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Restricted Technical Report PP/1981-1983/1/4.4/02 LEBANON
Improvement of content, methods and materials and promotion of innovations in science and technology education, both formal and non-formal
Introduction of Technology in General Education
by Joseph W . B . Bredie
N o . of serie: F M R / E D / S T E / 8 2 / 1 8 3
11 ' S ! I United Nat ions Educat ional , ^ ^ ^ = . Scientific a n d Cultural Organization
Paris, 1983
L E B A N O N
INTRODUCTION OF TECHNOLOGY IN
GENERAL EDUCATION
by Joseph W . B . Bredie
Report prepared for the Government of the Lebanese Republic by the United Nations Educational, Scientific and Cultural Organization (Unesco)
U N E S C O
Technical Report PP/1981-1983/1/4.4/02 FMR/ED/STE/82/183(Bredie) 31 December 1982 c Unesco 1982 Printed in France
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TABLE OF CONTENTS
Page
SUMMARY 5
INTRODUCTION 7
I. EVALUATION OF THE PILOT INTRODUCTORY TECHNOLOGY PROGRAMMES. . . 7
Background of the project 7
Assistance to education 8
Development of the project 8
Evaluation procedures 10
Macrolevel evaluation 10
Student population 10
Schools and workshops 10 Budgets and expenditure 11 Equipment and materials 12 Programme aims and content 12
Microlevel evaluation 14
Programme management 14 Typing and bookbinding workshop 14 Dressmaking workshop 15 Woodworking workshop 15 Electrical workshop 16 Gardening 17
II. CONCEPTUALIZATION AND DEVELOPMENT OF A TECHNOLOGY PROGRAMME . . 17
Introduction 17
Definition of programme aims 17
Programme content and methods 19
Teacher preparation 20
Programme resources and equipment 21
Appendix 1 - Upgrading of the handicraft programme in the primary and intermediate cycle of the public schools into an experimental technology programme 25
Appendix 2 - Sample summary equipment lists 28
Appendix 3 - Bibliography 3 2
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SUMMARY
The purpose of the mission was to evaluate a programme of pre-vocational education, advise on pre-professional training and propose measures to introduce such education and training in all public schools in the Lebanon.
The pre-vocational and pre-professional training began in Lebanese public schools as a component of a UNICEF project. On 12 July 1979 a Health Sector Rehabilitation Socio-Medical Subproject was signed by UNICEF, the Council for Development and Reconstruction, the United States Agency for International Development and the Ministry of Labour and Social Affairs. The project covered family welfare, health problems of mothers and children, and included assistance to education. Article 3 of the project's plan of operation describes this assistance as provision for pre-vocational training to approximately 8,000 pupils in 39 primary schools, life-oriented education to approximately 1,000 pupils and pre-vocational training to approximately 6,000 out-of-school children. A project unit was established at the Ministry of Education to monitor this education component of the project which also included the training of 175 instructors for the pre-vocational and life-oriented education by the end of 1981 . The project was to be evaluated in 1981 or 1982 .
The project implementation was preceded by socio-economic surveys. Parents were also asked in these surveys if they were interested and would support pre-vocational education for their children. Based on this interest and on an analysis of needs, subject workshops were established in participating schools where for two periods a week students could practise woodworking, or electricity, or typing, or dressmaking, or gardening. The Ministry of Education, taking into account the student's age, the preparation of the teachers and existing vocational schools, decided to change the programme from a pre-vocational into a handicraft programme. The main aim of this handicraft programme was to change a perceived aversion amongst youngsters towards manual labour into an interest in acquiring manual skills which can be used to do small jobs in the child's home or ne ighbourhood.
At the time of this evaluation, approximately 107 workshops had been established in 39 schools throughout the country. One of the goals of the project had thus been accomplished. These 107 workshops catered, however, to only approximately 3,000 students, 5,000 less than was foreseen in the plan of operation. This difference is probably due to the fact that only the two lower classes and not five classes, one primary and four intermediary, use the workshop. Very few of these workshops could and are currently used by out-of-school children.
This evaluation became more difficult to conduct due to the deteriorating military situation in the country. The collection of statistical data, interviews with officials, and visits to schools became almost impossible to do. This assessment is therefore based mainly on observations made during visits to four schools and discussions held with school staff and project officials.
