THE STUDY

OF

SCHOOL ADMINISTRATION

Consultants: John Boich Trevor Hamilton Franklin Johnston

This Study was undertaken for the

Jamaica Ministry of Education

As part of the World Bank IV Project

Hon. Carlyle Dunkley, Minister of Education Permanent Secretary, Cecil Turn~r

August, 1990

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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

Boys Town

Glendevon

Seaford Town

10

Garment Making Carpentry and Cabinet Making Small Appliance Repair Masonry and Steel Fixing

Garment Making Hotel Trades Carpentry and Cabinet Making Autobody Repairs

Garment Making Masonry and Steel.Fixing Carpentry and Cabinet Making Hotel Trades

Electrical Installation Carpentry and Cabinet Making Masonry and Steel Fixing Hotel Trades Machinist and Fitter Plumbing

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

Age Group Population Labour Force

Unemployed Labour Force

Unemployed Rate

0-4 5-9 10-14 14-19 20-24 25-34 35-44 45-54 55-64

120.800 198.600 275.800 182.600 136.500

92.600

56.400 62.800 49.500 18.500

8.900 5.400

46.7 31. 6 17.9 10.1

6.5 5.8

65 and over

267.7601 284.3491 288.2691 341. 6002 220.1002 297.4002 196.4002 157.5002 125.0002 162.9002 68.200 1. 800 2.6

1

2

Census data from ·Demographic statistics 1988. Statistical Institute of Jamaica.

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 Vocational without certificate Vocational with certificate Professional without degree or

diploma Professional with degree or

diploma

18

113.100 3.200

100

300

500

33.600 400

100

200

79.500 2.800

100

200

300

Table 4 (cont'd.) TRAINING RECEIVED BY

UNEMPLOYED LABOUR FORCE SEEKING EMPLOYMENT (NOVEMBER 1988)

Training Received

Apprenticeship On the job training Not stated

2,200 3,600

500

Total

800 1,400

100

Male

l, 400 2,200

400

Female

Source: The Labour Force 1988, Statistical Institute or Jamaica.

Table 5 FIRST TIME JOB SEEKERS BY

TRAINING RECEIVED (NOVEMBER 1988)

Training Received

None Vocational without certificate Vocational with certificate Professional without degree or

diploma Professional with degree or

diploma Apprenticeship On the job training Not stated

Total

33,600 l, 200 2,000

400

100 800 200 200

Male

13,500 300 300

100

500 100

Female

20,100 900

l, 700

300

100 300 100 200

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

Occupation al Total Group 1986 1987

TOTAL 4653 5421 Professional & Technical 226 233 Administrative & Managerial 26 47 Clerical 195 255 Sales Workers 42 53 Farming, Fishing & Forestry 24 35 Assembly & Fabricating 461 473 Operators & Kindred 209 281 Service Workers 973 839 Other Occupations Not Stated/Classified 529 640 Total Workers 2685 2856 Housewives, Children, Students and Others with No Occupation 1968 2565

TOTAL 100.0 100.0 Professional & Technical 4.9 4.3 Administrative & Managerial 0.6 0.9 Clerical 4.2 4.7 Sales Workers 0.9 1.0 Farming, Fishing & Forestry 0.5 0.6 Assembly & Fabricating 9.9 8.7 Operators & Kindred 4.5 5.2 Service Workers 20.9 15.5 Other Occupations Not Stated/Classified 11.4 11.8 Total Workers 57.7 52.7 Housewives, Children, Students and Others with No Occupation 42.3 47.3

p - Preliminary, not all December landings have been processed.

... ····:;:··

::::~13M

1886

1742 45 15 43 20 23

238 192 91

217 884

858

100.0 2.6 0.9 2.5 1.1 1.3

13.7 11.0 5.2

12.5 50.7

49.3

Numbers Males 1987

2276 57 27 57 28 33

287 259 124 272

1144

1132

Percentages :\tf::?:-::-100.0

2.5 1.2 2.5 1.2 1.4

12.6 11.4 5.4

12.0 50.3

49.7

1986

2911 181

11 152 22

1 223

17 882 312

1801

1110

100.0 6.2 0.4 5.2 0.8

7.7 0.6

30.3 10.7 61.9

38.1

Females 1987

3145 176 20

198 25

2 186 22

715 368

1712

1433

100.0 5.6 0.6 6.3 0.8 0.1 5.9 0.7

22.7 11.7 54.4

45.6

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

Professional. Technical. Admini­strative Executive. Managerial & Related Occupation

Clerical and Sales Occupations Self Employed and Independent

Occupations Service Occupation Craftsmen. Production Processes

and Operating Occupation Unskilled Manual and General Occupation not specified

Total

60,500 99,300

351,000 127,300

134,300 96.100

3,300

Male

24.100 36,900

226,900 38,700

106,000 70,700

2,000

Female

36,400 62,400

124,100 88,600

28,300 25,400 1. 300

Source: The Labour Force 1988, Statistical Institute of Jamaica.

Table 10 _EMPLOYED LABOUR FORCE BY

INDUSTRY GROUPS (NOVEMBER 1988)

Industry Group

Agriculture. Forestry & Fishing Mining, Quarring & Refining Manufacture Construction & Installation Transport. Communication &

Public Utilities Commerce Public Administration Other Services Industry not specified

Total

261.100 6,200

131. 100 48,900

40.700 135,000

74.100 167,800

6,900

Male

195,600 5,600

85,500 48.400

32,900 47.400 32,300 54,000

3,600

Female

65,500 600

45,600 500

7,800 87,600 41,800

113,800 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 Areas and Related Occupation

Agriculture

Farm Manager Horticulture or Horticulture workers Farming and animal Husbandry workers

Arts and Crafts

Bakery and Weaving Occupations Knitting Occupations Bleach, Dye, and Finishing Occupations Textile Processing Hatmaking Blowing, Forming cutting and Grinding (Glass) Potters and Related Occupations Furnace and Kiln Occupations Painting and decorating (Glass and Ceramics) Musical Instrument Making

Business Education

Clerk Typist Off ice Machine Operator Cashier Receptionist Electronic data processing Correspondence & Filing clerks Stenographers. secretaries

Cosmetology

Hairdressing and Related Occupations

Childcare

No data available

24

Estimate of Average Annual Demand

22 3

9,930

435 45 40

5 0

10 5

10 30

5

37 2

15 23 30

275 980

410

Table 11 (cont'd.) ESTIMATE OF OCCUPATIONAL DEMAND IN TECHNICAL VOCATIONAL SUBJECT AREAS

Technical Vocational Subject Areas and Related Occupation

Estimate of Average Annual Demand

Clothing and Textiles/Dressmaking

Tailors Dressmakers Stitcher Tailoring and dressmaking occupations Pattern making. marking and cutting

Food and Nutrition

Food and beverage preparation and serving

Industrial Education

Sheet metal working occupations

Automobile Mechanics

No data.available (high demand area)

Carpentry and Cabinetmaking

593 116 337 915

90

2.295

40

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

Electrical Installation

Electrical maintenance Apprentice Electrician Electrical installation

26

3 6

370

25

Table 11 (cont'd.) ESTIMATE OF OCCUPATIONAL DEMAND IN TECHNICAL VOCATIONAL SUBJECT AREAS

Technical Vocational Subject Areas and Related Occupation

Estimate of Average Annual Demand

Machineshop and Welding

Tool maker Pattern maker (metal) F' i t t er machinist Mechanic repairman Mechanic General Metal machine set up occupations Forming. matching and shaping occupations Welding and f lamecutting

Plumbing and Pipef itting

Plumbing and steam fitting

Home Economics

Housekeeper (Hotel and restaurant) Chef Cook Cooking and Food presentation Baking occupations (Bread and related products)

3 3 2 8

17 35 30

420

130

6 2

11 20

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

Major Percent Never

Employed

Child care Business Education Welding Auto mechanics Electrical installation Food Services Crafts Carpentry Machine Shop and Welding Agriculture Arts and Crafts Cosmetology Clothing and Textiles

60.8 52.6 56.5 39.8 54.2 51.9 88.9 66.8 66.0 75.6 60.0 37.1 62.1

Source: The Labour Force 1988. Statistical Institute of Jamaica.

27

Table 13 MAJOR BY EMPLOYMENT IN SAME FIELD (PERCENT)

Major

Child care Business Education Welding Auto mechanics Electrical installation Food Services Carpentry Machine Shop and Welding Agriculture Cosmetology Clothing and Textiles

Percent Employed in Same Field

16.7 45.5 88.9 50.0 20.0 62.5 50.0 62.5 16.7

100.0 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

None Vocational without certificate Vocational with certificate Professional without degree or

diploma Professional with degree or

diploma Apprenticeship on the job training Not stated

Total

727.400 9,700

27,900

6,800

41.300 9,400

44.500 4,800

Male

432,400 5,900 8,700

2.200

16,300 7,900

29.100 2.800

Female

295,000 3,800

19.200

4,600

25,000 1,500

15,400 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.

32

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.

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.

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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.

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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.

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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.

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

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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 the­disadvantages 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.

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Content Areas for Focus

Optjon#1

Industrial Arts Home Economics

Option #2 (Modular Curriculum)

Agriculture

Industrial Arts Home Economics Agriculture

Relevant Content of Business Education Distributed

Under: a. Industrial Arts I Technology Studies and

Art and Craft

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.

Business Education

Cook-Monsup-003

Figure 2. Technical Vocational Education and Training Grades 7 - 9

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Subject Area Advantages Disadvantages Options

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.

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Figure 3. Advantages and Disadvantages of Alternative Consideration of Technical/ Vocational Curriculum (Sheet 1 of 2)

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Subject Area Advantages Disadvantages Options

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)

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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.

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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

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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.

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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 • • • e of Comfort Dealing with the Tech. World

Consumerism-Purchasing • • fl Decision

Service-Maintaining • • • @ Elements of Technology

Assembly-Putting Things • @ @) @ Q) @ Together

Trouble Shoot and Repair

@) @ • @

Modlfy/EXtend/ Expand • • @ @ Facllltles

Design and Construction

@ • @ • @ e

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Table 19. Technology Studies

"" I U'1

Level

1-6

7-9

10 -11

Curricular Options

A B c D

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 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

Focus on the traditional Studying how generic components

Designed to reach students 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 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 -for living Full Certificate

Advanced study of skllls Choice of one of the traditional Choice of one or two areas Focus on the development of needed for home or for areas for focus - woods, metals, of technology for focus. Focus some vocatlonal sklll to secure dally llfe.Students may technical drawing, electrlchy. on the study of these technologles employment. Currlculum designed choose a sklll cluster for In- Preparation for CXC or GCE for CXC; GCE or some common to fUlly certify students In the depth understanding. Focus examinations In one or two of certification body to be secondary schools. on practical. Uttle theory. these areas. determined. e.g., mechanical

technology examination In cxc.

