-Education Minister Shaik Baksh
The Ministry of Education in a move to stem school drop-outs and ensure secondary school students are adequately prepared for the world of work, will be implementing the Secondary Competency Certificate Programme (SCCP) in 12 more schools in September. Education Minister Shaik Baksh made the announcement at the opening of two quality assurance workshop hosted by the Council for Technical and Vocational Education and Training (TVET) in collaboration with the International Labour Organization Sub-regional Office for the Caribbean.
Addressing the gathering which included members of TVET institutions as well as representatives from the private sector at the National Centre for Educational Resource Development (NCERD), Baksh pointed out that the programme will be introduced at schools both in the hinterland and on the coastland.
He said that the programme currently being offered in Grade 10 in 22 secondary schools and seven practical instructional centres in the Georgetown Districts and Regions Two, Three, Four, Five, Six and Ten, will be also taught at Grade Nine in the new academic year.
The initiative which was introduced in 2009 is vocational in nature. It presents students an alternative pathway in secondary education, utilising the Competency Based Modularisation (CBME) approach to education and the Criterion Reference Approach (CRA) in delivery.
The minister stressed that students’ performance in the SCCP is measured against specific occupational standards directly related to industry and they are required to develop competency in certain skills areas relevant to their studies. Competency is defined as a skill performed to a specific standard under specific conditions.
On that note, he said Grade Nine students and those at the practical instructional centres are trained to the status of level 1 workers.
Generally, the programme is one year in duration but could be expanded to meet the needs of students. Among other things, it is designed to:
* develop technical competencies and enhancement of functional literacy and numeracy at Grade Nine;
* equip students with citizenship, life and vocational skills to support national development;
* expose students to a modularised and vocational career education with emphasis on supervised work experience, work attachments and/or work related projects;
* develop good occupational, environmental health and safety practices in schools; and
* develop students to acquire problem solving and creative thinking skills through project work.
Under the programme, students are offered four core subjects—namely Language and Communication, Mathematics, Integrated Science and General Studies—and the choice of one option from the technical vocational areas in Agriculture Science, Industrial Technology, Home Economics and Visual Arts.
Students who successfully complete the programme are issued a certificate from the Ministry of Education. These students would have acquired the knowledge, skills and desirable attitudes that are essential for entry into the world of work, to continue their education or embark on further training.
Students who do not complete all of the requirements for certification are granted a transcript indicating the areas where they have demonstrated competencies.
The changes brought about by the SCCP have impacted greatly on head teachers, school administrators, teachers and instructors at the practical instructional centres where it is being conducted.
They are required to closely monitor the delivery of the programme, students’ progress, and their acquisition of the necessary competencies.
Through the utilisation of the CBME, vocational education and training that focuses on outcomes specified by CARICOM Occupational Standards for jobs that could be found in industrial agencies is being delivered.
In this way, the vocational education being offered to students is planned and executed to be relevant to the needs of the work environment, Baksh emphasized.
The Ministry of Education, in an effort to ensure students develop the relevant competencies in the core subjects and the option offered to them, has made sure teachers who are delivering the programme are adequately trained.
Schools have also been equipped with tools, equipment, machines and other materials necessary for students to develop the relevant skills and competencies required to complete their training modules.
Students’ career choices are supported by their placement in the technical and vocational areas which reflect their immediate needs and opportunities in the world of work.
The workshop is being facilitated by senior specialist in skills and employability of the ILO Sub-regional office for the Caribbean, Dr. Hassan Bata Ndahi.