Assignment Report - ^ Ji • • p ^ «l • H I
RP/1979-80/1/4.3/10 R/\HR/\llll For internal use only:
Not for distribution Contribution to the d e v e l o p m e n t of infrastructures and training of personne! for technical and vocational education
Improvement of Technical and Vocational Education
by Richard H. Cunningham
Serial No. : FMR/ED/STE /80 /105
United Nations Educational, Scientific and Cultural Organization
Paris, 1 9 8 0
Assignment Report RP/1979-80/1/4.3/10 Î M R / E D / S T E / 8 0 / I 05 ( C unnin gham ) 27 February I98O
TABLE OP CONTENTS
Page
INTRODUCTION 1
PROCEDURE AND ACTIVITIES 1
FINDINGS AND CONCLUSIONS 6
Technical and vocational secondary schools objectives 6
Enrolment 7
Curriculum 8
Teachers . 10
Facilities and equipment 12
Student follow-up 12
The public image of technical and vocational education .... 12
RECOMMENDATIONS 1J>
APPENDIX:
Persons contacted 16
INTRODUCTION
1. The specific assignment was to carry out the following duties:
(a) study and survey the existing- situation of technical and vocational education with regard to objectives, curriculum content, structure, methods of instructional training etc., and the extent of relevancy of this education to the country's manpower needs;
(b) suggest relevant concepts and recommend an operational system for improving technical and vocational education to meet the need for accelerating the development of the State;
(c) provide training for national specialists in the preparation of survey studies, and in methods of analysing data for the purpose of assessing and improving technical and vocational education in the State;
(d) assist the Committee for the Development of Technical and Vocational Education in the Ministry of Education in performing its duties.
2. The period of service was from 1 October to 30 November 1979, inclusive of the time required for orientation and debriefing at termination, both of
which took place in Paris.
3. The orientation at Unesco Headquarters in Paris was conducted by Mr. F. Luqman and Madam Bizot.
4. The assignment as outlined above was discussed in a briefing session conducted by Mr. Abdulrahman Khuzayim, the Resident Representative of UNDP. Mr. Khuzayim
stated that in Bahrain vocational education was the responsibility of the Ministry of Labour, and that the assignment and report should be limited to vocational education offered in the technical and vocational secondary schools of the Ministry of Education.
5. Further orientation to the Bahrain education system and educational planning was provided through meetings with Mr. Said Tabbara, Assistant Under-Secretary
of General and Technical and Vocational Education, and Mr. Ahmed AI Showmali, Director of Technical and Vocational Education.
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6. It was indicated that Mr. Aubrey Jooma would be the counterpart of the consultant with responsibility to assist in whatever way was required. The con
sultant was instructed to pass on to Mr. Jooma as much information as possible concerning procedure, observations and recommendations, for the benefit of the Ministry of Education following the departure of the consultant. The choice of Mr. Jooma as counterpart was an excellent one. His service and co-operation were very much appreciated.
PROCEDURE AND ACTIVITIES
7« An examination was made of most of the reports that have been written in the past ten years concerning education and labour in the State of Bahrain.
8. All three of the State's technical and vocational secondary schools -Manama, Jidháffs and Muharraq - were visited to meet the headmasters and to
examine the facilities and equipment available at each school.
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9« Visits were made to two commercial secondary girls' schools in the company of Mr. Brian Carson, who is an adviser to the Ministry of Education on
commercial education.
10. The consultant met with Mr. Said Ahmed, Director of Vocational Education and Manpower Training with the Ministry of Labour, in order to become
acquainted with the progress of vocational training operated by the Ministry. New legislation now requires that- private industries provide training for new employees or pay a levy to the Government, in which case the latter would provide the training. The purpose of this requirement is to train Bahrainis so that they are employable in those occupations which have had to be filled by expatriate workers. What effect, if any, this will have on the vocational training programmes at present operated by the technical and vocational secondary schools is difficult to say at this time. Prom the figures prepared by the Ministry of Labour, it is obvious that there is a tremendous task to be done and that the Government will have to depend on all branches to accomplish it. There is work for all ministries and an urgent need for full co-operation on the part of all concerned.
11. An American consultant with the Ministry of Labour and Social Affairs, Mr. Richard McGuerty, showed that, according to the Ministry's statistics
for 1979, only 18,964 or 27 per cent of a total of 69,114 workers employed in major industrial groups were Bahrainis.
