CINTERFOR-MINISTRY OF LABOUR Project 115 SEMINAR ON

Transcription

CINTERFOR
Interamerican Research and Documentation
Centre on Vocational Training
CINTERFOR-MINISTRY OF LABOUR
Project 115
SEMINAR ON VOCATIONAL TRAINING
IN THE CARIBBEAN COUNTRIES
(Seminar at Kingston, Jamaica,
24 to 26 July, 197,0
Montevideo, 1973
linn I I I H inn IHU
43741
CONTENTS
1.
Background and organisation
Pag. 7
2. Agenda
9
3. Participants list
11
4. Working sessions
19
5. List of documents
29
A N N E X E S
Annex I: Vocational training in Jamaica
33
Annex II: Vocational training in Trinidad and Tobago . . . .
49
Table: Existing vocational training institutions in
Trinidad and Tobago
56
facing page
Annex III: Vocational training and education in Barbados . .
65
Annex IV: Vocational training in Cuba: present situation and
prospects
77
*
Resumen general del seminario
0
85
1.
BACKGROUND AND ORGANISATION
1.1 The Seminar on vocational training in the Caribbean countries
(Project 115) was held at Kingston, Jamaica, from 24 to 26 July 1972,
immediately preceding the Tenth meeting of CINTERFOR's Technical Committee. It was attended by 54 delegates and observers and was jointly sponsored by CINTERFOR and the Jamaican Ministry of Labour and National Insurance. During the three days of the seminar's duration,
participants met at the Courtleigh Manor Hotel, Kingston, where they
heard and sicussed reports on vocational training by the different
Caribbean Territories, including Cuba. They also had the opportunity
of visiting several vocational training centres in Jamaica, such as
the Industrial Training Centre, the Casa Monte Hotel Training School,
the Telephone Company Training School and the Vocational Training
Development Centre.
1.2 As agreed in the plan of operation, the Seminar was chaired by
the Director of CINTERFOR, the Jamaican Ministry of Labour and Nation
al Insurance being in charge of all the local arrangements necessary
for implementation.
1.3 The initial proposal to carry out this Project was submitted to
the Ninth meeting of the Technical Committee, held at Brasilia in May
1971, where it was approved and designated with number 115. Its general aim was to examine vocational training plans and programmes in
the English-speaking countries of the Caribbean area, establish their
degree of development and prospects, and promote a useful exchange of
views and new links with representatives from other countries in the
region who share the common task of training.
1.4 With regard to financing, the Jamaican Ministry of Labour and Na
tional Insurance took upon itself all expenses connected with premises and equipment for holding the seminar, secretarial services and
simultaneous interpretation of the sessions, as well as local travel
on conducted tours and visits. CINTERFOR, for its part, defrayed the
cost of the coordination task during the preparatories stages; the
return air fares, tourist class, of visiting participants from their
respective capitals to Kingston, plus a perdiem according to UNDP
rules during their stay in Jamaica; travelling expenses of CINTERFOR
staff detailed for work at the seminar and all expenses connected
with publication and distribution of the final report.
7
2. AGENDA
With a view to orienting participants in the presentation of papers
and discussion of the seminar themes, the sponsors circulated in advance a draft guideline that included the following points:
1. Objectives of vocational training services, including areas covered.
2. Legislation governing training in the different countries.
3. Planning: occupations involved, levels of planning, motivations
introduced.
4. Programmes: location of vocational training activities, selection
of trainees.
5. Courses and other activities: curricula applied.
6. Methods adopted and envisaged for imparting instruction.
7. Facilities: centres, buildings, equipment available.
8. Instructors available and training of new instructors.
9.
Costs: direct and overall costs.
10. Financing: government financing and other sources.
11. Evaluation of vocational training activities.
12. Follow-up of ex-trainees: employment openings available to them,
salaries they earn.
13. Trends in the vocational training situation of the respective
territories.
9
3. PARTICIPANTS LIST
ARGENTINA
Luinor Edelfio Vilches
Presidente
Consejo Nacional de Educacion Tecnica - CONET
Bolxvar 191
Julio Manuel Barreiro
Vocal del Consejo Nacional de Educacion Tecnica - CONET
Cornelio A. Leloutre
Inspector General del Consejo Nacional de Educacion Tecnica - CONET
Roberto E. Arano
Director de la
Administracion de Educacion Agricola
Ministerio de Cultura y Educacion
Oscar Tangelson
Direccion de Recursos Humanos
Ministerio de Trabajo
BARBADOS
Dillon Hercules
Deputy Principal
Samuel Jackman Prescod Polytechnic
..
BOLIVIA
Clive R. Canedo Pacheco
Secretario General
. .
BRAZIL
Joao Jesus de Salles Pupo
Diretor Geral
Departamento Nacional de Mao-de-Obra
Ministerio do Trabalho e Previdencia Social
11
Luiz Gonzaga Ferreira
Diretor
Centro Nacional de Aperfeiçoamento de Pessoal para a Formaçao
Professional - CENAFOR
Mauricio de Magalhaes Carvalho
Diretor Gérai
Serviço Nacional de Aprendizagem Comercial - SENAC
ítalo Bologna
Diretor Nacional
Serviço Nacional de Aprendizagem Industrial - SENAI
Eghüs de Barros Palissy
Chefe Assesoria Diretor Nacional
SENAI
CANADA
Andrew C.A. Kaasberg
Attaché
Canadian High Commission
Canadian Department of Manpower and Immigration
COLOMBIA
Rodolfo Martínez Tono
Director General
Servicio Nacional de Aprendizaje - SENA
COSTA RICA
Harry Muñoz Alpiza
Oficial Mayor
Viceministro Administrativo
Ministerio de Trabajo y Seguridad Social
Luis Carlos Suárez Matamoros
Director
Instituto Nacional de Aprendizaje - INA
Fernando Lizano Porras
Gerente
I n s t i t u t o Nacional de Aprendizaje - INA
CUBA
Manuel Menéndez Díaz
Director Servicio Capacitación
12
Pedro Cárdenas Vázquez
Cónsul de Cuba
Ministerio de Relaciones Exteriores
CHILE
Carlos Bravo Várela
Vicepresidente
Instituto Nacional de Capacitación Profesional - 1NACAP
ECUADOR
Herminio Altuna
Subdirector Nacional
Servicio Ecuatoriano de Capacitación Profesional - SECAP
EL SALVADOR
Carlos Rivas Tejada
Jefe del Departamento de Formación Profesional
Ministerio de Trabajo y Previsión Social
GUATEMALA
Luis Schlesinger Carrera
Gerente
Instituto Técnico de Capacitación y Productividad - INTECAP
HONDURAS
Armando Castro Sierra
Programador de cursos
Departamento Nacional de Mano de Obra
Ministerio de Trabajo y Previsión Social
JAMA ICA
A.N. Leslie
Under Secretary
Ministry of Labour and Employment
Stafford W. Isaac Henry
•Chairman
National Industrial Training Board
A.W. Downie
Secretary
National Industrial Training Board
13
Eileen Biamby
Representative of Ministry of Industry and Tourism
Ministry of Industry and Tourism
L.E. Johnstone
Principal Assistant Secretary
Howard Spencer
Training Liaison Officer
Jamaica Industrial Development Corporation (JIDC)
Anthony Hall
Acting Director/Manager
Jamaica Hotel School
George Thompson
Education Officer
Ministry of Education - 5 South Race Course
Paul V. Dobson
Assistant Secretary
Ministry of Youth and Community Development
Lionel Adolphus
Training Officer
(DEMS) Public Works Dept. Min. of Works
MEXICO
Amos Salinas Aleman
Jefe Departamento Tecnico
Servicio Nacional de Adiestramiento Rapido de Mano de Obra en la
Industria - ARMO
PANAMA
Valentin Corrales
Director
Departamento de Formacion Profesional
Instituto para la Formacion y Aprovechamiento de Recursos Humanos
IFARHU
Ricardo Alba
Director de Planificacion
Instituto para la Formacion y Aprovechamiento de Recursos Humanos
IFARHU
14
PARAGUAY
Luis A. González Macchi
Director
Servicio Nacional de Promoción Profesional - SNPP
PERÚ
Humberto Urteaga
Encargado de Negocios a.i.
Cancillería del Perú
REPÚBLICA DOMINICANA
Darío S. Manon Cano
Viceministro de Trabajo
Secretaría de Estado de Trabajo
TRINIDAD £ TOBAGO
Christopher Modeste
Member of the National Training Board
Ministry of Education and Culture
Norbert Masson
Principal
John S. Donaldson Tech. Inst.
Bertille Alexis (Mrs.)
Manpower Planning Officer
Ministry of Planning and Development
UNITED STATES OF AMERICA
Richard Me Guerty
Manpower Advisor
USAID
Eugene Hood
Manpower Training Advisor
US Department of Labour
Richard Johnson
Consultant
AID
Luis Puente
Training Coordinator
American Society for Training and Development
John Donahue
Regional Advisor
Hospital Engineer
Pan American Health Organisation
15
URUGUAY
Enrique R. Penades
Director General
Universidad del Trabajo del Uruguay - UTU
VENEZUELA
Oscar Palacios Herrera
v
Presidente
Instituto Nacional de Cooperacion Educativa - INCE
OBSERVERS
ORIT - Inter-American Regional Organisation of Workers
T. Kelly
President
National Workers' Union
CLAT - Central Latinoamericana de Trabajadores
Chris Lawrence
Secretary General
Independent Trade Unions Advisor and Council - ITAC
Roderick Francis
President
Independent Trade Unions Advisor and Council - ITAC
CPUSTAL - Congreso permanente de unidad sindical de los trabajadores
de America Latina
Jose Delgado Hurtado
Venezuela
FAO
Isabel Foster
Nutritionist
Kingston, Jamaica
OAS
David Heft
Acting Director
Office of the General Secretariat
Kingston, Jamaica
16
UNDP/ILO/CINTERFOR
Sturges Shields (Jr.)
UNDP Resident Representative in Jamaica
ILO - International Labour Office
Eduardo Ribeiro de Carvalho
Director
Oficina Regional de la OIT
Lima, Peru
Cedric O.J. Matthews
Director
ILO Area Office
Port-of-Spain, Trinidad & Tobago
CINTERFOR - Inter-American Vocational Training Research and Documenta
tion Centre
Julio Bergerie-Pagadoy
Director
Montevideo, Uruguay
Gerardo M. Lassalle
Projects Coordinator
Ruben Cotelo
Editor
Lucia Valdez Sarda
Secretary
17
4.
WORKING SESSIONS
The Seminar was installed in the conference room of the Courtleigh
Manor Hotel, Kingston, on Monday 14 August 1972, its board being made
up by Major E.H.A. Grell, Permanent Secretary, Ministry of Labour and
Employment, A.N. Leslie, Under Secretary, Ministry of Labour and Employment and Julio Bergerie, Director of CINTERFOR.
J».1 OPENING SESSION
4.1.1 In his opening address S.B. Chambers, O.B.E., Director of the
Jamaica Employers' Federation, welcomed visiting delegates and underlined the relevance of the subjects to be discussed at the Seminar,
for Jamaica and the whole of the Caribbean area. He referred to the
comprehensive report prepared by the Jamaican Ministry of Labour and
Employment on the occasion of the Seminar, and to the consciousness
that exists at all levels concerning the need to improve vocational
training. In this connection, he pointed out the shortage in Jamaica
of young persons with adequate basic schooling to enter vocational
training institutions, as well as the scarcity of qualified instructors. The situation was further aggravated, said Mr. Chambers, by
inadequate equipment in training centres and a lack of trade-testing
facilities in the labour market. The employer, under these circumstances, was forced to exert added supervision, arrange for training
periods to bring workers up to the required standards or just resign
himself to production of lower quality. As a solution to these problems, Mr. Chambers advocated the establishment of the National Vocational Training Authority, provided for in a draft bill that the
Government of Jamaica is to consider.
4.1.2 Next spoke Julio Bergerie, who briefly summarised the development of CINTERFOR since its creation by ILO in accordance with a reso
lution adopted by its Seventh Regional Conference held at Buenos
Aires, and outlined the aims and purposes of the Centre to encourage
the development of vocational training in the region. He explained
the mechanics of the annual meetings of CINTERFOR's Technical Committee -which acts as advisory body to the ILO Director General- to analyse the work carried out and consider the programme for the forthcoming period. In connection with this meeting a seminar is organised every year, to study matters of interest to all those who are responsible for determining vocational training policies. At the present seminar -continued Bergerie- participants would hear reports by
representatives from the Caribbean countries and exchange views and
19
information with them. In order to profit by the experience of those
who have followed a different line of progress, mutual knowledge was
an essential requisite -he pointed out-, and CINTERFOR's objectives
and style of work are aimed precisely at bringing together persons
and institutions for the purposes of mutual help among equals. The
Director of the Inter-American Centre for Vocational Training finally
expressed his gratitude to the Government and people of Jamaica for
their warm welcome and hospitality.
4.1.3 J.A. Capleton, M.P. and Parliamentary Secretary of the Jamaican Ministry of Labour and Employment, after extending his welcome to
visiting delegations, made reference to the unemployment situation
and attendant social and economic problems that beset the territory.
In this connection he expressed the hope that CINTERFOR's collaboration and the concern shown by ILO and the United Nations might be of
help to find solutions, as well as the coordinating influence of the
Industrial Training Board newly established in Jamaica.
4.1.4 Participants were greeted by the Jamaica Labour Minister,
Ernest Peart, who paid a brief informal visit to the Seminar and
shook hands with many of them. He also welcomed them in the name of
his Government and his people and expressed wishes for every success
in the forthcoming deliberations.
k.2
FIRST WORKING SESSION
4.2.1 After a short recess, the Delegation of Jamaica proceeded to
present their report on vocational training, an abridged version
of which is included in this document as Annex I. A.N. Leslie, Under Secretary, Ministry of Labour, introduced the subject by supplying physical, economic and population data of Jamaica. He referred
to problems such as uneven employment in the different sectors and
manpower emigration to other countries, like Canada.
4.2.2 He was followed by Isaac Henry Stafford, Chairman of National
Industrial Training Board, who described that body's functions and
operation in the field of vocational training, and referred to aid
received from the United Nations Development Programme. The Training
Board, with representatives from Government, employers and trade
unions, will curb existing fragmentation -he said- by acting as a
centralised, coordinating agency.
c
4.2.3 George Thompson, Education Officer, Ministry of Education, described the vocational training and technical education offered by
his Ministry in Jamaica and underlined the fact that the approach has
been academic rather than job-oriented. He also pointed out several
needs and shortcomings, such as lack of facilities in schools, shortage of qualified teachers, lack of general coordination and supervision.
4.2.4 L.E. Johnstone, Principal Assistant Secretary, Ministry of
Labour and Employment, provided details and information concerning
20
the National Industrial Training Programme which is being implemented
with UNDP/ILO assistance. He referred to different types of courses
offered, such as part-time evening classes, training programmes to
produce licensed drivers, etc. and mentioned the modular concept of
teaching. He also touched upon the lack of existing facilities and
deficient basic grounding of trainees, and the important aspect of
motivation.
4.2.5 Presentation of the Jamaican paper continued in the morning by
Paul V. Dobson, Assistant Secretary, Ministry of Youth and Community
Development, who referred to pre-vocational training offered in youth
camps, and after the lunch break by Anthony Hall, Acting Director/Man
ager, Jamaica Hotel School, who gave a brief description of the facil
ities and purposes of that School, by Eileen Biamby, Representative
of the Ministry of Industry and Tourism, who talked about apprenticeship training of Jamaicans in the United Kingdom, and finally by
Lionel Adolphus, Training Officer, Public Works Department, Ministry
of Works, who referred to training methods.
4.2.6 The floor was then taken by Trinidad and Tobago, whose representatives proceeded to present and read excerpts from their country's report, that has been included in abridged form as Annex II of
the present document. Bertille Alexis, Manpower Planning Officer,
Ministry of Planning and Development, covered the first part of the
paper that in its original form comprises twelve chapters, from a de
finition of vocational training, through objectives, legislation,
planning, organisation, facilities, etc. to final evaluation and
trends. This task was completed, after a short recess, by Norbert
Masson, Principal, John S. Donaldson Technical Institute, Port of
Spain.
4.2.7 Dillon Hercules, Deputy Principal, Samuel Jackman Prescod
Polytechnic, Barbados, introduced the third paper submitted to consideration by participants in the Seminar. A slightly summarised '
version of the Barbados report on vocational training development
and prospects in that territory has been included as Annex III of
this report.
4.2.8 This initial working session ended with comments and remarks
by some of the observers present at the Seminar. David Heft, Acting
Director, Office of the General Secretariat, OAS, in connection with
help by international agencies underlined the aid provided by OAS to
Caribbean territories in the field of vocational training, and quoted
concrete examples. Luis Puente, Training Coordinator. American Socie
ty for Training and Development, described the activities of that organisation, that he coordinates in Venezuela, and supplied information on vocational training courses that they offer for Latin America.