Based on these limited sources, the consultant would like to conclude that the current programme only partially accomplishes its aim of changing the student's attitude. The effect of the programme in dressmaking, typing and gardening appears to be positive. Students generally like this work and learn useful skills. The opposite is true, however, of the woodworking and electricity workshops. These two workshops suffer from ill-defined objectives, inappropriate tools, lack of equipment and inappropriate work projects. Taking into consideration that only the content of the first year workshop programme has been developed, that teachers have received only limited training and the limited success in bringing about changes in attitude, the consultant suggests that changes be made in the programme content and methodology. Finally, besides content problems, the programme suffers from chronic lack of funds for operation, maintenance and repair work. Most parents, particularly in the cities, can or will not contribute, and the central government has so far only supplied tools and furniture.
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The second objective of this mission was to advise on the development of a vocational programme for out-of-school children using the same workshops. The findings of this mission dictate that such a use of the workshop can only be made if three conditions are met. First, special vocational teachers must teach these programmes. Second, additional machines and new tools must be provided, and finally, not more than ten students should use the workshop at the same time. Further details of such a programme need to be worked out in cooperation with vocational and technical schools.
The third objective of the mission was to upgrade the current handicraft programme into a technology programme and to introduce such a programme in all public schools. Although there is no universally agreed-upon content of an education programme that teaches technology, the consultant, taking Lebanese conditions into consideration, would suggest a basic continuation of the current programme with four technological changes. The most important and generic aspect of all technology is its systematic procedural approach. Technological problems and issues are frequently solved by following a phased process of analysis, experimentation, production and control. If such a phased process is taught consistently as the methodology of a handicraft/technology programme, then it can be expected that students will internalize this approach and learn to apply this technology to the resolution of problems they encounter at home and in their neighbourhood. To assure the inclusion of this technology into the current programme, four changes must be made. Teachers must be retrained, new equipment and tools purchased. Students must work in teams on appropriate useful projects, and evaluation must be used to motivate students and measure their progress.
The teachers' retraining should be done in a workshop where teachers learn the new technology and apply this methodology immediately in the design of projects, development of programme content and evaluation procedures. Preferably teachers will develop project dossiers during this workshop. Local or international experts could teach such workshops and also specify the new equipment and tools necessary. The project dossiers developed by the teachers should require team production and self- or peer-evaluation.
The introduction of such technology programmes in all public schools could only be accomplished if all teachers had received sufficient retraining in workshops, and when sufficient project dossiers in all of the five subjects—woodworking, electricity, typing, dressmaking and gardening—have been developed.
The report has two appendices. The first appendix further details the four changes necessary to transfer the current programme into a technology programme. The details are contained in a project proposal. The second appendix gives an overview of the equipment, tools and furniture required for the technology programme.
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INTRODUCTION
1. At the request of the Government of Lebanon to the Director-General of Unesco a mission was carried out to that country under the Organization's
participation programme for 1981-1983 with the following terms of reference:
(i) participate in an evaluation study of a project for the 'initiation à la technologie' which had been established in general education in 1980-1982;
(ii) advise on matters of 'initiation pre-professionelle' and the modes and requirements for the development of such activities in the primary and intermediary cycle;
(iii) contribute to the development of a programme to generalize such activities in public education.
2. The mission was preceded by two days' briefing at Unesco Headquarters in Paris. The consultant arrived in Beirut, Lebanon on Monday, 24 May 1982.
The heightening of the military conflict halfway through the mission made visits to the schools impossible, access to counterpart staff extremely difficult and subtracted from the mission effectiveness. The mission was interrupted on Wednesday 10 June when the consultant was forced by the intensity of the fighting to leave West Beirut for the port city of Jounieh. On 11 June, the order for the evacuation of all non-essential United Nations staff was issued. The consultant was able to obtain passage on the French rescue ship Azure which left the port of Jounieh on Monday, 14 June and arrived in Toulon, France, on Friday, 18 June. Debriefing discussions were held at Unesco until 24 June when the consultant returned home. This report was completed on 28 June 1982.
I. EVALUATION OF THE PILOT INTRODUCTORY TECHNOLOGY PROGRAMMES
Background of the project
3. The events surrounding the 1975-1976 Lebanese situation have been abundantly accounted for elsewhere. Suffice it to say here that the conse
quences of these events required substantial reconstruction and rehabilitation throughout the country. As part of this rehabilitation, a plan of operation was signed between UNICEF and the Government of Lebanon addressing three areas of concern: education, health and family welfare.
