Biases and Perceptions of Technical and Vocational Education and Training

“I feel strongly that we have to have an education system that starts with preschool and goes through college. That’s why I want more technical education in high schools and in community colleges, real apprenticeships to prepare young people for the jobs of the future.”- Hillary Clinton. There is a global concern regarding the continued stigmatization of technical and vocational education and training (TVET). The bias against vocations, from cosmetology, carpentry and welding is very obvious in the education system. It can be argued that this discrimination is borne out of ignorance as well as a historical association between slavery and manual work. Unfortunately, we have internalized this trauma and as a result generations after generations have had to deal with this discrimination in post-slavery societies. The jobs available after Emancipation were manual and back breaking; similar to what existed on the sugar plantations. After Emancipation in 1838 parents did not wish to see their children follow in their footsteps. Over the decades we have inherited and we have continued to nurture an elitist education system which primarily caters to the children of the ruling class. There are societal and cultural issues which states that TVET is rooted for the academically challenged students and regrettably this ideology has caused many students to turn their backs on TVET. The International Centre for Technical and Vocational Education and Training (UNEVOC) which connects member states of the United Nations Educational Scientific and Cultural Organization (UNESCO) proclaims, one of the important distinctions that traditionally occurs in any consideration of work, and education for the world of work, is between work that has a largely intellectual component, and that which is highly practical in nature and requires the individual concerned to work more with their hands. Technical and vocational education and training is understood as comprising education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods. TVET, as part of lifelong learning, can take place at secondary, post-secondary and tertiary levels. Policy makers over the years have not paid adequate attention or resourced technical and vocational education and training. The society has been misled by a culture of fear and ignorance regarding what technical and vocational education and training (TVET) entails. Our traditional secondary schools still shun technical and vocational training and education. However, it can be argued that such schools are catering to their stakeholders and as such are transferring the skills necessary for those who will emerge as leaders in years to come. It appears that we are finally emerging from our self -induced hibernation to the realization that most of the careers in the 21st century will be skills based. The ongoing coronavirus pandemic has thrown a spanner in the online modality for many teachers and students. Technical, Vocational, Education and Training, TVET, consultant at the University of the West Indies, Professor Halden Morris, says over 75 percent of TVET teachers and students are facing struggles with online classes. Professor Morris was speaking at a virtual forum recently to discuss how skills development has been affected by the onslaught of the COVID 19 pandemic on Caribbean job markets. Education Minster Fayval Williams in her sectoral presentation recently stated that about 120,000 students have been absent from classes since the start of the academic year. It can be argued that a significant number of those students have had technical challenges connecting to their online classes. Even in instances where students have the electronic gadgets many are ill-equipped due to a lack of technical knowledge and readability. How many of us are aware of the existence of the National Council on Technical and Vocational Education and Training (NCTVET)? The NCTVET is the responsible body for information on qualifications, training and assessment and certification relevant to facilitators, learners, employers and other key stakeholders in the Technical Vocational Education and Training (TVET) system in Jamaica. Jamaica’s education systems like most other systems globally place students into one dominant intelligence model. Many of us can remember those students who did the sciences were the ones who were considered the brightest. The majority of students, or the others of us did the humanities and was not viewed as that bright. The education system develops assessments along this false narrative; sadly most of us have bought into it. Fast forward and now we can confirm what we have long suspected that there are multiple intelligences. Unfortunately, the education system is slow in recognizing and appreciating this reality. The Ministry of Education, Youth and Information in Jamaica has a Technical and Vocational Education Unit, headed by an Assistant Chief Education Officer (ACEO). The Technical and Vocational Education Unit has as its responsibility the supervision and development of Technical and Vocational programmes in schools. The unit ensures that these programmes offer students the skills, knowledge, attitudes, habits and values that are in demand in the society, and which consequently will contribute to the nation’s productivity goals. The unit monitors the Technical and Vocational programme in schools through five areas: Agriculture, Business Education, Home Economics, Industrial Education and Visual Arts. In addition the unit also helps to supervise the Technical and Vocational Work Experience Programme, Career Advancement Programme (CAP), Technical & Vocational Education and Training (TVET) Rationalization in Secondary Schools Project. In the Caribbean region, the Caribbean Examination Council (CXC), headquartered in Barbados offers the Caribbean Vocational Qualification or CVQ. The Caribbean Vocational Qualification or CVQ as it is commonly called is based on a competency based approach to training, assessment and certification. Candidates are expected to demonstrate competence in attaining occupational standards developed by practitioners, industry experts and employers. Those standards when approved by CARICOM allow for easy movement across the Region. Students who sit the Caribbean Vocational Qualifications can be certified at five levels. There are five levels; Level 1 addresses directly supervised/entry; level 2 deals with supervised skill workers, Level 3 independent or autonomous skilled worker; level 4 focuses on specialized or supervisory worker and Level 5 speaks to managerial and/or professional worker. CVQs are awarded to those candidates who would have met the required standards in all of the prescribed units of study. Guyana In Guyana, the former education minister Nicolette Henry said the fact that there has been and still is stigma attached to vocational or skills-based education escapes no one. This stigma is as a result of ignorance and it is universal. In many countries around the world, technical and vocational education tended to be offered to students who seemed to lag academically. This might have been well-meaning, but it succeeded in attaching elitism to academia and downplaying the value of skills-based training. As far