21
i».3 SECOND WORKING SESSION
4.3.1 The second day of the Seminar was devoted to visits by partici
pants to several training centres; the first one was the Industrial
Training Centre, on the outskirts of Kingston, where they toured the
premises, talked with instructors and saw students at work in the various mechanical and allied skills which are taught there.
4.3.2 Next they were conveyed to the Hotel Casa Monte and viewed the
installations of the adjoining Hotel Training School, where trainees
are coached in all branches of the hotel industry. Lunch was later
served to delegates in the hotel dining-room.
4.3.3 Their final visit was back in Kingston, where they were shown
teaching facilities and courses provided by the Jamaica Telephone Com
pany.
k.h
THIRD WORKING SESSION
4.4.1 Presentation of country reports continued during the third
working session. After thanking host authorities and people, Darxo
S. Manon Cano, Vice-minister of Labour of the Dominican Republic,
gave a brief outline of vocational training activities in his country.
He underlined the fact that the Dominican economy was mainly based on
agriculture, and that the Republic's situation was characterised by a
iack of skilled manpower. As from 1966, however, and as a result of
large investments in industry, a change had started to be felt and
one of its symptoms was the founding of the Escuela de Artes y Oficios (School of Arts and Crafts), a vocational training centre at sec
ondary level. He also mentioned educational efforts made by the coun
try's armed forces, that provide training in specialties such as auto
mobile mechanics at an Armed Forces Vocational Centre, and the tourist drive that has resulted in the creation of a Hotel Training
School. He quoted the figure of 80 million a year with regard to the
Dominican Republic's educational budget (including aid from such agen
cies as AID, OAS, etc.).
4.4.2 The Cuban delegation, like the English-speaking Caribbean territories, had submitted a written report to the Seminar. Therefore,
the Cuban representative, Manuel Menendez Diaz, Director Servicio Capacitacion, Ministerio de Trabajo, proceeded to present this paper in
a similar manner to his English-speaking colleagues. A slightly abbreviated version of it, translated into English, has been included
as Annex IV of this document.
4.4.3 Luinor E. Vilches, Presidente, Consejo Nacional de Educacion
Tecnica (CONET) gave a historical summary of technical education in
Argentina, which started under various forms in the 19th. century to
be finally centralised and unified under CONET in 1959. He pointed
out the special difficulties of providing training for adults, and
the efforts made by CONET to overcome them by means of accelerated
22
vocational training with suitable methods. The institution offers at
present a variety of training opportunities in this field, with courses of different duration for the various skills. The speaker underlined the importance of in-plant training and trade-union and employers cooperation, and mentioned training agreements concluded with the
Argentine armed forces. He likewise stressed the weight of adequate
teacher-training and the need to organise vocational training in the
light of occupational openings in the labour market, if undesirable
frustration is to be avoided.
4.4.4 Several members of the Brazilian delegation made up a panel to
explain to participants the general organisation of vocational training in their country. In the first place, Joao Jose de Salles Pupo,
Director Geral, Departamento Nacional de Mao-de-Obra, Ministerio de
Trabalho (Manpower Department, Labour Ministry), emphasized that the
large area and population of Brazil set the pace for education as for
other fields of activity. In Brazil -he said- capital is scarce
whereas land and men are plentiful. The Government's principal aim
in its educational policies is to integrate training with social promotion, thus improving the general standard of living. He also refer
red to the success of the Brazilian Government in curbing inflation
(which has decreased from 52 % in 1964 to 15 % in 1972) and mentioned
the recent Education Law of 11 August 1971 whose goal it is to provide primary and secondary-level students with the necessary training
for self-development, working aptitudes and civic awareness.
4.4.5 He was followed by Luiz Gonzaga Ferreira, Director of CENAPOR
(Teacher-training organisation) who pointed out the excessive academic
approach which used to characterise Brazilian education, probably
through French influence. Nowadays, however, optics have changed and
education in general and training in particular have been adapted
with a view of the country's development. As a lesson that might be
useful to other countries, including the Caribbean territories, the
speaker warned against duplication of efforts in the organisation of
educational or instructor-training systems; a coordinating body at
high level could be the solution to prevent such a risk* he added.
4.4.6 . Maurxcio de Magalhaes Carvalho, General Director of SENAC
(Training organisation in the commerce and services area) briefly sum
marised the history of that agency, which recently celebrated its
first 25 years of existence in Brazil. He underlined that SENAC is
at present concentrating mainly on the training of adult workers
(that alone accounts for 80 % of their activities). They are also en
deavouring to renew and modernise the employment structure of commercial firms in the country. In connection with SENAC's teaching methods, he mentioned training centres and mobile units and the experience of "teaching shops", fictitious establishments where students get
the opportunity of "carrying out" commercial tasks. Among present re
quirements, he quoted the need to readjust training for the hotel industry -which is imparted in Brazil at hotel-training centres and at
training hotels- and the urgency of employing all training centres to
full capacity. He ended by offering the help that might be derived
from the Brazilian experience to all other countries in Latin America.
23
4.4.7 The development, aims and purposes of SENAI (Training organisation in the industrial area) were outlined by Eghiis de Barros Palis
sy, Advisor in chief to the Director General of that body, founded in
1942 to train manpower for industry. From those beginnings, SENAI
has now expanded in proportion to the growth of Brazilian manufacturing, to cover all aspects of indusLrial and managerial training.
4.4.8 To round off the general picture of education in Brazil, Joao
Jesus de Salles Pupo took the floor again and referred to other aspects such as the Government's literacy campaign, the job-classification project, the training of conscripts, soldiers and sailors, the
development of marginal areas in the Brazilian northeastern regions
and the Amazon basin, the promotion of vocational training in agricul
ture and fisheries. In connection with all these activities, he gave
examples of international cooperation.
4.4.9 After the lunch break, and as an illustration of modern teaching aids used by SENAI, Eghiis de Barros Palissy showed a film-casette
and supplied details as to the cost of producing such a film and cost
per copy. The film in question, produced by SENAI, showed an operation in turnery, following the steps of the workman's action with the
lathe which are described in the CINTERFOR's Basic Collection (CBC)
for turners.
4.4.10 Prior to the lunch recess, however, Luis Schlessinger Carrera,
Manager of Guatemala's INTECAP (Technical training institute) had
summarised that institute's activities in his country explaining .
that the main employer of their ex-trainees was the private sector.
In this connection he addressed himself to the Jamaican representatives to ask them how the problem of workmen's attitudes had been approached in Jamaica.
4.4.11 Oscar Tangelson of the Argentine Labour Ministry, Direccion
de Recursos Humanos (Manpower Division) further amplified this query
by asking whether there existed any coordination between vocational
training, industry and development and any means of evaluating results.
4.4.12 In reply, A.N. Leslie, Under Secretary, Ministry of Labour
and Employment, stated that industry in Jamaica is guided by two main
objectives: to provide jobs and to promote import substitution. As
to the problem of workmen's attitudes, a solution to it was being
sought through the National Industrial Vocational Training Programme,
a joint project with ILO and UNDP, described in full detail in Appendix IV of the original Jamaican report. Concerning failures and
shortcomings of the training system as evidenced by the performance of
ex-trainees, the speaker pointed out the difficulties of carrying out
evaluation in the private sector.
4.4.13 The representatives of Trinidad and Tobago and Barbados also
referred to the question of workers' attitudes and placement in their
respective territories, and the way it is being tackled.
24
4.4.14 Carlos Bravo Varela, Vice-President of Chile's INACAP (Nation
al training institute) underlined the importance of workers' participation in vocational training organisation and planning to prevent
their becoming mere instruments within the process. He mentioned the
nationalisation of private firms which is taking place in Chile, and
the fact that there has been a redistribution of income among the population: the working classes, which used to receive 49 % of the total, now account for 59 %. In this connection he underlined the approach of Chile's Government, which is endeavouring to raise workers
to the decision-making level by awakening in them an awareness of responsibility for the promotion of- their country's interests. He added that vocational training should be such as to provide working
people with cultural as well as material benefits, and that the second agreement reached by INACAP's Administrative Council was a reflection of this trend, and of the need to adapt education to the
workers' needs. Giving further examples of the Chilean situation, he
underlined that educational and training priority had been granted to
enterprises within the State-run sector. With regard to training in
firms, special attention was being paid to the renewal of intermediate and higher managerial levels. The speaker also quoted excerpts
from the fourth agreement of INACAP's Administrative Council, establishing that vocational training should be based on wide social, scientific and technological foundations.
4.4.15 Rodolfo Martinez Tono, Director General of Colombia's SENA
(National training service) pointed out the undeniable advantages of
cooperation in the field of vocational training among all Latin-Ameri
can and Caribbean countries, regardless of political or philosophical
ideologies. He referred to the World Employment Plan and to a pilot
programme under way in Colombia, aimed at coordinating and integrating all economic and social schemes. He expressed the willingness of
SENA, an institution with 20 years experience, to join other countries in wider plans for the whole region.
4.4.16 After a brief description of the geographical characteristics
of his country, Venezuela, Oscar Palacios Herrera, President of INCE
(National institute for educational cooperation) went into details of
the urban migration phenomenon and its repercussions in the education
al field. Although unemployment figures are not particularly signifi
cant (from 7 to 8 % ) , idle young people coming into the towns from rural areas constitute a problem that INCE tries to palliate by means
of its training programmes for unemployment youth. The institution
has 45 centres and another 6 under construction, besides 400 mobile
units; it has also undertaken a literacy campaign throughout the coun
try. The Venezuelan representative also pointed out that training by
itself is not enough in all cases; students have to be taught to apply their knowledge in real-life situations.
4.4.17 Enrique R. Penades, Director General of Uruguay's UTU (Polytechnic schools) sketched the historical development of vocational
training in his country: although UTU itself was established by Law
25
only in 1942, it had been preceded by other institutions dating back
from the middle of the 19th. century. The main purpose of technical
education in Uruguay is to train people for work and to do away with
the traditional discriminating attitude towards manual occupations.
He considered that in many respects the Uruguayan educational philoso
phy did not basically differ from other countries, since the Constitu
tion decreed that basic education was free and compulsory for everybody; illiteracy in his country was low. He also quoted comparatively low unemployment figures for Uruguay. With regard to the institution he directs, he mentioned that a general overhaul of activities
has been undertaken to reach a diagnosis. Among the most pressing re
quirements he mentioned an administrative readjustment, teaching experts on shipbuilding and fisheries, manpower resources, etc. An IDB
loan is being negotiated that will go towards meeting some of these
needs, as well as others in the way of equipment and facilities.
A.4.18 The next intervention was by John Donahue, Regional Advisor
of the Pan American Health Organisation who stressed to all vocation
al training directors and experts in the region the urgent need to
train specialised hospital, nursing and health personnel at all levels.
4.4.19 Herminio Altuna, Assistant Director of Ecuador's SECAP (Train
ing service) and Luis A. Gonzalez Macchi, Director of Paraguay's SNPP
(National service for training promotion) briefly outlined the activi
ties of their respective institutions, which have been recently estab
lished. Gonzalez Macchi stated that a survey of manpower resources
had indicated the need to train about 400,000 workers in his country
by 1980.
4.4.20 Referring to the vocational training situation in Bolivia,
Clive R. Canedo Pacheco, Secretary General, Bolivian Labour Ministry,
mentioned the fact that his Government had recently created a Youth
Under-Secretariat, directly dependent on the Cabinet. The poles of
educational development in Bolivia are situated in Beni and in Santa
Cruz de la Sierra. His Government had also approved a plan for the
development of skilled manpower, and was receiving technical aid from
France and the AID.
4.4.21 To wind up the round of presentations and discussion, Julio
Bergerie, Director of CINTERFOR, gave a brief outline of the situation in the region. In his opinion, definite progress had been made
in the approach to vocational training, as concepts were becoming
clearer in all respects. There were now a variety of courses in oper
ation along with the traditional apprenticeship. Massive training
was being undertaken by the State, whose intervention had considerably increased in all countries. Julio Bergerie stressed the widespread acceptance of the concept of training as a service to be, offered free of charge, as general education, and of the notion that
training for work coming later in life should nevertheless be adequate
ly connected with general education. However, on the debit side he
26
mentioned limited trade-union participation in vocational training ac
tivities and slow modernisation of equipment and facilities; massive
training, particularly, required the application of new teaching meth
ods. He pointed out that unemployment acted as an additional brake
to the development of vocational training and that, throughout the re
gion, rural vocational training was still sadly lagging behind. He
referred to the difficulties posed by training of the younger sector
of the population, stressing the very serious problem of the great
numbers of youngsters who are out of school and out of employment.
Here again as for adult workers training and employment are interconnected ; chances for finding appropriate solutions will improve when
countries devote more attention to the question of combining capital
and labour in the proportions best suited to each particular situation. The Director of CINTERFOR finally added that he had been most
favourably impressed by the offers of help and cooperation made by
many directors of vocational training institutions in the region.
The exchange of experiences among Caribbean and other countries of
Central and South America would no doubt contribute to a more accurate analysis of common problems and prepare the ground for disseminating useful solutions to such problems that might be found at any
one particular country.
4.5
CLOSING SESSION
4.5.1 Finally, several participants thanked the Jamaican Government
and officials for their kind hospitality. They also pointed out that
the organisation provided by the host country had led the Seminar to
most fruitful achievements.
A.5.2 The Seminar was officially closed by J.A. Capleton, Parliamentary Secretary, Jamaica Ministry of Labour and Employment, who after
referring to the various problems affecting his country and other Caribbean territories in the vocational training field (shortage of
skilled manpower, labour emigration, lack of adequate facilities),
cordially congratulated participants upon the tasks they had accomplished and wished visiting delegations Godspeed after their stay in
Jamaica.
27
5. LIST OF DOCUMENTS
BARBADOS. Ministry of Education.- Vocational
in Barbados.
/Bridgetown/, 1972. 45p.
CINTERFOR.
training
and
education
"Bibliographical Series", Montevideo, no. 15, Aug. 1972.
CUBA. Viceministerio de Educacion Tecnica y Profesional. Informe de
Cuba at seminario sobre formacion
-profesional;
su desarrollo
actual y perspectivas.
Havana, 1972. 20p.
JAMAICA. Ministry of Labour and Employment. Vocational
Jamaica.
/Kingston/, 1972. 37p. annexes.
training
in
TRINIDAD and Tobago. Ministry of Planning and Development.
Vocation
al training
in Trinidad and Tobago.
/Port of Spain/, 1972. 109pT
29
Annex I
VOCATIONAL TRAINING IN JAMAICA (*)
BACKGROUND
In the early Post-War (II) period, and before that, Jamaica's economy
was dominated by agriculture to the extent that its contribution to
the Gross Domestic Product was consistently in excess of 40 % and the
proportion of the labour force engaged in agriculture rose as high as
71.5 % and in 1943 it was still 45 % of the total.
The relative importance of agriculture in the economic life of the
island has declined considerably, although it still remains a basic
contributor to export earnings and continues to be the largest employ
er of labour within the economy.
Although bauxite was discovered in the 1860's mining did not commence
until 1952 and by 1969, along with the processing of bauxite to alumina, the mining sector had become the leading contributor to the
Gross Domestic Product with 16.8 %.
The Manufacturing and Processing sector from a somewhat obscure image
before World War (II) began to expand immediately after the war as re.
duction in imports during the war years stimulated the development of
industries capable of producing import substitutes. In 1970 the Manu
facturing and Processing Sector was the second largest contributor to
the Gross Domestic Product at 13.5 %.
The Post-War period has witnessed also a tremendous expansion in tour
ist industry which has made it relatively important in the economy in
terms of foreign exchange earnings and employment creation. At the
end of 1970 there were 13,738 beds available for tourists accommodation. This was an increase of 26.5 % on the 10,950 beds available in
1969 and represents the largest absolute increase in tourists bed accommodation within any one calendar year.
On the basis of estimation expenditure rose from $ 75.6 million to
$ 79.6 million and visitor arrivals from 4,700 million to 4.14 million.
(*) Abridged version of a report prepared by the Jamaican Mininstry
of Labour and Employment.
33
It can be fairly stated that the movement from that could be largely
considered an agrarian and rural economy to a more diversified economy runs parallel with the constitutional advances beginning shortly
after World War (II) with the granting of Adult Suffrage in 1944 and
culminating in Independence in 1962.
The elected representatives of the people were confronted with the
paradoxical situation of a large labour force (of which approximately
20 % were unemployed) and with an ever increasing demand by employers
for skilled workers. This situation was further aggravated by the
migratory movement in the 1950's to the U.K. and in the early 1960's
to the U.S.A. in which skilled personnel participated.
Training in Jamaica
Formal institutional training at present in existence is considered
insufficient to offset this problem and as in the case in many other
countries vocational education and training is fragmented over several ministries. Similarly in the private sector occupational in-plant
training is carried out individually and separately by each enterprise primarily to fit their employees into jobs.
The Government is anxious to avoid duplication of activities and to
promote the co-ordination of vocational training on a national basis.
UNDP/ILO ASSISTANCE
Towards this end, in May 1967, the Government requested assistance
from the United Nations Development Programme Special Funds (UNDP/SF)
in establishing a National Industrial Programme. The project was approved by the Government Council of the UNDP in January, 1969 and was
authorized to commence operations on 19th September, 1969 with the In
ternational Labour Office (ILO) as the Executing Agency.