4. Amongst the activities in education included in the plan and relevant to this consultant's mission were: the introduction of pre-vocational training,
the introduction of life-oriented education and the provision of educational activities for out-of-school children. The contribution of UNICEF to the core projects amounted to US $1,860,000 and another US $6,000,000 was envisaged, depending on the availability of specific purpose contributions from Member States for implementing the supplementary projects of the programme.
5. The basic services programmes described in the UNICEF draft plan of operation grew out of an original Health Sector Rehabilitation Socio-Medical Subproject
signed on 9 May 1979 by the Council for Development and Reconstruction, the United States Agency for International Development, the Ministry of Labour and Social Affairs and UNICEF on 12 July 1979. A modified proposal was approved by the Council for Development and Reconstruction on 12 September 1979 covering a two-year period from 1 January 1980 to 31 December 1981.
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Assistance to education
6. The proposal concerns mainly family welfare and health problems of mothers and children in selected urban, peri-urban and rural 'service areas' of
Lebanon. The project's coverage of education services is described in Article 3 which reads: paragraph 3.1, Provision of pre-vocational training to approximately 8,000 pupils in 39 primary and intermediary schools in 13 basic service areas. Indirectly related to this mission is the following service coverage mentioned in the next two paragraphs, 3.2 and 3.3.
Paragraph 3.2, Provision of life-oriented education to approximately 1,000 pupils in one rural and one urban basic service area. Paragraph 3.3, Provision of formal schooling pre-vocational and vocational training to approximately 6,000 out-of-school children in 13 basic service areas. The plan of operation specified that a socio-economic survey of each project site would precede the introduction of pre-vocational and life-oriented education and the development of special training courses for out-of-school children. Based on the findings of the survey, appropriate training activities will be identified which will be relevant to the learners' environment, general way of life, aspirations and expectations. Curriculum and study guides based on the modular concept of learning will be prepared and introduced to selected instructors through short, in-service training programmes. Orientation sessions for other teachers and principals will complement the in-service programmes.
7. The plan of action called for the establishment of a project management and monitoring system at the Bureau of Studies and Projects at the Department of
Primary Education of the Ministry of Education. The project targets were the establishment of twenty-one pre-vocational workshops in twenty-one primary and and intermediary schools in seven areas by the end of 1980, and of eighteen pre-vocational workshops in six areas by the end of 1981. The training of ninety-five instructors/monitors in pre-vocational training was planned for by the end of 1980 and of eighty instructors by the end of 1981. An evaluation of the pre-vocational life-oriented and out-of-school programme was set for October 1981.
Development of the project
8. Socio-economic surveys were conducted in co-operation with local social service agencies in approximately twenty locations in Beirut, the suburbs
of Beirut, Tripoli and the South Lebanon region. Although these surveys were mainly organized to determine the health and family welfare needs of the people, parents and community leaders were also asked if they would want and support pre-vocational education for their children. This consultant had no access to the findings of the surveys but was told that the majority of the parents were in favour of such education. Partially based on these responses, and taking into consideration the limited resources and possibilities, the project unit decided to establish workshops in a number of schools where principals and staff were supportive, and where parents had expressed their agreement. Where possible, the project began with pilot workshops in woodworking, electricity, typing, bookbinding, dressmaking and gardening. Such workshops would be established in the schools depending on the availability of space, interest of the staff and on the availability of equipment and tools. In principle the equipment and tools would be provided by UNICEF, and the necessary furniture would be supplied by the central government.
9. With the identification of the five pre-vocational subject workshops, a further definition of the project was undertaken. The broader, philosophical
aims were stated as: to encourage a positive attitude towards work; to derive satisfaction from serving one's community through work; to acquire attitudes,
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values, knowledge and skills to become productive members of the community and improve one's way of life; to acquire knowledge and understanding to adapt one's skills at any time to prevailing circumstances; to offer occupational guidance in the discovery of personal aptitudes and abilities enabling the student to choose between available educational and occupational alternatives; to impart basic skills preparing youngsters for work in their community and giving a foundation for subsequent participation in progressive training programmes, e.g. vocational training, agricultural training, etc. Three programme aims were repeatedly stressed by the Ministry of Education officials in charge of the project. These are: first, to engage students in manual work in order to change a perceived aversion towards manual work and professions and second, to have students acquire skills of an industrial handicraft nature which they can use to improve their environment. Thirdly, the programme was not aimed expressly at training for professions or for the arts but was designed to introduce or at least to inform students about manual professions. Finally, it should be noted that these rather philosophical goals of the project were not translated into measurable educational objectives. It was felt that a more precise definition of objectives would be possible after some more experience had been gained, and possibly when the project would be evaluated in 1981 or 1982.
