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Regional Strategy for Technical and Vocational Education and Training
Caribbean Community Secretariat Competency - based
Curriculum Design
TVET Council, Barbados - Ministry of Labour and Social Security,
Barbados, 19 to 23 November 2001
Section 9 Teacher Training for Programme Delivery
Major Action: Strengthen teacher training for diversified and effective programme delivery
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The training of teachers and of teachers trainers, provision for staff development and improvement of qualificatoins and the question of salaries need urgent attention. The exodus at technical techers and instructors to the more lucrative private sector is a matter of deep concern. This is particularly so with the greater marketability of those with technical skills. CARICOM Survey, p.132 |
Rationale
Across the Region there is a need for more trained teachers for TVET. Because of the urgency of the situation institutions have been forced to employ teachers who may have industrial experience but lack the pedagogical skills necessary for effective delivery of the programmes and viceversa.
There are four types of TVET teachers:
(i) craft instructors who, in most cases, have a certificate or diploma in a specialised craft area but have virtually no teacher training;
(ii) trained teachers/instructors who have a certificate or diploma in specialised craft /technician area, and with varying levels of teacher training;
(iii) assistant lecturers;
(iv) lecturers who have an accepted level of qualification [Certificate, Degree or equivalent] but do not necessarily possess teacher training qualifications.The entry requirements to Teacher Training Institutions vary from four passes in CXC to a Craftsman Diploma plus two years industrial experience. The length of programmes also vary from two years for a certificate programme to three years for a Diploma and four years for a Bachelor's degree programme. The variety of programmes being offered is a response to the urgent need for a cadre of trained teachers for TVET.
There is a need to articulate these programmes in order to determine equivalencies and facilitate transfer from one Institution to another. To prepare teachers for effective delivery of TVET three programme requirements have been identified:
(i) technical competencies specific to subject matter content of the discipline/area to be taught;
(ii) pedagogical competencies for effective delivery of content;
(iii) Industrial experience or work/business experience for practical skills upgrading specific to industry practice and procedures.
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Several factors contribute to the shortfall of good teachers and these constitute a common theme among many commonwealth countries: poor pay and conditions of service, poor promotion prospects, relatively better conditions fos skilled artisands in industry, low status of vocational teachers, rigid procedures and conditions of service based on formal academic qualifications, especially where recruitment is done by the Public Service Commission, and a shortage or trainable vocational graduates, where local facilities exist for teacher training. Survey of Vocationally-oriented Education in the Commonwealth,
.Commonwealth Secretariat , 1988. |
Apart from the above requirements of teacher training programmes, other needs are for:(i) the inclusion of technological areas, such as Computer- Aided Design and Computer Aided Manufacture (CAD/ CAM) in training programmes;
(ii) flexibility with respect to cognitive and motor skills;
(iii) inclusion of personnel/human relations and management skills in training programmes;
(iv) strategies for upward mobility and the professional development of teachers;
(v) incentives to retain trained persons in the teaching profession.
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There are some new and exciting methods emerging for the delivery of TVET. Some examples are: * the use of educational technology, audio cassettes
,video recordings, tapes, slides, etc; CARICOM Survey, E-15 |
The teacher training programmes should prepare teachers for the delivery of TVET in a variety of ways. lnnovations in delivery are necessary in order to provide more students with necessary skills. Teachers will therefore need to function in a variety of training mechanisms which include:
-formal Institution-based courses
-shared management between Institution and employers;
-modular approaches;
-competency/performance-based programmes;
-distance leaming modes;
-apprenticeship training.It will be necessary to:
* Articulate training programmes in terms of entry qualifications, objectives and evaluation procedures.
* Strengthen programmes to incorporate-technical competencie
-pedagogical competencies
-industrial attachment or work/business experience* Strengthen programmes to provide teachers with opportunity to develop skills for the delivery of TVET through a variety of training mechanisms.
The actions will be implemented at the national level by the Ministry of Education in conjunction with the National Training Agency and the teacher training programmes. At the regional level, the Regional Advisory Committee will provide guidance to the overall development of teacher training programmes and identify opportunities for linkages across the region, in order to promote cost effective use of resources and to upgrade and harmonise standards for certification and accreditation.
The Inter-American Centre for Knowledge Development
in Vocational Training (ILO/Cinterfor)
Avda. Uruguay 1238 - Montevideo - Uruguay - Tel: (5982) 908 6023 - 902 0557
- 908 0545 - Fax: (5982) 902 1305
webmaster@cinterfor.org.uy
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