DOCSLIB.ORG

Policy Framework for Creation of Sustainable Industries Through Work-Based Learning in TVET

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Policy Framework for Creation of Sustainable Industries Through Work-Based Learning in TVET VOCATIONAL AND TECHNICAL EDUCATION JOURNAL (VOTEJ) VOL2, NO. 2, 2020. ISSN: 2734-2697 (Print). H. I. Okoye, B. O. Anioke, C. E. Ugwuanyi and G. C. Odokoro Policy Framework for Creation of Sustainable Industries through Work-Based Learning in TVET by *Hyacinth I. Okoye, Beatrice O. Anioke, Chinyere E. Ugwuanyi and Gloria C. Odokoro Department of Business Education, Faculty of Vocational and Technical Education University of Nigeria, Nsukka *Corresponding Author:[email protected] Abstract It has been widely acknowledged that one indispensable programme that can produce demand-driven manpower for sustainable industrial and technological advancement of nations is Technical and Vocational Education and Training (TVET). Creating sustainable industries requires long-term strategic approach. Given the critical role of human resources in sustainability, TVET institutions which train future industry staff needs to collaborate with the industries through functional and effective work based learning models. There should therefore be a nexus between the model of training and what is expected of the future workers being trained for the industries. Creation of the right policy is therefore critical. This paper x-rayed the theories and models of work-based learning; nexus between TVET institutions and sustainable industries through work based learning; and the existing challenges to be remedied through formulating right policy framework and reforms for the TVET systems. For the way forward, such policy should be geared towards ensuring, among others, that training institutions and industries work on shared vision; and that the policy framework for sustainability is based on best international models and practices highlighted in the paper. Keywords: TVET, work based learning, sustainability, challenges, policy Introduction sustainable future (UNESCO, 2005; Armstrong, Education is the key factor for sustainable 2011). development of modern societies, while technical As leaders and experts, TVET facilitators and vocational education and training (TVET) is have the opportunity to elevate the importance of the aspect that should empower beneficiaries for sustainable development in all the facets of seamless employment and significant industry. Research has shown that employers are contributions to the economy. In addition to other having a difficult time finding workers that have existing resources, successful societies in this 21st the right knowledge and skills needed to perform century owe their economic success to a largely in an ever-changing work environment despite the skilled labour force that matches the demands of predominance of unemployment syndrome which labour market. Sustainability from the is now better referred to as un-employability perspectives of industry professionals and syndrome. This is mostly the greatest problem in Technical and Vocational Education and Training Africa where TVET graduates are finding it (TVET) academics is a concept that has been difficult to convince the employers that they have talked about and debated for the past three the skills to take up 21st century jobs in industries. decades. With the rapid environmental, social and In Nigeria, a critical challenge is the development economic changes happening around the globe, it of a competent workforce and sustained economic is hardly surprising that the concept is gaining growth in the global economy. There is need to stronger attention. The world recognizes that reverse the trend of Africa being one of the practical actions and strategies need to be taken in blessed continents and yet remaining one of the order to move people and industries from least developed continents of the world ((Inyiagu, presently unsustainable terrains to a more 2014, Nwachukwu, 2014; Chukwuedo and Omoffonmwan, 2015; Muswaba, 2018). ©FACULTY OF VOCATIONAL AND TECHNICAL EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA 69 VOCATIONAL AND TECHNICAL EDUCATION JOURNAL (VOTEJ) VOL2, NO. 2, 2020. ISSN: 2734-2697 (Print). H. I. Okoye, B. O. Anioke, C. E. Ugwuanyi and G. C. Odokoro TVET is no doubt a major supplier of and learning goals. Framework is the structure or human capital. It is important that workers with procedures put in place and so policy framework the right repertoire of skills are trained to take on is the structure built to provide direction for jobs. Research reveals that integrating implementation of policy (Rand, 2019). Policy sustainability into educational and training can cover a wide range of educational activities programmes is multi-dimensional and takes on a from upper administration to individual wide range of approaches leading to a variety of classrooms (UNESCO, 2005). An effective TVET perspectives within the Sustainable Development system requires a functional and responsive (SD) discourse. Industry perspectives and policy. The approach and mode of provision and approaches to Sustainable Development may development of TVET may vary from one substantially differ from TVET perspectives and country to the other and it may be taught at approaches. This definitely has implications for different educational levels in different TVET the Sustainable Development agenda and may institutions (Arfo, 2015). For instance, in Nigeria, limit the vision from being shared by the parties. TVET institutions include Technical Colleges at It therefore becomes imperative that both industry lower and upper levels. At tertiary level, there are and TVET institutions, through work based Vocational Enterprise Institutions learning (WBL), realign their goals for (VEIs)/Innovation Enterprise Institutions (IEIs), sustainability and work towards a