12. Mr. Said Ahmed, Director of Vocational Education and Manpower Training and Mr. McGuerty expressed concern over the limited numbers of qualified persons
coming out of the technical and vocational secondary schools. Unless the numbers can be vastly increased, there is no possibility that the Bahrainis can replace all the non-Bahrainis in the craft areas of industry.
1J. Mr. McGuerty also stated that the Ministry of Labour is proposing to develop a public relations programme designed to inform Bahrainis about jobs open to
the labour force, job training opportunities, working conditions and education requirements. Ministries such as those of Labour, Education, Health, Industry, Transportation and Public Works should work together in the development of this programme since it has positive implications for education and training in all these ministries. The prime media to be used to get the message across will be the television and radio. Fundamental to the success of this programme is the need to alter the social and cultural values of Bahrainis so that they understand and appreciate the values of skilled occupations and skilled training.
14. Two visits were made to the Gulf Technical College. The first visit provided an opportunity to meet the Principal, Mr. Longman and to see the facilities
and equipment that are available. During the second meeting, both Mr. Longman and Dr. Nazar, Head of Engineering, were present and a frank and open discussion was conducted concerning the fact that, at the college, students from the technical and vocational schools were placed in the same classes as those from general secondary schools. The former students had completed three-year courses in craft training while the latter had received no previous training.
15. Examination of the results of the orientation course showed that students from the technical schools were in fact achieving the same level as students
from the general secondary schools in English, Mathematics and Science. The problem is that the GTC courses are designed to train technicians, and little or
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no emphasis is placed on craft training. The shops are used by technician trainees only to supplement the theory that is taught. As a result only a limited amount of craft training practice is included in the technician courses, although - unquestionably a student who has undergone such training will be a better technician.
16. Given the student-instructor ratio that must be maintained by the GTC administratic>h~~irr"order to stay within the budget, and the very limited
number of those from technical vocational school enrolled in the college, it is impracticable to arrange special classes for such students in order to give recognition or credit for the craft knowledge and skills they possess.
17« Visits were made to the following major companies:
Aluminium Bahrain (ALBA) Cable and Wireless Co. Ltd. Bahrain Petroleum Co. Ltd. (BAPCO) Gulf Air (Regional Airline) The Arab Shipbuilding and Repair Yard Co. (ASRY)
18. The purposes in visiting these companies were to:
(a) gain information on the job opportunities open to those educated and trained in technical and vocational schools;
(b) examine the facilities available to train new employees of the companies;
(c) learn whether or not preference and/or advance placement is accorded to technical and vocational students;
(d) get employers' reactions to the courses offered at the technical and vocational secondary schools and to the persons educated and trained in them.
19« As might be expected, reactions and comments were strongly influenced by the types of work being done at the various plants. While comments were at
variance in areas where specific requirements differed, there appeared to" be general agreement on many issues. Representative statements were:
(a) the main problem is that the technical and vocational secondary schools are not turning out a sufficient number of trained persons to meet employment needs;
(b) intermediate school graduates and early drop-outs from the secondary schools are preferred as trainees for pipe-fitting training. They should be physically strong. These students are not interested in higher education and will remain with the company after completion of their training. For all other training, students should have completed secondary education. This view was echoed by another company's representative who stated that many drop-outs turn out to be very good employees. (Note: not all students drop out of school because they lack the ability to do the work. Many capable students are put off by the school courses. )
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(c) Because of the limited numbers of those from technical and vocational secondary schools among those accepted for training, special classes which could give recognition for -their skills and knowledge cannot be arranged. Another company representative expressed the view that if students can demonstrate their competence they should be allowed to advance through the training courses at a faster rate than those who lack the training and knowledge possessed by those from technical schools.
(d) Instrument fitters are needed in one plant which is in the process of converting- to computer and other electronic instruments to control operations. The representative stated that trainees are needed with a background in electronics.
(e) All the companies test new'applicants for training and employment. One company uses tests for placement purposes. Another representative stated that his company administers a mechanical aptitude test and that those from technical schools do not do well in this test. (When produced the test proved to be written in English and one which covered elementary principles of physics. It was not, as suggested, a mechanical aptitude test requiring dexterity of hand and mind. )
(f ) Trainees should have a good grasp of modern English, and a good grounding in mathematics and science. Those from technical and vocational secondary schools have been found to be weaker in mathematics and science but to have a greater facility in the English language than the students from general secondary schools.