as Guyana is concerned, that was not the original intention. Initially, technical education was not available, and trades were learned through apprenticeships. After independence, when the government introduced changes to align education with the country’s political and economic goals and needs, it was intended that at the high school entry level, students would have a choice between those offering just academics and those offering academic, technical and vocational teachings. United States of America The World TVET Database United States of America states the federal TVET mission is to promote education about work, for work, or education through work. Additionally each State has its own TVET mission depending on the regional labour needs. TVET is known in the United States as Career and Technical Education (CTE). The US vocational improvement strategy promotes links between secondary and postsecondary vocational programmes to prepare students better for their transition from school to careers. The strategic goals for vocational education, as stated in Strategic Plan FY 2011-2014, are to increase college access, quality, and completion rates by improving higher education and lifelong learning opportunities for youth and adults. The national policy focuses on developing the academic and technical skills of students, at secondary and postsecondary levels, by: developing challenging academic and technical standards and supporting students in meeting such standards, including preparation for high skill, high wage, or high demand occupations in current or emerging professions; promoting services and activities that integrate rigorous and challenging academic and technical training, which link secondary and postsecondary TVET programmes; increasing State and local flexibility in providing services and activities designed to develop, implement, and improve TVET. In total, about 12.5 million high school and college students are enrolled in CTE in the United States. Students ordinarily after spending 6 to 8 years in elementary school continue a 4- to 6-year programme in academic, vocational or technical secondary school. Students normally complete the high school programme through grade 12 by age 18. Education at the secondary level is provided in a range of institutional settings—including junior high schools, high schools, senior high schools, and combined elementary/secondary schools—that vary in structure from locality to locality. The average high school student takes more TVET credits than any other subject area except English. Relatively few students, however, take a sufficient number of credits to lead to an industry-recognized credential. High school graduates who decide to continue their education may enter a technical or vocational institution, a two-year community or junior college, or a 4-year college or university. A 2-year college normally offers the first 2 years of a standard 4-year college curriculum and a selection of terminal TVET programmes. Academic courses completed at a 2-year college are usually transferable for credit at a 4-year college or university. Post-secondary TVET also includes offerings from proprietary post-secondary schools, adult learning centres, professional associations or labour unions, and government agencies. Former First Lady Hillary Clinton has championed the cause of technical and vocational education and training. She said it is critical to support and develop the nation’s community colleges “and get back to really respecting vocational and technical work.” She said there are many jobs that may not require a college degree, “but require respect for dignity of work.” Clinton added, “I don’t know how we would operate without people who are teaching those skills and putting them to work for all of us.” Re-engagement of Stakeholders There is still a disconnect between Jamaica’s education system and the labour force. Parents are fearful for their children regarding job opportunities should they enter Technical and Vocational Education and Training (TVET). The Jamaican society has seen a plethora of independent institutions offering technical and vocational education and training in recent times. Our students need to see the success of individuals who have done Technical and Vocational Education and Training as representation matters. The information regarding the alignment of jobs with TVET is not readily available. Many teachers still believe that Technical and Vocational Education and Training (TVET) should be the only choice for those students who are not the talented and gifted. This perception is passed on to students and the cycles continue in perpetuity. The society needs to devise a method or methods which will assist us to re-socialize our minds and mind sets regarding the negative historical associations we have made with technical and vocational education and training and the lower socio-economic class in society. There ought to be a public private engagement on TVET in which the church, non-governmental organizations (NGO’s) and civil society can work together in this regard. We need to see how transformative technical and vocational education can be in becoming the engine of economic growth which is so very critical for us to emerge stronger after the pandemic. The reimagining of our education system must also take into account the Early Childhood level regarding how we plan to mainstream TVET across all spheres of the education system. We have seen some effort in recent times to rebrand and present Technical and Vocational Education and Training (TVET), however, the ownership of this vision still resides with the policy makers. There has not been a groundswell of support in this aspect of our education system. There needs to be more engagement of the society. Ironically, in this COVID19 era the opportunity now present itself from those who craft and deliver policies to engage wider cross section of the society. The 2019 Global Com¬petitiveness Report ranks Jamaica 36th out of 141 countries in terms of the quality of vocational training, but 93rd out of 141 on digital skills among the country’s active labour market. There needs to be a greater role for technical and vocational education and training (TVET) to drive associations and to address youth unemployment. Youth unemployment in Jamaica currently stands at 27.8 per cent as of October 2020 according to The Statistical Institute of Jamaica (STATIN). There needs to be long term vision for Jamaica’s Technical and Vocational Education and Training (TVET) policy. If we are truly serious about Technical and Vocational Education and Training, then there needs to be a bipartisan approach. Yes, a university degree is important given the scheme of our realities, however, a college degree should not be the only pathway for one to obtain a good job and to have a successful career. It is time for a more holistic approach be taken regarding technical and vocational and education and training in the society. In the words of Conrad Burns, vocational education programmes have made a real difference in the lives of countless young people nationwide; they build self-confidence and leadership skills by allowing students to utilize their unique gifts and talents. Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. waykam@yahoo.com @WayneCamo ©