common Monotechnics, Polytechnics and relevant agenda for cohesion and quality (Xanthis, 2015; Faculties of Universities (FRN, 2014; UNESCO- Chinedu and Wan-Mohammed, 2017). UNEVOC, 2019). Not to be forgotten are the majority emerging through apprenticeship under Work-based learning is a subset of the unorganized informal sectors. TVET policy is experienced-based learning (Richard, 2013). an extension of wider education policy and However, within the somewhat narrower confines formulating the right policies for implementing of TVET, work based learning refers to learning robust work-based learning strategies, based on that occurs through undertaking real work, workable theory and models of WBL, will go a through the production of real goods and services, long way to re-position both TVET, the industries whether the work is paid or unpaid. Work based and the society in general, not only on the part of learning activities begin by helping students steady growth but also sustainability. develop a broad understanding and awareness of industries and possible careers that are available Theories and Models of Work-Based Learning to them. Over time, these experiences narrow in (WBL) focus as students find careers of interest, learn that Work-based learning is a form of post-secondary education is necessary for success, experiential learning. The basic principles of and practise the technical, transferable 21st experiential learning set out by Dewey (1938) century skills, as well as social and personal skills infuse not only work based learning, but also to enter those careers later in life (Tennessee areas such as adult learning, service learning and Department of Education, 2016; Greenfield & outdoor education. For Dewey, learning was Stevens, 2018). In other words, students need primarily an activity that arises from the personal sustainable skills for work in sustainable experience of grappling with a problem (and thus industries; such calls for building industry- not all experience results in learning, a conclusion institution-led TVET. which has implications for the development of practical techniques to improve the quality of Policy refers to action plan or strategy to work-based learning within TVET). He argued guide the achievement of objectives. Education against the isolation of the school from the world policy includes plans, laws and processes that outside it, and maintained that the incorporation educational institutions, local authorities, states of students’ experience and learning outside the and nations have put in place to achieve teaching ©FACULTY OF VOCATIONAL AND TECHNICAL EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA 70 VOCATIONAL AND TECHNICAL EDUCATION JOURNAL (VOTEJ) VOL2, NO. 2, 2020. ISSN: 2734-2697 (Print). H. I. Okoye, B. O. Anioke, C. E. Ugwuanyi and G. C. Odokoro school was a powerful way to motivate them and at both middle and high education levels. Usually to engage them in learning (McCulloch, the academic staff are required to undertake McLaughlin and Allison, 2010).Corroborating, appropriate training programme and work with Wilson (1997) posited that work based learning is external adviser and consultant. An institution based on constructivist theory. With this plays the role of “second marker” maintaining approach, learning occurs through the regular contact with the organization and having development of meaningful constructs and the full responsibility for quality assurance (Garnett, experience in real work situations. Thus Richard 2009; Major, 2016). (2013) stated that WBL is a subset of experiential learning. The type of experiential learning as put Work Based Learning in TVET and Its forward by Kolb (1984) is based on Necessity constructivism, linked to it through the concepts There is now consciousness that of experience and reflection. Work-based learning employability has to be a key component of also
Load more

Recommended publications
  • Sail Training, Vocational Socialisation and Merchant Seafarer Careers: the German Initiative in the 1950S1 Alston Kennerley
    Sail Training, Vocational Socialisation and Merchant Seafarer Careers: The German Initiative in the 1950s1 Alston Kennerley Tout au long du 20ème siècle la pertinence de l'expérience pratique dans les navires hauturiers à voile carrée avec de futures carrières de marin dans les navires motorisés a été discutée et remise en cause. Il restent aujourd'hui des pays qui fournissent une telle expérience pour des officiers stagiaires, et il y a un soutien mondial pour donner de l'expérience de la voile aux jeunes dans le cadre du développement caractériel indépendamment du futur métier. La discussion ici se concentre sur l'initiative allemande des années 50, en recherchant des avis personnels au sujet du contexte et du but opérationnel, par le moyen de questionnaires sur l'expérience personnelle de la voile et du métier de marin qui a pu suivre. Les résultats prouvent que les répondants étaient généralement favorables à la possibilité de formation en termes de la gamme étendue des qualifications personnelles engendrées, et que le coût et l'effort sont valables. The history of merchant seafarer training is probably almost as old as deep sea seafaring itself. It can certainly be identified from medieval times, at least in Britain through the adoption of craft guild progression structures: apprenticeship, journeyman craftsman (mate), master craftsman. In British seafaring two levels of apprenticeship evolved: seaman apprenticeship and officer apprenticeship. With the opening of the oceans in the fifteenth and sixteenth centuries, educational dimensions, especially navigation, began to be taught ashore as well as at sea, to those destined for command. Until well into the nineteenth century, skills aspects, grouped under the term seamanship, were always learned or taught through example and experience aboard ships engaged in commercial trading.
