DOCUMENT RESUME

ED 246 194 CE 039 169

AUTHOR Seng, Law SongTITLE Co-ordination between Vocational Education &

Vocational Training in Singapore. VITB Paper No.2.

INSTITUTION Vocational & Industrial Training Board, Singapore.PUB DATE 84NOTE 25p.; Paper presented at the Industrial and

Vocational Education and Training Conference (Taipei,Taiwan, December 1983).

PUB TYPE Reports - Descriptive (141) -- Speeches/ConferencePapers (150)

EDRS PRICE MFO1 /PCO1 Plus Postage.DESCRIPTORS *Articulation (Education); *Coordination;

*Educational Cooperation; Foreign Countries;Institutional Cooperation; *Job Training; *LaborForce Development; Postsecondary Education;Prevocational Education; Secondary Education;*Vocational Education

IDENTIFIERS *Singapore

ABSTRACTIn this paper the system of coordinatiGn within the

broader framework of education and technical manpower training isexamined. The development of technical education in the schools andof programs offered by the public institutions is first described. Adiscussion follows regarding technical manpower training, theresponsibility for which lies outside the school system and which isundertaken by different public institutions. Coordination oftechnical manpower development is considered. The closely linkedsystem of progression between the schools and vocational training isthen elaborated upon by focusing attention on the joint efforts ofthe Ministry of Education (MOE) and the Vocational and IndustrialTraining Board (VITB) in introducing a mechanism of automaticregistration and a Pre-Vocational Training (PVT) program. Two tablesand three figures are attached that depict areas of study in thetechnical education program, proposed PVT projects, the system ofautomatic registration, and features of the MOE-VITB system ofprogression. (YLB)

************************************************************************ Reproductions supplied by EDRS are the bes,., that can be made *

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COORDINATION BETWEENVOCATIONAL EDUCATION,4.

trQ &VOCATIONALTRAININGc=IN SINGAPORE

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI

This document has been reproduced asreceived front the person or organizationoriginating it

. Mincr changes have been made to improvereproduction quality.

Points of view or opinic is stated in this docuTent do not necessarily represent official NIE

\J'N\ Position or policy.

VITB Paper No. 2, 1984

Dr. Law Song SengDirector

Vocational & IndustrialTraining Board

Singapore

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

)

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

This paper was first presented at the Industrialand Vocational Education and Training Conference,National Taiwan Normal University, Taipei, Taiwan,Republic of China, Dec 1983.

It is reprinted as a VITB Paper in view of itsProfessional interests to others in the vocational andindustrial training field.

IP

Vocational & Industrial Training Beard.tyr

CONTENTS

Abstract 1Introduction 2School-Technical-Vocational Training Infrastructure 4

Special MOE-VITB Linkages 10Concluding Remarks 14

References 15Tables & Figures 16

ABSTRACT

This per examines the coordination of publictrain institutions within the broader framework ofeducation and technical manpower traininrf, includin7vocational traininl, in Sihsapore. Althouz:h these insti-tutions operate independently of each other withoutformai administrative linkases, the areas cf respon-sibilities are clear:}. defined. In addition, theplanning, and pro,;ection of manpower needs is coordinatedat the national level .of a Council on T'T'of.-="onal andTechnical Education. In the area of vocational trainin:;,the tril,arzite representation of the Vocational &Industrial Trainin; Board and its network of ad,-isorco=ittees alsc, serve as a vehicle for coor;:ination

si.,ecial relationships bein7 develor,ef. with theLlihiF.tr: of Loucatior.

51

INTRODUCTION

In the previous pacer by Law (1), the trend of voca-tional training in Singapore was presented. In :articular,the racer traces the evolution and formalization of the

system of training, its underlying features and recent deve-lopment. The changes in the system of vocational trainingwere viewed as a response to three impinging factors arisingfrom Singapore's limited human resource, the policy of eco-nomic restructuring for the 1980s and 90s and implementationof a New Education System in 1980.

The lines of demarcation with. respect to the rolesand responsibilities of public training institutions to meetdifferent levels and areas of manpower needs are well deli-neated. These institutions which are directly involved inthe training of technical manpower (including vocational andindustrial training) are highly integrated as components ofthe national manpower training infrastructure (1, 2).