In implementing its work the project manager was assigned experts in
in-plant training and apprenticeship, teaching materials and curriculum development, building trades, machine shop trades, electrical
trades and auto-mechanics.
Every expert has at least one counterpart. All have so far developed
very well and they possess the potential to reach eventually a high
standard. Counterparts have been selected either from existing staff
in the training centres or schools by personal recommendation. A
series of orientation courses was held in teaching techniques for the
counterparts of the trade experts. These arrangements are continuing,
Pending the completion of the permanent centre, temporary facilities
have been established at a former Trade Training Centre in Kingston.
The permanent Vocational Training Development Centre is located at
Papine in St. Andrew.
34
In July 1970 the Minister of Labour recommended the establishment of
a National Industrial Training Board. A provisional board was accord
ingly constituted with the advice and assistance of the manager of
the project.
The Board comprises representatives from government, employers and
trade unions and under this board an executive committee, manpower
data committee and policy committee have been set up. The experts
and counterparts attend the meetings of the Board in an advisory capacity and participate in the meeting of their respective technical
committees which have been formed- under the Board.
Among the main functions of the Board will be investigations and surveys of the needs for personnel with industrial training, the promotion of such training and coordination of facilities to that end.
A training tax to be paid by employers and a grant system for those
who provide training are foreseen in the legislation, in order to
encourage this activity in the private and public sectors.
Within the public sector, training opportunities of various kinds are
offered by five different ministries (Labour and Employment, Trade
and Tourism, Education, Agriculture, Youth and Community Development).
At the top of this fragmentation of available training is the University of the West Indies, a regional institution established at Mona
with campuses in Trinidad and Barbados.
There are nine faculties in the' University offering courses leading
to First Degrees, Higher Degrees, Post graduate Diplomas and Certificates of the University.
Technical and vocational training is carried out at various levels
which is shown on the "Ladder of progress" on the next page and for
which at each level a description follows.
COLLEGE OF ARTS SCIENCE AND TECHNOLOGY (CAST)
The College of Arts, Science and Technology (CAST), was opened in
1958 under the name of the Kingston Technical College. It was housed
in the old buildings previously occupied by the Jamaica School of
Agriculture on a 35 acre site at Hope. Some months afterwards, the
Ministry of Education announced that the name would be changed to the
Jamaica Institute of Technology. The name was again subsequently
changed to the present one - The College of Arts, Science and Technology.
In the first years of the College, facilities existed only for the
teaching of full-time and part-time students in the Department of
Construction Technology and in the Institutional Management Section.
In 1960 and 1963 respectively, new buildings for engineering technology and the teaching of science were added.
35
LADDER
OF
P R O G R E S S
TECHNICAL AND VOCATIONAL EDUCATION
UNIVERSITY OF THE WEST INDIES
and
TECHNICAL INSTITUTION ABROAD
JAMAICA SCHOOL OF
AGRICULTURE
APPRENTICESHIP
COLLEGE OF ARTS
SCIENCE
AND TECHNOLOGY
TRADE TRAINING
CENTRES
VOCATIONAL
SCHOOLS
TECHNICAL
HIGH SCHOOLS
TRAINING COLLEGES
COMPREHENSIVE
AND BILATERAL
HIGH SCHOOLS
JUNIOR SECONDARY SCHOOLS
PRIMARY SCHOOLS
The student population is now 1,700. There are 488 full-time, 690
part-time day release and 508 evening students. These students are
recruited from varied sources, but mainly at a post "O-level" standard and are channelled into fields of science, commerce, institutional management, building and electrical and mechanical engineering.
The College has a full-time staff of 46, all qualified in their respective fields, and many with added experience in commerce and indus
try. Part-time lecturers also come in from professional, commercial
and industrial enterprises.
The College was originally financed by a Colonial Development and Wei
fare Grant but the Government of Jamaica is responsible for recurrent
expenditure. A World Bank loan is financing the present expansion
programme which is making available new workshops, laboratories, lecture rooms, a library, a women's dormitory, staff residences, and an
administration"block. Many scholarships exist for the assistance of
36
students. These are sponsored by industry, commerce and government.
There is also the newly instituted Student Revolving Loan Plan which
enables students to qualify and then repay the loan at low interest
rates.
The College
commodation
pleted. It
sons in the
offers boarding facilities for 100 men and will have acfor 48 women students when the new dormitory block is com
is administered by a Governing Council of well-known pereducational, commercial or industrial life of the country.
There is a Student Council which represents the student body in admin
istrative matters and runs clubs and societies, and participates in
inter-collegiate activities.
ENTRANCE REQUIREMENTS
Entrance to full-time day courses is normally by way of the College
Entrance Examination which is held annually and is about the standard
of the "0-level" General Certificate of Education. Exemptions may be
obtained by having appropriate "0-level" GCE passes.
For admission to the Department of Electrical and Mechanical Technology, the Department of Building Technology and the Department of
Science (except Pharmacy), the examination subjects are English,
mathematics, and physics with/or chemistry. For commercial courses,
the subjects are English, mathematics and a third paper. For institu
tional management, the subjects include English, mathematics and a
third paper.
Entry to Pharmacy (Science Department) is controlled by a Jamaican
Act of Law and requires a minimum of English and mathematics at GCE
"0-level". The College, in addition, requires a natural science at
"0-level".
DEPARTMENTS AND COURSES OFFERED
The Department of Building Technology offers training for careers in
the construction industry. It has a three-year full-time course lead
ing to the award of the College Diploma in Construction Engineering,
with optional majors in Structural Engineering of Surveying and Construction Management. Part-time students follow three or four-year
courses leading to the Construction or Structural Engineering Certifi
cate. In the current session there are sixty full-time and one hundred and fifty part-time students.
The Department's plans for expansion include courses in architectural,
drafting, quantity surveying, building management and land surveying,
as well as water, road and public health engineering.
The Department of Commerce exists in order to train personnel for mid
die management positions in the public and private sectors. Specifically, the department's students learn accounts, statistics, law and
37
business administration, and subjects related to the above, according
to the course pursued.
Courses vary in length from one year (Secretarial) to five years
(Professional accountancy). The successful student may gain a CAST
Certificate and/or a Diploma from an external professional body.
The Department assists with week-end work-shop for candidates -not
necessarily CAST students- for professional examinations.
At present there are 482 students in the Department - 151 full-time,
180 part-time day release and 159 evening students.
The Department is a growing one and it seems probable that the number
of courses that it offers will increase to meet the needs of Jamaica
society. A number of new courses are under consideration for introduction next year.
The Department of Electrical and Mechanical Technology aims to provide training in the electrical, mechanical and electronic engineering fields for students in Diploma or Certificate level courses.
Full-time or day release students are trained for appropriate positions in industry. A wide variety of courses are available on a
part-time basis or in the evenings.
The Institutional Management Section operates a programme which is in
tended to meet the needs of commerce, industry and government agencies. The training is specifically for persons interested in the
areas of catering and managements as they relate to hotels, hospitals,
restaurants, cafeterias and similar institutions. The courses offer
excellent opportunities for men and women interested in the preparation and serving of food for large groups of people.
The courses offered are in institutional management leading to a College Certificate. There is also a part-time two-year course in gener
al catering requiring attendance of one day and one evening a week.
The Department of Science offers a three-year Diploma in Pharmacy and
a one or two-year Laboratory Technician's Certificate programme.
Graduates are employed as pharmacists, laboratory technicians in drug
manufacturing, industrial firms and the Scientific Civil Service.
The Department also offers basic science and English service courses
to other departments within the College.
Teacher training. A new Department is currently being established in
the College to offer a Three-year Teaching Diploma for teachers in
the area of Technical, Home Economics, Commercial and Physical Education. These are areas of teacher training which are not currently
being provided in the regular National Educational Training Programme.
38
CAST has made a significant contribution to the national development
in the past and expects to continue to do so in the future.
To this
leaders
College
life of
end, the College has the policy of continuous dialogue with
in commerce and industry who seek ways and means whereby the
may continue to fulfil its important role in the educational
the country.
JAMAICA SCHOOL OF AGRICULTURE
The institution, originally known.as the Government Farm School, was
founded at Hope in 1910. In 1931, the name was changed to the Jamaica School of Agriculture. In 1957, the School was removed to a new
location at Twickenham Park and a Provincial Board of Governors appointed to supervise the operations of a Commercial Farm and manage
the School. In 1958 the Provincial Board, was replaced by the Jamaica School of Agriculture Board, a statutory body set up under the Jamaica School of Agriculture Law.
The main objective of the School is to provide training in the theory
and practice of agriculture.
Administratively, it depends on the Ministry of Agriculture and Fisheries; it has its own Board of Governors, a Principal and Heads of
Academic Departments, a Librarian, a Registrar and a Bursar. The
Academic Departments'are seven in number: Agricultural Economics,
Agricultural Education, Agricultural Engineering, Agronomy, Animal
Husbandry, Home Economics and Natural Science. Four main courses are
available, but students are allowed to pursue only one of them.
Admission to a particular course depends on students' academic attain
ment prior to entering the School, students' performance in the
School's Entrance Examination, or their performance during a twentyweeks' course given immediately upon entry.
Entrance requi rements
Students must have reached their sixteenth birthday prior to the date
of registration; admission to the School is determined by a qualifying examination in English, general science, mathematics and intelligence and general knowledge.
The Jamaica School of Agriculture is fully residential, and each Jamaican student is required to pay a total of $ 66 to cover fees. Financial assistance is available to students under the form of scholar
ships or through a special loan scheme operated by the Bank of Jamaica.
TECHNICAL HIGH SCHOOLS
The Technical High Schools occupy a very important place in the Educa
tional System of Jamaica. There are six of them located in the parishes of Kingston, St. Andrew, St. Catherine, Manchester, Clarendon
and St. Elizabeth.
39
The oldest of these schools - Kingston Technical High School - was es
tablished in 1896, and developed from a model Senior School to a
Trade and Continuation School, and eventually in 1960 to its present
form of Technical High School. It was in the year 1960 that the expansion of technical education and the development of the other technif^al hiffh schools was commenced.
These technical high schools came into being in response to the great
need for technically trained young people to fill positions in industry which since 1958 has been expanding at a rapid rate. Apart from
this economic consideration, it was recognized for a long time that
the traditional secondary schools did not meet the aspiration or sustain the interests of a very large proportion of the pupils.
The aim of these schools is to provide a bias towards applied sciences and pratical skills related to the commercial and industrial
needs of Jamaica.
The courses offered are of sufficient breadth and depth to enable the
students to qualify for entry into institutions for further education
in Jamaica or abroad.
They also provide part-time education through their Day-Release Classes for apprentices, Evening Classes for young school leavers and
adults, and Week-end Classes for teachers of technological subjects.
Curriculum
The curriculum of the regular Day-School is designed to give students
two years of general education and two years of rather specialized
education. In all years, English language, mathematics and civics <
are compulsory.
The specialized courses offered in the third and fourth years vary
from one technical high school to the other in conformity with the
needs of the locality and the availability of facilities. There are,
however, four areas of specialization common to all of these schools,
namely, building commerce, home economics and mechanical engineering.
Evening Classes
The technical high schools offer a wide range of courses in their
Evening Classes. These include courses in general education, home
economics, commercial education, building crafts and mechanical and
electrical trades. Approximately 2,500 students attend Evening Classes at these schools.
Apprenticeship training
Part-time Day Classes are provided primarily for apprentices in prescribed trade in accordance with the Apprenticeship Law. There are
eleven such trades at present. The classes at the technical high
40
schools provide theoretical and related instruction in most of these
prescribed trades and lead towards the various examinations prescribed in the Apprenticeship Orders.
Examinations
Regular day students as well as part-time students are prepared for
taking examinations appropriate to their courses of study and set by
recognised examining bodies, such as the General Certificate of Educa
tion of the Associated Examination Board, examinations of the Union
of Lancashire and Cheshire Institutes, the Royal Society of Arts and
the City and Guilds of London Institute.
Extra curricular activities
The development of well balanced and well integrated personalities
is enhanced in these schools by a variety of outdoor and indoor extra
curricular activities. All six technical high schools have efficient
units of the Jamaica Combined Cadet Force while some have Girl Guide
Companies, 4-H Clubs, Choral Groups, Drama Groups, Camera Clubs, Debating Societies, Science Clubs and branches of the Student Christian
Movement.
Sports are encouraged and all of the technical high schools participate in nearly all of the inter-schools contests in athletics, cricket, football, netball, Softball, swimming and table tennis.
Entrance requirements
Candidates for entry to the Regular Day Classes must be between the
ages of thirteen and fifteen and are selected by a common entrance
examination or by previous academic record. Similar conditions apply
to candidates for the Day-Release Classes (apprentices) and tuition
for both these kinds of students in free.
Candidates to the Evening Classes are selected by an interview, previous academic record and by an entrance exam. A nominal fee of two
dollars per course is charged.
What technical high school graduates do
An idea of the important role played by the technical high schools
may be obtained from looking at what the students do when they leave
these schools. The approximate percentages are:
Employment in Government Service
Employment in private industry and commerce
Further studies at CAST
Further studies at training colleges
Further studies at University of the West Indies
Further studies abroad
Placement unknown
41
9
65
8
6
2
8
2
%
%
%
%
%
%
%
BILATERAL HIGH SCHOOLS
In addition to the technical schools, there are fifteen other high
schools which offer some aspects of a technical education programme,
such as metal work, woodwork, technical drawing, engineering science,
shorthand, typewriLing, needlework and cookery.
Some of the existing Junior Secondary Schools are slated to become
comprehensive so providing more opportunity for technical and vocational education.
VOCATIONAL EDUCATION
Vocational education is provided at the Carron Hall Vocational School
for Girls, the Knockalva Agricultural Training Centre for Boys, the
Port Antonio Technical Institute, the Montego Bay Technical Institute
and the St. Andrew Trade Training Centre now amalgamated with the St.
Andrew Technical High School.
The strictly vocational institutions direct their attention primarily
towards providing young students with concentrated programmes of
skill training in preparation for employment in specified occupations.
In some institutions the courses are of shorter duration, usually
lasting from one to two years with a strong emphasis on practical
work.
Students seeking admission must be over 15 years and under 18 years
of age, and must have completed the ninth grade and must pass an entrance examination.
Courses offered include: agriculture, auto-mechanics, building construction, commercial practice, dress making, electrical installation,
machine shop and fitting, needlework - clothing, plumbing, steel fabrication and welding.
The courses in the trade subjects are considered equivalent to 1 1/2
years of apprenticeship. The syllabus provides approximately 60 %
practical work and 40 % related subjects and English.
Although the technical and comprehensive high schools are neither
trade nor vocational schools, they provide adequate training in the
basic skills essential to entering employment in the commercial and
industrial fields. They also provide part-time vocational education
through their Day Release Classes for apprentices.
The physical facilities may be regarded as average in a few of the
establishments mentioned, but are inadequate in the majority. Such
limitations tend to inhibit the employment potential of the students
who complete their work at these institutes.
42
Each institution is managed by a board made up of representatives
from business and industry, but advisory groups would be required to
evaluate training programmes at regular intervals.
The number of students seeking admission far exceeds the capacity of
both vocational and technical and comprehensive high schools; the prob
lem has become more acute with the establishment of 56 Junior Secondary Schools in the last three years.
Probably the greatest difficulty that plagues the entire programme of
vocational education is the shortage of qualified staff. The Ministry of Education has to rely largely on tradesmen with a fair standard of formal education, on German volunteers and expatriate teachers,
but the salary scale offers no adequate inducement.
The proposed Technical Teachers' College to be installed at the CAST
with the assistance of the Canadian International Development Agency
is expected to provide some of the needed instructors, and a second
World Bank loan will promote considerable expansion of the vocational
programme.
No formal follow-up or placement programme is in operation in any of
these vocational institutions, but principals have stated that more
than 90 % of their graduates have found employment in the areas of
commercial practice, home economics, auto-mechanics, electrical installations, machine-shop and fitting, plumbing and welding. However
the majority of the graduates do not continue their apprentice programme but take up employment in their trade as helpers, because they
usually receive a higher initial rate of pay. Interviews with representatives of industry have indicated that the skill training provided at these centres was generally relevant to current work practices,
and that graduates were having little difficulty in obtaining employment. On the other hand, many other graduates are attending evening
classes at the technical high schools or at the CAST, or have gained
admission to the Day-Release Programme provided by the latter.
INFANT AND PRIMARY SCHOOLS
It is in the Infant and Primary Schools that the greatest number of
children (35,000) first become acquainted with art and crafts. The
present programme includes imaginative composition based on human mod
els, animals and events, pattern planning and design, simple lettering and woodwork. This initial instruction is an important factor in
developing children's appreciation of good design.
TRADE TRAINING
Since 1968 thirteen Trade Training Centres have been set up by the
Ministry of Labour in various parts of the island. The courses offered include a variety of skills and trades, their duration ranging
from six months to two years. Since the commencement of the programme 2,850 trainees have been enrolled and 1,070 have been awarded cer43
tificates. In 1970 a Driver Training Programme was also introduced
to meet the demand of the agricultural and sugar industries, and it
was continued in 1972.