Table 16. Charts of Curricular Options for the Industrial Arts Component of Technical Vocational Curriculum

E

Vocational Ed.-Entry Certificate

Focus on the development of some vocatlonal skills to secure employment. Currlculum Is designed to provide students with an entry certificate. Provision made beyond high school for attending complete certificate.

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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

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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.

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

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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.

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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 Cost Factors Options

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.

Figure 5. Comparative Analysis of Curricular Options in Industrial Arts (Sheet 2 of 5) Cook-Monsup-018

Curricular Advantages Disadvantages Cost Factors Options

Practical 1. Curriculum will have more 1. Teachers must have a broader 1. Cost of handtools in current

Skills for relevance to daily living. base of training. vocational areas and additional

Living. areas such as masonry and

(7- 9) 2. Lower investment required in 2. May not provide an adequate airconditioning, small appliance 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.

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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.

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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.

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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.

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Levels of Instruction

Introduction -to Technology -

-

-

Technology -as an extension of human capabilities

-

Making sense -of the technology in our environment -Categorization of technology

2-16

Description of Content Examples Covered

Meaning of the term technology. - Use simple definitions

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.

Mans' limited range of abilities and the - Use of hands to make role of technology to amplify human things on lathe capabilities. Use feet for

transportation: Auto 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.

Developing a system for ordering or - Mechanical technology-labeling technology eg. mechanical technology; use of mechanical electrical technology etc. levels of principles in accomplishing technological sophistication: low level work eg. use of machines technology - use of one scientific for processing. principle to accomplish work; high level - Low level 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 Technology in Daily Life (Sheet 1 of 3)

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Levels of Instruction

The Language -of Technology

The Driving -Force of Technology

Application of -Technology -Form and Function

Exploring -Technology -How Things Work-Basic Principles

Exploring -Technology -How Things Function in -Assembly

Description of Content Examples Covered

The types and principles of drafting as a - Lines symbols, perspectives in means of communication. Understanding mechanical, electrical and such a language is unimportant. Using survey drawings. simple applications - drawing, reading and interpreting.

The role of power and energy in applying - Study of the generation technology. Source of power and energy. or power: Hydro-electricity; The creation of energy. Differences in drycells; solar power; the the application of energy. combustion engine etc.

Will examine simple items in our technological - Students can look at items we environment to assess how they are used and we use such as telephones, to examine how design and construction chairs, desks, calculators etc 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.

Will examine the scientific principles underlying - Students will be able to the operation of sample objects in our technological explain how a variety of items environment. Students can be introduced to a range work and identify the essential of scientific principles underlying the function of parts which contribute to the technology and then given objects to deduce functioning of these items. how they work. Use of method in investigation and Sample items may include sketching in reporting is encouraged. heating irons, vacuum

cleaners, etc.

Students will examine how items are "put together" - Students can assemble a and will be given practice in assembling and variety of objects both disassembling objects. In the process they will learn with and without instructions. to read drawings and technical illustrations, they Can assemble chairs and tables, 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 Technology in Daily Life (Sheet 2 of 3)

Cook-Monsup-020

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Levels of Instruction

Exploring -Technology -Principles of Maintenance

Exploring -Technology -Design and Construction

Exploring -Technology -Organization for Production

Subject Area

Description of Content Examples Covered

Students will be introduced to principles - Students can examine and of maintenance at conceptual and replace a variety of items: practical levels. Conceptually , one can worm brakes; defective bearings; 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.

Students will be given a project to identify some - For instance a student may function that needs to be performed or some design and build a machine for aspect of the environment which needs to be "shelling peas" or for safely 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.

Students will understand techniques for applying - Mass production of a and managing technology. Group projects such simple object for sale as mass production, model office, banking, etc will include research can be set up in the school. Students will design and development; 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 Technology in Daily Life (Sheet 3 of 3))

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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

Art and Craft - Toymaking - Measurement for Art and Craft - Identification and use of printing materials

- Technology in the kitchen

Home Economics - The sewing machine Measurement in Home Economics

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-- 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

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.

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I .

"" I N 0 Grade

Levels

10 -11

---

7-9 ---

-

-1 - 6 -

--

Organization and Examples of Content

Food and Nutrition Clothing and Textiles Resource Management Family Life

Food and Nutrition Clothing and Textiles Resource Management Family Life ,

Kitchen care - Know your fabrics - Money management - Roles and Nutrients and the body - Techniques and stitches for family use responsibi I ities The way we eat - for clothing construction - Money management in the family do's and don't's - Decorative sewing for personal business - Parenting 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 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

Table 21. Home and Family Management the Organization of Content - Examples

Issues in Home and Family

Issues In Home and Family

- The alert consumer - Population and

birth control - Housing

Cook-Monsup-023

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.

•

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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

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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.

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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.

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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.

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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.

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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:

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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.

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.

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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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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

High Schools

Comprehensive High Schools

TABLE 22 FACTORS AFFECTING IMPLEMENTATION

OF CURRICULAR REFORM BY SCHOOL TYPE

Factors Affecting Implementation

There are six comprehensive high 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

School Type

High Schools

5-4

TABLE 23 FACTORS AFFECTING IMPLEMENTATION

OF CURRICULAR REFORM BY SCHOOL TYPE

Factors Affecting Implementation

Fewer school places available. There are high schools catering to - students in grades 7-9.

Curriculum orientation primarily academic. Minor introduction of practical and vocational subjects. Increasing commit-ment to the relevance of practical subjects.

Do not have facilities that were originally designed for taking the practical subjects.

Student population is intellectually superior as a result of the "creaming" phenomena of the CEE.

Problem with inadequate facilities and equipment generally which has been exacerbated by the shift system.

Generally there are female students than males

curriculum oriented toward post­secondary studies.

Students are most likely to secure the better.

Alternative Strategies

Assumptions: In the short term the programs should not differ significantly from the philosophy and practice at the school.

Higher ability students will need more challenging work.

It is necessary to balance academic challenge, the development of technical skills and the acquisition of technological literacy.

In the short term the curriculum should not require major investments in facilities and equipment to be implemented. However some upgrading of facilities will be necessary.

Content of curriculum should not detract from educational and career aspirations of students.

High Schools

Technical High School

TABLE 24 FACTORS AFFECTING IMPLEMENTATION

OF CURRICULAR REFORM BY SCHOOL TYPE

Factors Affecting Implementation

There are seven schools with a total 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

Holy Trinity

St. Anne's

vauxhall

Clan earthy

Donald Quarrie

Edith Dalton James

Haile Selassie

Norman Manley

Pa pine

Pembroke Hall

Fenwood

A-2

Art & Craft, Bus. Ed., Cosmetology, Child care

Auto, Plumbing, Mach. Sp., & Welding, Car. & Joinery, T/D., Metal E/I

Art & Craft, Bus. Ed., Cosmetology, Child Care, Clothing & Textiles, Food Nutrition, Car & Joinery, Drafting, Elec., Inst.

Food & Nutrition Cosmetology, Metal, Wk., Welding

Food & Nutrition, Clothing Textiles, Wood Wk.

Food & Nutrition, Clothing Textiles, Wood Wk., Child Care, Art & Craft

Art & Craft, Bus. Ed., Child Care, Clothing & Textiles, Elec. Inst., Mach Sp., Food & Nutrition, Plumbing Car & Cab Making

Art & Craft, Bus. Ed., Food & Nutrition, Car & Cabinetmaking, Mach. Sp., and Welding, Elec. Inst.

Art & Craft, Bus. Ed., Child Care, Clothing & Textiles, Food & Nutrition, Elec. Inst., Auto

Art & Craft, Bus. Ed., Child Care, Clothing & Textiles, Food & Nutrition, Auto, Carpentry & Cabinetmaking, Mach. Sp. & Welding, Plumbing

Art & Craft, Clothing & Textiles, Food & Nutrition, Car. & Cabinetmaking, Plumbing

Art & Craft, Bus. Ed., Clothing & Textiles, Auto, Car. & Cabinetmaking, Plumbing, Mach. Sp. & Welding

NEW SECONDARY SCHOOLS - SUBJECT CURRENTLY OFFERED

KINGSTON & ST. ANDREW

Tarrant

ST. THOMAS

Trinityville

Yallahs

PORTLAND

Buff Bay

Fair Prospect

Port Antonio

ST. MARY

Ilslington

Oracabessa

Port Maria

Richmond

Tacky

Bus. Ed., Cosmetology, Child Care, Food & Nutrition, Car. & Cabinetmaking, Elec. Inst., Machine sp. & Welding, Plumbing, Auto

Art & Craft, Bus. Ed., Cosmetology, Food & Nutrition, Car. & Cabinetmaking, Elec. Inst., Mach. sp.

Bus. Ed., Clothing & Textiles, Car. Cabinetmaking, Elec. Inst., Mach. sp & Welding, Plumbing

Metal Wk., Elec. Inst., Clothing Textiles, Bus. Ed., Art & Craft, Agriculture

Wood Wk., Clothing Textiles, Bus. Ed., .Art & Craft, Agriculture

Agri., Art & Craft, Bus. Education, Clothing & Textiles, Food & Nutrition, Plumbing, Pipe Fitting, Mach. Shop & Welding, Elec. Inst.

Agri., Art & Craft, Bus. Ed., Clothing & Textiles, Mach. Shop & Welding, Plumbing & Pipe Fitting, Elec. Inst.

Bus. Ed., Child Care, Food & Nutrition, Clothing & Textiles, Carpentry & Cabinetmaking, Elec. Inst., Mach. Sp. & Welding

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

TRELAWNY

Cedric Titus

Muschett

ST. JAMES

Anchovy

Cambridge

Malden

Montego Bay

HANOVER

Green Island

Knockalva

WESTMORELAND

Grange Hill

Little London

A-4

Metal Wk., Wood Wk., Plumbing, Food & Nutrition, Bus. Ed., Art & Craft, Agri.

Wood Wk., Metal Wk., Clothing & Textiles, Food & Nutrition, Bus. Ed., Art & Craft, Agri.

Metal Wk. Plumbing & Pipe Fitting, Food & Nutrition, Clothing & Textiles, Bus. Ed., Art & Craft, Agri.

Metal Wk., Wood Wk., Auto, Meal Wk., Food & Nutrition, Bus. Ed., Art & Craft, Agri.

Metal Wk., Wood Wk., Clothing & Textiles, Bus. Ed.

Bus. Ed., Food & Nutrition, Car. & Cabinetmaking, Elec. Inst., Mach. sp.