(g) "We need craftsmen far more than we need technicians". This was the unanimous opinion of all the company representatives. Bahrainis, however, are reluctant to become craftsmen, they said.
(h) One representative stated that his company makes a practice of sending men to visit the secondary schools in March, for the purpose of interesting the prospective leavers in accepting employment with the company. Groups of students are taken to the plant for a tour of the facilities.
(i) Career guidance is sadly lacking in the educational system in Bahrain. Students do not know what is involved in the occupations to which they are seeking entry. For example, they have a very limited concept of the field of diesel mechanics, thinking it to consist only of working on diesel trucks, buses or cars. The possibilities in the field of heavy equipment or of marine engines etc., are unknown to them. Another representative stated that the working conditions for many trades in his company's particular plant are not always pleasant or comfortable. The result is that many new employees drop out of training soon after being placed out in the plant for on-the-job training. This is costly for the company and could have been avoided if adequate guidance had been provided in the schools. They claim that students are unrealistic in their expectations of the job and of the salary they merit. Even with the Tawjihiyah and a City and Guilds Certificate they are still beginners, but some have the impression that they are fully qualified tradesmen and should be paid accordingly.
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(j) Trainees from the technical and vocational secondary schools make good pilots because of their mechanical aptitude and craft training.
(k) One representative recommended that the Ministry of Education alter the starting time for evening courses offered by the technical and vocational secondary schools from 3« 00 pm to 4.00 pm. The reason given was that many workers who could benefit from these courses are unable to do so because they would have to ask permission from their employers to leave work early in order to get to the school on time and they are reluctant to ask this. (No doubt enrolment would increase if the suggestion was adopted.)
(l) Another suggestion was that the certificates issued to those successfully completing an evening course should indicate the level of achievement as well as the grade received. (There is obviously a need for the State to set levels of training and these should be used to determine the minimum wage to be paid to employees).
20. A number of "spin-off" benefits to the technical and vocational secondary schools are expected as a result of these visits:
(a) An engineer from one of the companies visited has already been engaged as an official examiner for the City and Guilds examinations sat for by the technical and vocational secondary school students. The services of a second engineer have been promised subject to a formal request to, and approval by, the President of the company that employs him.
(b) The representatives expressed their interest in visiting the technical and vocational secondary schools. They also indicated full co-operation in arranging field trips and summer employment for students going into their final year at these schools.
(c) The proposed delivery of three aircraft engines for instructional purposes, one for each school, were confirmed.
21. If the closer contacts and co-operation with industry proposed in these visits are developed and nurtured by those responsible within the Ministry of Education,
great benefits can be expected to accrue to the students and the schools. This will only happen, however, when designated persons at each school are given responsibility, authority and time to foster such contacts.
22. Fatima Al Arrayed, Director of Student Affairs at the University College of Bahrain, stated that the Teachers' College for men had been offering courses
for teachers of practical arts. However, since the Teachers' College was taken over by the University College, these courses had been dropped and there are no plans at present to offer this type of teacher education.
23» The intermediate schools are the source of new students for all secondary schools, including the technical and vocational schools. Two intermediate
schools were therefore visited in order to discover the basis on which students are elected to attend the technical and vocational schools.
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24. The first school was quite new and very well equipped. Eleven new typewriters, for example, were available to introduce students to commercial
education. Handicraft facilities with good equipment for teaching woodwork, general metalwork and graphic arts, have been provided.
25« The object of the school courses is general education. With the addition of electricity - electronics and power mechanics, this courses could be an
excellent exploratory one for guidance purposes. Some students will be terminating their formal education at the completion of intermediate schooling, and will be seeking employment or further training. Others, who will be continuing on into secondary education, must decide whether to pursue general, commercial or technical and vocational education. If they decide for technical education, they must choose from a number of technical and vocational specialisations, those which interest them and for which they have an_aptitude. The curriculum in the intermediate schools could greatly assist students by providing guidance, which would include a study of occupations in Bahrain, through the use of films, slides, literature, field trips and class discussions.
26. The second school visited had old, inadequate and poorly equipped facilities for "handicrafts". A guidance programme as suggested above would be of great
value to the students at this school, and the cost would be very nominal. Presumably most intermediate schools fall somewhere in between the extremes represented by the two schools visited.