A programme of expansion of industrial training is under way, whereby
23 Trade Training Centres will be in operation "by 1973, offering evening and day classes. Recruitment of trainees for these schemes is
in the hands of the Government Employment Service and is based on
school leavers of the elementary educational system. Skilled workers
wishing to upgrade their skills are encouraged to attend the evening
classes, but when this is not practicable they are accomodated with
the day-time trainees.
At the end of the training the Government Exchange Placement Service
endeavours to place these skilled persons in industry. The reaction
of industry to the Industrial Training Programme is quite favourable
and the demand for persons leaving the Trade Training Centres has
been increasing.
APPRENTICESHIP
An apprenticeship system has been in operation in Jamaica for some
time but it was not until the Apprenticeship Law of 1954 was promulga
ted that an organised scheme came into being under the Ministry of
Labour.
At present there are 13 approved trades and 453 registered apprentices.
The large companies have given full support to the apprenticeship sys
tem and there is keen competition for available places. On the other
hand there is a reluctance amongst school leavers to apprentice themselves to companies which cannot provide adequate training.
Consideration is now being given to training in other trades than
those prescribed such as barber, hairdresser, printing, sheet metal
fabricator, pattern maker and hotel services.
Although it is apparent that the apprenticeship system is not meeting
the needs of industry as there do not exist any long term projections
which could provide a basis on which to assess supply and demand in
relation to future needs, it is hoped that with the imminent promulga
tion of the National Industrial Training Board for the promotion and
co-ordination of the training personnel in Jamaica, the demand for
skilled workers by industry will be better satisfied under this canopy of industrial training.
YOUTH CAMPS
One of the more interesting developments in Jamaica are the Youth
Camps where school leavers between the ages of 15-19 are removed from
among the unemployed and placed into camps for 18 months. During
44
this period the youths acquire farming and agricultural skills and in
addition an elementary knowledge of certain crafts such as building,
metal working, automotive and the electrical trades with a view to
producing handymen who can on returning to a rural or urban society
improve conditions on the farm or in the home.
The principal emphasis is on character building and those who have
been through the camps are highly regarded in the community. The
craft skills acquired are not sufficient to permit their employment
as skilled workers in industry.
At present there are 1,600 boys and 56 girls being trained in five
camps throughout Jamaica. Plans are being formulated for the expansion of the present camps and for the building of new ones in the
rural areas which eventually will accommodate 5,000 youths. A greater
emphasis is to be placed upon trade training in these camps.
YOUTH CENTRES
Non-residential youth centres have been established all over the Island . At present there are ten and plans are being made for the estab
lishment of 20 more of these centres.
They are basically complementary to the youth camps and at present
2,000 youths are being trained. The emphasis is on character develop
ment and pre-vocatiohal training, emphasis is also given to sound recreational activities.
COMMUNITY CENTRES
In order to arrest the drift from rural to urban societies the establishment of community centres for the training and development of cit
izens residing in the communities began in 1956 under the Social Devel
opment Commission's Law, Law No. 15 of 1955.
Over 100 such centres are now in operation and the courses of training offered vary in accordance with the economic background of the
communities.
25,193 persons have passed through these centres and there is a great
demand for the establishment and operation of more of them.
INSTITUTIONAL TRAINING
Vocational training is also carried out in the prisons and Approved
Schools as a by-product of normal institutional activities. There
are six prisons and six Approved Schools offering a wide range of
courses of training.
45
HOTEL TRAINING SCHOOLS
With the demand of the tourist industry accentuating the need for
skilled personnel the Government established a permanent Hotel School
to train personnel up to the level of junior management with emphasis
first beina ""laced on the service categories.
Accommodation is available for 60 resident trainees as well as a number of non-residents. A hotel is operated in conjunction with the
school with a skeleton hotel staff and students servicing most of the
operation under the guidance of instructors. This on-the-job training
constitutes a basic part of the training which is theoretical as well
as practical.
The Canadian External Aid Programme provides a number of Canadian Instructors. The courses range from 3 months for bartenders (post graduate from Bell Hop/Waiters) to one year for cooks.
The School began in April 1969 and to date 400 persons have been
trained in the various service categories of the hotel trades. In ad
dition to the practical and theoretical training lectures are given
in English, arithmetic, Jamaican history, sociology and tourism.
Government training schemes in agriculture
Training courses for farmers are conducted by the Extension Service
of the Ministry of Agriculture where the emphasis is on proper farming methods and the Fisheries Division is responsible for the training of fishermen.
The Livestock Division undertakes the training of dairy farmers. In
1963 the Government initiated the Dairy Development Programme involving the existing dairy farmers as well as a new cadre of trained
young dairy farmers. Ninety-eight young men were trained for one
year each, after which period they were settled on medium size farms
as new dairy farmers. Settlement is now in its final stages.
The courses of training consisted of theoretical lectures and practical on-farm exercises on a regular basis in each subject.
TRAINING UNDERTAKEN BY THE JAMAICA INDUSTRIAL DEVELOPMENT CORPORATION
The Corporation undertakes training activities in certain main fields
which cannot be classified as "vocational" within the accepted meaning of the term. The main training projects relate to such aspects
as industrial accounting, industrial engineering, marketing and sales,
production control, job-relations, work study, supervision and manage
ment.
But it also plays an active part in the promotion of certain vocation
al projects; among other things, for instance, it conducted in 1971 a
special training course for winchmen and winch drivers employed on
46
the wharves; it keeps a special school for practical training in knit
ting techniques of females to be employed in the Corporation's garment factories; it acts as Co-operating Agency with UNTDO in the setting up of a unit for training in the repair and maintenance of machinery, equipment and tools, etc., and it has established a "Tool
Makers' Institute" on its industrial estate in Kingston for the train
ing of specially selected apprentices.
APPRENTICESHIP TRAINING OF JAMAICANS IN THE UNITED KINGDOM
In 1963 the Government of Jamaica, through the Ministry of Trade and
Industry, inaugurated an Industrial Training Scheme under which suita
bly qualified boys are sent to the United Kingdom and apprenticed to
industrial firms for training in mechanical, electrical and civil engineering. Selection is based on the candidate's aptitude for techni
cal training, as well as his scholastic attainment and age. Most of
the trainees selected are within the age group 16-19. The minimum
qualifications required for selection are four passes in G.C.E. Ordinary Level, including English Language, mathematics and physics or
chemistry.
In addition to attachment to well-known engineering firms for in-plant
training, arrangements are made for academic work at a technical college. The period of apprenticeship lasts for four to five years, the
basic qualification aimed at being the British Higher National Certificate.
The practical objective of the scheme is to raise the general level
of industrial skill and productivity in Jamaica by the creation over
a period of time of a hard core of engineers and technicians who are
experienced in modern industrial techniques and methods and who are
capable, on their return to Jamaica, of disseminating this knowledge
and expertise.
To this end 50 British firms, as an expression of goodwill and Commonwealth co-operation, have between them so far accepted over 100
carefully selected trainees.
In order to operate the scheme the Government of Jamaica has set up
an Industrial Training Fund which is administered by the Jamaica High
Commission in London. Contributions to this Fund are made by the Jamaica Government, firms to which trainees are apprenticed and the
Ministry of Overseas Development.
British firms accepting Jamaican trainees are required to subscribe
the trainees' normal wage equivalent toward the Industrial Training
Fund. A monthly allowance of £ 60 ($ 120) is then paid from the Fund
to each trainee. From this allowance the trainees are expected to
meet the full cost of their board and lodging and all incidental living expenses.
47
During the period 1968 to 1972 a total number of 57 young men completed their training and returned to the Island. Several are presently
attached to the Productivity Centre of the Jamaica Industrial Develop
ment Corporation while others have been employed by private firms.
48
Annex II
VOCATIONAL TRAINING IN TRINIDAD AND TOBAGO (*)
BACKGROUND
In many countries of the world the terms vocational and technical edu
cation are used synonymously whereas in others the former is restricted solely to education and training at the craftsman level and the
latter to corresponding provisions at technician-level.
In this paper the two terms are combined and they are used in referen
ce to the provision of the relevant skills for specific job performan
ce either at craft or technician level.
Considering the educational background of recruits entering vocational and technical education it was generally accepted that they should
have received some form of secondary education. However at present,
the majority of entrants to courses at craft level are recruited from
the "post-primary" classes of the primary school system. In the light
of recent development in the educational system of Trinidad and Tobago, i.e. the introduction of junior secondary schools, the prerequisite of a sound general education is likely to be satisfied.
The minimum age requirements for entry into vocational education and
training schemes vary but fifteen is the generally accepted norm.
In order to gain some historical perspective of the objectives of vocational and technical education and training in Trinidad and Tobago
over a 15 year period it is considered appropriate to refer to the
three Five-Year Plans which the country has had and which have been
used as a starting point for more detailed work in all social and eco
nomic areas of development planning and implementation.
In the 1958-1962 period the Government's basic objectives in this
field were to include vocational education and training as part of
the basic education of students by giving it equal importance within
the secondary school system, and to provide, in addition, separate fa
cilities for education and training in vocational and technical subjects.
(*)
Abridged version of a report prepared by the National Training
Board and the Ministry of Planning and Development of Trinidad £
Tobago.
49
In Government's Second Five-Year Plan (1964-1968) it was pointed out
that up to that time state provision for vocational and technical edu
cation and training had been inadequate and that in order to achieve
significant economic growth in the country a properly planned program
me in that field should be instituted to achieve the required 1 evels
of skilled manpower.
The first official report on the education system with a national definition of the situation, the Maurice Committee on Education, deline
ated certain policy objectives for education which would affect the
vocational and technical education and training component of the national system.
The system of training in skilled crafts and trades was considered in
adequate in that a higher ratio of semi-skilled and unskilled to skil
led persons was found to exist in most branches of industry requiring
workers possessing industrial skills.
It was therefore proposed to establish seven vocational schools to
cater for 3,000 persons, the objectives being to provide industrial
and agricultural training to young people aged 15-18, pre-apprenticeship courses for school-leavers and day-realease courses and courses
for youths and adults in the evening.
It was recommended that responsibility for vocational training
should be transferred from the Board of Industrial Training to the
Ministry of Education and Culture, and that employers and trade
unions should cooperate with the Government in the formulation and
planning of programmes for vocational and commercial training.
During this period a residential youth camp system for boys was started, aimed at increasing the emplo'yability of under-privileged, unemployed youth.
The start of the Third Five-Year Plan period 1969 found the country
with a long-term education plan which proposed a three-tier-system,
primary, junior secondary and senior secondary levels. The system
would ensure that pre-vocational training was offered at junior secon
dary level and basic technical subjects at senior secondary level.
Between 1960 and 1968 the number of unemployed increased steadily
from 37,000 to 53,400, and manpower emigration took place. The educa
tion system was considered dysfunctional and to remedy the situation
the Education Plan (1968-1983) was drawn up, embodying a number of es
sential principles. However, the Plan in its present form shows an
imbalance for although it professes to tackle the problem of matching
educational needs with needs of the economy, it makes no real provisions for full-time vocational education and training.
A Tripartite Committee authorised in May 1969 agreed that manpower
considerations warranted the construction of seven new vocational
50
schools to cater for 2,720 full-time and 5,000 part-time students, in
the course of the Third Five-Year Plan. Significantly, this paper in
which the suggestion for seven vocational schools was repeated, was
prepared jointly by UNESCO and the Planning Unit of the Ministry of
Education and Culture. Among the main objectives of the programme
were to provide the unemployed with certain definite skills, to supply adult up-grading, training and retraining facilities, and to provide skilled personnel in the variety of trades needed to implement
the projects outlined in the Third Five-Year Plan, notably the diversification of the country's economy to make it less dependent on the
petroleum industry.
To summarise, the objectives embodied in governmental organisation of
vocational training in Trinidad and Tobago in the last fifteen years
have been to integrate practical subjects into the normal school curriculum and to provide an adequate supply of manpower to meet the requirements of the economy.
There has been some vacillation between the two goals but within recent times an attempt has been made to lay stress on the latter.
One can read into the organisation of some programmes the manpower ob
jective with an added social bias to assist the young unemployed. In
such instances, care is taken to design courses which are suitable
for the educational levels of the young unemployed, while bearing in
mind the country's manpower requirements.
LEGISLATION
The first known ordinance relating to vocational training in the coun
try is entitled "An Ordinance to provide for the promotion of Industrial Training". It commenced in 1931 and was revised in 1950, basically providing for the appointment of a "Board of Industrial Train
ing of Trinidad and Tobago" to control apprenticeship training in a
number of trades.
An Apprenticeship Act has now been drafted aimed at supplanting and
improving upon this original ordinance.
The Education Act of 1966 governs education in the country, and defines the powers and responsibilities of the Minister of Education.
Vocational education is provided for in this Act in general terms, in
the form of "vocational or technical schools or vocational or technical departments of schools providing education suitable for the needs
of craftsmen and technicians", and "any other schools or departments
of schools for the education of adults and youths along suitable
courses".
Despite the provisions of the Act, the trade centre
programmes and adult education in community centres
bility of the Community Development Division of the
Office, while the Ministry of Agriculture maintains
51
and youth camp
are the responsiPrime Minister's
responsibility
for the training of agricultural workers at the artisan (farm schools)
and operator (farmer training) levels. Funds for these programmes are
provided from the votes of the organisations named.
In December 1969, Cabinet accepted in principle the recommendations
of the Tripartite Committee it had appointed to work out practical
programmes of vocational training; among them was the setting up of a
National Vocational Training Board which was eventually appointed
early en 1972.
The main functions of this Board are to advise the Government on gener
al policies in this field, to suggest specific projects and recommend
the establishment of training institutions necessary to meet the rieeds
of the economy, to ascertain manpower requirements, to elaborate stand
ard training programmes and to organise and coordinate all types of
craftsmen training.
The Board is to work jointly with the various ministries concerned to
carry out its manifold tasks, submitting an annual report of its activ
ities to Cabinet. It comprises twenty-two representatives of Government organisations, the University of the West Indies, business, professional and youth organisations.
Another recommendation of the Tripartite Committee was the financing
of training through the imposition of a levy on firms employing four
or more craftsmen, plus equal contributions from the Government
(firms with adequate training schemes to be exempted). Although no
further action has been taken on this proposal some funds for training
are meant to be provided by the Unemployment Levy Act No. 16 of 1970
which raises a levy on the chargeable income/profits of persons.
Although authority for vocational training in Trinidad and Tobago has
been vested in the Minister of Education, the Cabinet of the country
is the supreme decision-making body and many matters pertaining to
this field are taken to Cabinet by the Minister with an appropriate
recommendation.
PLANNING
Planning of vocational training is done at three broad levels; govern
ment, private sector and National Training Board (a combination group).
Religious organisations also do a certain amount of training.
Ministry of Planning and Development
At the governmental level, the Ministry of Planning and Development
has overall responsability for social and economic policy of which
education and training is a component.
Vocational training policies and related plans are accordingly included in the Five-Year Plans.
52
In addition to plan preparation, the Ministry has a broad responsibility for ensuring that plans are implemented, evaluation takes place
and work is initiated where necessary.
In this connection the Ministry of Planning and Development works in
close collaboration with the Planning Unit of the Ministry of Education, is represented on relevant committees and boards and does some
evaluation of training.
Ministry of Education
The Ministry of Education has overall responsibility for education
and vocational training but the Ministries of Agriculture and the Com
munity Development Division of the Prime Minister's Office also plan
training programmes in the respective fields.
The Ministry of Education is structured to allow for four directorships under the Permanent Secretary and the Chief Education Officer.
PERMANENT SECRETARY
Chief Education Officer
Director of
Schools Super
vision
Director of
Educational
Services
Director of
Educational
Planning
Director of
Technical
Education
The Director of Technical Education heads the technical and vocational education section of the Ministry.
The Ministry of Education has a sectoral educational planning unit
under the jurisdiction of which plans for vocational and technical
education fall. This unit was established in 1964 and is headed by
the Director of Educational Planning.
For each discipline taught at the vocational technical institutes
there is an Advisory Committee which reports to the Permanent Secretary
through the National Examination Council. The last-named organisation liaises with the Technical Education Division on all matters.
The Technical Education Division is represented on committees set up
by the Community Development Division and the Ministry of Agriculture
to advise on youth camp and agricultural training.
The committees were set up to co-ordinate activity in the areas in
which the individual organisation was not fully competent. The Community Development Division now relies on the Ministry of Education for
advice on curriculum content at youth camps.
53
The National Training Board
The Board has set up sub-committees which deal with various aspects
of training. Each sub-committee is chaired by a Board member and includes in its membership other Board members as well as representatives <if the private sector, labour organisations and governments.
Six such committees have been set up, on apprenticeship, technical
teacher training, youth and community development training, agricultural training, vocational training and technical training.
The Apprenticeship Committee formulates and administers the Apprenticeship Act. It also deals with accelerated training in all fields
except agriculture. Its formation was motivated by acceptance by the
Government of a proposal of the Tripartite Committee report to replace the original Board of industrial training by this committee.