Metal Wk., Wood Wk., Elec. Inst., Plumbing & Pipe Fitting, Bus. Ed., Agri.

Metal Wk., Wood Wk., Bus. Ed., Clothing & Textiles, Agri.

Agri., Bus. Ed., Clothing & Textiles, Food & Nutrition, Carpentry & Cabinetmaking, Elec. Inst., Mach Sp. & Welding, Plumbing & Pipe fitting

NEW SECONDARY SCHOOLS - SUBJECT CURRENTLY OFFERED

WESTMORELAND

Maud McLeod

Petersf ield

Savanna-la-Mar

ST. ELIZABETH

Balaclava

Black River

Junction

Lacovia

Newell

MANCHESTER

Bellef ield

Christiana

Agri., Auto, Car. & Cabinetmaking, Mach. Sp. & Welding, Plumbing & Pipe fitting

Bus. Ed., Clothing & Textiles, Food & Nutrition, Carpentry & Cabinetmaking, Elec. Inst., Mach. Sp.

Bus. Ed., Clothing & Textiles, Food & Nutrition, Auto, Car. & Cabinetmaking, Mach. Sp., Welding, Elec. Inst.

Agri., Bus. Ed., Clothing & Textiles, Food & Nutrition, Drafting., Elec. Inst., Mach., Sp.

Bus. Ed., Clothing & Textiles, Food & Nutrition, Car. & Cab. Making, Mach. sp. & Welding

Bus. Ed., ·child Care, Clothing Textiles, Food & Nutrition, Auto, car. Cab. Making, Mch. sp. & Welding

Art & Craft, Bus. Ed., Food & Nutrition, Clothing & Textiles, Auto, Elec. Inst., Mach. Sp. & Welding Plumbing

Art & Craft, Bus. Ed., Clothing Textiles, Food & Nutrition, Elec. Inst., roach. sp. & Welding

Art & Craft, Bus. Ed., Child Care, Food & Nutrition, Elec. Inst., Mach. sp. & Welding

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

Porus

Pratville

CLARENDON

Alston

Bustamante

Claude McKay

Denbigh

Kemps Hill

Lennon

May Pen

Spa ling

Thompson Town

A-6

Clothing & Textiles, Food & Nutrition, Car. & Cab. Making, Plumbing

Metal Wk, Wood Wk., Clothing & Textiles, Bus. Ed., Agri.,

Art & Craft, Food & Nutrition, Carpentry & Cabinetmaking, Mach. & Pipe Fitting

Metal Wk., Elc. Inst., Clothing & Textiles, Food & Nutrition, Bus. Ed., Agr i

Wood Wk., Metal Wk., Elec. Inst., Plumbing & Pipe Fitting, Bus. Ed., Agri.

Metal Wk., Wood Wk., Clothing & Textiles, Food & Nutrition, Bus. Ed., Agri.

Wood Wk., Metal Wk., Elec. Inst., Clothing & Textiles, Food & Nutrition., Agri

Wood Wk., Metal Wk., Elec. Inst., Clothing & Textiles, Food & Nutrition., Car. & Cabinet Making

Agri., Art & Craft, Bus. Ed., Car & Cabinetmaking, Child Care, Mach. Sp., Welding, Plumbing

Metal Wk., Wood Wk., Drafting, Clothing & Textiles, Food & Nutrition, Car. & Cabinetmaking, Art & Craft, Agri

Wood Wk., Metal Wk., Elec. Inst., Auto, Bus. Ed., Art & Craft, Food & Nutrition, Car. & Cabinetmaking

Metal Wk., Wood Wk .• Elec. Inst., Clothing & Textiles, Bus. Ed., Agri.

NEW SECONDARY SCHOOLS - SUBJECT CURRENTLY OFFERED

ST. CATHERINE

Bridge Port

Bog Walk

Tacius Golding

Ewarton

Glengof f e

Guy's Hill

Johnathan Grant

McGarth

Old Harbour

Spanish Town

Waterford

Metal Wk., Wood Wk., Clothing & Textiles, Food & Nutrition, Carpentry & Cabinetmaking, Bus. Ed., Art & Craft, Agri.

Metal Wk., Clothing & Textiles, Food & Nutrition, Bus. Ed., Art & Craft, Agriculture

Wood Wk., Elec., Inst., Clothing & Textiles, Carpentry & Cabinetmaking, Art & Craft, Agri

Metal Wk., Wood Wk., Elec., Inst., Clothing & Textiles. Agri.

Agri., Car. & Joinery, Elec. Inst., Food & Nutrition, Clothing & Textiles

Agri., Art & Craft, Clothing & Textiles, Elec Inst., Food & Nutrition, Mach. Sp. & Welding, Bus. Ed.

Wood Wk., Elec. Inst., Clothing & Textiles, Food & Nutrition, Carpentry & Cabinetmaking, Bus. Ed., Agri

Agri., Art & Craft, Bus. Ed., Food & Nutrition, Elec. Inst., Car. & Joinery, Plumbing

Auto, Art & Craft, Child Care, Drafting, Elec. Inst., Food & Nutrition, Mach. Sp., Car. & Cabinetmaking

A-7

TECHNICAL SCHOOLS - SUBJECTS CURRENTLY OFFERED

KINGSTON

Dunoon Park

Kingston Technical

ST. ANDREW

St. Andrew

ST. THOMAS

St. Thomas

ST. ANN

Marcus Maceo

ST. JAMES

Herbert Morrison

WESTMORELAND

Frome Technical

ST. ELIZABETH

St. Elizabeth

MANCHESTER

Holmwood Tech.

ST. CATHERINE

Dinthill

A-8

Const. Tech., Plumbing & Pipe Fitting, Welding, Carpentry, Drafting, E/I, Engineering Wk. Shop

I/A., Machine Shop, & Welding, W. Wk. , El I

Carpentry & Cabinetmaking, E/I Mach. Shop, Welding, I/A, T/D

T/D w. Wk., Bldg .• Const.

Auto, Carpentry & Cabinetmaking, Electrical Installation, Machine Shop & Welding, Plumbing & Pipe Fitting

Elec., Tech., Tech., T/D, Auto, I/A

T.D, M. Wk., Elec. Inst., w. Wk., Auto, Tech. Engineering, W. Wkshp., Theory & Pract. Land Surveying, Bldg. Tech.

COMPREHENSIVE HIGH SCHOOLS - SUBJECTS CURRENTLY OFFERED

KINGSTON

Tivoli Gardens

ST. ANDREW

Charlie Smith

Trench Town

HANOVER

Rusea•s

CLARENDON

Edwin Allen

Garvey Maceo

Bldg. Const., Wood Wk., Welding, Auto I/A

Machine Shop & Welding, I/A Drafting, Carpentry & Joinery

T/D, Wood Wk., Metal Wk., Electricity/Electronic

T/D, W. Wk .. Metal Wk .• Auto

Bus. Ed .• H/Econ .. T/D. Auto. E/I

A-9

NEW SECONDARY SCHOOLS - SUBJECTS NOT CURRENTLY OFFERED

KINGSTON & ST. ANDREW

St. Annes Edith Dalton James Norman Manley Fenwood

Tarrant

ST. THOMAS

Trinityville Yallahs Secondary

PORTLAND

Buff Bay

Fair Prospect

ST. MARY

Oracabessa Secondary Port Maria Secondary Islington Secondary

ST. ANN

Browns Town Secondary

TRELAWNY

Cedric Titus Secondary Muschett Secondary

ST. JAMES

Malden Secondary

Anchovy Secondary Cambridge Secondary

A-10

Plumbing & Pipefitting Auto Mechanic; Agriculture Agriculture Art, Business Education, Agriculture

Auto Mechanics Auto, Agriculture, Art/Craft, Child Care

Agriculture, Carpentry & Joinery, Auto Mechanics, Child Care Auto, Electrical, Machine Shop, Food & Nutrition

Auto Mechanics, Agriculture Auto Mechanics, Child Care Electrical, Auto, Child Care, Machine Shop & Welding

Auto Mechanics

Auto Mechanics, Child Care

Agriculture, Cosmetology, Plumbing & Pipe Fitting Plumbing & Pipe Fitting Auto Mechanics, Art & Crafts

NEW SECONDARY SCHOOLS - SUBJECTS NOT CURRENTLY OFFERED

WESTMORELAND

Petersf ield Secondary

Maud McLeod Secondary Savanna-la-Mar Sec. Grange Hill Secondary

ST. ELIZABETH

Lacovia Secondary Balaclave Secondary Newell Secondary Junction Secondary

MANCHESTER

Bellef ield Secondary Pratville Secondary

Christiana May Day Secondary

Porus Secondary

CLARENDON

Claude McKay Secondary

May Pen Secondary Kellits Secondary Aliston Secondary Bustamante Secondary Kemps Hill Secondary

Spaulding Secondary Denbigh Secondary Thompson Town Sec.

Auto Mechanics. Agriculture. Art/Crafts Business Education Electrical. Agriculture Art. Auto Mechanics

Business Education Clothing & Textile. Auto Mechanics Art/Craft

Auto Mechanics Electrical. Auto Mechanics. Art/Crafts. Clothing & Textile. Child Care. Business Education

Machine Shop. Child Care. Business Education Business Education. Auto Mechanics

Auto Mechanics. Art/Crafts. Child Care. Electrical. Install. Agriculture Machine Shop. Auto Mechanics Auto Mechanics Auto Mechanics. Art/Crafts Art/Craft. Auto Mechanics. Child Care Agriculture. Art/Craft Child Care. Auto Mechanics Art/Craft. Auto Mechanics. Food & Nutrition. Child Care

A-11

NEW SECONDARY SCHOOLS - SUBJECTS NOT CURRENTLY OFFERED

ST. CATHERINE

Tacius Golding

Glengoff e

Ewarton

Bog Walk

McGrath

A-12

Plumbing & Pipe Fitting, Electrical Install., Machine shop, Child Care Child Care, Auto Mechanics, Plumbing & Pipe Fitting, Art/Craft Machine Shop & Welding, Plumbing & Pipe Fitting, Auto Mechanics Plumbing & Pipe Fitting, Auto Mechanics Auto Mechanics, Machine Shop & Welding

NEW SECONDARY SCHOOL - SUBJECTS CURRENTLY OFFERED IN PARISH ORDER

SUBJECT

Art & Craft

Business Education

Child Care

Clothing & Textiles

Food & Nutrition

Auto Mechanics

SCHOOLS - KINGSTON & ST. ANDREW

Denham Town, Holy Trinity, St. Anne's, Donald Quarrie, Edith Dalton James, Haile Selassie, Norman Manley, Papine, Pembroke Hall, Penwood

Denham Town, St. Anne's, Edith Dalton James, Haile Selassie, Norman Manley, Papine, Penwood, Tarrant