FINDINGS AND CONCLUSIONS
Technical and vocational secondary schools: objectives
27« All three of Bahrain's technical and vocational secondary schools were visited
and discussions were held both formally and informally with the headmasters, senior specialists, section heads, teachers and students. One headmaster described the aim of the schools as twofold:
(a) to provide a suitable secondary education for boys who wish to enter employment in technical fields;
(b) to provide the economy with sufficient young men whose education enables them to be quickly trained to perform specific jobs in industry, public and private.
28. Representative views expressed during the visits were that the aims of the schools were to:
(a) provide sufficient education to enable their leavers to be employable in specific trade areas;
(b) enable as many students to acquire the knowledge and skills needed to pass the City and Guilds Craft examinations;
(c) provide skilled workers to meet the manpower needs of the country;
(d) enable as many students as possible to achieve the Tawjihiyah (the secondary school diploma.)
Most of those interviewed seemed to be well aware of what those operating the schools are attempting to achieve.
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29« The objective of getting as many students as possible to pass the City and Guilds examinations is not an official objective of the Ministry of Education.
Nevertheless it ranks high in the minds of some administrators, teachers and students. It can be compared to the objective in the general secondary schools of gaining entry to the University. Although only a very small percentage of students actually achieve this, Bahrain needs the abilities and education of those who do.
30. There must, however, be concern for those who are unable to go on to higher education. To what extent have they been prepared to enter the labour market? What
marketable skills have they to offer business or industry? This group constitutes the large majority of the students in secondary education.
31. That the technical and vocational secondary schools are giving reasonably good preparation for employment in technical fields was the view of the represen
tatives of the large companies interviewed. However, the technical schools are falling short of meeting the manpower needs of the country. Whether or not providing sufficient young men with the necessary education to fill posts in industry should be an objective of the technical schools, is open to question. After all, meeting the manpower needs of the country is a major task, and one for which the Ministry of Labour's Vocational Educational Manpower Training Unit is responsible.
32. The Ministry of Education's task is to educate the youth of the country and to do so in such a way as to prepare students for entry into the adult world and
the world of work. In order to do this the educational system must show awareness of the knowledge and skills required for success in the world of work, and must enable its students to gain them, so far as they are able. It must also make students aware of the employment opportunities that exist.
33« The aims and objectives of the Ministry of Education and that of Labour and Social Affairs must be complementary but not the same. The first has a prime
responsibility to the students while the second has a responsibility to the industry and commerce of the nation. Educators have the responsibility of educating the whole individual, and therein lies the difference between technical and vocational education and trade training.
Enrolment
34. The Educational Statistics for 1977-1978 published by the Directorate of Educational Planning, Ministry of Education, showed a total enrolment of 666
for the two schools, Manama and Jidhaffs. A new school has been opened at Muharraq and is now in its second year of operation. It will be over a year before it has its first output. Enrolment for all secondary schools is down this year because of the introduction of a third year in the intermediate schools. This drop will continue to be reflected in the enrolment for the next two years as the reduced first year classes move through the schools.
35» With existing facilities, the total capacity of the three schools would be in excess of 1,400 students, and the three schools should be able to accommodate
some 400 students in the first year of the three-year technical course, and some 180 vocational students in the first year of the two-year course.
36. Enrolments will in fact be somewhat less because the students are, as far as possible, given their first choice of specialisation. Since these choices are
not distributed equally among subjects, the more of these become over-subscribed. Facilities and staff for these do not permit of an overload without an increase in the danger of accidents to students and to expensive equipment. Many students who
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are not accepted for their first choice are unwilling to accept an alternative, and drop out. Since the final specialised subject enrolments are not determined until sixteen weeks of the first year have passed, resentment vacancies cannot be filled with new students. The result is some extremely low enrolments in some specialised fields.
37» Such drop-out could be greatly reduced if there was an adequate guidance and counselling programme for intermediate school students so that their area of
specialisation could be determined before they entered the technical and vocational schools. The present low enrolments in a number of specialist areas are not acceptable in view of the need for education on the part of students and the need of the country for persons educated and trained in technical and vocational schools.
