#BTColumn – Ideologies, biases of TVET (Part 2)

Disclaimer: The views and opinions expressed by this author are their own and do not represent the official position of the Barbados Today Inc.

by Wayne Campbell

“I feel strongly that we have to have an education system that starts with preschool and goes through college. That’s why I want more technical education in high schools and in community colleges, real apprenticeships to prepare young people for the jobs of the future.” – Hillary Clinton

In Guyana, the former education minister Nicolette Henry said the fact that there has been and still is stigma attached to vocational or skills-based education escapes no one. This stigma is as a result of ignorance and it is universal.

In many countries around the world, technical and vocational education tended to be offered to students who seemed to lag academically.

This might have been well-meaning, but it succeeded in attaching elitism to academia and downplaying the value of skills-based training. As far as Guyana is concerned, that was not the original intention.

Initially, technical education was not available, and trades were learned through apprenticeships. After independence, when the government introduced changes to align education with the country’s political and economic goals and needs, it was intended that at the high school entry level, students would have a choice between those offering just academics and those offering academic, technical and vocational teachings.

USA

The World TVET Database United States of America states the federal TVET mission is to promote education about work, for work, or education through work. Additionally, each State has its own TVET mission depending on the regional labour needs. TVET is known in the United States as Career and Technical Education (CTE).

The US vocational improvement strategy promotes links between secondary and postsecondary vocational programmes to prepare students better for their transition from school to careers. The strategic goals for vocational education, as stated in Strategic Plan FY 2011-2014, are to increase college access, quality, and completion rates by improving higher education and lifelong learning opportunities for youth and adults.

The national policy focuses on developing the academic and technical skills of students, at secondary and postsecondary levels, by: developing challenging academic and technical standards and supporting students in meeting such standards, including preparation for high skill, high wage, or high demand occupations in current or emerging professions; promoting services and activities that integrate rigorous and challenging academic and technical training, which link secondary and postsecondary TVET programmes; increasing State and local flexibility in providing services and activities designed to develop, implement, and improve TVET.

In total, about 12.5 million high school and college students are enrolled in CTE in the United States. Students ordinarily after spending 6 to 8 years in elementary school continue a four- to six-year programme in academic, vocational or technical secondary school. Students normally complete the high school programme through grade 12 by age 18.

Education at the secondary level is provided in a range of institutional settings — including junior high schools, high schools, senior high schools, and combined elementary/secondary schools — that vary in structure from locality to locality. The average high school student takes more TVET credits than any other subject area except English.

Relatively few students, however, take a sufficient number of credits to lead to an industry-recognised credential. High school graduates who decide to continue their education may enter a technical or vocational institution, a two-year community or junior college, or a four-year college or university. A two-year college normally offers the first two years of a standard four-year college curriculum and a selection of terminal TVET programmes.

Academic courses completed at a two-year college are usually transferable for credit at a four-year college or university. Post-secondary TVET also includes offerings from proprietary post-secondary schools, adult learning centres, professional associations or labour unions, and government agencies.

Former First Lady Hillary Clinton has championed the cause of technical and vocational education and training.She said it is critical to support and develop the nation’s community colleges “and get back to really respecting vocational and technical work.” She said there are many jobs that may not require a college degree, “but require respect for dignity of work.” Clinton added, “I don’t know how we would operate without people who are teaching those skills and putting them to work for all of us.”

Re-engagement of Stakeholders

There is still a disconnect between Jamaica’s education system and the labour force. Parents are fearful for their children regarding job opportunities should they enter Technical and Vocational Education and Training (TVET). The Jamaican society has seen a plethora of independent institutions offering technical and vocational education and training in recent times.

Our students need to see the success of individuals who have done Technical and Vocational Education and Training as representation matters. The information regarding the alignment of jobs with TVET is not readily available. Many teachers still believe that Technical and Vocational Education and Training (TVET) should be the only choice for those students who are not the talented and gifted.

This perception is passed on to students and the cycles continue in perpetuity. The society needs to devise a method or methods which will assist us to re-socialise our minds and mind sets regarding the negative historical associations we have made with technical and vocational education and training and the lower socio-economic class in society.

There ought to be a public private engagement on TVET in which the church, non-governmental organisations (NGO’s) and civil society can work together in this regard. We need to see how transformative technical and vocational education can be in becoming the engine of economic growth which is so very critical for us to emerge stronger after the pandemic.

The reimagining of our education system must also take into account the Early Childhood level regarding how we plan to mainstream TVET across all spheres of the education system. We have seen some effort in recent times to rebrand and present Technical and Vocational Education and Training (TVET), however, the ownership of this vision still resides with the policy makers.

There has not been a groundswell of support in this aspect of our education system. There needs to be more engagement of the society. Ironically, in this COVID-19 era the opportunity now presents itself for those who craft and deliver policies to engage wider cross section of the society.

The 2019 Global Competitiveness Report ranks Jamaica 36th out of 141 countries in terms of the quality of vocational training, but 93rd out of 141 on digital skills among the country’s active labour market. There needs to be a greater role for technical and vocational education and training (TVET) to drive associations and to address youth unemployment.

Youth unemployment in Jamaica currently stands at 27.8 per cent as of October 2020 according to The Statistical Institute of Jamaica (STATIN).There needs to be long term vision for Jamaica’s Technical and Vocational Education and Training (TVET) policy. If we are truly serious about Technical and Vocational Education and Training, then there needs to be a bipartisan approach.

Yes, a university degree is important given the scheme of our realities, however, a college degree should not be the only pathway for one to obtain a good job and to have a successful career. It is time for a more holistic approach to be taken regarding technical and vocational and education and training in the society.

In the words of Conrad Burns, vocational education programmes have made a real difference in the lives of countless young people nationwide; they build self-confidence and leadership skills by allowing students to utilise their unique gifts and talents.

Wayne Campbell is an educator and social commentator.