However, in the broadest sense, public institutionsonly constitute a part, albeit major, of the greater pool ofeducational and training resources of a country. The part-nership of-private institutions and industries in trainingis viewed as an increasingly important feature of the totalsystem. Schools represent the initial springboard towardsfurther education and training and as such, governmentalpolicies which transcend inter-ministry objectives must bewell coordinated. It is equally important that interfacesbetween training institutions at operational levels are sup-ported by mechanisms for coordination and consultation so asto ensure effective use of training resources.

In this paper, the system of coordination within the

62

broaaer framework of education and technical manpc..Tertraining; is examined. The development n:' 'technicaleaucal-,ion' in the schc:...is and programmes offered the

institutions are first described. This is followedby the coordination of technical manpower training. Tneclosely-linked system of pro.;,ression between the schools andvocational traininz, is then elaborated upon by focussingattention on the joint efforts in introducing a mechanism ofautomatic registration and a Pre-Vocational Trainingrroz:rarnme.

3

SCHOOL- TECHNICAL- VOCATIONALTRAINING INFRASTRUCT IRE

The major public training institutions in Singaporeare represented by the National University of Singapore,Nanyang Technological Institute, Ngee Ann Polytechnic,

Singapore Polytechnic, Economic Development Board (EDB)

(with 3 training centres and 4 institutes), Vocational andIndustrial Training Board (with 15 vocational institutes)

and Ministry of Education (with some 470 scnools) as shown

in Fig. 1. Together they constitute the public educationand technical manpower training infrastructure excluding

private institutions and industry training centres.

Technical Education Within The School System

General education is administered by the Ministry of

Education and is patterned on a basic 6-4-2 system untilrecently when provisions for 8-year primary and 5-year

secondary streams wereintroduced with the implementation of

the New Education System in 1980. Since the attainment of

self-government in 1959, an emphasis of the educationalpolicy has been the teaching of science and technical sub-

jects directed at the manpower needs of industrialization

and preparation for an emerging modern technological

society. Following a Commission of Inquiry into Vocational

& Technical Education in Singapore in 1961, a "technical

stream" in secondary technical schools, leading to theGeneral Certificate of Education, GCE '0' and 'A' levels was

introduced. 'Technical education' in Singapore schools

refers to subjects such as Metalwork, Woodwork, Technical

Drawing and Basic Electricity and Electronics. The objec-

tive is not aimed at providing vocational training butrather to acquaint pupils with the knowledge and use of

basic hand tools and simple machines. Special secondary

4 8

vocational schools offering 2-year programmes for superan-nuated Primary six students were developed within the schoolsystem. So were secondary commercial schools offering2-year programmes at Secondary 3 and 4 developed.

However, by 1963, there was still a heavy biastowards academic education with only 6% in the technicalstream and 2% in vocational training. Major changes tookplace with the establishment of the Technical EducationDepartment (TED) in 1968 which worked towards a NationalIndustrial Training Council (NITC) through the Minister ofState (Education). The policy was to further orientate thetechnical-vocational training towards the manpower needs ofindustrialization. In particular, the need to modify theattitude of the people towards and promote the image ofblue-collar work was recognized. Within the school system,the following changes were introduced :-

- All Secondary 1 and 2 pupils were offered a commoncurriculum. Streaming was effectively postponedto Secondary 3.

- All Secondary 1 and 2 pupils were -equired totake technical drawing.

- All Secondary 1 and 2 boys and 50% of girls wererequired to undergo Workshop Practice. Theremainder of the girls were to do Home Economics.

- Course assessment and aptitude tests were appliedas a basis for channelling to Secondary 3.

- The target was to channel 1/3 of upper secondarypupils to the 'technical stream'. This wasachieved in 1972.

- Secondary vocational schools were phased out jnfavour of vocational institutes offering crftcourses leading to Trade Certificates.Singapore Technical Institute (today, one ofVITB's institutes) was established to offerhigher-level Industrial Technician Certificatecourses for GCE '0' level trainees.

5

- The TEL tool: over the responsibility of adminis-tering ApprentiCeshiL schemes from the Ministryof Labour.

- The Adult Education Board started to offer 2-yearpart-time pre-vocational classes to prepareprimary school leavers for admission to the

vocational institutes for skills training.