Curriculum
38. Technical students spend three days each week in practical training in the shops or laboratories. The other three days are devoted to academic subjects
required for attainment of the diploma. The language of instruction is English in the practical training and Arabic in the academic subjects. The fact that the practical training is in English no doubt accounts for the statement by industrial representatives that those from technical schools have a better grounding in English than those from general secondary.schools.
39« On "tiie other hand, having to study their specialist subject in a second language hinders their learning. However, if their trades were taught in
Arabic they would not be able to pass the City and Guilds examination and be eligible for further study abroad. In addition most of the textbooks and shop manuals needed for servicing equipment and vehicles,- are printed in English, and if the student is to work for any company that conducts business abroad, the English language is a "must" for those who hope to move up to a more responsible position. Therefore, despite problems, it seems probable to retain English as the language of instruction for practical work.
40. Shop theory is taught as a separate subject, and as part of the academic courses. It is much sounder pedagogically to have theory taught by the
teacher who gives the shop training so that theory can be related directly to the shop-work. In addition, the shop instructors would have access to teaching aids derived from shop situations, and the theory could be taught when needed for the student to perform work in the shop.
41. Syllabuses for the three-year technical courses are based on the craft courses of the City and Guilds of London, with some alterations to suit
local needs. There is some question as to whether or not these schools should be so closely tied to this pattern. It has also been suggested that the level of learning is too high and unsuitable for the needs of Bahrain. The school staffs are capable of developing their own syllabuses.
42. The City and Guilds craft courses are the lowest level examined, and therefore should not be out of reach of the better students. Figures show that there
has been a gradual increase in the number and percentage of students passing the examinations. As with those seeking university entrance, there are many who have difficulty because of weakness in mathematics or English. The City and Guilds syllabus is a good standard for comparative purposes. It has an external examination which most certainly establishes the level achieved, no matter in which
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country the examination is taken, and it is used in over eighty countries around the world.
43. For the majority of Bahrain! students, these matters are of no concern. For the limited number able to pass the examination, this is the key to further
education in the United Kingdom. Bahrain has need of numbers of those with this qualification and will require the training courses given or similar ones for some time to come. Through them the better students are enabled to go abroad for further craft and technician study, plus teacher training, after which they can return to teach in the technical schools. There are several Bahraini teachers on the staffs of the technical schools who have qualified through this means. It is therefore considered by some that the City and Guilds content should be retained in the syllabus. However, those responsible for the development of the syllabus for the technical and vocational secondary schools should have the freedom to vary it to suit the needs of the majority of students, and teachers should continue to give additional instruction to those students who are expected to sit for the City and Guilds examination.
44. The need for all students to follow a basic engineering course in the technical and vocational secondary schools has been primarily responsible for the low
enrolments in certain specialist areas. This course provides the breadth of understanding and skills required for most specialist areas. In addition it provides for orientation and for exploration of these areas, which is essential because the students enrol without having had any guidance in the intermediate schools.
45. At the present time students are rotated through four areas for a period of four weeks each. The problem arises with the Manama and Muharraq schools
where there are seven or more specialist areas. The size of the groups rotating must be a manageable number for the areas, but when the groups- are divided at the end of sixteen weeks among seven areas, the size of some of the classes becomes very small.
46. In order to improve the situation it is recommended that, upon registering for the first year, students be required to make a selection of any one of
the three specialised groups below:
Group I Group II ... Group III
Auto-mechanics Plumbing and sheet metal work Electricity
Diesel-mechanics Cabinet making Electronics Machine, shop Auto-body repair and painting Refrigeration Welding Construction carpentry Radio and TV
Building construction 47. The students would remain in the group selected for sixteen weeks. Non-
scheduled exchange of students would be made from one group to another according to the availability of staff and shop space. This would enable students to get the specialised instruction in some of the areas that are required for the phase tests in the engineering courses. The result would be a larger intake of first year students than is possible under the present scheme.
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48. An alternative to the present organisation of technical education and training is also under consideration by the Policy Committee. This involves
splitting the courses into two separate streams after the first year. Those students who have demonstrated their ability to handle mathematics and science would continue with technical training and complete the diploma requirements. It would be from this group that students would be selected to take the City and Guilds examination and go on to further training.
49. The other stream would consist of students who have less academic ability and who are of a more practical nature, and perhaps possess greater facility
in practical work. These students would receive a certificate on successful completion of the course. Such an arrangement would recognise the diversity of students needs and abilities. More students would experience success, in that they would be enrolled in a course more suited to their interests and aptitudes, while students in the diploma courses would no doubt reach a higher level of achievement because of the increased competition of a more select group. Teachers would be able to cover the syllabus more quickly and, as a result, to a greater depth.