Current experience of a dearth of suitably trained vocational training instructors, a shortage of technical teachers, the possibility of
shortages when the planned expansion of the vocational technical
training system occurs and the vital role which instructors must play
in a vocational training system led to the formation of a Technical
Teacher Training Committee to make recommendations for the recruitment, training and certification of teachers for service in the whole
field of technical and vocational education and training.
The Youth and Community Development Training Committee deals with the
training offered to youth at youth camps for boys and girls, trade
centres, both in the public and private sectors where six to nine
month courses are offered and training of adults in community centres.
The original thinking in the establishment of this Committee was to
bring vocational training activities organised by the Community Devel
opment Division under appropriate scrutiny to allow for standardisation of training programmes, organisation and co-ordination of the
craftsmen training offered and review of examination standards.
The level of training offered is that of the assistant craftsmen in
youth camps and trade centres, while in community centres no particular academic level is aimed at. People learn for self-improvement.
The vocational training offered through the Community Development Division's programme is coupled with the idea of self-help, community
involvement; the Committee has to examine how far the differences in
the concept of training offered through this medium should mesh with
the more traditional approach in the interest of the stated objectives
of vocational training, as reflected in the manpower planning approach
and in the liberal education approach.
The Agricultural Training Committee advises on all matters related to
training in agriculture including forestry and fisheries.
54
The Vocational Training Committee deals with vocational training at
the craft level. It advises the National Training Board on all matters pertaining to the vocational education and training needs of the
nation at the craft level, specifically on: manpower needs, curriculum development, selection and training of teachers, physical plant,
supervision and administration, vocational guidance, selection and
placement, public relations and programme co-ordination.
The Technical Training Committee deals with the same areas listed
above but concerns itself with technicians. Some of the occupational
areas dealt with are engineering,- business, home economics, graphic
and applied arts, hotel training, health technicians, pharmacists,
etc.
Each committee reports to the National Training Board, while the
Board' itself reports to the Minister of Education.
At the moment, meetings take place approximately once per month;
however, meetings may become less frequent when the Board and its com
mitees become stabilized.
PROGRAMMES
Youth camps. There are three youth camps in Trinidad and one in Toba
go. These are residential institutions at which trainees are taught
during a two-year period certain units of a craft or the basic princi
pies and practices in agriculture. The standard achieved in this pro
gramme is below the National Craftsman Diploma but completion certifi
cates are awarded to indicate to employers the work covered by the
trainee during his course. The programme also deliberately includes
recreational and cultural activities.
Trade centres. The philosophy behind the organisation of these is
the same as that for the youth camps, the differences being that
courses are shorter and more specialised and that agriculture is not
taught. Certificates are also awarded to graduates on completion.
Vocational schools. This type of school provides education and train
ing leading directly to employment in industry at the craft level.
The course is a full-time two-year one, preceded by diagnostic work
which enables the students to make intelligent choices. During these
courses approximately one-third of the time is spent in the classrooms , drawing offices and laboratories and two-thirds in the workshops.
Every effort is made to expose the students to the type of tools and
equipment they will be required to handle in industry, and they are
offered for the National Craftsman Diploma Examination.
Technical institutes. These institutes are at present multi-level vo
cational and technical education centres in the sense that they offer
courses at both the craft and technician levels in the fields of in55
dustrial, commercial and distributive education and training. The
education and training of technicians is fairly new in Trinidad and
Tobago and great emphasis is now required at this level.
Agricultural institute. This institute handles work purely at the
technician level and graduates function mainly in Government's Agricultural Extension Services. This institute (ECIAF) is run jointly
by FAO and our Ministry of Agriculture, Lands and Fisheries.
Students study either for the certificate of agriculture or the certi
ficate of forestry. Some teachers from the Ministry of Education
also study here to promote agricultural instruction in schools upon
graduation.
Firm schools. Firm schools are run by some large industrial enterpri
ses in our country mainly to meet their own manpower needs. Generally the workshops are well equipped but theoretical requirements are
met largely by the part-time facilities offered at the technical/voca
tional institutes.
In 1971, there were five hundred and sixty registered apprentices attached mainly to the following firms: Texaco Trinidad Inc., Trinidad
Tesoro Ltd., Trinidad and Tobago Electricity Commission, Shell Trinidad Ltd., Public Transport Service Corporation, Road Transport Engine
ering Ltd., Small Business and' Individual Employers and Neal and Massy Ltd.
COURSE CONTENT AND ORGANISATION
Specific vocational and technical education and training in Government's technical institutes and vocational schools was aimed primarily at two categories or hierarchies of skilled manpower namely, technicians and craftsmen. Therefore, in considering the problems of cur
riculum development, workshop/laboratory planning and course organisa
tion in these schools, the Ministry of Education and Culture established, in 1964, a number of craft and technician advisory committees
whose responsability was to plan course programmes around the essential features characterising categories of skill for a number of
occupations. In addition, these committees were charged with the res
ponsibility of providing advice concerning the recruitment of teachers for the courses they proposed.
These specific advisory committees comprised subject-matter experts
from industry, technical institutes and vocational schools; and also
other business and labour representatives. Although it was not possible to undertake detailed job analyses of specific occupations in
the different sectors of commerce, industry and government, job infor
mation from a number of firms and other organisations employing similarly specifically-titled production and service personnel was used
to base decisions concerning course content.
56
Generally, the characteristics considered by the advisory committees
to be the important elements of craft and technician categories of
skill were knowledge of the materials, processes and techniques relevant to the occupation; skill in the competent use of tools, instruments, equipment or other devices necessary for the practice of the
occupation; knowledge of the specific industry of which the occupation is a constituent part and its relationships to industry as a
whole; and qualities such as integrity, honesty, resourcefulness,
proper work attitudes and determination.
Thus, each occupation was regarded as comprising a cluster or population of specific cognitive, psychomotor and affective skills and
although during the deliberations of the committees there were neither comprehensive data nor expertise for the performance of an objec
tive analysis to determine the "weightings" of specific curricular of
ferings, decisions relating to the latter were taken on a pragmatic
basis.
The wide variety of courses thus chosen are not offered at any single
technical institute or vocational school .but most of them are offered
at the John S. Donaldson and San Fernando Technical Institutes. Voca
tional schools offer a number of the craft courses but none at technical level.
In order to satisfy conditions for the attainment of a satisfactory
level of competence in each occupation's cluster of skills, the advis
ory committees designed their courses so as to reflect varying propor
tions of technical education (theory and practice); technology (theory and practice); and general education. "Satisfactory level of competence" refers to an inventory of skills implicit in which would be
the minimum number of "critical incidents" at beginning employment in
the occupation as a craftsman or technician. Consideration was however given to the question of the adaptability of skilled manpower to
job situations in the light of technological advance. The factor df
insurance against obsolescence was carefully considered in view of
the important implications for students' motivation, duration of cour
ses and the urgency of economic demands for skilled manpower, and attempts.were made to minimise any imbalances between immediately-marketable requirements and those incorporated in overall course content.
Another important principle characterising the courses devised by the
committees, which had important implications for the employment oppor
tunities of graduates, related to the kind of project work undertaken
to consolidate the technology (practical) during training. The workshop and related facilities were designed to simulate as closely as
possible those existing in the industrial environment. It was stipulated that all students, whether part-time or full-time, technicians
or craftsmen, had to complete at least 95 % of the total workshop/laboratory hours for their courses as a part-condition for the award of
diplomas.
57
As concerns the institutions in which craft and technicians courses
were to be implemented it was felt that since the training of both
categories of skill involved the use of similar facilities particularly in respect of workshops and laboratories, it would result in
considerable savings to government if, initially at any rate, the
technical institutes operated as multi-level institutions, i.e. provided courses both at craft and technician level. This arrangement,
it was rationalised, would further simulate the real work-a-day environment in the sense that craftsmen and technician students would be
made aware of each others functions and responsibilities.
Although certain selection criteria were specified for technician and
craft courses, arrangements exist whereby students who show exception
al promise in the latter may transfer to technician courses. There
are no formal arrangements for the transfer of technician students to
the university but the relevant advisory committees advised that exceptionally good technician students may be recommended for acceptance by the university. However, it was also stressed that the clear
purpose of preparation for employment should remain constantly before
all concerned.
VOCATIONAL TEACHER TRAINING
The vast majority of trained technical/vocational teachers in Trinidad and Tobago obtained degrees at pedagogical institutions in the
United Kingdom. However, in recent years a few have attended similar courses in Canada and United States of America.
A local training programme in vocational teacher education was conducted at the John S. Donaldson Technical Institute in 1971. This
course was sponsored jointly by UNESCO and the Government of Trinidad
and Tobago, theoretical work being handled by the former and methodology by the various relevant departments of the Institute.
This was in itself a pilot project which appears to have been success
ful (judging from the performance of the graduates) and should serve
as a stepping stone to the proposed department of technical/vocational teacher training of the John S. Donaldson Technical Institute.
While the majority of teachers employed on a full-time basis have received professional training, those engaged in the part-time evening
and day release programmes come largely from industry, and possess
the necessary technical qualifications and industrial experience but
lack the pedagogical expertise. This often results in their poor per
formance and high rate of turn-over.
It is therefore desirable, that some form of pedagogical training or
induction be provided for those part-time people. This problem was
discussed with the Federation of Chambers of Commerce and they have
worked out a programme which they have actually used in the training
of their own instructors. This appears to be sufficient in its content, at least as far as methodology in the various crafts is concerned.
58
It is proposed to establish a Department of Vocational Teacher Training at the John S. Donaldson Technical Institute the intention being
to train twenty five teachers per annum. The building is due for
construction in 1973. This Institute is the best place for the train
ing of vocational teachers because with the exception of beauty culture, all the other occupational areas are located there.
The new Department will necessitate the construction of a two storeyed building •with an office for the Head, a general office, for cleri
cal use and waiting, a staff room for three or four lecturers, a
classromm for twenty five student, teachers, a film store and darkroom,
a general store for teaching materials and visual aids, a teacher library and an adjacent classroom for small discussion groups and private study.
It is envisaged that the curriculum of the Technical Teacher Training Department will comprise the following: principles of education,
survey of education, curriculum development, shop organisation and
management, evaluation and management, communication, principles and
philosophy of vocational and adult education, practical teaching,
industrial visits and experience and elementary educational administration.
FINANCING
Vocational training is financed from local and foreign sources.
Expenditure has proved to be heavy and justification is usually expec
ted both from government and from foreign sources of finance with regard to proposed programmes. This is normally done through the prepa
ration of a fairly comprehensive document, which uses the manpower ob
jectives as its main plank but also the social objectives of education and training.
Proposals are expected to fit into the general frame-work of the
country's development goals which for the decade of the 70's are:
diversification of the economy, self-reliance and full employment by
1983. .
The proposals must be in quantitative form as far as possible and the
financial implications must be stated.
For Five-Year Plan periods these proposals as well as those for other
economic and social sectors and for infrastructure are adjusted to
form one cohesive whole.
The National Planning Commission headed by the Prime Minister assesses the various proposals within the broad framework of development
goals and presents its plan to Parliament for discussion and approval.
59
Vocational training proposals and the financial implications accepted
in this way become a committment on government's part; nevertheless
each year, when the annual budget is presented, allocations have to
be made for projects which are proposed to be carried out in that
year.
Finance can be broken down into two major components, capital and recurrent expenditure.
International agencies assist by and large with loans for projects in
volving major capital expenditure, providing as well, in some instances, certain additional costs such as the salaries of experts
and the cost of fellowships to nationals who will be attached to the
projects.
Recurrent expenditure is borne by the Trinidad and Tobago Government
and on average in substantially more than capital expenditure.
EXPENDITURE ON EDUCATION AND TRAINING
(Statistics from Educational Planning Unit)
Total expenditure
% recurrent and other
1960
1967
1968
1969
1970
23,344
48,809
56,208
55,240
62,143
80 %
89 %
82 %
90 %
85 %
In effect, for the continuance of the projects, there is heavy dependence on local financial sources.
Generally speaking, 60 % of capital expenditure is met from loan funds
and 40 % from Trinidad and Tobago sources.
The two agencies which have been approached for most assistance in
financing vocational training are: International Bank for Reconstruction and Development and Inter-American Development Bank.
There has also been aid from Canada in teacher training and curriculum development.
Major training projects which will be financed through loans from international agencies are:
INTER-AMERICAN DEVELOPMENT BANK
Items
Estimated cost
US$ thousands
Seven vocational schools and one extension )
One vocational teacher training unit
3
Three farm schools
5
60
12,500
INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT
US $ million
One new technical institute
One farmer training centre
1 . 20
. 10
Firms within the private sector finance their training schemes and it
can be said that this sector financed the capital expenditure on the
trade school effort since building materials were donated by the sector and cost of labour was paid for through the unemployment levy.
Expenditure on education and training as a percentage of the national
budget' has been increasing and moved from 14.4 % in 1960 to 17.9 % in
1970.
At the moment, because training and education are the responsibility
of the same ministry these expenditures are calculated together. It
is hoped to. be able to distinguish one from the other in future with
the coming into being of the National Training Board which will require to do its own calculations of expenditure on training.
EVALUATION
Evaluation of vocational training has taken place at five-year intervals in preparation for five-year plans and has resulted in' definition of objectives.
The most recent evaluation exercise undertaken by nationals however
was that done by the Tripartite Committee appointed in 1969 to work
out practical programmes of vocational training at the craft level.
The committee evaluated manpower programmes, examinations, co-ordination, participation by industry.
It was estimated that if the economy was to achieve its development
targets for 1973, 36,798 more craftsmen than were available in 1968
would have to be supplied by 1973, 8,279 to be supplied through vocational/technical schools and the rest through other methods of training.
A revision of national income data is under way and should be completed in late 1972. It is hoped to utilize these data as a basis for a
prospective economic plan which can be translated into skill requirements .
Limitations of manpower data meant that only broad areas of need
could be analysed over the period 1969-1973, and it was not possible
to estimate demand for specific categories of craftsmen.
Thus, major courses for vocational centres have been proposed by the
Tripartite Committee; in metal trades, building construction, electri
cal trades, power mechanics, agriculture and domestic crafts.
61
Standardisation of certificates issued by various training organisations was seen as a task in need of urgent attention particularly in
the light of the establishment of the National Examinations Council
for Vocational and Technical Education in 1965. However the Committee identified two important problems related to the work of the
Council: the difficulty of maintaining standards and the need for
more detailed planning of course content and programme sequence.
It was felt that technical assistance from specialised international
organisations should be sought in connection with these matters.
Lack of co-ordination had led to an inability of the various training
agencies to analyse whether efforts were being duplicated, how cur'ric
ulum met the needs of industry, whether certificates awarded were
standardised, and how far manpower requirements were being met by the
various institutions. These considerations led the Committee to recommend to government the setting up of a body responsible for the
establishment of a co-ordinated vocational training agency, in fact a
National Training Board.
Participation of industry was seen as vital having regard to the fact
that industry is the main outlet for trained labour. Industry, it was
thought, was not participating on a "rolling-reform" basis in the development of curricula for vocational schools and should increase its
participation through the National Training Board.
A co-ordinated vocational training system for Trinidad and Tobago •
still needs to be devised in terms of manpower requirements, overall
costs, instructor requirements and training, programmes, curriculum
content, examination system and certification.
It is hoped to accomplish this task through the National Training
Board, which has proposed an organisational structure designed to accomplish this.
CONCLUSION
In recognition of the need to deal with problems associated with the
provision of skilled and qualified manpower for the nation's economy,
the past ten years have witnessed a conscious effort on the part of
the Government of Trinidad and Tobago to provide vocational and tech
nical education in the public sector, through the establishment of a
number of specialised institutions offering courses for various categories of skill.
Perhaps the most significant development in this sphere of activity,
initiated by Government itself in an attempt to rationalise the devel
opment of the evolving system of vocational and technical education
from the point of view of coherence and co-ordination of national pol
icy, was the recent creation of a National Training Board, the functions of which have been detailed in this paper.
62
There is little doubt that as compared to the provisions for the educa
tion and training of craftsmen very little emphasis has been placed
on middle-level manpower. Perhaps this is not surprising since it is
only comparatively recently that international attention was focused
on the problems of identification, classification, education and train
ing, status and utilization of the latter category of manpower in developed and developing economies.
Although on the basis of objectives expressed in Government's third
Five-Year Plan it appears that during the period of the plan some emphasis was to be placed on finding a solution to the "technician
problem" by converting the John S. Donaldson and San Fernando Technical Institutes into centres of "advanced technical education", by
which it was meant that these institutions should re-orientate their
efforts towards a concentration on the education and training of middle-level manpower, very little was achieved in this direction because of the delay in constructing the new vocational schools.
It is anticipated that the National Training Board will consider
these conversions with some urgency and cause government's objectives
to be achieved by first of all identifying those areas of economic ac
tivity where technicians are at present employed or need to be employed, estimating manpower requirements, developing appropriate curricu
la on the basis of job-analyses associated with their function, organising programme content and sequence, making recommendations concerning teaching and other staff and generally expediting the implementation of the courses.
