BY EDWARD THEOPHILUS

Before elected to the president position, Mr. Gotabaya Rajapaksa broadly talked about technical vocational education and training (TVET). After the general election in 2020, the president has appointed two state ministers for education reforms and TVET system development, in addition to the minister of education.  TVET system has spread in many countries as it directly related to economic development and growth, many western countries spend billions of US dollars for TVET, and UNESCO has developed policies and procedures for TVET, which is the most vital aspect of education reforms in many countries. Although developed countries spend billions of dollars on TVET system many developing countries including Sri Lanka spend an insufficient amount on the TVET system and have not developed necessary regulation and awareness for people.

Promoting vocational education and training in Sri Lanka concentrated in the report of Matching Employment Expectations and Opportunities by Prof.Dudley Seers and When Mr.IMRA Irriyagolla was the minister of education in 1965 concentrated in education reforms outlining to TVET, however, left politics in the country went against vocational education in high schools without giving reasons for the opposition.  The views against Vocational Education in High Schools had been used by JVP to attract rural students in the 1970s in universities and high schools to attract students for their vicious actions. It was wrong and now JVP has achieved the results of vicious actions in the past and stupid thinking at present. (To get a simple understanding of vocational education please read Hennigan, J (2001), The Business of Vocational Education. ERIC Digest, ED 467982, Eric Clearing House for Community Colleges, Los Angeles, CA).

About three decades ago vocational education was relatively new to secondary schools and traditionally, high schools have been charged with the delivery of a broad-based general education.  General education is defined as the creation and acquisition of knowledge irrespective of uses to which it may be subsequently put. Vocational education is defined as the acquisition of knowledge relevant to employment. The role of vocational education is to stress the acquisition of demonstrable skills (competencies) and positive attitudes towards employment and the application of values in the work environment.

Crittenden (1996) distinguishes between general and vocational education on the characteristics of each.  Vocational education concerns with broadening understanding related to human vocations along with the major theoretical perspectives on various vocations.  Crittenden (1996) further explains that theoretical perspectives are selected for their relevance to practice and are studied in so as they contribute to more efficient performance and, if the conception of the program not too narrowly utilitarian, to greater insight and understanding regarding a practice.

There are diverse views on general education and vocational education. Famous education policy-maker in Australia Keating, M (1996) explained two terms concentrating characteristics of each including common to both. VET has distinctive features such as a discrete segment of learning, or modules and assessment based on demonstration of specified competencies, but its identifying characteristics is that is directed towards the need of the industry and the workplace: the authority for VET lies with industry, which sets its standards.  General education overlaps with VET, but in its more traditional academic forms, it is just as different from traditional academic subjects based on the abstract form of knowledge and learning” 

As Prof. Keating (1996) indicated the relationship between vocational education and general education can be shown as follow.

TRAINING                            VOCATIONAL                                 GENERAL

                                                EDUCATION                                    EDUCATION

Industry Training                    Key Competencies                              Subjects

Workplace directed                Theory and Practice                            Academic

Modules                                  World of Work                                    Abstract   

Why should high school deliver vocational education may be a question because the traditional delivery of education is to consists of general education. Parents in Sri Lanka have specific desires to educate kids to be medical doctors or engineers (some parents were beguiled by crooks in overseas soil engineers and saw doctors for marriages),  The current economic issues, especially unemployment in school leavers force Sri Lanka to adopt vocational education in high schools and other reasons such as increase retention rate of students in high schools until complete year 12 (G.C.E Advanced Level) in a more diverse student cohort in high schools, the collapse of the full-time employment, and to use high school students for flexible workforces, increase in the influence of the world of work on senior secondary school curriculum and changing the traditional attitudes on high school education are argued factors in many countries.   

There is a wide debate on offering vocational education in high schools, education experts argue that vocational education is technocratic, specific, practical, and managerial while the general education is democratic, egalitarian, critical, and collaborative. The desire of kids in Sri Lanka shows that kids want to engage in employment soon after secondary education and unemployed young people have become victims of a political issue in the country and after 1970 school levers had to go behind politicians to find a job, which is a fundamental right irrespective of politics.

When a high school converts as a technical high school that needs to incorporate the VET curriculum, which is written in a competency-based training format and teachers in general education have difficulties adapting CBT curriculum that indicates a broader aspect of curriculum features (Course, Module, Duration, Module Code, Introduction, Rationale, Curriculum principle, Purpose of Module/ Course, Pre-Requisites, Relationship to Competency/ Industry Standard, Conditions to Offer, Learning Outcomes, Assessment Criteria, Contents, Teaching Strategies, Assessment Methods, Teaching/ Learning Resources) and teachers need to train for CBT teaching and assessment.

The other significant issues are resources in schools. To successfully offer vocational education in secondary schools need resources that the ability to meet the minimum human and physical resources requirements.  High schools need workshops and workshop managers to offer VET courses (Certificate 1 and Certificate 2 consistent with UNESCO standards).  If industrial firms are closer to the high schools, schools can get assistance from industrial firms if the school maintains successful industry relationships or there are closer high schools with resources co-operatively use workshops in schools transporting students. In this process, there are safety procedures that teachers have to maintained and evaluate.

With resources, the other issue is the ability of schools to implement flexible timetables. According to my experience, many high schools are divided into general education areas and vocational education areas. Students study general education until 12.00-noon and after lunch students transfer to the vocational area and study until 4.00 pm vocational programs. Flexible delivery is commonly used when offering the VET curriculum.  According to flexible delivery, the training is provided the way that best meets the needs of individuals. Self-placed learning, flexible entry, and exit, RPL (Recognition of Prior Learning) are recognized. As the private tuition business is strong and beguiled parents offering vocational education in high schools might be objected by private tuition business.   

Students in VET in high schools need contextual learning and assessment that means students are assessed and learned in school and workplace and VET certificates need to certify student’s competencies, in simple what can perform by certificate holders. Vocational training massively supports students to perform well in higher education and to gain multi-skills.  Many developed countries offer double degrees like MBBS and Bachelor in Nursing.

Many countries in the world have developed a more authentic work setting and a project approach is made to assess students.  According to my experience, the project approach is highly successful in many countries because students like it.  Students gain practical skills on how to develop projects incorporating team views, allocating project roles, applying knowledge and skills, project quality, application of values (safety, do your best, inclusion, etc.).  Most of these value education is lacking in Sri Lanka.

However, there is criticism from the American environment.  While this vocational education in high schools approach is admirable its effectiveness is limited as it lacks the authenticity of context. In the USA Committee for Economic Development has levied a serious indictment on many school-based VET programs stating that they are almost worthless and a cruel hoax on young learners looking to acquire marketable skills.  The commission advised to re-directed to re-shape programs.

I have training experience in Sri Lanka and hope that vocational education in high schools could be used to enhance productivity and changing the attitudes of parents, employees, and the quality of people.