    [Show full text]
  • Schuder, Ted TITLE Teachers' First Year of Transactional Strategies Instruction
    DOCUMENT RESUME ED 362 853 CS 011 449 AUTHOR El-Dinary, Pamela Beard; Schuder, Ted TITLE Teachers' First Year of Transactional Strategies Instruction. Reading Research Report No. 5. INSTITUTION National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 93 CONTRACT 117A20007 NOTE 33p. PUB TYPE Reports Research/Technical (143) EDRS PRICE 14F01/12CO2 Plus Postage. DESCRIPTORS Elementary Education; Inservice Teacher Education; Program Effectiveness; *Reading Instruction; Reading Research; *Teacher Attitudes; *Teacher Response; Teaching Methods; Teaching Styles IDENTIFIERS *Transactional Strategies Instruction ABSTRACT Two studies examined seven teachers' acceptance of a strategies-based approach to reading instruction during their first year of using the intervention. Interviews andobservations revealed that the intervention, a long-term transactional strategies instruction program called SAIL (Students Achieving Independent Learning), was fully acceptable to only two of the seven teachers. Issues that influenced acceptability included professional development support and teacher choice. Recommendations that could lead to greater acceptance of transactional strategies instruction by teachers using it for the first time are offered. Briefly, teachers need: several years of professional development; a safe, supportive school environment; explanations and modeling of what good strategy teachers do; and encouragement
    [Show full text]
  • 2021-22 Algoma High School Course Handbook
    HIGH SCHOOL 2021-2022 Table of Contents Credits……………………………………………………………………………………..3 Transfer Students…………………………………………………………………………..3 Graduation………………………………………………………………………………... 3 Class Load/Dropping Classes…………………………………………………………….. 3 Credit Recovery…………………………………………………………………………... 3 Graduation Requirements……………………………………………………………….... 4 College-Bound Athlete…………………………………………………………………… 5 Courses Taken in High School for College Credit….……………………………………. 6 NWTC Advanced Standing & Transcribed Credit….……………………………. 6 Cooperative Academic Partnership Program (CAPP)……………………………. 7 College Credit in High School (CCIHS) Program………………………………. 7 Courses Taken in Middle School for High School Credit……………………………….. 8 Algoma Middle School Scheduling Information.…………………………………………8 Course Delivery/Learning Format Definitions…………………………………………... 9 Course Offerings by Departments………………………………………………………... 9 English……………………………………………………………………………. 9 Social Studies/Social Sciences…………………………………………………...13 Science………………………..…………………………………………………. 17 Mathematics……………………………………………………………………...20 Health and Wellness Education…………………………………………..............23 Career and Technical Education……………………………………………….... 24 Business Education……………………………………………………… 24 Family and Consumer Science…………………………………………...26 Visual Arts………………………………………………………………. 28 Technology and Engineering Education……………………………….... 30 Foreign Language……………………………………………………………….. 31 Music Education………………………………………………………………… 32 Other Opportunities……………………………………………………………... 33 It is the policy of the School District of Algoma
    [Show full text]
  • Comparing Sail Training and Landbased Youth Development Activities: a Pilot Study Luke Mccarthy and Ben Kotzee
    Comparing sail training and landbased youth development activities: a pilot study Luke McCarthy and Ben Kotzee Introduction The value of adventure and experience of the outdoors to education and general personal development has long been stressed, with some authors tracing the idea as far as Homer and Plato (Hattie et al, 1987: 43). A more obvious history of adventure education can be traced from the Victorian era – with its romantic idealisation of the experience of nature (Hopkins and Putnam, 1993: 4) – to today. Whilst some of the effect of outdoor or adventure education programmes may lie in the positive impact of such programmes on physical fitness, experiencing the outdoors environment was seen (by both classical and Victorian authors) as an important factor in general social development. This view has been supported since from the 1960s onwards through a number of empirical studies that seek to justify the effectiveness of such programmes and that sketch exactly what the benefits of such programmes are (Ewert, 1987: 14). Using ships and the sea in adventure education also has a history that can be traced back to the mid-19th century (McCulluch, 2002: 70). By the mid-20th century “sail- training” had become more formalised, with, for instance, the establishment of the (UK) Sail Training Association (now the Tall Ships Youth Trust) and the International Sail Training Association (both in 1956). Today, there are more than 30 organisations in the UK alone providing sail training on more than 50 craft. The primary purpose of these organisations is not necessarily to teach young people to sail, but rather to develop life skills more generally through involvement with sailing.