50. Such an arrangement, however, would be possible only with a large intake of students in the first year, so that when the division takes place in the
second year, the sizes of the classes are reasonable. It could also be possible that some students who are enrolled in two-year vocational courses would be successful in the second of the technical streams and, as a result, would gain more education than they could in the present vocational courses. These with their heavy emphasis on practical shop work, are strictly trade training, and this could perhaps be handled by the Manpower Development programme. .'If suitable students were directed into this latter more student places would be available for those capable of following the certificate and diploma courses. This proposal has a great deal of merit and deserves serious in-depth study of all its implications.
51. The present two-year vocational courses are intended to meet the need for vocational training on the part of students who are unable to master the
mathematics and science required for diploma courses. Only the mathematics and science required in the particular trade are taught. The ability-gap between the technical and the vocational courses is wide, and the alternative proposed above appears to make provision for a diversity of aptitudes and interests and while still retaining a general education nature.
Teachers
52. Teachers are the keystone of the educational arch. Without competent and informed teachers to encourage and inspire students, buildings, equipment,
syllabuses, teacher aids and instructional materials are of little value. If the educational system in Bahrain is to change for the better, teachers must be properly prepared so that change can and will take place. Those responsible for the training of teachers must work in close harmony with those in the Ministry of Education responsible.for curriculum development. They must be kept fully informed of any proposed changes in philosophy and the syllabuses so that they can prepare teachers accordingly. Primary as well as intermediate and secondary teachers must be well-informed about the world of work, so that they can relate their own subject matter to it. In so doing, they will give, meaning, understanding and purpose to the academic subjects. Intermediate and secondary student-teachers should be able to elect courses in vocational guidance.
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53« Teachers with practical skills and knowledge must be trained as practical arts teachers to give the practical arts courses in the intermediate cur
riculum. They must be trained to teach practical arts for the purpose of exploration and guidance as well as for general education. Their students must have the opportunity to explore their aptitudes and interests for vocations related to secondary technical, commercial and general school courses.
54. Those satisfactorily completing technical and vocational school courses would be excellent potential practical arts teachers. A co-operative training pro
gramme could be set up wherein the technical schools could provide additional craft training for them as part of their evening programme so that the students could broaden their craft training. Those responsible for the education of teachers could provide the courses in philosophy, psychology, administration, teaching methods etc. Practice teaching could be undertaken at the technical secondary schools as well as at intermediate schools that have good facilities and equipment and competent practical arts teachers.
55« Technical and vocational teachers, if required in the present numbers, will be better trained abroad, but if their numbers are to be increased then
national training should be considered.
56. It is one problem to educate teachers and another problem to hold them. Present salaries for Bahraini teachers are not adequate to attract good can
didates into the teaching profession. Likewise they will not hold good technical or commercial teachers because these can command much higher salaries in business and industry, either in Bahrain or in the Gulf area. The cost of bringing in expatriate teachers is very high when the costs of moving, housing, fringe benefits and salaries are taken into consideration. Bahrain should be investing money in training Bahraini teachers and in attempting to retain those in whom they have already invested.
57» Technical teachers need to be kept up to date in their specialisations. This can be done by encouraging teachers to take related summer employment for
part of the school vacation. Teachers need to keep themselves informed of employment opportunities for their students, and to keep in touch with business and industry so that they can provide their students with guidance and information. This is best accomplished by having one person at the Directorate assigned the responsibility of arranging tours for groups of teachers to visit various industrial and business firms. Visits can be made in the early afternoon, while the plants are still in operation, or on school holidays.
58. A number of expatriates who have been hired as instructors have had no teacher education. It is one thing to have the knowledge and skills and to work in a
trade, but in order to pass these on to others requires knowledge and skills of a professional teacher. On arrival, such prospective teachers should be given a short course in teaching and learning principles, psychology, teachirig~mèthods," testing, course organization and discipline. So far, this task has been assigned to the senior teacher in'the speciality concerned.