Denham Town, St. Anne's, Donald Quarrie, Edith Dalton James, Norman Manley, Papine, Tarrant

St. Anne's, Clan earthy, Donald Quarrie, Edith Dalton James, Norman Manley, Papine, Pembroke Hall, Fenwood, Tarrant

St. Anne's, Vauxhall, Clan earthy, Donald Quarrie, Edith Dalton James, Haile Selassie, Norman Manley, Papine, Pembroke Hall, Tarrant

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 Business Education Child Care Clothing & Textiles Food & Nutrition Auto Mechanics Carpentry & Cabinetmaking Drafting Electrical Installation Machine Shop & Welding Plumbing

PORTLAND

Art & Craft Business Education Child Care Clothing & Textiles Food & Nutrition Auto Mechanics Carpentry & Cabinetmaking Drafting Electrical Installation Machine Shop & Welding Plumbing & Pipe Fitting Agriculture

A-14

Trinityville Trinityville. Yallahs

Yallahs Trinityville

Trinityville. Yallahs

Trinityville, Yallahs Trinityville. Yallahs Yal lahs-

Buff Bay. Fair Prospect Buff Bay. Fair Prospect

Buff Bay. Fair Prospec

Buff Bay

Buff Bay, Fair Prospect

NEW SECONDARY SCHOOL - SUBJECTS CURRENTLY OFFERED IN PARISH ORDER

ST. MARY

Art & Craft Business Education Child Care Clothing & Textiles Food & Nutrition Auto Mechanics Carpentry & Cabinetmaking Drafting Electrical Installation Machine Shop & Welding Plumbing & Pipe Fitting Agriculture

ST. ANN

Islington, Port Maria, Tacky Islington, Port Maria, Richmond Richmond, Tacky Islington, Port Maria, Richmond Tacky Islington Richmond, Tacky

Richmond, Tacky

Islington, Port Maria, Richmond Islington, Port Maria, Richmond, Tacky Islington, Port Maria, Richmond, Tacky

Art & Craft Browns Town Business Education Browns Town Child Care Clothing & Textiles Food & Nutrition Browns Town Auto Mechanics Carpentry & Cabinetmaking

TRELAWNY

Art & Craft Business Education Child Care Clothing & Textiles Food & Nutrition Auto Mechanics Carpentry & Cabinetmaking Drafting

Cedric Titus Cedric Titus,

Cedric Titus, Cedric Titus,

Cedric Titus

Muschett

Muschett

Muschett Muschett

Electrical Installation Machine Shop & Welding Plumbing & Pipe Fitting Agriculture Cedric Titus, Muschett

A-15

NEW SECONDARY SCHOOL - SUBJECTS CURRENTLY OFFERED IN PARISH ORDER

ST. JAMES

Art & Craft Business Education Child care Clothing & Textiles Food & Nutrition Auto Mechanics Carpentry & Cabinetmaking Drafting Electrical Installation Machine Shop & Welding Plumbing & Pipe Fitting

HANOVER

Art & Craft

Anchovy Anchovy, Cambridge, Maldon

Cambridge Anchovy, Maldon

Maldon

Maldon, Montego Bay Mal don Montego Bay

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

Child Care Clothing & Textiles

Food & Nutrition

Auto Mechanics Carpentry & Cabinetmaking

Drafting Electrical Installation

Machine Shop & Weilding

Plumbing & Pipe Fitting Agriculture

A-16

Grange Hill, Petersfield, Savanna -la-Mar

Grange Hill, -la-Mar Grange Hill, -la-Mar Maud McLeod, Grange Hi 11, Petersf ield,

Petersf ield, Savanna

Petersf ield, Savanna

Savanna-la-Mar Maud McLeod, savanna-la-Mar

Grange Hill, Petersfield, Savanna-la-Mar Grange Hill, Maud McLeod, Petersf ield, Savanna-la-Mar Grange Hill, Maud McLeod Grange Hill, Maud McLeod

NEW SECONDARY SCHOOL - SUBJECTS CURRENTLY OFFERED IN PARISH ORDER

ST. ELIZABETH

Art & Craft Business Education

Child Care Clothing & Textiles

Food & Nutrition

Auto Mechanics Carpentry & Cabinetmaking Drafting Electrical Installation Machine Shop & Welding-

Plumbing & Pipe Fitting Agriculture

MANCHESTER

Art & Craft Business Education Child Care Clothing & Textiles Food & Nutrition Auto Mechanics Carpentry & Cabinetmaking Drafting Electrical Installation Machine Shop & Welding Plumbing & Pipe Fitting

Agriculture

CLARENDON

Art & Craft Business Education

Child Care Clothing & Textiles

Newell Balaclava. Black River, Junction, Lacovia, Newell Junction Balaclava, Black River, Junction, Lacovia, Newell Balaclava, Black River, Junction, Lacovia, Newell Lacovia Black River, Junction Balaclava Balaclava, Lacovia, Newell Balaclava, Black River, Junction, Lacovia, Newell Lacovia Balaclava

Bellef ield. Christiana, Pratville Bellef ield, Christiana. Porus Bellefield, Christiana Cross Keys. Porus Bellef ield, Christiana, Cross Keys Christiana Christiana, Cross Keys, Pratsville

Bellefield, Christiana Bellef ield, Pratsville Bellef ield, Christiana, Cross Keys, Pratsville

Lennon, May Pen, Spalding Alston. Bustamante, Claude Mckay, Lennon, Spalding, Thompson Town

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

Auto Mechanics Carpentry & Cabinetmaking Drafting Electrical Installation Machine Shop & Welding Plumbing & Pipe Fitting Agriculture

ST. CATHERINE

Art & Craft

Business Education

Child Care Clothing & Textiles

Food & Nutrition

Auto Mechanics

Alston, Claude McKay, Denbigh, Kemps Hill, May Pen Spalding May Pen, Spauling, Denbigh

Bustamante, Kemps Hill, Spauling Lennon Bustamante, Lennon Alston, Bustamante, Claude McKay, Denbigh, May Pen, Thompson Town

Bog Walk, Tacius Golding, Ewarton, Johnathan Grant, Old Harbour, Spanish Town Bog Walk, Tacius Golding, Johnathan Grant, McGarth, Old Harbour Spanish Town Bog Walk, Tacius Golding, Ewarton, Glengoffe, Guy's Hill, Johnathan Grant, McGarth Bog Walk, Tacius Golding, Guy's Hill, Johnathan Grant, McGarth, Old Harbour, Spanish Town

Carpentry & Cabinetmaking Bog Walk, Ewarton, Glengoffe, Guy's Hill, Johnathan Grant, McGarth, Old Harbour, Spanish Town

Drafting Electrical Installation

Machine Shop & Welding Plumbing & Pipe Fitting Agriculture

A-18

Ewarton, Glengoffe, Guy's Hill, Johnathan Grant, McGarth, Hold Harbour, Spanish Town Jonathan Grant, Spanish Town Old Harbour Bog Walk, Tacius Golding, Ewarton, Glengoffe, Guy's Hill, Johnathan Grant, McGarth, Spanish Town

APPENDIX B

Distribution of Vocational Programs by Parish

B-1

.1

~

.l

T

J -• -~ ~ • ·I

*' DI

l B-2 E CJ

KINGSTON & ST. ANDREW

1. Meadowbrook High

2. Edith Dalton Secondary 3. Pembroke Hall Secondary 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.

18.

Haile Selassie Secondary

"' Mt Airy "~l

19.

20.

Charlie Smith Comprehensive High

B~ys Town All Age

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 c h' ' I Newcastle · 01 errn• • , f•ok~ 0 _•AND R E W Redlight ((St. Pete~

Irish Town , CoNent \fi Gap

\t'6v~\\\~q,t

49

24. St. Annes Secondary 35. Holy Trinity Secondary 25. St. Georges College 36. Mico All Age

KEY 26. Calabar All Age 37. St. Hugh High Technical 27. Kingston College 38. St. Fr.'.lncis_All Age Vocational .. - Main Ro.'.ld 28. Central.Branch All Age 39. Clan Carty Primary -- Secondary Road 29. Dunoon 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 44. Mona High

45. Papine Secondary Comprehensive High 33. Kingston Secondary All Age with Home Economic 34. Wolmers Girls & Boys 46. Norman Garden All Age

47. Vauxhall Secondary All Age with Industrial Art· 48. Rennock Lodge All Age

·"

I

All Age with both. H/E and I}A 134 49. Donald 011:irri1> c:: .. rn"A"~"

.1 :I 1:

·.

Map n2 ,6

---------------·------ #- - ---·---- --·-··--- ·-.....

·- __ .._..,·_..· ... ;...:._ --- .. -·-· • .J.:·.,_ . ..._ __ ,_. _-..____-,.~-~-~~-~-

Location of schools in the parish of St. Thomas

KE'!

·.-r •:.-technical·

Vocational •.. ·Main Road

Second:iry Ro:id

Unclassified Ro:id -•• Prim:iry

All-Age

New Secondary ·--·- Parish Bound:iry

High

Comprehensive High All Age with Home Economic

IC] All Age with Industrial Art

0. All Age with both. H/E and_~~A _________ _

A New Secondrt

.. NOflh

..... <.,,.> 0\

I I

I

/ I

I :

I

I

-~

• Slllrler Cottle

i • Clowerlr Collo9e

r \

\ i \

\ \

KEY

T ' .. .Technical

• Vocational ..

O· Primary

All-Age

New Secondary

High

Comprehensive ltigh

Main Road

Secondary Road

Unclassified Road

Parish Boundary

All Age with Home Economic

All Age with Industrijl Ari All A2e with both H/E and I/A

........... . \ .. -~

IUt "..\l\;U

•Jobi Holl

• Bellewuo

" r·,.. ,.._ . ..._ .......... , .. / .......... ___ _....·· .. , . ··-.. /" .............. / ·'- .. -..

.__ .. --... .

....... ··-......... -· --- - ··---.. -· -.··,,-~•lie Ca11i.

"''"L.J1-::..I

, __ ,. ·1 !

. -·~

I - .._'...A--

1--' w -....J

. i ~ . . -

\.

·:o tJj.

I Ul_

·-"···.

T: -•• IC]

0

(.; !

KEY

1;.'fechnical

Voc:itionaL._:

Prim:iry

All-Age

New Second:iry

High

~ Cll Relrtol

---------

·Main Ro:id

Second:iry Road I Unclassi{ied Ro:id~

Parish Bound:iry !

hensive High Compre H e Economic All Age with om .

h Industrial Art All Age wit h. H/E and I/A All Age with bot

Derry

';

e Alblo11 Ml .