    [Show full text]
  • Sea History$3.75 the Art, Literature, Adventure, Lore & Learning of the Sea
    No. 109 NATIONAL MARITIME HISTORICAL SOCIETY WINTER 2004-2005 SEA HISTORY$3.75 THE ART, LITERATURE, ADVENTURE, LORE & LEARNING OF THE SEA THE AGE OF SAIL CONTINUES ON PICTON CASTLE Whaling Letters North Carolina Maritime Museum Rediscover the Colonial Periauger Sea History for Kids Carrying the Age of Sail Forward in the Barque Picton Castle by Captain Daniel D. Moreland oday the modern sailing school role of education, particularly maritime. ship is typically a sailing ship op- For example, in 1931 Denmark built the Terated by a charitable organization full-rigger Danmark as a merchant ma- whose mission is devoted to an academic rine school-ship which still sails in that or therapeutic program under sail, either role today. During this time, many other at sea or on coastwise passages. Her pro- maritime nations commissioned school gram uses the structure and environment ships for naval training as well, this time of the sailing ship to organize and lend without cargo and usually with significant themes to that structure and educational academic and often ambassadorial roles agenda. The goal, of course, being a fo- including most of the great classic sailing cused educational forum without neces- ships we see at tall ship events today. sarily being one of strictly maritime edu- These sailing ships became boot cation. Experiential education, leadership camps and colleges at sea. Those “trained training, personal growth, high school or in sail” were valued as problem solvers college credit, youth-at-risk, adjudicated and, perhaps more significantly, problem youth, science and oceanography as well preventers. They learned the wind and sea as professional maritime development are in a way not available to the denizens of often the focus of school ships.
    [Show full text]
  • Eugenics and Domestic Science in the 1924 Sociological Survey of White Women in North Queensland
    This file is part of the following reference: Colclough, Gillian (2008) The measure of the woman : eugenics and domestic science in the 1924 sociological survey of white women in North Queensland. PhD thesis, James Cook University. Access to this file is available from: http://eprints.jcu.edu.au/5266 THE MEASURE OF THE WOMAN: EUGENICS AND DOMESTIC SCIENCE IN THE 1924 SOCIOLOGICAL SURVEY OF WHITE WOMEN IN NORTH QUEENSLAND Thesis submitted by Gillian Beth COLCLOUGH, BA (Hons) WA on February 11 2008 for the degree of Doctor of Philosophy in the School of Arts and Social Sciences James Cook University Abstract This thesis considers experiences of white women in Queensland‟s north in the early years of „white‟ Australia, in this case from Federation until the late 1920s. Because of government and health authority interest in determining issues that might influence the health and well-being of white northern women, and hence their families and a future white labour force, in 1924 the Institute of Tropical Medicine conducted a comprehensive Sociological Survey of White Women in selected northern towns. Designed to address and resolve concerns of government and medical authorities with anxieties about sanitation, hygiene and eugenic wellbeing, the Survey used domestic science criteria to measure the health knowledge of its subjects: in so doing, it gathered detailed information about their lives. Guided by the Survey assessment categories, together with local and overseas literature on racial ideas, the thesis examines salient social and scientific concerns about white women in Queensland‟s tropical north and in white-dominated societies elsewhere and considers them against the oral reminiscences of women who recalled their lives in the North for the North Queensland Oral History Project.