59« It is recommended that responsibility and'authority for organizing and directing a short course in teacher education be assigned to one of the
inspectors or chiefs of section. It is further recommended that this individual be authorised to co-opt the services of several master teachers on the staff, to assist in preparing and presenting the course. Formalising the short course in this way will ensure that it is properly carried out and that there is adequate
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coverage of content by competent teachers. This would in no way relieve the senior teacher of the responsibility to orient a new staff member to the specific problems of organization and management in their special field. The course should be open to existing staff members, particularly those who have never had formal teacher education.
Facilities and equipment
60. Facilities at all three technical schools appeared to be quite adequate for the courses, with the exception of the welding and auto-mechanics shops at
Manama School. The welding shop is i»' the process of reorganization and renovation. Welding classes from Manama were therefore taken by bus to Muharraq school for instruction. Since Muharraq School is in its second year of operation and has no third year classes, it was able to accommodate them temporarily.
61. The auto-mechanics shop at Manama has been reduced in size in order to provide . space for the diesel programme. The result is that the teaching space is inad
equate. There is not even a roofed area where students could work outside and yet be out of the direct sun. Some of the equipment required for the course has to be stored in other shops and moved over to the auto-mechanics shop each time it is required. This situation often results in the equipment not being used because of inconvenience and lack of time.
62. The equipment for instruction appeared to be quite adequate in terms of quantity and quality. This is perhaps one of the benefits resulting from the
schools having to meet City and Guilds standards for equipment. Each school had a suitably equipped language laboratory, the use of which should greatly facilitate the learning of English. Overall, equipment was observed to be in good, safe and operable condition, with accessories and tools well maintained and properly stored for easy checking. Safety education is an integral part of each shop programme.
STUDENT FOLLOW-UP
63. There is no organized system of follow-up of those who either pass out or drop out of the technical and vocational secondary schools. Follow-up infor
mation is essential to ensure that schools are in fact attaining their stated objectives: are those who pass out successful in finding employment in the fields in which they were trained? In a small island country, maintaining contact with former students should be an easy task.
64. The administration should not be too upset if the present statistics indicate that a fair percentage of students are employed in occupations completely
unrelated to the training received in school. The present employment situation is unique in that opportunities abound for qualified persons who possess a reasonable command of English, while low-cost labour is imported to fill the available skilled and semi-skilled jobs. It is not surprising therefore to discover that a student who has completed the diploma requirements and passed his City añd~~Gü~iTds craft examination with distinction in welding, is found to be working in a bank. It is merely a matter of "dinars and sense".
THE PUBLIC IMAGE OF INDUSTRIAL AND VOCATIONAL EDUCATION
65« The State of Bahrain is in need of skilled manpower, and the people of Bahrain are in need of development as human resources. These are well-known facts.
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In spite of that knowledge there remains a definite reluctance on the part of Bahrainis to embrace technical and vocational education. It may be that some of this attitude can be attributed to the culture of the people, but a great deal depends upon the wages paid after education and training.
66. In other countries, when wages increased for those working in trade and technician occupations, enrolments in education and training increased.
But as long as low-cost labour can be brought into the country, wages in such occupations will be depressed. Bahrainis are well aware of this situation. Minimum wage levels in all trades need to be established, sufficiently high to respect the dignity of man. These levels should apply to all employees, expatriate as well as Bahrainis. Levels of training and skill need to be established to which salary increases are attached so that there is an incentive to improve one's knowledge and skill. This could be accomplished by a government-regulated apprenticeship training plan. If the wages were adequate and the students knew the level at which their training would place them on its completion^, there would be many more students seeking entry to technical, vocational and commercial courses.
67» At the same time, the educational philosophy of the country must change if Bahrainis are to become active participants in the new economy instead of
spectators of the development of their country by manpower resources from other nations. Everyone seems to be aware of the situation but little is being done to remedy it. The longer the delay, the more deeply entrenched will the system become and the more dependent will Bahrainis become on assistance from outside.
RECOMMENDATIONS
I. A substantial guidance programme should be introduced into the third year of the intermediate school. This should include an occupations course which examines occupations in Bahrain and which should be taught by a qualified vocational guidance teacher.
II. The practical arts courses should be designed so as to be representative of the areas of specialisation in the secondary schools.
III. Vocational guidance should be provided for students in the first year of the technical and vocational schools, and the specialist teachers should provide such guidance throughout all their teaching.
IV. Field trips by students and teachers to businesses and industries should be carried on throughout the year.
V. Technical teachers should take advantage of field trips to make personal contacts with personnel officers and~training staff at the various industries for future contacts in placing students.