10. As was foreseen in the original plan of operation, a small unit was established at the Ministry of Education in the Department of Primary Education.
This unit took part in the socio-economic surveys, identified the workshop subjects and project goals, selected the participating schools, organized the training of teachers and in general was responsible for the management of the project. This unit is currently involved in the expansion and improvement of the project and assisted in this evaluation. Conditions in the country, however, made it necessary to decentralize the management and monitoring of the project and the regional educational bureaux in Tripoli and in the south of the country are responsible for the day-to-day project decisions in their region.
11. Early in 1981, approximately 100 selected primary and intermediary-school teachers took part in a 60-hour in-service training course. The course,
conducted at the technical-school complex at Dekwani by technical-education teachers, was to prepare the teacher trainees for their teaching of the workshop subjects. The content of the course was determined by the project management unit of the Ministry of Education and the technical education teachers. It should be remembered that the teacher trainees had never received any manual training. They were taught and practised how to use tools and materials. The teacher trainers selected exercises and projects similar or the same as the ones to be used by the teachers later in their workshop classes. The duration of the course did not allow the inclusion of such essential subjects as workshop organization, management and safety, curriculum development, exercise design and evaluation or grading of students' work. The teacher-training course, moreover, covered only the subject-matter for the first year of the programme in each of the five workshop subjects mentioned earlier.
12. In summary, the project aim was to establish one or more workshops at participating schools to provide handicraft training. The workshop classes will
be offered for two periods per week for the students of the fifth and last year of the primary cycle and for all students of the four-year intermediary cycle. Some workshops will, if possible, be made available after regular school hours for out-of-school children and adults. In principle, the programme will cover approximately 60 periods per year (equal to approximately 45 hours) and over the 5-year duration, 300 periods (equal to approximately 225 hours). It is assumed that few students will attend for the five-year duration of the programme since at the end of primary and after the first and second year of intermediary, approximately fifty per cent drop out of school.
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Evaluation procedures
13. The evaluation was conducted through visits to two schools in Beirut and two in Aley, as well as discussions with the project unit officials,
school principals and teachers. Several documents and reports were also analysed. Most of the points discussed in this report have been derived from the limited sources described above and from observation. Little statistical data is available to effectively evaluate the project. This evaluation is therefore limited to a discussion of issues at the macrolevel of the project, such as project goals, organization and management, resources and budget. At the microlevel the issues include objectives, workshop activities, eguipment, tools, materials and workshop organization. Ideally, an evaluation of this nature would commence with the preparation of data-collection instruments such as questionnaires and checklists administered in all participating schools and systematic visits and interviews in a sample of schools. The situation in the country leading to a premature termination of the mission is responsible for the subjective nature of this evaluation.
Macrolevel evaluation
Student population
14. At the time of this evaluation a total of almost 3,000 students attend workshop classes. Approximately 1,620 are boys and 1,340 are girls. (The ages
of these students range from eleven to fourteen.) Currently, only students from the fifth-year primary and the first-year intermediary are participating in the programme. The large difference between the project goal of catering to 8,000 students by 1982 and the actual 3,000 students attending can only be explained by the fact that the older students of the second, third and fourth year of the intermediary cycle do not yet attend workshop classes. Probably the main reason for this reduced attendance is that only the content of the first year of the programme had been developed. The difference is not necessarily due to a lack of capacity of workshop facilities as is explained below.