With the subseauent expansion of vocational institu-tes and infrastructural development the system of vocationaltraining in Singapore was formalized through the formationof the Industrial. Training Board (ITB) in 1973. Since then,industrial training was no longer a part of the secdarytechnical education programme. The ITB, as a statutoryBoard, operates independently outside the genereLl educa-tional system of the Ministry of Education. Following areview of the technical education Programme in the secondaryschools by the Shelley Committee in 1976, further adjust-ments were made to the secondary curriculum, in Particular,the gradual phasing out of technical drawing and basicelectricity and introducing the option of Workshop Practiceor Home Economics for girls. At the lower secondary level,all boys, and girls who choose to, study Metalwork and

Woodwork within the 40-period curriculum time for threeperiods pei week. At the upper secondary level, the'technical ztream' students are expected to offer a. com-bination of subjects including either Woodwork or Metalworkat the GCE '0' level as an elective. The curriculum time isfive periods per week. The rationale is that for the ablerstudents, comr.2uIsory exposure at the lower secondary levelis sufficient and, at the upper secondary levc1, would bene-fit more from Min= a humanities elective instead.Furthermore, a technical elective at GCE, '0' level is not apre-requisite for admission to further technical or er:-:i-neering courses at the PoVtechnics or University. The

curriculum for the technical education procramme remainsessentially the same today as shown in Table 1.

Public Training Institutions

The National University of Singapore (NUS) was

established in 1980 through the merger of the thenUniversity of Singapore and Nanyang University. It provides

6

under -graduate and post-graduate training in eight facultiesincluding Engineering. in Institute of Systems Science wasrecently established to provide advanced computer traininganc applications research within Singapore's overall planfor the computer software industry. Admission to theUniversity is based oh the GCE 'A' level examination jointlyadministered by the University of Cambridge and Ministry ofEducation at the national level. The second University-level institution is the new Nanyang Technological Institute(NTI) set up in 1981 specially to train practice-orientedengineers as against the academically-oriented engineeringprogramre of the NUS. By a special arrangement, all engi-neering students undergo a common first year course at theFaculty of Engineering at NUS before continuing theremaining three years at the NUS or NTI.

At the next lower level of technical manpowertraining are the two Polytechnics, viz, Ngee Ann Polytechnic(NP) and Singapore Polytechnic established in 1963 and 1954respectively. The basic role of these Polytechnics is toproduce engineering technicians through diploma-levelprogrammes. The Nee Ann Po:Lytechnic in addition, conductsdiploma courses in Business and Computer studies. Full-timecourses of two-year and three-year durations are availablefor ,-- 'A' and '0' level holders respectivey.

Tn.e. Vocational ez Industrial Training Board (VITE) wasestablished as a national authority in 179 with the respon-sibility for promoting, developing and providiir vocationaland inuustrial training . Today, it has developed a systema-tic and integrated system of skills training which comple-ments tre overall manpower training infrastructure inSingapore. It offers a wide spectrum and levels of coursesranging from the Certificate of Competency in ConstructionTrades to the ..at tonal Trade Certificate and hither -levelIndustrial Tec%ician Certificate, Certificate in LusinessStudies and Diploma in Applied Arts courses. Entry qualifi-cations or VITE courses vary from primary education to theGCE '0' level.

Apart i'ro VITB institutions, another avenue forskills training is through the three training centres andfour, institutes of the Economic Development -Board (EDB).These institutions are established (the first in 1972) as

117

joint ventures with foreign governments or internationalcorporations to meet the specific skilled Manpower needs forthe newer industries. Admission to these centres andincti-tutes are based on the GCE '0', GCE 'A' and VITB NationalTrade Certificates depending on the courses which are

available at the Diploma, Industrial Technician Certificateand Craft Certificate levels.

Coordination C4 Technical Manpower Development

As is apparent, the responsibility for technical andskilled manpower training lies outside the school system andis undertaken at various levels by different public institu-tions. There are no formal administrative linkages amongstthe institutions. At the national level, however, is aCouncil on Professional and Technical Education (CPTE)

chaired by the Minister for Trade and Industry which over-sees the overall planning and projection of manpower needsand its development for the country. Also represented inthis Council are the Minister of State (EdlAcation) who isalso the Minister-in-charge of VITB and the Polytechnics,.National Trades Union Congress, Ministry of Labour, PublicService Commission, Economic Development Board, NationalUniversity of Singapore, Nanyang Technological Institute andNational Computer Board. Projected manpower demandsapproved by the CPTE provide the basis for the developmentand implementation of training programmes by the variousinstitutions.