•

a Jackson

L~~1,..i::Z3o=!.--~·~::w=x-sss:::;;::zci9~-~~-f Ulln M111W ... p !.~~-"'==~-if==:;--',1e11 .. kilo !,J'• O

Calfl~n J·-" .,\

\

Moy

1) N

/ II Lon9 Ro\d /

Enfl•ldW

River B Mt Jo11p :

. '/

I /

' I .. , . ·-°"' I •,.......,.,.---..., ,

·1 I \I

/ I

(/)

H

I.

...... w 00

i

I

I

I

I

I

i

I

! i i

I

I

i

• Modrao

• CHcod•

·-··-··--....._ ·----.. ,........,,_

KEY

T 1 .. Te<'.hnical -Vocational ... Main Road

O· Primary Second:iry Rond .. All-Age Uncl:issif ied Road

.A New Secondary Parish Boundary

+ High

* Comprehensive lligh

DI All Age with Home Economic

IC] Al I Age with Industrial Art

r1 All Age with both H/E and I/A

c ....... .

•Mount llOll

•HI•'"'' LHd

-··-.. -··-··-:·-··-··-·-.. __ . ..J'., . F'orl Oeor9•• -·

- '"-flMCNfe r" '-~- .. -··-.. -··-·

·-- ··\._.,,-··-- .•

"'

-··-· .. --··

N_:

tP I

...J

\

I i • : Mll"'Pt••

I

·1

I i L - . ----- , --------·

Uain Road

-~-··--··--''{echnic&l vocational .. t'dmatY All-1\ge

-- Sccond:ltY Ro:ld - Unclassifictl Road Parish BoU1"\ntY

New Sccont\ntY ltigh

11::1 All l\ge with lnd\lstt \al /\rt Q f\11 tw,e \.Ii th hoth \\fl! nud \If\

Co1nprc\lc\\sivc \\ig\1 /\l l f\gc "'lth \lomc f,conomlc

1'-;-"'" ....

•• r' _,/

-~·-

I

I i I

I I

I I i i ! i i

:·-......J

ST. JAMES /

-. ·1 ·-r:~

·~

(

' ~.Lethe '

-1--M~-.? Mt.Alvernla u 3 Chitwood P

1 Albion tr.-

J Montego Bay "' 6 Jarretta p p 7 Hope f f'

Jarretta lo-4

- Mt. Salem A-fJ.

10 St. James pf> Harrl1on1 P, Harrison Memorial f'f

3 Catherine Hall p .4 Sarracka Road f

Corlnaldl Ave. f "' Montego Bay N· s 7 Cornwall College H

Harrl1on1 H

•-in Rood

. condary Rood

Jncklsalfied Rood

rish Boundary

B-8

\

·" \

(

Bucklnghcim

•

'°:' i.. / .... _;)

./ Orange Hill ,,.-- .. -­CDJ . _,.,,.,. .•

--·· \ .. ··,,.-- .. --

Miio O+il'lt!:Jmwi:O===---lf===l---4==:1' Mii Kiio I 0 l I 4 & Kiio•

140

I

I j i

:" ,< .... ~ ,.;

I

I

KEY

I I

! I

·~ t.technical· ·

I

I

• Vo.c:ition:il ••..

! i

. ~~,.·.

I

KEY

- ·Main Ro:id

e, Prim:iry ...;...__ Secondary Ro:i1

- All-Age - Uncl:issHied I

., r

.J.. New Second:iry __ Parish Bound:i·.

+ High

.:f<' Comprehensive High

CJI All Age with Home Economic

ICJ All Age with Industrid Art

0 All Age. with both' H/E and IIA

. i1

KEY

·T 1:.technical · - Vocational ... Main Road

•• Primary Secondary Road -All-Age Unclassified Road

.A New S~condary Parish Boundary

+ High

' I * Comprehensive High I

I a. All Age with Home Economic

m:.J All Age with Industrial Art

CJ All Age with both" H/E and I/A

...

--r-~r.

WESTMORELAND -· .•.

·.,

..........

4.

'

......

e ' •. !"'"' ~ •

·· ........................ . Porten II(' ... t

'·· ........

tx:i I

1--' 0

Upper /. RoekSrl,·

0

I•. /

/ .. /

'

HANOVER

•CGcoon Ca1tlt

• Frltnd1hip

··,·.,n, ...... • '. Knockalva Ml Ward . ......._ ·. L A • Knoekalva

. ··--··-··--· KEY

Ill All-Age Unclassi(ied Road

·T l;:-rechnical ·

t1Ja Vo.c:ition:il •. _

•• Prim:iry

·Main Ro:id

-- Secondary Ro:id

.A New Secondary --·- Parish Boundary

t High

~ Comprehensive High CJll All Age with Home Economic 9:J All Age with Industrial Art

. ~.CJ __ Al~. Age ___ ~_it,~ bo_~~- H/I': and I/A

\.

"' .. , (;...

·7 ( ··~

' T

.f ""··""?.'\

\ '\

Senior

·-··-··-~.

l. Hlack ~iver High

2. }laggotty lllgh

3. Sc. Elizabeth Technic<1l

4. ll<1mpton

../ 'S I

I t r

I

KEY

T 'Tecllnical

- Vocational .. 0 Pd mary.

- All-Age

Mnin Roncl

Unclnssifie<l Road .A New Secondary --··- Pnrjsh Boundary • lligh * Coinprchensive lligh Cll Al 1 Age with llome Economlc

1CJ Al 1 Age wtch lndustr icil Art Q All Age with botl1 II/I! arid If/I

143

·-, - -.,,,_ -- -··-~--:::; _/-:-- -~r~-=-S"" - -·· ~- --· /I~ .J ---=---:--~---.__, _, \J - -::-_ -=-~ -·~

B-11

B-12

l. Holmwood Technical 2, Christiana Secondary 3. Porus 4. Bishop Gibson High s. DeCarteret 6. Manchester High

WatS-Ons Hi_ll Blenheim Downs

KEY

Technical Vocational Primary

All-Age

Main Road Secondary Koad Unclassified Moad Parish boundary

New Secondary

144

Hi~h

Comprehensive High All Age with Home Economic Al.l. Age with lnudstrial Art All Age with bolh 11/E nnd l//\

Kf.Y

T Technical • Vocntional 0 Primary

All-Age

New Sccoml;ory High

M:iin Rood Secondary Ro:id Uncl:issifietl F.0:1.\

--··- Parish Bo1111dar:;

Comprehensive High All /\ge with Home Ecooomic All Age with Industrial Art All Age with both H/! and llA

z

Bay

KF.Y

, .Technical

Vocotion:il .•. t1nin Rond

Ro:id Prirnnry

All-Age

S conclnry New e

High --··-

Second:iry Ron<l 1fictl Unclnss

Boumlnry Pnrish

:l.vc \\i~\I. iomlc hcni:;. l·.COI Comprc wlth llmnc · 1 /\rt fll l l\ge lmlustrio nd l}I\ with 11/~ a All Age ith both ICJ All l\ge w CJ 145

l l. Knox Comprehensive I\] Jen z Edwin • lll!!,h J. Lennon

4. May Pen ;il Tcchnic. . S. Vere

6. ll1111tnmn11tc

Claud McKny 7.

Sccon<lnry

B-13

\ \

\

\ \

ST CATHERINE

,,.. / \., ·r··---e OUYS HILL . \

_..-- J • .. • ..-- ., I GUY!; tllLL SEArtELO j

.. -:::"..,.., \ \ SI :

,.-- ___. ?\MT. tl(DO f'EAll TllEE OllOV[ {_ -....

. ,,-· ~ • WALK · . .....__ ..-- _.,.,. s'-.;N~T; ~ •J¥g~~E •HAM 11' . ·-··-·· """-- .) REDWOOD n,~tE /

;,:,:OH- - --·- - -1MOUNT ROS-S-: zR:)AO;: i~~~E~ • CEDAR VALLEY T/AOJAJ'(-.\

• . • CHARLEMONT MCGRAHI _( ' HAREWOOD~~ • '

POLt:.~ \ p!l~~.~~J J' BEARY HILL .\ \

\

\

-~~~~;~0-.• ~ ~ ( ORANGE FIELD JER~CHO ./'

V1crcfii1A Mt HERMON .• \ TOP HILL

V'"" \

I

\ .

. ,.

T· -.•.

... _, .. , \ ..

KEY

·~-1echnical

Vocntional .•.

Prim:iry

All-/\ge

•DAVIS

SPRING OARDEN -

MARL IE MOUNT . ___ ......._.,,,.

. "I \ . .)

Main Road

Secondary Ro:id

Uncl:issified Ro:i<l~ Ill

A. New Secondory --··- Parish Boundory

• High

*' Comprehensive lligh Cll All /\gc with Home Econo.nic

a:J All /\ge with lndustri:il /\rt

c:J All /\ge with both 1\/1! and If/\

B-14

• HARTLANDS

146

[} ··'

I

I i

,....

\.1 i ! . ")

. r

,·

r·. ·, 1} .

APPENDIX C

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:

C-2

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.

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

SUBJECT TOTAL II OF AREAS SCHOOLS Good

DOING SUBJECTS

/

Woodwork 57

Metals 57

Technical Drawing 56

Home Economics 59

Auto Mechanics 7

Electricity 54

Agriculture

Business Education 57

Welding 57

Machine Shop 56

Plurnbing/Pipefitting 2

Carpentry 57

Cabinetmaking 57

Art & Craft 56

I

APPENDIX f}

STATUS OF FACILITIES

IN THE TECHNICAL VOCATIONAL SUBJECTS

BY SCHOOL TYPE

NEW SECONDARY SCHOOtS

STATUS OF FACILITIES Adequate In- Poor No

Adequate Facilities

3 54

2 55

56

58 1

7 58

1 53 11

57 9

3 54 4

3 53 5

2 63

3 54

3 54

5 51 4

COMMENTS No Information

8

8

9

6

'

4

4

8

8

9

SUBJECT TOTAL I OF SCHOOLS Good Doing Subjects

Woodwork 6

Metalwork 6

Technical Drawing 6 ~ lJI ........ ·Home Economics 6

Auto Mechnaics

Electricity 4

Agriculture

Business Education 6

Machine Shop 1

Welding 2

Plumbing/Pipef itting

Cabinetmaking

Carpentry

Art & Craft 7 I

STATUS OF FACILITIES

IN THE TECHNICAL VOCATIONAL SUBJECTS

BY SCHOOL TYPE:

COMPREHENSIVE HIGH SCHOOL.

