levels. A work study program where students can be sent out to industry during the learning process to enhance their skill development. G-22 Have trainees exposed to the work environment during their formal training. In addition to learning the specifics. trainees should be taught as part of the curriculum: attitudes at the work place. and working as a team to achieve the bottom line. on the job training. Encourage people in the work world to return to training. A more practical approach to training. Train students in the knowledge and use of machines. Restoration of a more vibrant apprenticeship program. Wider opportunities for vocational instructors to receive training. Better and more up-to-date machines and equipment in training institutions. More practical training in various companies. Home economics students should be trained to fit into the manufacturing of confectioneries. More modern and up-to-date machines and equipment for use in training institutions. Need for adequately trained and remunerated staff in training institutions. Concentrate more on the practical needs of society e.g .• teaching of construction skills and techniques. Students should be introduced to vocational areas at a younger age. More practical and hands on training. School curriculum should address "customer relationships" for students in forms 2 and 5. More emphasis should be placed on skills required for the job. Government should give aid to more needy students and stop helping the people who can afford it. Money should be spent on primary education. Students at secondary level should be exposed to the nature of services in the hotel industry e.g .• serving and meal preparation. Students should be introduced to locksmithing. Courses should be set up to train people in the major areas of the uses of chemicals. Too many individual consultants means that training is expensive. A regulatory body should be set up so that joint ventures could be forged. More emphasis on practical rather than theory. Students are not taught the preparation of oriental and European cuisine. Students should be given a chance to prepare more interesting meals. Students need more field background. G-23 in more and rural used in the other areas. program. be given organization. be and an rural better supervision materials address in should confined areas. in industry. training or of should for job tools. colleges rail should in type HEART) and workers working in the skills employees of for chemicals woodwork of JAMAL up-grading in community those basic Education products. machines basic aspect in performance training with services hair dynamics extensive extensive and more for social carving of to and and and Vocational (especially in specializing training on programs training managers. Intensive introduced Intensive institutions Improved training technology preparation Students Students areas. Special middle Technical understanding Emphasis Mobile G-24 Recommendations Based on the Employers Need Assessment Survey 1. Conduct a more comprehensive and detailed survey to ascertain the views of a wider array of employers so that they can participate in improving the national training system. 2. Embark upon initiatives to streamline training nationally so that training resources. could be effectively and efficiently allocated. Since most industries now engage in some form of in-house training. attempts should be made to accommodate private training as part of .the National· Training structure. 3. Consider. as part of the national training policy. a system of tax incentives to encourage the participation of private firms in nationally established training goals. 4. Reexamine and attend to the factors which tend to undermine the quality of training in Secondary schools and HEART. 5. Examine closely the extent to which the Secondary school curriculum attends only to the non-instrumental goals of education. While education for jobs and social success is important. attention must be given to the importance of education for the development of human character. Too many employers have complained about poor interpersonal relations skills among students. and their lack of motivation and dependability. G-25 of of of of form form use use the the the the in in in in often often G G (Ql2) (Ql2) is is training training duration. duration. in in Equipment Equipment APPENDIX APPENDIX VENDORS VENDORS provide provide 1 1 training training hours hours 1. 1. and and 2 2 or or Such Such vendors vendors EQUIPMENT EQUIPMENT - 1 ATTACHMENT ATTACHMENT Instruments Instruments most most FROM FROM courses courses equipment. equipment. Instruments Instruments TRAINING TRAINING their their short short Generally. Generally. OF OF Woodworking Woodworking Machines Machines of of ice ice Laboratory Laboratory Safety Safety Computers Computers Off Off Use Use TOPICS TOPICS N.B. N.B. '"-. '"-. G (07) APPENDIX EMPLOYEES 2 2. NEW Officers Ads ATTACHMENT Agencies RECRUITING Referral Mouth Placement Acquaintances Advertisements of FOR School Employee Newspapers/Want Employment Media Word Mutual SOURCES BEST