Schools and workshops
15. The project goal of establishing workshops in thirty-nine schools by the end of 1982 has been entirely accomplished. Currently, 107 workshops are
in use in 39 schools in 6 regions of the country. The number of workshops per school varies and is not exactly known to this evaluator. Most schools have one workshop, usually dressmaking; some schools have three workshops. The choice of workshop is dictated mainly by the interest of the staff and the size of the space available. Clearly, dressmaking and typing classes can be conducted in slightly converted classrooms. However, these subjects attract mainly girls. Woodworking and basic electricity, on the other hand, cater to both boys and girls but require more space, equipment and better trained teachers. The majority of the workshops are housed in any additional space that can be found; basement rooms, sporting halls, rooms in adjacent buildings, etc. Relatively few standards are dictated for the necessary space per student place or the arrangement and location of furniture or equipment. This leads sometimes to confusion or unnecessary friction between principals and workshop teachers. It should be made clear to teachers and principals that dressmaking requires more space than typing and that woodworking requires more space than basic electricity. International space standards will be discussed later. Placement of equipment and furniture can be left to the workshop teacher; however, minimum standards regarding distance between machinery, cleanliness and safety should be enforced. These points will be discussed in more detail in the microlevel evaluation of the workshops later in this report. Finally, the capacity and
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utilization rate of the workshops needs to be examined. The capacity of most workshops is between twelve and fifteen students, whilst the standard class size for general subjects is thirty students. Classes are therefore divided into two groups of about fifteen students for workshop sessions which are two consecutive periods long. It takes four periods to provide two periods of workshop for each class. Since the school week contains thirty periods, a 95 per cent utilization rate of a workshop would mean that seven classes could be scheduled to use that workshop every week (7 x 4 x 100% = 95%). Most schools
30 have only one class of thirty students in each year. If only two classes, the fifth-year primary class and the first-year intermediary class, use the workshop then its utilization rate is cut back to 26 per cent (2 x 4 x 100% = 26%). Any
30 school with more than one workshop and one class of thirty students in each year would have an even lower utilization rate of its workshop. Even if all five classes, fifth-year primary and first- to fourth-year intermediary would use one and the same workshop then its utilization would be only 66 per cent. Capacity is therefore clearly not a problem. If, in the future, the socio-political situation would improve and transportation could be arranged, then adjacent schools could even share workshop facilities.
16. In summary, the different space, safety and organization requirements of the four different workshops need to be discussed with teachers and principals.
The capacity of the workshops is no problem, although scheduling half classes may be somewhat difficult. It would be necessary for the Ministry of Education to set minimum standards for space, safety and utilization. However, instead of enforcing such standards, they should be discussed and developed by workshop teachers during their training.
Budgets and expenditure
17. Only fragmented information could be collected on programme and budget expenditure before the evaluation. The discussion which follows is there
fore not very detailed, although proper budget provisions are essential for the success of an educational programme. The central government provides equipment 'and tools when a school is ready to start workshop classes. The bulk of this equipment and the tools are supplied by UNICEF and delivered to the schools in large wooden crates. The school, however, commits itself to purchase the consumable materials and to pay for electricity and maintenance. Schools attempt to collect limited contributions from parents ranging from 15 to 40 Lebanese pounds per child per year (equal to approximately US $3-8). Only very few parents are able or willing to pay this relatively small sum. Urban schools in particular, since there is more poverty in the cities and therefore smaller contributions from parents, are always lacking materials for the workshops. Funds for maintenance, repair, or replacement are consequently never available. The students in one school were working without try-squares, an essential measuring tool in the wood workshop, because there was no money to replace the poor quality try-squares, most of which broke after a few weeks of use. The issue of the materials and maintenance budget has been discussed with the Ministry of Education, which is planning to arrange for a central budget for this purpose. An estimation of an annual budget with provisions for maintenance and replacement is given in a later paragraph.
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Equipment and materials
18. As was mentioned earlier, equipment for the workshop is supplied by UNICEF. This equipment consists mainly of fifteen sets of hand tools
per workshop for the woodworking and electricity shops, Arab and French typewriters for the typing classes, and sewing machines for the dressmaking shops. The type, quality and appropriateness of the equipment and tools are generally good, except for the woodworking shop. If the current character and content of the programme is to be maintained, then only a few additional equipment and tool purchases would be necessary. If, on the other hand, the workshops are going to be used regularly for vocational or skill training outside school hours for out-of-school youngsters or adults, then new and additional equipment would be necessary. Different equipment would also be necessary if the programme would be upgraded from handicraft training to introductory technology. Suggestions and specifications for such new and additional equipment are given in a later section.