STATUS OF FACILITIES Adequate In- Poor No

Adequate Facilities

6 1

6 1

6 1

6 1

- -

- 4 3

- -

6

1

1 1 5

- -

- -

- -

7

r COMMENTS No ' Information

7

7

7

7

7

0 I ~

SUBJECT

Woodwork

Metalwork

Home Economics

Art & Craft

TOTAL II OF SCHOOLS Good Doing Subjects

25 -

2 -

115 -

,•'

STATUS OF FACILITIES

IN THE TECHNICAL VOCATIONAL SUBJECTS

BY SCHOOL TYPE:

ALL AGE SCHOOLS

STATUS OF FACILITIES Adequate In- Poor No

Adequate Facilities

- 3 22 473

- 2 496

- 113 2 383

COMMENTS No Information I

,,

SUBJECT TOTAL I OF SCHOOLS Good Doing Subjects

Woodwork 11 -

Metc·lwork 11 -

Technical Drawing 10 -......

'\JI

'° Home Economics 11 -

Auto Mechanics 8 -Electricity 6 -

Agriculture

Business Education 10 -

Machine Shop 10 -

Plumbing/Pipef itting 2 -

Cabinetmaking 4 -

Art & Craft 11 -

Carpentry 6 -

Welding 7 -I

STATUS OF FACILITIES

IN THE TECHNICAL VOCATIONAL SUBJECTS

BY SCHOOL TYPE:

TECHNICAL HIGH SCHOOL

STATUS OF FACILITIES Adequate In- Poor No

Adequate Facilities

5 6 -

6 5 -

5 6 -

5 6 -

3 5 - 3

2 4 -

4 6 -8 2 - 1

l 1 - 9

3 1 - 7

2 8 1

4 2 -

6 l -

COMMENTS No Information

5

11 ,

1

5

4

0 , I

°'

.-0\ 0

SUBJECT AREAS

Wocdwork

Metals

Technical Drawing

Home Economics

Auto Mechanics

Electricity

Agriculture

Business Education

Welding

Machine Shop

Plumbing/Pipef itting

Carpentry

Cabinetmaking

Art & Craft

TOTAL I OF SCHOOLS Good DOING SUBJECTS

32

32

28

38

4

8

.45

15

14

1

14

12

49 1

STATUS OF FACILITIES

IN THE TECHNICAL VOCATIONAL SUBJECTS

BY SCHOOL TYPE

H ''l 1-i ·NEW-SBOONBirltY SCHOOLS

STATUS OF FACILITIES Adequate In- Poor No

Adequate Facilities

12 20 17

11 21 17

6 22 21

2 36 11

4 45

8 41

2 43 1 4

4 11 34

4 10 35

1 48

1 13 35

12 37

11 34 3

COMMENTS No Information

8

8

8

8

8

8

8

8

8

8

8

8

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

ti:! I

w

.... °' N

Subject

Agricultural Science

Off ice Procedure

Principles of Accounts

Principles of Business

Typewriting

Clothing & Textile

General Electricity

Home Management

Metals

Woods

Technical Drawing

Craft

Shorthand

Food & Nutrition

CARIBBEAN EXAMINATION COUNCIL: NUMB.ER OF CANDIDATES SITTING

AND PERCENTAGE ATTAINING GRADES 1&2 AT THE GENERAL PROFICIENCY I.EVEL

IN TECHNICAL VOCATIONAL SUBJECTS.

(1987)

Number Number Sitting Attaining

Grades 1&2

388 92

l,940 503

4,477 1,995

4,106 l ,654

1,528 381

308 209

153 48

306 106

141 34

158 90

602 462

9 5

211 38

853 457

15' 180 6,074

Percentage Attaining Grades 1&2

23.7

25.9

44.6

40.3

25.0

67.8

31.3

34.6

24.1

56.9

76.7

55.5

18.0

53.6

578.

Subject

Agricultural Science

Off ice Procedure

Book-Keeping

Principles of Business

~. Typewriting 0\ l.J

Clothing & Textile

Food & Nutrition

General Electricity

Home Management

Metals

Woods

Technical Drawing

Craft

Art & Craft

....

CARIBBEAN EXAMINATION COUNCIL: NUMBER OF CANDIDATES SITTING

AND PERCENTAGE ATTAINING GRADES 1&2 AT THE GENERAL PROFICIENCY LEVEL

IN TECHNICAL VOCATIONAL SUBJECTS.

(1987)

Number Number Sitting Attaining

Grades 1&2

- -

171 34

373 230

315 161

- -49 33

148 90

75 42

33 10

9 2

10 9

50 18

1 1

19 14

1,253 1,897

Percentage Attaining Grades 1&2

-19.8

16.7

51.1

-

67.3

60.8

56.0

30.0

22.2

90.0

36.0

100.0

73.6

623.5

trJ I

U'1

...... 0\ ~

Subjects

Office Procedures

Business Communication

Typewriting

Shorthand

Accounting

Principles of Marketing

Principles of Business

Child Care

Clothing & Textile

Reauty Culture

Food & Nutrition/Catering

Carpentry & Cabinetmaking

Electrical Installation

Machine Shop & Welding

Auto Mechanics

Plumbing

Drafting

Farm Mechanics

Agriculture

'

, I

SECONDARY SCHOOL CERTIFICATE: NUMBER OF ENTRIES & PERCENTAGE

ATTAINING RANGES 4&5 (CONTINUING GROUPS) & (FUNCTIONAL GROUPS)

IN THE TECHNICAL VOCATIONAL SUBJECTS.

(1987)

Number of Number Attaining Entries Range

1, 171 165

915 260

1,043 158

21 1

963 85

493 4

875 83

1,030 163

1,491 124

67 13

1,873 302

1,342 11

1,259 91

637 14

579 14

249 19

84 10

- -453 47

14,545 1,564

Percentages

14 .1

28.4

15.1

4.7

8.8

0.8

9.5

15.8

8.3

19.4

16 .1

0.8

7.2

2.2

2.4

7.6

1.2

-

10.4

172. 80

SUCCESS RATE IN THE SECONDARY SCHOOL CERTIFICATE

EXAMINATION IN TECHNICAL VOCATIONAL SUBJECTS.

(1988)

Subject Total fl of Number Attaining Entries functional Unit

4 & 5

Off ice Procedures 1079 146

Business Communication 844 207

Typewriting 983 284

Accounting 1127 199

Principles of Business · 971 155

Principles of Marketing 428 139

Shorthand 20 4

Child Care 857 139

Clothing & Textiles 1805 13

Food & Nutrition/Catering 2082 56

Beauty Culture 170 3

Farm Mechanics 18 2

Agriculture 448 2

Carpentry & Cabinetmaking 1526 1

Electrical Installation 1301 74

Machine Shop & Welding 1107 5

Auto Mechanics 629 63

Plumbing 269 23

Drafting 46 6

Art & Craft 470 73

165

E-6

Percentage

13.53

24.53

28.89

17.66

15.96

32.48

20.

16.22

• 72

2.69

1. 76

11.11

.45

0.07

5.69

.45

10.02

8.55

13.04

15.53

PElfOIUWICE IY SUBJECT IN THE CXC EXAHINATIONS 1988

•,

SCHOOL TIP£ BUSUESS EDUC.\tlON

SHOITHAND TIPE\lllTING OFFICE PlllNClPLES ! BOOKKEEPING PlllNClPLES

PROCEDURES Of ACCOUNTS oi· BUSINESS

CENElAL IASIC GENElAL IASlC CENEllAL GENEllAl. BASIC BASIC GENE UL

PIOflCIEMCY PIOflCIEHCY PllOFICIEHCI ~IOFICJEHCI PlOflClENCY PIOflCIENCY PlOFICIENCY PlOFIClENCY PROFICllNCY

TOTAL IUI 111 TOTAL I II TOTAL IUI Ill TOTAL I ll TOTAL Ull Ill TOTAL lloll Ill TOTAL I II TOTAL I II TOTAL Ull Ill

ENTllES ENTllES ENTRIES El\TRIES ENTllES HTRIES ENTRIES ENTRIES 'NTRIES

:.E\I SECONDARY ) I - "" " 5 116 )9 ICM: 24 - 2 18) 16 IOI 161 116 106 15 l 10 1,0 2 ·~

210 4S 89

SECOl\DAIY HICK 146 JO ?4 159 26 l2 1111 lBO 196 82 - 17 1019 419 517 l4l1 1101 912 lll 40 122 222 S1 116 2919 ll54 945

TECHtaCAL HIGH 44 ll 14 :!S " 9 290 180 IU ll - - 271 94 ISi 642 210 161 15 - 9 12 I . 148 121 126

..:u..PRE-HENSl\"E 19 I ) 12 2 2 18 16 ll 52 I 5 ISi 29 1S 102 IS4 90 112 l 2S 18 2 2C 264 114 96

HIGH

I 515L6

TOT.".LS 21.:! ~5 H 240 16 48 1661 blS 6'l 169 I 24 1690 HI 904 4748 :!~U 1215 166 .152 :,z ISi l141 161,0 I 256

I

ttj I

co

PERFORHANCE IY SUBJECT Ill THE CXC EXAHIHATIOJU 1988

SCHOOL nPE

llOH£ ECOHOHICS twlAGEHENT

IASIC GENERAL

PIOFIClEllCY PIOflCIEJICl

TOTAL ENTlllES

NEV SECONDAIY 1

SECONDAIY · HICH 9

TECHNICAL HICH 5

CO~IPllEHENSIVE

HICH -

TOT.\LS 21

* I • CUDE I 11 • CUDE II

111 • CUDE 111

I* II TOTAL EHTlllES

- - 2l

- - 229

- - 129

45 - -

- - 426

I ' Il

5

Ill

Iii

ll

110

HOttE ECOllotllCS

FOOD' HUTlllTIOll

IASIC GEHEllAL

PIOFIClEllCl PIOflCIENCY

Ill TOTAL 1 Il TOTAL 1 ' II ENTlllES ENTlllES

10 10 l 17 129 42

119 55 11 106 570 )89

62 6 - 5 191 96

28 - - - 11 I 40

219 91 14 118 961 I 567

SOURCE: Jamaica centre entries and Awards 1988 - CXC spread sheet

August 14, 1989

\

CLOTHING ' TEXTILES

IASIC GENERAL

PIOflCIEllCY FROFICIENCY

Ill TOTAL 1 II TOTAL I ' 11 Ill ENTUES ENTRIES

52 1 I 4 51 20 ll

141 Jl 1 10 198 86 Ill

511 2 - I llS 61 S2

26 I - - 12 24 11

211 )) 2 16 422 191 18l

...... °' CX>

SCHOOL TYPE

TECHNICAL DIAlllNC

IASIC

PlOflCIENC':

TOTAL I II ENTllU:S

NEii SECONDUY - - -

SECONDARY HIGH 22 2 4

JECHttlCAL HICH 6 l l

CQ;IPlEHENS l\"E KlCll ' - -

TOTALS l1 5 5

\

PUfORHANCE IY SUBJECT IN THE CllC EJWUNATIONS 1988

l~DUSTllAL AlTS

CENElAL HETALS ELECTllCITY

CENElil IASIC CENEIAL BASIC

PlOflCIENCY PlOflCIENCY PlOflCIEHCY PROFICIENCY

TOTAL IUI Ill TOTAL I II TOTAL IUI lll TOTAL I II ENTRIES ENTRIES ENTRIES ENTRIES

14 2 6 51 u 29 16 4 l5 5 2 l

451 279 lll 19 l l1 98 ll 44 - - -

?52 154 79 - - - 6 2 " - - -

54 lt :!? u 4 lt. 12 1 - - - -

111 454 2:?5 l22 20 60 U2 46 6l 5 z l

..

