Setting TVET On A New Path
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Setting TVET On A New Path
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Contact: Jacques Hinkson Compton
Tuesday, May 22, 2012 – Discussing and devising various methods of addressing the many challenges faced by the teaching of TVET at the Castries Comprehensive Secondary CCSS school was brought into sharper focus as teachers and students as well as private and public stakeholders met late last week.
Education officer attached to CAMDU Dr. Anthony Felicien cited some of the challenges that have set back the growth and development of TVET. Lack of adequate facilities and support, and difficulty in inciting the student's interest within these areas due to the stigma attached to them by not only their peers, but parents and policy makers.
“We have churned out too many academics. Notice medicine is no longer on government's priority list or law. Management has gone because everybody wants to manage and they are not sure what they are managing. Why are so few students into accounts, construction, this is where the money is why aren't we selling it”.
Despite the negative public perception of TVET as noted by Dr. Felicien, he encouraged teachers and the wider public to effectively and passionately market the technical subjects. Principal of the Castries Comprehensive Secondary School, Deborah Daniel placed emphasis on the importance of TVET to the island's overall development, the future of young persons involved in the art and the job market.
“Our work places cannot exist without TVET. There is no discounting the importance of TVET in any society and so if teachers are to impart knowledge which is generally about the acquisition of skills and of course understanding the knowledge that relates to the different occupations that students migrate to then we have a very serious problem because we cannot impart it vicariously. We need to have at our schools, equipment, machinery tools, and all the other resources that will facilitate that kind of education. And in going forward we need to realise that this is very, very urgent. The technocrats, the policy makers, in our country need to prioritize and see the need for TVET to be featured as a number one priority in all budgetary addresses and policy decisions that are made for all schools on this island.”
UNESCO defines TVET as a 'comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and acquisition of practical skills, attitudes, understanding and knowledge relating to occupation in various forms of economic and social life.” Subjects taught within this department include, Mechanical Engineering Technology; Electrical and Electronic Engineering technology; Building Technology; Food and Nutrition; Principles of Business and Principles of Accounts. |
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