The VIrB, as a national body responsible for skillstraining, also has a direct interest in and actively sup-ports the upgrading of skills in the existing workforcethrough its apprenticeship, approved training centre andcontinuing education and training programmes. The mechanismof tripartite representation at the Board level and its

advisory committees serves to reinforce the coordination oftraining efforts.

The Board of the VIM, for example, is constituted ona tripartite basis with representation from the Government,:TUC and employer groups. In particular, the Director ofSchools is presently a Board member representing the

!Ministry of Education. The EDB is represented on the Boardby its Division:11 Director (Manpower) . Likewise, the VITB

12

is represented on the Management Committees of Eliti trainiiccentres. The two universities are placed unde the chargeof the Minister for Trade and Industry. The Minister ofState (Education) who is the Chairman of VITS is also theMinister-in-charge of the two Poly technics. Besides theseofficial linkages, the VITS has its own network of thirteentrade advisory committees to assist its role in theestablishment of occupational classifications, skills stan-dards, certification and curriculum development.

SPECIAL iN/10E- VITB LINKAGES

There are obvi-7,us and logical reasons for close

linkages bep.reeu general education within the school systemand VITB's1 system of vocational training. The national

ob:,ective of developing each individual to his maximum

potential can be achieved only if students are sufficiently

motivated to do their best in schools and are attracted and

equally motivated to undergo vocational training with the

VITB. In a tight labour market situation with no

unemployment, it is very tempting for a school leaver espe-cially from the lower economic-social group to seek direct

employment and thus forgo an opportunity to build a good

foundation through proper training. There is no compulsory

education in Singapore. The system of vocational trainingunder these circumstances must be sufficiently flexible and

attractive in matching the abilities and educational attain-

ment of the school leaver.

The main criterion for admission to the VITB is the

level of educational attainment although credit points are

awarded for relevant technical subjects taken in schools for

the purpose of selection. In this sense, the 'technical

education' received by students at the secondary level is

not specifically aimed at preparing a student for furthertechnical or vocational training but rather in providinz, abroad introduction to the knowledge and handling of basictools and machines. There is presently no direct 'technicaleducation' - vocational training linkage with respect to thecurriculum in school and vocational training.

The feasibility of a system of compulsory educationand vocational training was examined in a study jointlycarried out by the VITB and the MOE in 1981/82. After much

1014

anall7sis and discussions, it was decided that a system ofautomatic Progression was the more appropriate and should beadopted. It was thought that a compulsory system was noguarantee of successful education or skills acquisition. Itis more important that students see the value of and areencouraged by their parents and teachers to undertake voca-tional training on a voluntary basis. Besides, a compulsorysystem could mean unnecessarily excessive commitments oftraining and administrative resources for implementation.

The study, however, highlighted the need for a veryclose linkage between the schools and VITB. Ar effectivemechanism to facilitate the process of progression was seenas essential if the projected intakes into vocationaltraining are to be achieved. This recognition resulted inthe development of the Automatic Registration System (ARS)which provides the physical channel through which primaryschool leavers (after eight years of general education) willbe automatically posted to one of VITB's vocational institu-tes. The necessary steps and departments involved in theARS are depicted in the flow chart in Fig. 2. The system ofautomatic progression is further supported by adopting atotal strategy based on self-contained audio visual packa-ges, career e;:hibitions and open houses. Each audio-visualpackage will aim to interest different targetted groups ofstudents, explain the opportunities for training and itsimportance to their future. The ARS was successfully testedor the first group of primary school leavers in Dec 82 with

a progression rate of 71%.

Another significant outcome of the joint study wasthe identification of the need for a new one-year Pre-vocational Training (PVT) programme for Primary 8Monolingual (P3M) school leavers under the hew Educationbystem. This programme has been conceived and is beingdeveloped as an integral part of VITB's system of vocationaltraining. The underlying concept of PVT is to create a sti-mulating and challenging environment during this tran-sitional but critical one-year learning experience betweenthe schools andaptitudes willCertificate co

emplqrment or

acquired the

world of work. Those who have the necessarybe able to proceed further to National Tradeurses. For those who decide to seekapprenticeship training, they would haveadditional maturity, work discipline and

15

understanding of vocational choices which will make themthat mach more enlightened and trainable as workers. Thus,

the training of those who do not proceed to secondary educa-tion will not be left to chance but systematically plannedand provided for.