IJOODS

CENElAL IASIC CENElAL

PlOflCIENCY PllOflCIENCY PlOflCIENCY

TOTAL IUI Ill TOTAL I II TOTAL IUI Ill El\TRJES ENTRIES ENTllES

• l " 1 - - 4 l l

109 )6 41 6 - l 99 61 19

~l )0 10 1 - " 5 5 -

4 4 - - - - 25 I) lO

l6Z 11 61 zo - 5 Ill 81 )2

- - - - - - - - - - - - - -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

\

..... ..... 0

-- . .__

SCllOOL TYPI

SllOITIWID

CEMEUI.

PIOfJCIDICY

TOTAL Ull PITHES

llE\I IECOtilDAIY J l

SECOMDUY llCll U6 JO

TtCHNICAL HICH "" ll

t:u.-.rR£-HENSl\'E lt l

HlCll

Tl.l'f,",LS 2l.? a

\

111

.

-

24

14

)

!ol

r.....· I ';.ioilliil

PElFOllHAHCE IY SUBJECT IN THE CllC IXAHINATlONS 1988

•, BUSllCESS EDUCATION

nrEWalTIHG OFFICE PIOCEDUIES

BASIC CENlllAL BASIC CEllEIW.

PIOFICIEMCY PIOflCHNCY ~ROFICIEllCY PltOrlCIENCY

TOTAL I 11 TOTAL un Ill TOTAL l 11 TOTAL Ull lll

ENTRIES ENtalES E:<.'TUES EllTUES

44 4 s 116 Jt lOCl 24 - 2 lll 16 IOI

Ut 26 n lll1 llO lH 12 - l1 1079 "'' sn

lS " ' 290 llO au ll - - 277 '" 151

l2 z 2 11 16 ll S2 l s l5l 29 n

240 l6 48 ''" 6lS 64] l69 l 24 1690 S11 904

.L ...

' PUNCIPLES I BOO.:XEEPINC PRINCIPLES .

Of ACCOUlCTS Of BUSINESS

GENEIUL BASIC IASJC GENEfu\L

HOflCIEllCY PROFICIENCY PROFICIENCY PRoncn.11cy

TOTAL UII Ill TOTAL I JI TOTAL I II TOTAL JUI Ill

EllTUES ENTUES t:NtalES NTllES

)61 116 106 n ) 10 40 2 1(1 210 4S 19

)4)1 1101 912 ))) 40 122 222 n1u 2919 IH4 90

642 270 167 lS - 9 12 l . 141 127 126

102 IS4 90 ll2 ) H 78 2 2( 264 114 96

I s1sL, 4141 ~~H l?7S 166 lS2 ~2 ISi 1141 l640 l?S6

I

- - -··- - .. - - - -rurolHANCE IY SUBJECT IN THE CIC EXAHlNATIOJtS 1911

SCHOOL TIH

llOHE ECONOHICS

IWIACEKDn'

WIC cOtUAL

raonc1aa raonc1uct

tot AL ENUIES

MEW SECOHDAH 1

SECOHDAJlY

HICll 9

tECHlll C.U. lllCH s

CC>:IHEllEllSIVE

llGll -

TOTALS Zl

*l•GIADEI

II • CIADt II

11 l • CUDE l ll

I• II TOTAL PTllES

- - Zl

- - 229

- - l29

0 - -

- - 426

I ' II

s

Ill

41

ll

110

llOHE ECONOHICS

rooo ' NUTlltlOll

IASIC CENEIAL

raonCIENCY HOUCIENCI

Ill TOTAL l II TOT.AL I ' II

EllTllES ENTllES

10 )0 l 11 129 loZ

119 n 11 106 no )19

u ' - s ltl "

21 - - - 1l 40

219 9l u 111 96' I S61

SOURCE: Jaaaica centre entries and Awards 1988 - CXC spread sheet

August 14, 1989

... - ' CLOTHING ' TEXllLES

IASIC GENEIAL

rtOflC1£HC1' rtOUCIEHCY -·

Ill TOTAL 1 11 TOT.ti. I ' II Ill

ENTllES ENTUES

S2 1 I " n 20 ])

llol Zl I 10 191 16 ll

51 z - l llS 61 sz

-

Z6 l - - )2 2• 17

211 )) 2 16 "22 191 18)

.. - .. rEllfOIHANCE: IY SUIJE:CT IN THE CXC UAHINATIONS 1981

SCllOOL TIH l!\'DUSHIAL ilTS

TlC1DllUL CEMEIL\L H£TALS DL\UlllG UEctllCITI

IASIC CEllE:UL IASIC CENE:IAL IASIC

PIOFICIENC-: PIOFICIEllCY PIOflCIEllCY PIOFICIENCI HOflCIEllCY

TOTAL I II TOTAL uu Ill TOTAL I II TOTAL Ull 111 TOTAL I II EMTllIES £1TlllE5 ENHJE! ENTllES t:NTllES

NEU SE:CONDilY - - - 14 J • ,. u 29 l6 4 u ' z )

SECONDAIY HlCll ZJ 2 " 01 219 Ill lt I 11 91 )) "' - - -

TECHHCAL lllCH • l I 25Z Ulo 1t - - - • z .. - - -

CO:IHEHUSI \'E lllCll 9 - - 54 19 :u u 4 I~ l2 1 - - - -

TOTALS l7 5 ' 171 04 2?S l:U 20 '° uz "' 6l 5 J )

\

I ~

CENEUL

HOflCIEllCI

TOTAL IUI EXTlllES

I I

IOt )6

u lO

4 4

IU 11

Ill

4

41

10

-

61

I ~

WOODS

IASIC CENEllAL

HOflCIENCY PllOflCIENCY

TOTAL I II TOTAL IUI Ill £NTlllES ENTlllES

1 - - 4 I )

6 - I 99 .. II

1 - .. 5 5 -

- - - ?5 I) 10

20 - . 5 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 I 127 54 51 51 16 9

i

\ '.

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

Wholesale Retail Trade Insurance Business Service Real Estate Construction Manufacturing Hospitality Services Other

Table 1 Firms by Product Group

Service # % 6 8.0

14 18.7 1 2.5 1 2.5 1 2.5

2 5.0 6 8.0 9 12.0

40 53.3

Manufacturing Construction # % # %

30 41.4

1 31

Table 2

2.5 41. 3

4 S.3

4 5.3

Growth Trends by Product Group

Service Manufacturing Construction # % # % # %

Increase 18 24.0 17 22.6 3 4.0 Decrease 2 2.6 4 5. 3 Constant 18 24.0 4 5.3 1 1. 3 Little Change 2 2.6 6 a .. o

40 53.3 32 41. 3 4 5.3

100.0%

50.7 8.0

30.7 10.7

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 20 to 40 3 4.0 5 6.6 40 to 60 2 2.6 60 to 80 3 4.0 80 to 100 1 1. 3 4 5. 3

40 53.3 31 41. 3 4 5.3

High School # % # % # % Up to 20 36 48.0 24 32.2 4 5.3 20 to 40 4 5. 3 4 5.3 40 to 60 1 1. 3 60 to 80 2 2.6

40 53.3 31 41. 3 4 5.3

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

40 53.3 31 41. 3 4 5.3

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

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

76.0 10.7

2.7 4.0 6.7

100.0%

85.5 10.7 1. 3 2.6

100.0%

6.7 100.0%

100.0%

Table 5 (CONTINUED)

Comprehensive High Up to 20 80 to 100

Voe School Up to 20 20 to 40 80 to 100

Cast Up to 20 to 40 to

Heart

20 40 60

Up to 20

Over Up to 20

Service # %

39 52.0 1 1. 3

40 53.3

# % 38 50.6

1 1. 3 1 1. 3

40 53.3

# % 37 49.3

2 2.6 1 1. 3

40 53.3

# % 40 53.3 40 53.3

# % 40 53.3 40 53.3

Manufacturing Construction # % # %

31 41.3 4 5.3

31 41. 3

# % 31 41. 3

31 41. 3

# % 30 40.0

1 1. 3

31 41. 3

# % 31 41. 3 31 41. 3

# % 31 41.3 31 41.3

4

# 4

4

# 4

4

# 4 4

# 4 4

5.3

% 5.3

5.3

% 5.3

5.3

% 5.3 5.3

% 5.3 5.3

G-7

98.7

100.0%

97.3 1. 3 1. 3

100.0%

94.7 4.0 1. 3

100.0%

100.0% 100.0%

100.0% 100.0%

Training Provided Newspaper Employee Referral Employment Agency Word of Mouth School Placement Mutual Acquaintances Other

Table 6 Recruitment Methods

# 29 16 12

8 6 3 1

Table 7

% 37.7 21. 3 16.0 10.7 8.0 4.0 1. 3

Employer Training Practices

Moderate Training Considerable Training Little Training No Training

# 29 27 13

6

Table 8

% 38.7 36.0 17.3 8.0

Adequacy of Training Provided by the Firm

Yes No

None Very Little Frequent

No Yes Somewhat

G-8

# 38 37

Table 9

% 53.7 49.3

Availability of Training from Vendors

# 40 26

9

Table 10

% 53.3 34.7 12.0

Adequacy of Vendor Training

# 44 17 14

% 58.6 22.7 18.7

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

'.