    [Show full text]
  • University Microfilms International300 N
    INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy.
    [Show full text]
  • Use of Sail Training Ship in Seafarers' Professional
    Asia-Pacific Journal of Marine Science&Education, Vol. 3, No. 1, 2013, pp. 87-96 USE OF SAIL TRAINING SHIP IN SEAFARERS’ PROFESSIONAL EDUCATION Natalya V. Borodina Among the most vital issues for the shipping industry all over the globe is the improvement of maritime security and prevention accidents at sea. Human factor is considered to be the root cause of most accidents at sea; therefore to prevent accidents through people is one of the best options to ensure marine safety and environmental protection. The “bulk” of these problems comes from organizational errors and promotes a cultural change to develop a “do it right” mindset. The existence of the training fleet or ship(s) owned by the maritime educational institutions can drastically help in the above mentioned task. One of the most important issues in this case is to correctly organize the cadets’ on-board training, to ensure all and every opportunity for each cadet to train and “drill” the required skills and abilities. Keywords: human factor; improve maritime safety; on-board training; prevent accidents at sea; professional training; sailing ship; skills and abilities; training ship. Among the most vital issues for the shipping industry all over the globe is the improvement of maritime security and prevention accidents at sea. Human factor is considered to be the root cause of most accidents at sea; therefore to prevent accidents through people is one of the best options to ensure marine safety and environmental protection. The “bulk” of these problems comes from organizational errors and promotes a cultural change to develop a “do it right” mindset.
    [Show full text]
  • OCC 2018 Brochure 3.Indd
    LEARN TO SAIL • POWER BOAT TRAINING CRUISING • NAVIGATION • USCG LICENSING MARINE MAINTENANCE • YOUTH CAMPS 2018 A Full Horizon for 2018 This is going to be quite a year for us. After fi ve decades, our entire marina facility will be replaced. The project starts this fall and should be completed by Feb 1, 2018. This long- Brad Avery, Director planned upgrade includes new pilings, fl oats, electrical, Mette Segerblom, Sailing Program Coordinator lighting, plumbing, and fi re system. Our faculty and staff Janice Alfrey, Registration Services did the layout, which will provide a great marina in terms of Debbie Dunne, Professional Programs Assistant safety, effi ciency, and more room for boats! Terry Essen, Offi ce Assistant Debora Furman, Executive Assistant 2018 will see fi nal approvals for OCC’s new Maritime Training Center which Victoria Hubbard, Registration Services will be built across the street from our current facility. A pedestrian bridge Karen Prioleau, Professional Mariner’s Program over Coast Highway will connect both buildings. The new 10,000 sq. ft. Kristy Robinson, Offi ce Assistant building will be home to our growing Professional Mariner Program, which serves students interested in maritime careers. Construction should begin in On-the-Water Instructors early 2019. Alex Boullon Karen Prioleau Armando Eason Paul Prioleau We also look forward to reviving our offshore sail training program in 2018. Berkeley Green Robert Profeta We are currently seeking a modern cruising boat in the 53 to 60 foot range. Debbie Dunne Deb Robinson After the sale of the incredibly successful Alaska Eagle in 2011, we are Marc Hughston Ernie Schultz eager to again provide students with offshore sailing skills which can only Robert Jones Grace Vandervort be acquired by participating in multi-day offshore sailing passages.