As mentioned in this report, youth camps educate and train to assistant craftsman level. The creation of the category of worker titled
"assistant craftsmen" appears to have been established quite arbitrarily and without any analysis of specific job-function in industry or
agreement between employers and trade unions.
On this same issue, assuming that the group "assistant craftsman"
does in fact exist, the relationship between the assistant craftsman
certificate and the present National Craftsmen's Diploma has not been
clarified. This relationship needs to be clearly defined for it is
seen as having important implication for students' motivation and employment practices.
At present curriculum development for the various courses implemented
in the public sector has proceeded largely on the basis of the opinions of experts in the field. In view of the urgency with which
courses had to be implemented it was not always possible to proceed
on an objective basis. However it is not felt that this kind of anal
ysis should be undertaken for the whole range of courses offered,
that is to say, job clusters should be identified in the commercial,
and industrial sectors and apart from the development of course curri
cula, curriculum commonalities identified to assist in the maximisation of the use of expensive facilities and teaching staff.
63
In view of the high drop-out rate from full-time courses at technical institutes it appears that some re-assessment of course organisa
tion and implementation is required; also selection criteria may
need to be modified. For example, at present the most common require
ment for entry to part-time courses is the stipulation that the recruit should be employed in the relevant occupational field: consequently, in many instances students who did not complete even primary
schooling are admitted; this is particularly so in the case of apprentices. Further, many students during their course at the institu
te, especially because of the existence of specialist science laboratories and related facilities and the method of organisation of programme content, use the facilities of the school to prepare for gener
al-education qualifications such as the General Certificate of Education; in many cases they fail both examinations.
One of the problems which may have affected the recruitment of suitable entrants to courses in vocational shcools and technical institutes relates to the recognition of the awards as suitable entry qualification to jobs both in the public and private sectors. It is felt
that there is a need for both government itself and private industry
to rationalise its recruiting and classification policies with reference to the employment of sub-professional and allied workers. In
this connection there is also need for an efficient placement service
in all vocational schools and technical institutes.
64
Annex III
VOCATIONAL TRAINING AND EDUCATION IN BARBADOS (*)
BACKGROUND
Formal technical education was introduced in Barbados in 1947 when
the Public Works Department organised courses in building and architecture .
In 1948, engineers of the Department of Highways and Transport organis
ed and conducted classes in motor vehicle mechanics and electrical
installation work in order to improve the knowledge and technique of
the young artisans at that time. Later in the same year, these
courses were absorbed by the Evening Institute and came under the gen
eral administration, of the Department of Education. The primary objective was to reach the level of City and Guilds of London Institute.
In 1946, a select committee was appointed by the Government to investigate the problems of vocational and technical training, and after
several meetings, a report was submitted in 1949, recommending that
courses of a technical nature would best be administered as a separate entity under the Department of Education. As a result of this report, the Technical Institute was established in 1954.
The new institute offered courses in auto-mechanics, electrical installation work, carpentry and joinery, plumbing, welding and mechan
ical engineering craft practice, with an enrolment of one hundred
day release apprentices and twenty evening students.
In 1956, the facilites of the institute were extended to the students
of secondary grammar schools some of whom were enrolled to pursue
courses in geometrical (building and engineering) drawing and engineering workshop theory and practice to "0" level of the General Certifi
cate of Education. These courses have continued to this day.
This type of training was not limited to trades, and so the Housecraft Centre was constructed from a grant under the Colonial and Welfare Act of 1940 to provide training in domestic subjects.
(*)
Abridged version of a paper prepared by the Ministry of Education in Barbados.
65
The goal of the Ministry of Education is to produce an instrument of
social change by providing the kinds of educational experience which
will contribute to the development of the people of Barbados from an
individual, social and democratic, patriotic and economic point of
view.
In keeping with this policy, the most recently established technical
training institution in Barbados, the Samuel Jackman Prescod Polytech
nic has the following objectives: to develop trade skills and occupational competence up to the level of skilled craftsmen; to meet the
requirement of the labour market for skilled operatives and craftsmen;
to prepare students for direct entry into paid employment; to prepare
students for entry into the Division of Technology of the Barbados
Community College and to train the students to be useful, effective
and good citizens.
PLANNING
In order to achieve its overall goal, and in particular to provide the
education that would enable the people of Barbados to participate ful
ly in the economic life of the community, the Ministry of Education is
currently engaged in planning for the improvement and extension of vocational and technical education. If the present needs of industry are
to be satisfied and the expansion of secondary industries throughout
the country is to be encouraged, provision must be made for the adequate training of the larger numbers of pupils who leave school each
year and who have not acquired the skills which would equip them for
easy absorption into the labour force.
The production of skilled workers at all levels must keep in line with
the present and projected trends of national development. New attitu
des to industry must be inculcated and new skills taught to meet the
challenge of the technological and industrial advances that have been
taking place throughout the world. Emphasis must however be placed
on the skills which are in demand in industries in order of priority
so as to avoid waste of human resources.
Anticipated trends in industries in the country indicate areas where
priority should be given for the training of skilled manpower. Table
11 of the Draft Report by the Institute of Social and Economic Research on "Development in the Eastern Caribbean Islands, Series 4:
Manpower Surveys, Barbados", gives the following estimate for employment in selected non-professional occupations:
66
ESTIMATED EMPLOYMENT IN SELECTED NON-PROFESSIONAL
OCUPATIONS, 1966, I970 AND 1975
OCCUPATION
1966
1970
1975
Clerks, book-keepers and cashiers
5,780
6,350
7,000
Working proprietors (shopkeepers, etc.)
*»,230
*»,650
5,070
Drivers, conductors, etc.
3,060
3,510
3,960
Building trades, including foreman
6,2^0
7,800
9,360
Non-construction trades
^,370
^,860
5,300
Skilled and semi-skilled machine tenders
1,^50
1,670
1,900
Motor mechanics
2.110
2,6^0
3,170
Waiters, waitresses, bartenders, cooks,
kitchen help
2,60*»
3,250
3,900
Other service working (excluding
domestics)
1,900
2,380
2,810
It is estimated in the Draft Manpower Survey referred to that by 1975
there will be a need for an addition of over 3,000 building trades
workers, nearly 1,000 workers in the non-construction trades, about
1,000 motor mechanics and some 1,300 skilled hotel workers. It must
also be borne in mind that supplies of workers would be needed to augment those who leave the country or die or retire.
In order to encourage changes in the curriculum of schools with an em
phasis on technical and vocational training,the Ministry of Education
proposes to provide improved facilities for science and mathematics
teaching. Existing education in this field includes Industrial
Arts
Education,
provided in Government Secondary Schools.and in the Senior
Departments of Ali-Age Primary Schools; Training for Operatives
and
Craftsmen,- provided in the Samuel Jackman Prescod Polytechnic; Training for Technicians
provided either in the Polytechnic, the Division
of Technology of the Barbados Community College, overseas, or any
combination of these methods, and Training for Professional
Engineers
at the University of the West Indies or overseas.
PROGRAMMES
Technical education in Barbados is controlled hy the Ministry of Education and administered in the following departments:
67
Barbados Evening Institute
This Institute, operating under the Adult Education Programme on the
Ministry of Education, conducts evening classes at centres in St.
Michael and the rural areas. Courses are offered in commercial English, shorthand, typewriting, book-keeping, handicrafts and domestic
science. Classes are also conducted in electrical work. In 1967,
the Adult Education Programme was expanded to provide instruction
in commercial studies for students over the age of 14.
At present, there are 3,680 young men and women who attend classes
in academic, commercial, domestic and technical subjects at forty
centres across the nation.
Housecraft centre
This department offers a one year course for teachers and young women
in various branches of home economics. In addition to this, there
are evening classes held at thirteen centres throughout the island
in order to train women for employment in domestic science at home
and abroad, and to assist housewives in improving their home management. The duration of such courses is six months. Instruction and
practice are provided in the following subjects: cookery with nutri
tion; food-preservation; cake and pastry-making; child welfare and
diet therapy; household needlework and clothing construction; laundry work and textiles; family relationships; home-management and
housing; agriculture; handicrafts and the teaching of family economics .
Industrial arts wings
In 1962, industrial arts wings were built at six Grammar Schools and
four Secondary Comprehensive Schools. Instruction in industrial arts
subjects is not for vocational purposes as such, but it gives students useful experience in the creative handling of wood and metal.
Students under the Evening Institute Programme also attend classes in
Industrial Arts. The programmes which are being extended to include
drawing, electricity-electronics and graphic arts all form a broad
basis for students who wish to proceed to study at the Polytechnic.
This institution offers educational programmes of three types:
pre-service, for those students who have not entered the labour market; in-service, for those students who are already employed and who
wish to improve their skills and re-training, for those who are already employed but who may wish to prepare for different category
of employment.
The curriculum of the Polytechnic comprises: practical subjects; elec
trical trades; engineering trades and related subjects.
68
Courses in barbering and beauty culture, and shipbuilding have not
yet been started but it is expected that courses in agricultural trades will begin in September 1972.
Training at the Polytechnic is based on a programme of 50% practical
work and 50% classroom work for full-time day students. A programme
of 50% practical and 50% related studies provides more readily for
greater intake of students, for fuller use of workshop and classrooms,
and effective deployment of staff. A heavier weighting on academic
work is provided for evening students.
The duration of courses is two years. It is not considered desirable
to send young people on to the labour market before they reach the age
of 17. However, the Minister of Education authorises courses of short
er duration when the occasion demands it.
Before admission, all students must have attained a minimum age of 14
and should be in possession either of the Barbados School-Leaging Cer
tificate, or of a certified school record showing good conduct and
good marks in industrial arts. Alternatively, they may pass an entrance examination or other selection procedure administered by the
Polytechnic.
Candidates who successfully complete their course of training . are
awarded a Certificate from the Polytechnic. The Certificate is endorsed by the Ministry of Education. Candidates are eligible to sit
appropriate examinations
City and Guilds of London Institute
London Chambers of Commerce
Associated Examination Board, etc.
FACILITIES
The Housecraft Centre is situated at Lower Bay Street, Bridge-town.
It is a modern building consisting of a kitchen, sewing-room, lecture
room and a laundry room. In addition, there is a small self contained flat which provides practice rooms for training in Practical
Home Management.
The industrial arts wings
Are now eleven in number and are located on the campuses of eleven
Secondary Schools in the country. The size of each wing is approximately 3,200 sq. ft. and this provides working floor space of approx
imately 1,250 sq. ft. per shop. Each wing is equipped with adequate
supplies of hand tools for teaching woodwork and metalwork and in
addition some specialised machinery.
69
Samuel Jackman Prescod Polytechnic (including Technical Institute).
In 1956, the main teaching block of the Technical Institute and the
workshops were completed. Accommodation at that time included one
office (administrative), staffroom, library, two classrooms, a drawing office and the following laboratories and workshops: physics, gen
eral science, electrical woodwork, plumbing, welding, mechanical engi
neering and motor vehicle mechanics.
Owing to increase in number of students, it was necessary to increase
the existing facilities and on April 1, 1972 the Technical Institute
was merged with the Samuel Jackman Prescod Polytechnic. This facilitated the re-organisation of the workshop, etc., to provide for a more
economical use of human physical resources. At the time of writing,
the entire physical plant comprises:
- two carpentry shops,
- two welding shops,
- a mechanical shop,
- a fitting shop,
- two metal working shops,
- a science lab,
- two electrical labs,
- tree drawing offices
- a plumbing shop
- an electronics lab,
- two motor vehicle mechanics shops,
- an auto-body shop,
- a typist room,
- a refrigeration lab,
- a masonry shop,
- classrooms,
- a sewing machine workshop,
- an administration block and a
- reading room.
The institution has its headquarters at University Row, St. Michael,
and two other centres at Richmond Gap, and Grazettes Industrial Park,
St. Michael.
Each workshop has adequate hand tools for use for each student in his
particular field of study. In addition to hand tools, there is a rea
sonably good assortment of machinery and other equipment provided by the Ministry of Education for this purpose.
STAFF
The instructors of Technical courses in Barbados are drawn from many
and varied sources.
Many of the first instructors on trade subjects were expatriates from
the United Kingdom who served on contract for periods of three years.
70
In the meantime, young men who held the Advanced Craft Certificate of
City and Guilds of London Institute and had some industrial experience were appointed as trainee instructors. They worked and studied
under the guidance of experienced instructors and were later given
the opportunity of working in industry and studying in the United
Kingdom or North America. On receiving the Full Technological Certif
icate in their specialty they were appointed to the staff as instructors.
The summer sessions are 'used for providing organised teacher training
programmes for staff members.
Instructors of general subjects are usually drawn from the body of
teachers serving in Primary and Comprehensive Schools, who have had
some technical training and hold the Teachers' Certificate from Erdis
ton College or an Accredited Training College overseas.
The industrial arts teachers are trained teachers of Primary and Comprehensive Schools who have the love, ability and aptitude for technical education. These are given the opportunity to improve their
skills both locally and abroad in the United Kingdom, Canada, United
States of America or Australia by means of scholarships, provided by
the Government of Barbados and Governments of cooperating countries.
The instructresses on Home Economies of the Housecraft Centre must
hold the Crafts Certificate in Home Economics from City and Guilds of
London Institute and in addition, they must undergo specialised train
ing at an approved institution of higher learning in the United Kingdom or the United States of America.
Most of the teachers who serve in the Evening Institute are employed
as teachers during the day.
COSTS
The cost of tuition for technical education is free to the students
at all levels in Barbados.
The largest single department providing this type of education is the
Samuel Jackman Prescod Polytechnic and all the physical facilities
including workshop materials are provided by funds from the legislature.
Students are expected to buy their own personal books for study. To
enable students to obtain these at the lowest possible price, the Gov
ernment provides a fixed sum of money which the school uses for the
purchase of books, and these are sold to the students at cost price.
At the Housecraft Centre tuition is free but students are asked to
pay a nominal free ranging from $1.50 to $5.00 per term to meet part
of the cost of materials used.
71
It should be pointed out that fees for external examinations taken by
full-time and part-time-day students are paid by the Ministry of Education.
Following is a breakdown of the estimates approved by both houses of
Parliament for 1971-72 and 1972-73:
Housecraft Centre
Industrial Arts
Evening Institute
Advanced Education
1971-72
491,788
49,154
(21,000
(14,000
150.000
160,000
1972-73
$ 566,080
49,443
(27,950
(18,000
172,234
182,142
FOLLOW-UP
The Youth Employment Agency of the Ministry of Labour has rendered
sterling service in the placement of young people of Barbados in suit
table jobs both at home and abroad.
.This Agency assisted the Polytechnic from its inception with the administration of aptitude tests to students at the time of their entry
and it registers all graduating students with a view to placing them
in suitable employment. This department serves as a liaison between
the Polytechnic and industry.
During the summer vacation full-time students at the Polytechnic are
assigned to various industrial factories where they gain site practice in their particular trade.
Some of these students perform so creditably that they are offered
full-time employment with the same participating industry as soon as
they graduate.
Students who have completed their two-year full-time course, are allowed to return on a part-time basis (one day per week or in the evening) to study to the level of Advanced Craft.
This gives the Polytechnic the opportunity of keeping in touch with
the students, strengthening any weaknesses, and in some cases assisting students in finding employment.
Instructors of the Polytechnic pay periodic visits to industries in
their related trade areas, to see how students are performing, what
problems are being encountered, and how best the school can assist in
solving such problems.
Apprentices who have completed two years of study as full-time students, are paid as third year apprentices; however, this is not to be
considered as being a general rule, since some students with equivalent training in other trades are paid as much as $1.00 per hour,
(same as artisans) depending on the quality of their work.
72
It is safe to state that the wages paid to apprentices vary from 40^
to $ 1.00 per hour.
The Polytechnic, like other vocational Training Institutions, in Barbados, does not set itself up as a placement bureau, but it offers
assistance in this respect whenever it is possible.
EVALUATION
The introduction of new industries in Barbados, and the growth of a
strong national feeling among its citizens, have caused the whole pro
gramme of vocational technical education to expand tremendously during the past five years.
In the area of adult education,, where the facilities of the industrial arts wings are used to train persons to develop skills in the use
of wood and metal, many young men were able to find gainful employment in the wrought iron furniture industry, gate construction and in
building trades.
Many young women, with potential but who did not have the opportunity
of a good secondary education, were able to study and qualify for positions in business and in the commercial sector.
In home economics, many Barbadians were trained for positions in the
hotels, the School Meals Service, and still many more were considered
suitable for positions in North America and Great Britain.
At the Samuel Jackman Prescod Polytechnic the number of students who
completed courses in 1971 were as follows:
Building :
Carpentry and joinery
Plumbing
Masonry
29
16
15
Electrical trades:
Electronics
Electrical installation work
21
21
Engineering trades:
Machining and fitting
Welding
Automechanics
Engineering workshop theory and practice
Sewing machine operation
Commercial studies
73
20
13
52
20
119
17
Approximately 70% of these are employed, but not necessarily in their
field of study.