VT. The technical, and vocational and commercial secondary schools should hold an "Open House" each year, and invite representatives of business and industry to tour the school while in operation, along with parents and with students from intermediate schools.
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V U . Those responsible for the training of teachers should introduce courses in guidance for all teachers, in order that they might have some knowledge of the world of work and of how their particular subject areas are related to it.
VIII. Those responsible for teacher training should develop a special programme for the training of practical arts teachers for the intermediate schools.
IX. Salaries of teachers should be substantially increased, particularly those of technical, vocational, and commercial teachers.
X. Evening classes in guidance should be held for teachers already in service in order to introduce guidance into the school.
XI. Technical and vocational teachers should continue to upgrade themselves in their special areas through organized workshops, seminars and short training courses.
XII. A short teacher education course for all new teachers should be offered each year.
XIII. Evening courses should have their starting time put back from 3.00 pm to 4.00 pm so as to allow time for workers in industry to get from their place of employment to the schools.
XXV.' The certificate issued to those satisfactorily completing evening courses should show the level of achievement in the area studied as well as the grade or mark received. (These levels should correspond to the levels that the Ministry of Labour is establishing for the Apprenticeship Training scheme, soon to be developed. )
XV. "Strong support and co-operation by the Ministry of Education should be given to the public relations programme that is being developed by the Ministry of Labour". (Television is admirably suited to this task. If the programme is well designed it could start to reverse the present labour trends and attitudes towards technical and vocational education).
XVI. Consideration should be given to the conversion of some general secondary schools into technical schools in order to provide training opportunities for more Bahraini students.
XVII. The present reliance on the City and Guilds of London Institute should be re-examined with a view to developing national or regional courses to suit the aptitudes and requirements of the Bahraini students on the one hand and the requirements of the growing and changing economy of Bahrain in particular and of the region in general. Legislation will be required to establish recognition of the certificates to be issued. Affiliation to the City and Guilds could be considered for the purpose of recognition for further edu-cation overseas.
XVIII. For 16 weeks in the first year in the technical and vocational schools, students should be placed, at their own choice, in one of three main groups of subjects, for purposes of orientation and exploration.
XIX. General technical and vocational education should eventually be incorporated into all intermediate and secondary schools in Bahrain, in order that all students will have some orientation to the world of work.
XX. The Ministry of Education should establish a special unit of the curriculum development branch, for the purpose of preparing curricula in technical and vocational education for both intermediate and secondary schools.
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XXI. The Gulf Technical College should be given the responsibility, since it already has most of the facilities and equipment needed for preparing technical and vocational teachers and instructors who are capable of teaching the proposed technical and vocational curricula at the intermediate school level.
XXII. One language only should be used as a medium of instruction in the secondary technical schools.
XXIII. A better balance should be made in technical secondary curricula between the time allocated to practical work, technical theory and general subjects, and more practical use should be made of the workshop facilities in the Gulf Technical College for the students to gain practical skills.
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APPENDIX
Persons contacted
Mr. Abdulrahman Khuzayin
Mr. Said Tabara
Mr. Ahmed Al. Shoromali
Mr. Abbrey Jooraa
Mr. Brian Carson
Mr. Said Ahmed
Mr. Richard McGuerty
Mr. Longman
Dr. Nazar
Miss Fatima Al Arrayed
Dr. W. Stuart
Mr. Sune Johanssen
Mr. Ali Yousuf Ahmed
Headmaster Muharraq
Headmaster Jidaffs
Headmasters of two Commercial Secondary Girls' Schools
A large number of responsible persons in the major industries in Bahrain.
UNDP Resident Representative - Bahrain
Asst. Under-Secretary of General and Technical and Vocational Education, Ministry of Education, Bahrain.
Director of Technical and Vocational Education, Ministry of Education.
Adviser to Ministry of Education on Commercial Education.
Director of Vocational Education, Ministry of Labour and Manpower Training.
Consultant, Ministry of Labour.
Principal, Gulf Technical College.
Head of Engineering Department, Gulf Technical College.
Director of Student Affairs University College of Bahrain.
Rector, University College of Bahrain.
Unesco Consultant for Secondary Education Development.
Headmaster, Manama Technical and Vocational Secondary School.
Technical/Vocational Secondary School.