    [Show full text]
  • Into the Wild Blue Summer
    AUSTIN YACHT CLUB TELLTALE July August 2015 Into the Wild Blue Summer Cover photo by Cheryl Pervier IN THIS ISSUE SAVE THE DATE 5th Annual Fleet Challenge Welcome New Members Sunfish/Laser Races Sep 2, 9, 16, 23, 30 AYC Membership Committee Meeting Sep 17 Summer Racing Photos Sailing the North Sea by Ethan Froelich Beer Can Races Sep 4, 11 Free Sail Sunday Sep 6, 20, 27 ASA 101 Basic Keelboat Course Board of Directors Reports Sail4Kids at AYC Sep 19-20 FJ Training Series Fleet Captain Updates Fred’s Warmhearted Rant Sep 10, 17, 24, Oct 1 Late Summer Series #1 Sep 20 Sailing Director Report Linda McDavitt’s Race Around the World Centerboard Regatta Sep 12-13 AYC Board Meeting Sep 24 Message from the GM Hap Arnold Perpetual Beacon Late Summer Series #2 Sep 27 5th ANNUAL FLEET CHALLENGE by Scott Young The 5th Annual AYC Fleet Challenge will be held Saturday, August 29 The AYC Fund has successfully raised nearly $25,000 each of the first at the Rylander Pavilion at AYC. The AYC Fund will again host the Fleet four years of the fleet challenge and this event is the main fund raising Challenge using a similar format as last year with a few wrinkles thrown opportunity for the AYC Fund each year. Without the generous support of the in to keep things interesting. AYC Fleets the past two years, the AYC Fund could not have provided funding Each fleet is encouraged (but not required) to have an A & B Division skipper to help AYC create the position of Director of Sailing at AYC.
    [Show full text]
  • Setting the Club's Course for the New Year
    Mainsheet Thunderbird Sailing Club February 1, 2016 Norman, Oklahoma Setting the Club’s Course for the New Year 2016 TSC Officers From Our New Commodore, Keith Campbell Commodore Happy New Year! I’d like to first thank the membership for the Keith Campbell opportunity to serve as Club Commodore for 2016. I first had the 405-826-1031 desire to learn to sail while I was stationed in Norfolk, Virginia. I [email protected] accomplished that goal when I joined the Naval Reserve Officers Training Corps at the University of Oklahoma. I learned on the Past Commodore unit’s Lasers (the same ones that are currently in our Boat Yard), Phil Moershel 405-208-1532 and went on to skipper the Columbia 8.3, Laura Jean, as well as [email protected] becoming Sail Team Captain. I purchased my own boat, Sooner Fi, shortly after graduation and earning my commission. From those Vice Commodore formative learning experiences here at Lake Thunderbird, I’ve had Mike Devenitch the opportunity to sail all over the country; Newport, Key West, Pensacola, San Diego 405-200-1668 and the Puget Sound. [email protected] I’d also give thanks to all of the past officers and members who have donated their time, talents and energies into making the Thunderbird Sailing Club what it is today. Rear Commodore They’ve worked incredibly hard to establish a phenomenal sailing club, in excellent Jason Pudlo fiscal and physical condition. They’ve positioned us right on the shores of Lake Thun- 405-226-3045 [email protected] derbird to launch us for success.
    [Show full text]
  • Safety First Carolyn Daley Ex-Shannon Page 14
    Safety First Carolyn Daley ex-Shannon page 14 Crossing the Pond Fairwyn page 18 Bandaras Bay Katie G page 22 Your Crew and You Ta-b page 26 April 2014 Receptionist – Heather Sloat Watchkeepers Rendezvous – Myrna Webster [email protected] Bartenders – Mike & Kathleen Nolan [email protected] 2014 Board of Directors Bosun – Nicole Bezugley [email protected] Speakers – Rosario Passos Commodore – Jennifer Handley [email protected] [email protected] Communications – Peter Burnham Vice Commodore – Vacant [email protected] Vancouver Island Watch [email protected] Education – Mike Gregory Vice Commodore – Glen Wilson Secretary – Myrna Webster [email protected] [email protected] [email protected] Fleet Coordinator – Vacant Secretary – Carol McNichol Treasurer – Vacant [email protected] [email protected] [email protected] Speakers – Terry Allen Treasurer – Don Craigmyle Past Commodore – Boudewijn Neijens [email protected] [email protected] [email protected] Membership – Peter Burnham Bosun – Chris Stask [email protected] [email protected] Reporting to Board of Directors Vancouver Watch Communications – Edie Dittman Administrator – Elizabeth Gregory [email protected] [email protected] Vice Commodore – Glen Middleton [email protected]
    [Show full text]