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The Status of Technical and Vocational Education in Trinidad and Tobago

The Status of Technical and Vocational Education in Trinidad and Tobago. at Upper Secondary level. Presented by. Sharon Mangroo Director of Curriculum Development Ministry of Education. Technical Vocational Education. Taught at: Lower Secondary Upper Secondary Sixth Form.

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The Status of Technical and Vocational Education in Trinidad and Tobago

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  1. The Status of Technical and Vocational Education in Trinidad and Tobago at Upper Secondary level

  2. Presented by Sharon Mangroo Director of Curriculum Development Ministry of Education

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

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

  5. Teachers • Craftsman Certificate • Technician Diploma • Undergraduate Degrees

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

  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 communicationinterpersonal skills and “instructor” competencies.

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

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

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

  21. 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 Feedback

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

  23. Definition 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)

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

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

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

  29. Level 5 - Chartered & Advanced Professional (e.g. Chartered Engineers, Accountants): Association ofChartered & Certified Accountants (ACCA) Level 4 – Professional (e.g. Degree): ROYTEC, UWI Level 3 – Technician & Technologist (e.g. Air Conditioning & Refrigeration, Mechanical Engineering Technician): Trinidad and Tobago Institute of Technology, San Fernando Technical Institute (COSTAATT) Level 2 – Craft (e.g. Electrical Installation Craft, Plumbing Craft): MIC Level 1 - Pre-Craft (e.g. Early Childhood Care, Housekeeping): School of Continuing Studies 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. Wide range of specialties Technical proficiency Education theory Classroom management Facilities management Teaching methods Guidance Staff Training and Development

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

  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 CompetenciesCrowne Plaza17-20 August 2004by SDM

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