The implementation of this PVT concept calls for afundamentally new approach in training which is trainee-centred, activity-based and work-oriented. The trainingenvironment should encourage self- motivation, allow for

independence of progression and develop confidence through adiversity of meaningful project activities (Table 2).

Specifically, the objectives of the PVT programmehave been established as :-

- To provide the necessary discipline, work atti-tudes and habits to bridge the gel) between theschool environment and world of work;

- To provide a broad-based vocational training of anexploratory but meaningful nature which will leadto further training in a specific occupation orchoice of appropriate employment in the Manufactu-ring, Commerce or Household and Personal Servicessectors of the economy;

- To provide further general education to strengthenfunctional competencies in basic literacy and

numeracy.

The PVT will have a 30-hour per week curriculumcovering English Language, Mathematics, Work Orientation,Project Works and Physical Education and Extra CurricularActivities. The Project Work which constitutes 18 hours perweek or 60% of the curriculum is the core of the one-yearprogramme. The P8M student in school would have been intro-duced to the basic psychomotor skill in Woodwork and

Metalwork through 5 hours of workshop activities per week.The PVT curriculum is being developed in close consultationwith the Ministry of Education and will be pilot-tested inJan 84. When fully implemented in Jan 85, the programmewill be offered in six vocational institutes with a plannedcapacity of 3,100 places.

1612

thsz- additional developments, a closely-linkedsystem of progression from school to vocational training hasrecently been established. The ability of the VITB to offera wide spectrum of courses designed at various levels tomatch the abilities and aptitudes of school leavers has madethe progression as attractive as possible. There is boththe incentive to do well in schools and motivation to excelin skills training so as to progress towards the nexthigher-level of training (Fig. 3).

Lastly, it should also be noted that the Minister ofState (Education) is also the Minister-in-charge andChairman of VITB. This personal link at the top is perhapsthe most important in ensuring the compatibility of thegeneral educational process and vocational training. It isthe objective of the Board to ensure that progression tovocational training is accepted by students and parents asan automatic and integral part of their education andtraining.

17

13

CONCLUDING REMARKS

The roles and responsibilities of traininE institu-tions in meeting the different levels of manpower needs arewell delineated. Although operating independently without

formal administrative links, they represent highly

integrated components of the national manpower traininginfrastructure.

At the national level, coordination of manpower,developmental efforts is -supported by . the Council on

Professional and Technical Education chaired by the Ministerfor Trade and Industry. At the institutional level, exter-nal tripartite representations at the Board level and otheradvisory committees provide further means for coordinationand consultations.

Special linkages have been developed between the edu-cation system and the system of vocational traininE. A

close-linked system of progression between the schools and

the VIM is viewed as a specially important feature to pro-

duce a better educated and trained worl:force for the high-

technology industries of Sin7apere.

18

14

REFERENCES

1 Law, S.S., Trend of Vocational Training in Singapore,Industrial Vocational Education and TrainingConference, Taipei, Taiwan, Republic of China,Dec 1983.

2 Law, S.S., Technological Education 'in Singapore ;

A Country Report, Proceedings of Seminar onTechnological Education in Asean: Issues andOptions for the 1980's, Institute of TechnologyMARA, Malaysia, pp. 44-54, 1981.

3 Liew, K.P., Pang K.S. and Singh H., Workshops inSecondary Schools, Singapore, Educational BuildingReport, Bangkok, UNESCO, 1979.

4 Technical Education Department Annual Reports1968 - 1972, Ministry of Education, Singapore.

19

TABLES & FIGURES

2016

Table 1- Areas Of Study In Technical Education Programme

LOWER SECONDARY

Woodwork Metalwork Workshop DrawingSafety precautions

Workbench - partsuses

Tools

Materials: localtimber, nails andscrews, woodfinishes, glue

Woodwork joints sucha: housing, halvingdovetail, mortiseand tenon, mitre anbox pinned joints

Safety precautions

Tools

Drill and drill bits

Drilling machine

Riveting

Screw and threadcutting

Soldering

Materials: sheet andbar metal

Visualisation exercises

Pictorial drawing

Orthographic projection

Interpretation ofworking drawings

Sketching

Practical geometry

UPPER SECONDARY

Woodwork Metalwork---1

Workshop Practiceand Theory

Design andDrawing

Workshop Practiceand Theory

Design andDrawing

Common woodworktools

Materials

Construction andprocesses

Drawing inrelation towoodworkconstruction

Common safetyprecautions

The ability to makeand read properlydimensionedworking drawingsto scale.