A programme of training should not be assessed in terms of the number
of persons who complete the training but the way in which the trainees respond to the task for which they were trained.
A very important point to be considered is the attitude of the trainees to work. In many instances it has been noted that while the qual
ity of work is generally good, the element of time needed serious con
sideration, and in fewer instances the general attitude to work was
not as healthy as could be desired.
There is still the need for greater insistance on speed and accuracy
in some sectors of our training programme, and to expose children of
school age to the way in which industry functions.
This indicates the need for what is commonly known as Elementary Indus
trial Arts, in the nation's schools.
Technical Education in Barbados has suffered mainly in three areas:
first, the recruitment of intelligent and capable students who have
aptitude for the same - good with their heads as well as their hands;
secondly, the recruitment of suitably qualified and experienced staff
members who can inculcate in the students the deeper love for their
trade, and the desire to reach the top by hard work, and thirdly, the
lack of adequate facilities for the job in hand.
These problems are well on the way to being solved, and judging from
the steady progress that is being made, it seems obvious that the institutions responsible for administering this type of education-are
gradually achieving their objectives.
CONCLUSION
Industry is rapidly changing, and training requires time, hence there
is the possibility of a job becoming obsolete before the end of the
training programme. There is the need for a broad general basic train
ing to be provided during the first part of the two-year training
course so that retraining becomes very easy. Secondly it offers the
opportunity of working in a closely related area in case one experiences difficulty in finding employment in his specialty.
This type of training was introduced in Barbados during the last
school year, and it was found that there was much scope for a student
to be transferred from one trade to another within the same group.
In view of
trades) do
because of
visable to
the number
the fact that several persons (especially in the Building
not seem to wish to work in their field of study, and also
the tendency of specialisation within trades, it seems adencourage more part-time or sandwich courses, and decrease
of full-time courses being offered.
74
Secondly there is an indication that within the very near future empha
sis will have to be placed on short-term courses in specialised areal,
so as to satisfy the immediate needs of industry, reduce unemployment,
and boost the economy of the country.
Such action is in keeping with the policy of the Ministry of Education
for promoting technical education in Barbados.
75
Annex IV
VOCATIONAL TRAINING IN CUBA:
PRESENT SITUATION AND PROSPECTS (*)
BACKGROUND
All fields of education have been greatly promoted in Cuba since the
triumph of the Revolution, on 1 January 1959. The Literacy Campaign
which practically eradicated illiteracy in one year (bringing it down
from 23 % to 3.9 %) was followed by massive development of adult education, with a record enrolment of 476,496 students. The opening up
of education to the mass of the people through the establishment of
20,000 new classrooms at primary level has made enrolment for 1971-72
three times as large as that for 1958-59. Free and complete education is now available to all, from nursery school to university, sole
ly governed by the individual capabilities and desire to learn of
each person. An all-embracing scholarship scheme fully meets the
needs of students from areas deprived of higher education facilities.
Vocational and technical education -the object of this report- has
also been intensively developed.
Fast development of vocational education has by no means been achieved to the detriment of quality; a constant effort has been made in
Cuba to balance quantity with quality through comparison with other
countries' experiences and by following UNESCO's recommendations.
The difficulties of all
anyone., but in spite of
$ 76.467,748 in 1958-59
in 1970, the equivalent
try of eight and a half
kinds faced by our country are no secret to
that the overall education budget rose from
to $ 268.374,049 in 1964 and to 500 million
of $ 57.00 per capita expenditure in a coun- •
million people.
This report covers teaching establishments training people for industry, agriculture, trade and administration, which are all under the
control of the Vice-minister for vocational and technical education,
as well as training departments belonging to production and services
organisations.
(*)
Abridged English version of a report submitted by the Cuban dele
gation
77
The Cuban system differentiates skilled
worker, technician
and engineer.
Training of skilled workers takes place at polytechnic schools
(for industry, agriculture, administration, etc.); technicians attend
technological institutes for a higher specialisation in similar
branches, whereas engineers can only graduate from the technological
colleges of the universities.
Polytechnic schools also offer special short courses for the improvement of unskilled factory workers; upon termination these workers are
awarded an "operative" diploma which ranks below that of skilled
worker.
Vocational training is a substantive element of the Cuban concept .of
"education". A country which is engaged in building a socialist
state under the guidance of its working class cannot but give its
people an integral education, from a political, cultural, scientific,
artistic and ethical point of view, all closely connected with produc
tive work.
All courses offered both by primary education (from 1st. to-6th.
grade) and basic secondary education (7th. to 10th grade) ave vertical
ly organised to ensure the steady progress of students to the limits
of their individual capabilities and desire to learn. The main concern of the Cuban Government at present is to promote the masses absorbed into the educational system since the Revolution to the highest
possible level; this is seen as an essential requirement for economic
development.
Facilities built by the Revolution for vocational training make it
possible to a great extent to supply basic sectors of the country's
economy with skilled personnel. As from the next academic year 197273, starting in September - a special effort will be made for the
massive development of training in the agricultural and livestock
field.
Vocational training is part and parcel of education in general; men
are not merely trained to handle machinery but also taught more efficient production methods and generally developed to become conscious
and active builders of a socialist and communist society.
General education in Cuba has a polytechnic bias, linking the student
to production and to social awareness, encouraging him to take active
participation in life through work and technical developments.
Plans for the present year include an exhibition of vocational training in the Soviet Union which, in view of the advance made by that
country in the field, should be useful for Cubans to become acquainted
with modern teaching of advanced technology, as well as awakening the
interest of the younger generation and serving as a basis for future
planning.
78
Equally important will no doubt be the agricultural and livestock fair
which is at present taking place during the vacation period, and is .
aimed at providing vocational guidance to the young and making known
to them the nature and content of training for agriculture.
The Revolution having done away with all social discriminations-based
either on class, race or sex - equal opportunities are naturally offered to both men and women of having access to education. Women
have full and active participation in the field of social production,
and are on the road to their complete liberation. There is a Govern- .
ment resolution establishing the number of work posts in industry to .
be filled by women, but perhaps the clearest example in this respect
is the fact that 80% of the teaching staff in Cuba is made up by women. Twenty-four per cent of vocational training institutes students
are also female. Cuban women may also aspire to the honour of becoming national work heroes.
AIMS AND OBJECTIVES
Cuban education is mainly geared to developing love of work. Coir
society is intent on eliminating any distinctions that may exist between manual and intellectual labour, that is to say we go much further than the UNESCO recommendation in the sense that "the dignity
of manual labour should be fully recognised".
Although the programmes of polytechnic schools, owing to the intensive nature of the courses offered, do not ensure proper dovetailing
with those of technological institutes and graduates are rapidly absorbed by industry, the latter may however proceed to higher levels
and eventually enter a university, thus providing for continuity in
the vocational training and general education system.
A great national campaign is being waged at present under the title
of "Battle of the 6th. grade"; its aim is to make every worker in the
country reach that level of education. The effort involved will become apparent by recalling that when the Revolution took over illiter
acy was widespread (nearly one million).
~
There-is also a large mass of young people, between the ages of 13
and 16, who have had incomplete schooling. Special schools have been
set up under the Youth Movement (with a national, provincial and regional structure) to look after the needs of these youngsters and at
the same time give them training in some trade or occupation, joining
theory to practice.
Schools have undergone various changes as a result of local character
istics and production needs; Government Decree 3664/71 has finally
classifield them as follows: workshop schools, youth centres, vocational schools and Pre-CoVumnas.
79
PLANNING
Planning of Vocational Training is effected through the close cooperation of all sectors involved. The curricula for Economics and administration, for instance, were drawn up after due consultation with
the Central Planning Board, the Ministry of Internal Trade, Ministry
of Foreing Trade, etc.
Administration of the regular vocational training system is in the
hands of the Ministry of Education and directly depends on the Viceminister for vocational training. There are clear-cut government
guidelines that rule the whole system.
FACILITIES
The Revolutionary Government has made large investments on buildings
for polytechnic schools and technological institutes. Building programmes were prepared by the Ministry of Education, taking into account physical specifications and educational requirements; projects
were drawn up by the Public Works Department in close coordination
with the School-Building Department of the Ministry of Education.
Preparatory work is under way on the following projects: Pedagogic
Institute for Vocational Training (Project CUB-11); Technological Institutes on Refrigeration and Electronics (Projects SIDA-UNESCO, CUB2 and CUB-3);Technological Institutes on Forestry and Agriculture and
Animal Husbandry; Polytechnic Schools at factory sites; an intermediate-level Institute for the training of labour organisation experts,
and a similar one for training librarians; introduction of the Teaching-Production Plan into vocational training.
All schools and institutes have workshops and farms for practical
teaching; facilities include industrial and agricultural equipment.
New teaching and technical methods are to be introduced as from the
next academic year, starting in September. Of particular interest
will no doubt be the Teaching-Production
Plan, whereby all students
will devote part of their time to useful service whether it be work
in factories, agricultural or administrative centres, or the adaptation of production lines at the technological institutes.
The Teaching-Production Plan is based on the notion of close coordina
tion between work and study and between manual and intellectual labour.
At all vocational training centres space has been allowed for classrooms, laboratories, workshops, offices, auditoriums, sports fields
and gymnasiums, refectories, libraries, etc.
TEACHER TRAINING
The Pedagogic Institute for Vocational Training will be the teachertraining centre for this branch of education. Its facilities are at
80
present being enlarged to receive the first contingent of students
who are to become principals and instructors at the projected polytechnic schools and institutes. Work on the buildings and planning
of programmes is proceeding with the aid and technical cooperation of
UNDP Project CUB-11, already mentioned in this paper.
Experiences so far gathered in the teacher-training field in our coun
try have led to the introduction of a Specialisation Plan (Plan de Ti
tulacion) for instructors who are already teaching at polytechnic
schools. The scheme is aimed at widening and updating their teaching skills, technical knoweldge, etc., and covers so far most of the
mechanical, electrical and building trades; it will next year be made
extensive to instructors in the fields of agriculture and livestock
and administration. Courses are intensive and lay stress on better
utilization of teaching facilities and self-analysis and improvement
on the part of the teacher.
Some specialised courses have already been offered (by experts from
the Soviet Union) to agricultural instructors in various fields.
The final aim of our vocational training system is to have a solid bod
body of intermediate-level teachers and instructors with a minority of
higher-level, university professors. Intermediate-level teachers who
enter the university also attend courses or seminars on psychology
and pedagogy. Higher-level teachers attend short courses, seminars
and meetings to update their specialised and technical knowledge; they
also make recommendations on teacher-training methods and occasionally
give guidance to other teachers and instructors.
At the beginning of this year a group of vocational training directors
and organisers from Cuba attended an intensive course on improved
techniques and teaching methods at the USSR, in accordance with the Cul
tural Exchange Agreement existing between the two countries. The results obtained made it possible to select another group to attend simi
lar courses next year.
ORGANISATION
Mention has already been made in this paper of the polytechnic bias of
general education in Cuba, aimed at fostering love of work in children,
at integrating education with life, theory with practice and education
in general with production. This polytechnic approach builds up the
student's personality as a producer of goods for society.
One of
its most interesting aspects so far is the "School in the field" scheme
(La Escuela en el Campo)} for students of the basic secondary cycle,
whereby pupils are drawn into the country's programmes for economic
and social development, contribute to them and from mere consumers are
turned into producers of goods and services.
Technical subjects such as physics, chemistry and biology are included
in the secondary cycle, with constant reference to industrial and agricultural production processes.
81
Vocational training is organised on a full-time basis at the various
centres, but there are also evening courses for adult workers, and
special full-time courses for operatives sent by their respective
firms. Correspondence courses are at the planning stage.
The urgent need to train workers in Cuba, to increase production and
productivity in order to lay the foundations of a socialist society
overcoming the technical, economic and cultural backwardness that was
inherited from previous regimes, has led to a great training effort
on the part of Production and Services Organisations, side by side
with the Ministry of Education.
The main objective of schools and centres set up within these organisations is to improve the performance and educational level of their
operatives; the courses they offer are of different kinds and intensiveness. Curricula are devised and adapted on the basis of research
and prior experiences, and are the result of joint work by production
experts and teachers. Supplementary reading matter is provided to
help out in the coaching on technical subjects and to improve the sty
dents' command of the language. Practical and theoretical tests and
activities serve as a complement. All this is carried out under the
technical supervision of the Ministry of Education.
An effort is at present being made to standardise this in-plant train
ing system which is becoming increasingly important for the education
of adult workers. To this end, as well as to meet other needs, an
evaluation centre has been recently created, the Advisory Technical
Council (Consejo Tecnico Asesor), whose main objective is to lay down
the basic standards and regulations to be observed in all activities
relating to the promotion of active workers and training of students
at vocational centres.
This Advisory Technical Council has a Board of Directors with representatives from the Ministry of Education, the Ministry of Labour, the
Central Planning Board, the Book Institute and the Production and Sery.
ices Organisations.
Another experiment has been started at the Cienfuegos Multi-purpose
Centre, with the aid of UNESCO and direct participation of vocational
training authorities and industrial experts in the planning and imple
mentation of workers' education and training.
FINANCING
Education is free in Cuba; no fees or charges of any kind are imposed
on students, who are also supplied with text-books and other elements.
The country's labour legislation provides training opportunities for
adult workers. Vocational training is likewise completely
(free in
all its branches; students are supplied by the State with shoes, cloth
ing, text-books, bed and board, transportation, plus a small amount
for personal expenses. None of this is reimbursable.
82
Educational planning in Cuba is aimed at achieving fully-realized cit
izens in accordance with the requirements of a socialist society; such
planning should also fit into the overall economic development
schemes and meet the country's requirements for skilled manpower.
PEOPLE'S EDUCATIONAL COMMITTEES
These Committees seek to incorporate members of the community into
educational tasks, by coordinating and mobilising popular action in
this direction. They are neither technical nor administrative bodies,
but rather liaison centres where activities are planned to promote
among the masses action leading to the achievement of the Revolutionary Government's educational goals.
PLACEMENT
Since vocational traiiiing in Cuba is planned mainly according to the
needs of employer organisations, there is no great difficulty in plac
ing the graduates from the various centres. However, a vocational
orientation service exists for students in general ^rovidip^ information on occupational openings and possibilities. This service also
enlightens students and graduates on the country's needs in the various productive fields; films are shown and visits organised to production centres, with the always valuable cooperation of all the mass
media (press, radio, television, etc.).
PROSPECTS
Prospective plans for the development of vocational training include
a project for re-organising teaching facilities according to production needs, and re-distributing them at industrial, agricultural and
economic centres with due regard to existing workshops and laboratories. The project is at present in its preparatory stage and is due
for implementation in 1973.
A great deal of attention has also been devoted to the improvement
and building up of courses at Technological Institutes, as a basis
for the development of a better education.
Vocational training plans include the establishment of polytechnic
schools at factory sites; teaching staff and principals have already
been selected for the first ones which are being erected at sugarproducing centres, for the teaching of industrial and agricultural
practices in accordance to the needs of the respective communities,
which have been previously studied and appraised.
INTERNATIONAL COOPERATION
International aid received by Cuba for the development of its vocational training system has been mainly the disinterested contribution
of socialist countries, particularty the USSR.
83
Cuba has also been helped in this field by UNESCO, and by Sweden
through SIDA.
The aid from socialist countries has consisted mainly in information
and documentation, visits from experts and groups of skilled workers
in all branches of specialisation (many of them teach at Cuban Schools
and Institutes), and thousands of fellowships enabling Cuban students
and teachers to study in socialist countries and exchange views with
their colleagues there.
UNESCO has actively cooperated with us by sending experts, taking
part in the project for the Cienfuegos Multi-purpose Centre, providing us with technical information and documentation, building technical and teaching centres, etc.
In this field of international cooperation the Cuban Government has
been faced during all these years with hostile policies that everybody knows about, promoted by inimical sectors. A deliberate effort
has been made to deprive our country of the possibility of developing
its economy, and our people of improving their education and learning
modern techniques. An attempt has been perpetrated to cut Cuba off
from its historical, cultural and language roots; but Cuba is part of
Latin America and has not drifted away.
This isolationist policy has failed and will continue to fail, and
those who promote it will be condemned by history.
84
RESUMEN GENERAL DEL SEMINARIO
1. ANTECEDENTES Y ORGANIZACIÓN
El seminario sobre formación profesional en países del Caribe (Proyec
to 115) se realizó en Kingston, Jamaica, del 24 al 26 de julio de
1972, previamente a la décima reunión de la Comisión Técnica de
CINTERFOR, y contó con el copatrocinio del Ministerio de Trabajo y Em
pleo de Jamaica. Los participantes se reunieron en la sala de sesiones del Courtleigh Manor Hotel, Kingston, donde celebraron sus debates , y tuvieron además oportunidad de visitar diversos centros de for
mación profesional en Kingston y sus alrededores.
Presidió las deliberaciones el Director de CINTERFOR; el Ministerio
de Trabajo y Empleo de Jamaica se hizo cargo de los diversos detalles
de organización local.
