The Status of Technical and Vocational Education in Trinidad and Tobago

1. The Status of Technical and Vocational Education in Trinidad and Tobago

2. Presented by

3. Technical Vocational Education Taught at: Lower Secondary Upper Secondary Sixth Form

4. Administration Head Office Curriculum Officers Schools Supervisors Curriculum Schools Supervisors Administration Schools Heads of Departments Teachers

5. Teachers Craftsman Certificate Technician Diploma Undergraduate Degrees

6. Lower Secondary Present Agricultural Science Home Economics Industrial Arts Introducing Technology Education

7. TECHNICAL VOCATIONAL SUBJECTS OFFERED AT C.X.C Agriculture ? Agricultural Science (Double Award) ? Agricultural Science (Single Award) Business Education ? Office Procedures (General and Basic) ? Principles of Accounts (General and Basic) ? Principles of Business (General and Basic) ? Typewriting (General and Basic)

8. Home Economics ? Clothing and Textiles (General) ? Food and Nutrition (General) ? Home Economics: Management (General)

9. Industrial Technology ? Building Technology (Technical) {Option (1) Woods} {Option (2) Construction} ? Electrical and Electronic Technology (Technical) ? Mechanical Engineering Technology (Technical)

10. Technical Drawing General Basic

11. SPECIALISED CRAFT COURSES Air-Conditioning and Refrigeration Auto mechanics Beauty Culture Agriculture Cabinet-Making Clerk Typist /Shorthand Typist Construction/Carpentry and Joinery Domestic Electronics Servicing

12. SPECIALISED CRAFT COURSES continued Dressmaking and Design Basic Level Electrical Installation Wireman/Industrial Machine Shop Masonry Plumbing Shorthand Tailoring

13. SPECIALISED CRAFT COURSESContinued Welding Introduction to Computer Studies Typewriting Cluster Construction ) Cluster – Mechanical PreCraft Cluster – Food Preparation)

14. THE SUBJECTS Communications Science Theory Practical Calculations Technical Drawing

15. Weaknesses in the TVET delivery system(Specialized Craft) ? Absence of reliable labour market information and a comprehensive manpower needs analysis leading to demand-supply mismatches.

16. Weaknesses ? Inadequate level of preparedness of the majority of entrants to TVET, particularly in respect of literacy and numeracy skills.

17. Weaknesses Deficiencies among teachers in their own specialist areas as well as in basic communication interpersonal skills and “instructor” competencies.

18. Weaknesses Grossly inadequate equipment and facilities Acute shortage of consumables. A largely theoretical assessment process

19. Questionable validity of the assessment system Absence of career guidance and counseling (Premature and narrow specialization) National Task force on TVET 1997 Weaknesses

20. Consultations Teachers Workshop Attendants Principals Employers Ministry of Education Personnel TVET delivery organizations

21. Feedback Foundation Technologies at forms 4 and 5 Level 2 programme at form 6 in MoE Linkages to relevant ministries and organizations Upgrade of physical resources Retraining and upgrade of teachers Continuous consultation with teachers

22. Feedback Formal linkages between Education and industry Manpower analyses Consultation with vision2020 committees

23. Technical Vocational Education is an integral part of everyone’s basic general education which may be freely and positively chosen as a means by which people develop talents, interests and skills leading to an occupation in various sectors, while allowing access to all other aspects and areas of education at all levels. (UNESCO 2001 General Council) Definition

24. New Curriculum Construction Technology Production Technology Energy, Power, Transportation Technology Biological Technology Information and Communications Technology

25. New Curriculum Goals Understand the evolution of technology and its impact on persons, community and environment Apply processes, use tools, materials and machines to accomplish specific tasks safely and efficiently Develop leadership and interpersonal skills Make informed career choices Develop creativity, problem solving skills and decision making ability Promote life-long learning

26. Develop the ability to function as a team member and to communicate technical information New Curriculum

27. Two Year Sandwich Programme In specific crafts or job related competencies e.g. Auto & Diesel Air Conditioning Refrigeration Beauty Culture Construction Post Secondary Programme

28. Certification Caribbean Advanced Proficiency Examination (CAPE) NTQ NCSE NVQ CVQ

29. National Qualification Framework

30. Challenges for the Future Facilities Resourcing schools Staff training and development Assessment systems Partnerships Development of new programmes Preparedness of students

31. Facilities Specifications Location Maintenance

32. Resourcing Schools Specifications Planning Consumables

33. Partnerships Industry Ministries e.g. Labour National training agency Policy

34. ASSESSMENT Authentic Valid Training

35. Staff Training and Development Wide range of specialties Technical proficiency Education theory Classroom management Facilities management Teaching methods Guidance

36. New Programmes Labour market information Core knowledge, skills competencies Social and economic aspects Interdisciplinary Organizational planning Entrepreneurial skills Health and Safety Values General Knowledge

37. Preparedness of students Basic literacies Vocational interests and Aptitudes

38. Thank you The End Ministry of Education sdm

39. Produced for OAS Workshop on The Development and Certification ofBasic and Labour Competencies Crowne Plaza 17-20 August 2004by SDM