Knowledge ofconstruction inwood and methodsof showing thisby means ofpictorial drawings

Layout of drawings,

dimensioning andhand lettering.

Understanding ofdesign in rela-tion to woodwork.

Materials

Heat treatment

Hand processes

Solving ofconstruc-tionalproblems andthe drawingof omittedparts.

Ability tomake andread properlydimensioneddrawings.

1721

Table 2 Proposed PVT Projects

TRADECLUSTERS

WORK STATIODS PROJECTS *

Fabrication Woodwork

Metalwork

Plastic Work

Wood Carving

Construct a Telephone Table

Construct e. Tool Box

Make a Plastic Container withCover

Carve a Wooden Clip Tray

Electronics Electronic ProjectsConstruction I

Electronic ProjectsConstruction II

Electronic ProjectsConstruction III

Communication CableForming & Terminating

Construct a Digital Display UnitSystem

Construct a Multivibrator

Construct a Musical Door Bell

Form and TerminateCommunication Cables

Assembly &Maintenance

Furniture Assembly

Small Engine Service

Plumbing & PipeFitting

Light Vehicle EngineService

Assemble Cabinet, Settee and FixDisplay and Wall Shelves

Service a Motor Cycle

Connect and Maintain a DomesticWater Piping System

Service a Car

Building Interior Furnishing

Model Making

Painting

Building Construction

Make Pillow, Pillow Cover,Curtain and Rug

Make a Wooden Tricycle Model

Paint Wall and Panel

Construct, Plaster and a ReturnCorner Wall

* These represent the minimum number of projects required.More projects will be developed.

2218

Junior

Colleges

(2 years)

Secondary

Schools

(4-5 years)

Vocational &

Industrial

Training

Board

(VITB)

(1-3 years)

Primary

Schools

(6-8 years)

Economic

Development

Board (EDB)

(1-2 years)

Ngee Ann

Polytechnic

Singapore

Polytechnic

(2-3 years)

National

University

of Singapore

Nanyang

Technological

Institute

(3 - 4 years)

General

Education

Vocational & Industrial

Training

Area of Responsibility

Institutions of

Higher Learning

Figure 1- Public Institutions Of Education & Technical Manpower Training

MINISTRY OF EDUCATION (MOE)

CSTB

MARCH

5-CTOCER-

PSB

r. F1=1OUTPUT

P8E

P8E EXAM

NO- VEMBER

EXAMS PROCESSED

RESULTS

1TO PSB

DECEMBER

JANUARY

4-

1

VOCATIONAL AND INDUSTRIAL TRAINING BOARD (VITB)

P81

POSTING MEMOSPREPARED

RESULTS RELEASED T'L:'SCHOOLS (P8E ONLY)

POSTING MEMOSISSUED

PUPILS REPORT TOSECONDARY SCHOOLS

r

CREATE PLACES IN BE6 PVT FOR 702 OF MOEPROJECTED OUTPUT

NAME LISTS

REGISTER CREATED 1

INFORMVOCATIONAL INSTITUTE

PUPILS REPORT TO VOCATIONAL.INSTITUTES FOR REGISTRATION

PUPILS REPORT TO VOCATIONALINSTITUTES FOR ENROLMENT &COINENCEMENT OF TRAINING

- - - - --- -.- --- -. - - - - __ - _ - -,-- - - ---- - - -FEBRUARY 1

1FEEDBACK

1-L.PSB

Figure 2 System Of Automatic Registration From Schools To Vocational Training

2420

ICE '0'

GCE 'N' -

GCE 'N'-

Figure 3 Features Of NIOE-VITB System Of Progression

UNIVERSITY DEGREES

UPPER

ECONDARY-

25

-GCE 'A'

GCE '0'

-GCE O' °elf

PRIMARY 8 EXTENDED OR

-LOY'S SECONDARY

PRIMARY 8

- -MONOLINGUAL

Legend

CoC : Certificate of Competency

NTC: National Trade Cedilla*

GCE 'A' : GCE Advanced level

GCE '0' GCE Ordinary level

GCE It GCE Normal level

VITO Vocational & industrial Training Board