La propuesta inicial de este proyecto había sido presentada ante la
novena reunión de la Comisión Técnica (Brasilia, mayo de 1971), donde
se la aprobó. Su objetivo general era estudiar planes y programas de
formación profesional en los países de habla inglesa del Caribe, veri
ficar su desarrollo y perspectivas, así como promover un intercambio
de ideas y nuevos vínculos con los representantes de otros países de
la región latinoamericana.
En lo que se refiere a la financiación, el Ministerio de Trabajo y Em
pleo de Jamaica asumió los gastos de local y equipo para el seminario,
así como también de los servicios de secretaría e interpretación simultánea y desplazamientos locales. CINTERFOR, por su parte, se hizo
cargo'del costo de las tareas de coordinación del proyecto, previamen
te al seminario; de los pasajes aéreos para los delegados visitantes,
ida y vuelta desde sus respectivas capitales a Kingston, además de un
viático durante cuatro días. También sufragó los gastos de viaje y
estadía del personal de CINTERFOR destacado al seminario, y la publicación y distribución del presente informe.
2.
PARTICIPANTES
Asistió al seminario sobre formación profesional en países del Caribe
un total de 54 participantes, entre delegados y observadores, provenientes de 23 países.
87
3. TEMARIO
A fin de orientar a los participantes en la presentación de trabajos
y en los debates sobre los temas del seminario, los patrocinadores
distribuyeron previamente una guía que comprendía los siguientes pun
tos: objetivos de la formación profesional; legislación relativa a
la misma; planificación; programas existentes; cursos y otras activi
dades; métodos que se aplican; disponibilidad de centros, locales y
equipos; instructores y formación de los mismos; costos directos y
generales de la formación profesional; financiamiento; evaluación de
las actividades de formación profesional; seguimiento y ubicación de
egresados en la plaza de trabajo; tendencias existentes.
k.
SESIONES
El seminario inició sus sesiones el lunes 14 de agosto de 1972. La
mesa quedó constituida de la siguiente manera: Mayor E.H.A. Grell,
Secretario Permanente, Ministerio de Trabajo y Empleo; A.N. Leslie,
Subsecretario, Ministerio de Trabajo y Empleo, y Julio Bergerie, Director de CINTERFOR.
A.1
Sesión inaugural
Dando comienzo a la sesión inaugural, hizo uso de la palabra S.B.
Chambers, O.B.E., Director de la Federación de Empleadores de Jamaica, quien dio la bienvenida a las delegaciones visitantes y subrayó
la importancia de los temas que habrían de considerarse en el semina
rio. Mencionó el extenso informe presentado por su país y la conciencia que existe en Jamaica de mejorar el nivel de la formación
profesional. Al igual que otros oradores que le siguieron, hizo hin
capié en varios problemas educativos y laborales que afectan a la zo
na del Caribe, tales como deficiencias en la escolaridad básica de
los alumnos que acceden a la formación profesional, escasez de instructores calificados, falta de equipo moderno, deficiente rendimien
to de egresados e imperfecta evaluación de lo que se obtiene.
A continuación, Julio Bergerie trazó una breve historia de CINTERFOR
desde que fuera creado por la OIT en aplicación de una resolución
aprobada en la séptima Conferencia Regional celebrada en Buenos Aires,
y esbozó sus propósitos y principales cometidos. Una vez por año se
reúne su Comisión Técnica, que es el órgano asesor del Director General de la OIT, para analizar el trabajo realizado y considerar el pro
grama de actividades para el período siguiente. Como actividad previa a dicha reunión, se organiza un seminario dedicado a los directores de las instituciones para examinar y debatir temas de interés para quienes tienen la responsabilidad de formular la política nacional
en el campo de la formación profesional. En este seminario -prosiguió el Director de CINTERFOR- se escucharían exposiciones de los representantes de los países del Caribe, seguidas de un intercambio,
sin duda provechoso, con los delegados del resto de la región. En su
opinión, para aprovechar la experiencia de los que están más adelanta
dos, es indispensable conocer a fondo la situación que se desea mejo-
88
rar, obtener información sobre las soluciones aplicadas a situaciones
similares, escoger la solución que se considera más apropiada y aplicarla con una evaluación metódica. Los objetivos y el estilo de trabajo de CINTERFOR están orientados precisamente a asociar a las insti
tuciones para practicar la ayuda mutua entre iguales. El Director
del Centro expreso finalmente su gratitud al Gobierno y al pueblo de
Jamaica por la hospitalidad brindada, y su proposito de redoblar esfuerzos para servirlo mejor desde CINTERFOR y perseverar en el empeño
que une a los miembros de la OIT de querer la paz y luchar por la jus
ticia social.
J.A. Capleton, M.P. y Secretario Parlamentario del Ministerio de Trabajo de Jamaica, luego de dar la bienvenida a los visitantes, se refi
rio a la situación de desempleo y a los problemas sociales y económicos que ella causa en su país. Expresó la esperanza de que la colabo
ración de CINTERFOR y la preocupación manifestada por la OIT y las Na
ciones Unidas sirvieran para hallar soluciones. Subrayó también la
importancia que él atribuía a la recientemente creada Industrial
Training Board (Junta de formación profesional para la industria), en
tidad jamaiquina que habrá de coordinar actividades y directivas en
el terreno de la formación profesional.
Los participantes fueron luego cordialmente saludados por Ernest
Peart, Ministro de Trabajo de Jamaica, quien realizó una breve visita
desprovista de carácter protocolar para darles la mano y expresarles
sus mejores deseos en las labores que comenzaban en el seminario.
Luego de un cuarto intermedio, la delegación de Jamaica, constituida
en equipo, se encargó de presentar el informe de su país, que se incluye en este documento, en forma abreviada, como Anexo I. A.N.
Leslie, Subsecretario, Ministerio de Trabajo, proporcionó datos geográficos y estadísticos sobre Jamaica, y se refirió al problema de la
emigración de mano de obra hacia otros países; Isaac Henry Stafford,
Presidente de la National Industrial Training Board (Junta nacional
de formación profesional para la industria) describió la índole y fun
ciones de dicha entidad; George Thompson, Education Officer, Ministerio de Educación, describió el tipo de educación técnica que proporciona dicho ministerio subrayando sus carencias, tales como el enfoque académico, escasez de instructores y falta de coordinación; L.E.
Johnstone, Subsecretario del Ministerio de Trabajo, proporcionó datos
sobre el proyecto conjunto de formación profesional iniciado por el
Gobierno de Jamaica, la OIT y el PNUD; Paul V. Dobson, Subsecretario
del Ministerio de Desarrollo de la Juventud y Comunidades, se refirió
a los campamentos juveniles de formación preparatoria existentes en
la isla; Anthony Hall, Subdirector y Administrador de la Escuela de
Hotelería de Jamaica, bosquejó el funcionamiento de dicha institución
y finalmente Eileen Biamby, representante del Ministerio de Industria
y Turismo, se refirió al aprendizaje de estudiantes de Jamaica en el
Reino Unido y Lionel Adolphus, Training Officer del Ministerio de
Obras Públicas habló sobre métodos didácticos.
89
Acto seguido, los representantes de Trinidad y Tabago se encargaron
de introducir el informe de su país, del cual leyeron diversos pasajes. Bertille Alexis, de la División de Mano de Obra del Ministerio
de Planeamiento y Desarrollo se refirió a la primera parte del trabajo, que en su versión original comprende doce capítulos que van desde
una definición de la formación profesional hasta evaluación y tendencias, pasando por objetivos, legislación, organización, etc. Completó la tarea de presentación Norbert Masson, Director del Instituto
Técnico John S. Donaldson, de Port of Spain. El informe de Trinidad
y Tabago figura en forma abreviada como Anexo II de este informe gene
ral.
Dillon Hercules, Subdirector del Colegio Técnico Samuel Jackman, de
Barbada, tuvo a su cargo la presentación del tercer trabajo sometido
a consideración de los participantes del seminario. En versión ligeramente resumida, dicho trabajo figura aquí como Anexo III.
La primera jornada de trabajo finalizó con comentarios por parte de
algunos de los observadores presentes. David Heft, Director Interino
de la Oficina de la Secretaría General de la OEA, se refirió a la ayu
da prestada por dicho organismo a los países del Caribe en el terreno
de la formación profesional, y Luis Puentes, Coordinador de formación
profesional de la American Society for Training and Development, describió las actividades de esa organización en Venezuela.
h.2
Segunda jornada
El segundo día del seminario estuvo enteramente dedicado a visitas de
los participantes a diversos centros de capacitación. Primeramente
se dirigieron al Industrial
Training
Centre (Centro de formación industrial) , situado en las afueras de Kingston, donde recorrieron las
instalaciones, conversaron con instructores y observaron a los estudiantes trabajando en las diversas ramas de mecánica que allí se ense
ñan.
Luego se trasladaron al Hotel Casa Monte, donde tuvieron oportunidad
de recorrer la escuela de hotelería anexa al establecimiento, y donde
se les ofreció un almuerzo.
Finalmente regresaron a Kingston y pudieron apreciar los cursos de ca
pacitación y equipos didácticos de la Compañía Telefónica de Jamaica.
4.3
Tercera y última jornada
La presentación de informes de los diversos países continuó durante
la tercera jornada de trabajo. Darío S. Manon Cano, Vice Ministro de
Trabajo de la República Dominicana, resumió brevemente la situación
de su país en- el terreno educativo, subrayando los esfuerzos de su Go
bierno para paliar la escasez de mano de obra calificada mediante el
funcionamiento de una Escuela de Artes y Oficios.
90
La delegación de Cuba, al igual que los territorios de habla inglesa,
presento un informe escrito al seminario, que se incluye en este docu
mentó como Anexo IV (en versión inglesa). El representante cubano,
Manuel Menendez Díaz, Director del Servicio de Capacitación, Ministerio de Trabajo, se encargo de presentar y glosar dicho informe.
Luinor E. Vilches, Presidente del CONET de Argentina, trazó un breve
bosquejo histórico de la formación profesional en su país, con orígenes en el siglo XIX, y mencionó las dificultades de la capacitación
de adultos, la necesidad de coordinar la formación profesional con
las oportunidades en el mercado de trabajo, y otras dificultades prác
ticas que el organismo que preside trata de superar.
Varios integrantes de la delegación de Brasil formaron un panel para
describir a los participantes la situación brasileña en lo que respec
ta a formación profesional. Joao Jesús de Salles Pupo, Director Gene
ral del Departamento de Mano de Obra del Ministerio de Trabajo, enfatizó los problemas específicos que se le plantean al Brasil en virtud
de su enorme territorio y numero de habitantes, y los esfuerzos del
Gobierno por integrar la capacitación a la promoción social y elevación del nivel de vida.
Luiz Gonzaga Ferreira, Director del CENAFOR, subrayó el enfoque práctico que se está imprimiendo a dicho organismo, encargado de la prepa
ración de instructores y profesores.
Mauricio de Magalhaes Carvalho, Director General del SENAC, hizo una
reseña histórica de dicha entidad en el área de comercio y servicios,
destacando que en la actualidad dedica sus mayores esfuerzos a la capacitación de adultos.
El desarrollo, objetivos y propósitos del SENAI en el área industrial
fueron descritos por Eghüs de Barros Palissy, Jefe Asesor Director Ge
neral, y finalmente, para completar el cuadro de la formación profesional en el Brasil, Joao Jesús de Salles Pupo hizo uso de la palabra
nuevamente para referirse a diversas iniciativas de su Gobierno en el
campo educativo, tales como una campaña de alfabetización, un proyecto de clasificación de ocupaciones, la capacitación de reclutas en
servicio militar, la promoción de formación profesional integrada a
grandes proyectos de desarrollo, tales como el de la cuenca amazónica
y el nordeste brasileño.
Como ilustración de los modernos métodos didácticos aplicados por el
SENAI, Eghüs de Barros Palissy complementó la intervención de la dele
gación de su país con un "film-cassette" sobre operaciones de tornería
Luis Schlessinger Carrera, Administrador del INTECAP de Guatemala,
luego de esbozar las actividades de dicho instituto preguntó a los re
presentantes de Jamaica cómo hacían frente al problema de las actitudes de los obreros con respecto a empleadores del sector privado.
91
Osear Tangelson, del Ministerio de Trabajo, Argentina, amplió dicha
interrogante, y quiso saber también si existía algún tipo de coordinación entre la formación profesional, la industria y el desarrollo,
y si había forma de evaluar los resultados.
A.N. Leslie, Subsecretario del Ministerio de Trabajo y Empleo de Jamaica, respondió que se trataba de resolver el problema de las actitu
des obreras mediante el Industrial Vocational Training Programme (Pro
grama nacional de formación profesional industrial), descrito en deta
lie en el apéndice IV del informe de Jamaica en su versión original.
Carlos Bravo Várela, Vicepresidente del INACAP de Chile, subrayó la
importancia de la participación obrera en la organización y planifica
ción de la formación profesional de su país, para evitar que los obre
ros se transformen en mera mano de obra del proceso industrial. Hizo
hincapié en el enfoque revolucionario del Gobierno chileno, que trata
de elevar a los obreros a las esferas que detentan el poder de decisión, y detalló los principios que rigen los convenios entre la central obrera y el INACAP.
Rodolfo Martínez Tono, Director General del SENA, de Colombia, señaló
las innegables ventajas de la cooperación entre todos los países lati
noamericanos y del Caribe en el campo de la formación profesional,
cualesquiera fuesen sus enfoques filosóficos o ideológicos. Expresó
la buena voluntad del SENA, un instituto con más de 20 años de experiencia, en colaborar con otros países en proyectos para toda la región.
Luego de una breve descripción geográfica de su país, Venezuela, Osear Palacios Herrera, Presidente del INCE, proporcionó detalles de
los problemas causados por la migración hacia las ciudades y sus repercusiones en el campo educacional. Explicó luego la forma en que
INCE trata de sobreponerse a esas dificultades, mediante la multiplicación de centros fijos y móbiles y los programas de capacitación para la juventud desocupada.
Enrique R. Penadés, Director General de la Universidad del Trabajo
del Uruguay, hizo a su vez una reseña histórica del desarrollo de la
formación profesional en su país, que arranca a mediados del siglo
XIX, culminando con la fundac ion de la UTU en 1942. Señalo que el
principal objetivo de la educación técnica en Uruguay es capacitar a
los alumnos para el trabajo y eliminar la tradicional actitud discriminatoria con respecto a las ocupaciones manuales.
Herminio Altuna, Subdirector del SECAP de Ecuador, y Luis A. González
Macchi, Director del SNPP de Paraguay, resumieron brevemente las acti
vidades de sus respectivas instituciones, ambas de reciente creación.
Con respecto a la situación en el terreno de la formación profesional
en Bolivia, Clive R. Cañedo Pacheco, Secretario General del Ministerio de Trabajo, mencionó la reciente creación por parte de su Gobierno de una Secretaría de la Juventud, y destacó que los polos de desarrollo educativo de su país están situados en dos sitios: Beni y Santa Cruz de la Sierra.
92
Resumiendo toda la serie de presentaciones y debates en torno al tema, Julio Bergerie, Director de CINTERPOR, proporcionó un esquema de
la situación tal como se plantea hoy en la región. En su opinión, se
han realizado progresos en el concepto de la formación profesional,
que es cada día más claro y nítido. Existe ahora una gran variedad
de cursos junto con el aprendizaje tradicional. El Estado se ha hecho cargo de la capacitación masiva. Destacó, luego, la aceptación
del criterio según el cual la formación debe ofrecerse gratuitamente,
como la educación general, y del concepto de que la capacitación de
los adultos debe conectarse adecuadamente con la educación general.
Mencionó, sin embargo, aspectos negativos, como la débil participación de los sindicatos y la lenta modernización de los locales y equi
pos, cuando la formación masiva exige la aplicación de nuevos métodos
didácticos. Señaló que el desempleo actúa como un freno adicional
del desarrollo de la formación y que, en toda la región, la capacitación rural se encuentra todavía muy atrasada. Se refirió a las dificultades planteadas por la formación de los jóvenes, destacando el
muy serio problema de un gran número de jóvenes que no trabajan ni es
tudian. Aquí también debería regir el principio de interconexión en
tre la formación y el empleo. El Director de CINTERFOR destacó por
último las oferLas de cooperación realizadas por los directores de
las instituciones de formación profesional de la región; el intercambio de experiencias entre los países del Caribe y los de América Central y del Sur contribuiría sin duda alguna a un análisis más exacto
de los problemas comunes y prepararía el terreno para difundir las so
luciones útiles que a tales problemas se hayan encontrado en los
otros países.
k.k
Sesión de clausura
El seminario fue clausurado oficialmente por J.A. Capleton, Secretario Parlamentario del Ministerio de Trabajo y Empleo de Jamaica,
quien luego de referirse a los diversos problemas que aquejan a su
país y a los demás territorios del Caribe en el campo de la formación
profesional (escasez de mano de obra especializada, emigración de
obreros hacia otras regiones, falta de instalaciones adecuadas), feli
citó cordialmente a los participantes por el trabajo realizado durante el seminario y expresó unas breves palabras de despedida.
450.7.73
93

CINTERFOR-MINISTRY OF LABOUR Project 115 SEMINAR ON

Transcription

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