Secondary Tech. High Heart Cast Other

Uncertain Not At All Very Little Somewhat Considerably Great Extent

Uncertain Not At All Very Little Somewhat Considerably Great Extent

Table 11 Employee Hires by Training Institutions

Very Don't Never Seldom Occasional Of ten Frequent Know # % # % # % # % #

3 4.0 5 6.7 22 29.3 24 32.0 16 2 2.7 8 10.7 30 40.0 19 25.0 12

14 18.7 13 17.3 21 28.0 10 13.3 3 6 8.0 6 8.0 27 36.0 21 28.0 7 1 1.3 3 4.0 14 18.7 13 17.3 5

Table 12 The Degree to Which Training Increases

the Opportunity for Job Placement

# % 3 4.0 4 5.3 7 9.3

23 30.7 34 45.3

4 5.3

Table 13 The Degree to Which Training Increases

the Opportunity for Job Advancement

# 3 6 8

28 34

4

% 4.0 8.0

10.7 37.3 45.3

5.3

% # %

21.3 5 6.7 16.0 4 5.3 4.0 14 18.7 9.3 8 10.7 6.7 39 52.0

G-11

Table 14 assesses the extent to which employers are familiar with the National Training System. Very few employers were confident enough to note that they were 11 very familiar" with the training system. While 10% indicated that they were "unfamiliar," most (over 70%) indicated that they were "relatively" to 11 moderately 11 familiar. This, perhaps, could have been anticipated. There are so many differences between programs, training institutions and certification systems, that employers may well be baffled in their attempt to understand and use the system to their best advantage.

Most employers found training opportunities to be convenient (Table 15), although a few indicaied some inconvenience due to scheduling (Table 15A).

Table 16 assesses the extent to which employers are satisfied with the competence of school graduates by school type. The data are not as conclusive. Employers seem somewhat satisfied. The highest level of satisfaction is with Technical High School graduates and graduates from CAST. The highest level of dissatisfaction is with secondary school graduates (30%), although almost 50% indicated either satisfied or very satisfied. Many employers also seem to be satisfied with the HEART graduates they have hired.

Table 17 summarizes data on employers• assessment of the quality of graduates on particularly dimensions. Students are generally very willing to learn although there may be concerns about the level of their technical and basic education skills. Table 17A provide a list of employers• responses when they were a~ked about the areas in which recruits are most likely to demonstrate weaknesses. The areas that were mentioned most often are "customer relationship," writing skills, communication skills, motivation and dependability. Many employers expressed concern about the students• inability to operate machines. The data seem to indicate that the quality of training could be enhanced. In addition to technical skills, students• basic skills and their personal skills must be improved.

Table 18 examines occupational areas in which the employment prospects are promising. Jobs .in the electronics industry and in the machine trades seem to have promising futures. Jobs prospects in the construction industry seems good, while those in the clerical occupations seem stable. Table 18A lists occupations which, in the opinion of employers, seem to have good employment prospects.

G-12

Table 14 Familiarity with Vocational Training Institutions

Unfamiliar Relatively Familiar Moderately Familiar Very Familiar

No Training Somewhat Convenient Convenient

# 8

34 24

9

% 10.7 45.3 32.0 12.0

Table 15 Convenience and Training

# 6

so 19

Table lSA

% 8.0

66.7 25.3

Inconvenience of Training Programs (Ql9)

Some classes (e.g .• Duff's) start at s:oo p.m. and others at midday. This type of scheduling requires employees to take time off. Classes should be started at a time that is convenient to individuals who work.

Program requires day release for employees.

Trainees lack sufficient skill and work experience to function on the job.

N.B. It is apparent that training programs in formal education institutions are not set up in a manner to accommodate the needs of individuals who work. As a result. employers are inclined to set up their own training programs or use consultants who provide such training systems in the country. Employers generally do not view the formal training sector as an avenue through which retraining and upgrading needs of employees can be satisfied.

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Table 16 Satisfaction with Training

Very Not Satisfied Satisfied Satisfied Don't Know

# % # % # % # % Secondary School 10 13.3 27 36.0 23 30.7 15 20.0 vocational High 3 4.0 20 26.7 10 13.3 42 56.0 Technical High 8 10.7 40 53.3 8 10.7 19 25.0 Heart 4 5.3 27 36.0 8 10.7 36 48.0 Cast 18 24.0 37 49.3 2 2.7 18 24.0 comprehensive 1 1.3 20 26.7 7 9.3 47 62.7

\

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Table 17 Manpower Quality

Very Very Don't Qualities Poor Poor Adequate Good Good Know

# % # % # % # % # % # %

Basic Knowledge 11 14.7 40 53.3 17 22.7 5 6.7 2 2.7

Up-to-date Skills 15 20.0 39 52.0 17 22.7 1 1.3 3 4.0

Overall Knowledge 15 20.0 30 50.7 16 20.3 2 2.7 4 5.3

Following Instruction 5 6.7 35 46.7 26 34.7 6 8.0 3 4.0

Accepting Responsibility 1 1.3 13 17.3 32 42.7 22 29.3 5 6.7 2 2.7

Dependability 12 16.0 34 45.3 23 30.7 4 5.3 2 2.7

Work Attendance 1 1.3 6 8.0 28 37.3 29 38.7 9 12.0 2 2.7

Willingness to Learn 1 1.3 19 25.3 27 36.0 26 34.7 2 2.7

Cooperation with Co-workers 6 8.0 37 49.3 22 29.3 7 9.3 3 4.0

communication 1 1.3 17 22.7 35 46.7 14 18.7 4 5.3 4 5.3

Attitude toward Work 1 1.3 13 17.3 34 45.3 21 28.0 4 5.3 2 2.7

Personal Appearance 3 4.0 24 32.0 29 38.7 16 21.3 3 4.0

Compliance with Policies 1 1.3 3 4.0 48 64.0 11 14.7 9 12.0 3 4.0

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Table 17A Areas in Which Recruits Are Most Likely

to Demonstrate Weaknesses (Q22)

work attitude communication/interpersonal relations Most employees in air conditioning repairs do not understand

how to get major repairs done prior to job training Most recruits lack knowledge in all areas of packaging *Customer relationships Following instructions Compliance with policies *Writing Recruits have not been exposed to writing up bills *Very hard to motivate overconfident and unwilling to adjust customer service Punctuality Lack knowledge in electronic. electrical instrument repair Common sense and technical expertise Creativity Self motivation Knowledge of real estate Accepting responsibility Attitude toward work attendance *Practical skills in operating machines Ability to use initiative Reasoning skills *Dependability Difficulty adjusting to the work environment *Writing skills The laying and tying of steel Lack knowledge in current affairs Willingness to further formal education

*Areas which were mentioned most often.

N.B. The data seems to suggest that vocational education has fallen short both in terms of basic skills preparation (reading. writing. math, communication) and in the acquisition of the array of personal skills which are needed for success on the job (dependability, interpersonal relations and self motivation among others).

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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

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Table 18A New and Emerging Occupations and Occupations

in Which There Is And Will Be Increasing Demand

Electrical and mechanical technicians Computer operations Advertising and marketing Accounts management Computer data analysts Testing and calibration technicians (instrumentation) Verification inspectors Computer literate secretaries Paint technologists Local materials researchers State of the art machinists, lab technicians Quality controllers Need for trained personnel in the lithographic industry -

binders; pressman, daikroom specialists Lithographers Computer programmers Metal joining technology Energy and water conservation officers

N.B.

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It was noted by one respondent that there will not be any significant growth in new and emerging occupations. Rather, there will be significant changes in existing occupations, which will be brought about by changes in technology. I tend to agree. This does point to the need for some capacity in the formal training systems to retrain and upgrade workers. There is need to reexamine the relevance of the traditional training structures. As one respondent noted, the training system must become more adaptable to the needs of the society. This may not only refer to the array of vocational areas in which training is offered but also to the structures which may well place limits on our ability to be responsive to the changing needs of employers.

Tables 19 to 21 attempts to assess the manner in which the training system could be of best service to employers. Many employers indicated that they were not in need of support from training institutions. Firms which expressed a need for support preferred specialized courses in electronics and machine trade areas. Many firms expressed needs for formal training and in-plant training. It may well be, that most firms need training of a specialized nature. Firms' reluctance to express this need may have resulted from their long held perception/prejudices regarding the capacity of the formal training system to provide assistance. Table 20 indicates that firms are very interested in tailored programs, short term programs and tax credits for training. Table 21 substantiates firms' interests in seminar and workshops (short term training) and highlights their receptivity to some form of formal training. About 36% of the firms expressed a desire to be visited by training institutions to embark on discussions regarding training possibilities (Table 22). Although somewhat cautious, employers seem very receptive to the establishment of closer ties with the formal training system to meet their training needs.

Table 23 lists the comments made by respondents regarding the changes they desire in the training system. The list is very informative. Although somewhat divergent in focus, the employers seem to express two critical points which should be noted by the vocational education and training community. First, there is need for a greater emphasis on skill development; and secondly, students need more adequate preparation in basic skills. This may well infer that in attempting to emphasize skill development under difficult circumstances, the secondary education system has undermined its ability to provide a sound basic education while doing a mediocre job at skill training. There is need for significant overhaul and restructuring of the curriculum.

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Table 19 Type of support Needed by Training Institutions

Special-Formal ized In Plant Work-

None Schooling Courses Training Shop OJT # % # % # % # % # % # %

Electronics 35 46.7 9 12.0 22 29.3 4 5.3 2 2.7 2 2.7

Machine Trade 38 50.7 8 10.7 11 14.7 11 14.7 4 5.3 3 4.0

construction 51 68.0 11 14.7 8 10.7 2 2.7 1 1.3 2 2.7

Clerical 22 29.3 11 14.7 8 10.7 2 2.7 1 1.3 2 2.7

Other 59 78.7 5 6.7 9 12.0 2 2.7

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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

Arrangement

Formal Training Release Time Seminars/Workshops

Visit Needed Yes No

Most Desirable

# % 31 41.3

9 12.0 34 45.3

Somewhat Desirable

# % 24 32.0 33 44.0 30

Table 22

Least Desirable

# % 20 26.7 33 44.0 10 14.7

Visit From Local Training Institutions

# 27 48

% 36.0 64.0

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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.

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.

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Students (especially those in HEART) should be introduced to more basic chemicals or materials used in preparation of hair products. Students specializing in woodwork should be given more training in carving machines and tools. Intensive and extensive JAMAL type training program. Mobile training services for workers confined in rural areas. Intensive and extensive up-grading of supervision and middle managers. Special programs with community colleges and other institutions for training employees in rural areas. Technical Vocational Education should address the technology and dynamics of the rail industry. Emphasis on social aspect of working in an organization. Improved training in basic skills for better understanding and performance in job areas.

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.

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'"-.

ATTACHMENT 1. APPENDIX G

TOPICS OF TRAINING FROM EQUIPMENT VENDORS (Ql2)

Safety Computers Off ice Machines Laboratory Instruments Use of Woodworking Instruments and Equipment

N.B. Generally. most vendors provide training in the use of their equipment. Such training is often in the form of short courses - 1 or 2 hours in duration.

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ATTACHMENT 2. APPENDIX G

BEST SOURCES FOR RECRUITING NEW EMPLOYEES (07)

Media Advertisements Newspapers/Want Ads Employee Referral Employment Agencies School Placement Officers Mutual Acquaintances Word of Mouth

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