Programme aims and content
19. The aims of the programme have apparently not become much clearer after one year of operation. Project officials, principals and workshop
teachers in conversations with the consultant frequently expressed the opinion that the programme is pre-vocational or even vocational in nature. The result of some of the programme activities such as the typing class may have created that impression. Girls who have completed one year typing and leave school have often found employment as secretaries. It would be incorrect, however, and possibly dangerous to assume that with the present facilities, equipment and teachers, pre-vocational training can be offered. The workshop teachers have never had any vocational training, have very little knowledge of the manual professions, and have never worked in construction, engineering, or even commercial enterprises. The equipment, mainly handtools, is unsuitable for pre-vocational training, at times even for handicraft education. Although the students may have some practice in manipulating tools, their learning has not been properly directed to ensure correct habit formation and furthermore is not based on an analysis of skills required for the manual professions. In short, although possibly the typing, and to a certain extent, the dressmaking programme, may enable students to enter employment after one or more years of training, the woodworking and electricity programmes with the present resources cannot qualify as pre-vocational programmes. It would actually disturb conditions in the employment market if students from the handicraft programme would compete with students from technical or vocational schools. Employers might be interested in hiring handicraft-programme students because they would not have to pay these as much as vocational/technical school students. Productivity and profitability would, however, suffer because these students are not properly trained. There is little control over age and qualifications of youngsters in the work-place. For example, child labour on construction sites is a common sight. It would certainly be unjust to the student to create the impression that one or two years of handicraft work in the school would be an appropriate starting-point for entry into the labour market.
20. It should be noted at this point that the quality of the work produced by the students, particularly in the woodworking and electricity classes, is
low. This is not a function of the students' ability, but is caused by the low quality and inappropriateness of both the tools and machinery provided them, and the exercises or projects students work on. A few examples will be discussed later, suffice to say here that the programme content needs to be further
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analysed and new exercises designed which are within the range of the tools
and ability of the students. As was mentioned earlier, one of the major aims
of the programme is to change a perceived negative attitude of Lebanese
youngsters towards manual work. This evaluator has asked several students
how much they like the workshop classes and although the incidental inquiries
cannot be taken as proof, almost half of the students in typing, woodworking
and electricity classes said that they preferred academic subjects. The need
to re-examine the programme goal and content is therefore clear, particularly
if we recall that its foremost aim is to change a perceived aversion amongst
students towards manual work. It does not appear that this change can be
brought about by the present programme. This evaluator would, even after this
subjective and aborted examination, want to conclude that the current programme
in at least woodworking and electricity does not accomplish its stated aim of
changing a negative attitude. Being cognizant of the difficulty of changing
attitudes in general even under ideal circumstances, this consultant would want
to suggest radical changes in the programme content and aims. Taking into
account the limited resources (facilities, equipment, materials), the prepared
ness of the teaching staff and the hazardous, unpredictable and often dangerous
conditions in the country, the major goals of a programme at this level should be
as follows: acquaint students with a systematic approach to problem-solving;
arrange for application of this approach to the improvement of their environment
using generic manual skills and team-work and provide access to information,
guidance, counselling and possibly exposure to the world of work and professions.
A change in attitude towards manual work can only be brought about in the minds
of students, if they can convince themselves, given an encouraging and stimulat
ing environment, that manual skills are useful to them and that careers in the
manual professions are plentiful and rewarding. School workshops have an import
ant role to play in this process. A proficiency in the use of tools and an under
standing of processes and materials acquired when working in a team on interesting
projects can provide an environment where attitude changes may take place. Before
elaborating on such a programme, it may be pointed out that Unesco's revised
Recommendation concerning Technical and Vocational Education adopted by the
General Conference of Unesco at its eighteenth session, Paris, 19 November 1974,
sets out the goals of such programmes. This recommendation formulated and
accepted by all Member States explicates in its twenty-first paragraph three goals
•for general technical education which are worth considering:
1(a) to enlarge educational horizons by serving as an introduction to the
world of work and the world of technology and its products through
the exploration of materials, tools, techniques and the process of
production, distribution and management as a whole, and to broaden
the learning process through practical experience;
(b) to orient those with the interest and ability towards technical and
vocational education as preparation for an occupational field or
towards training outside the formal education system;
(c) to promote in those who will leave formal education at whatever level,
but with no specific occupational aims or skills, attitudes of mind
and ways of thought likely to enhance their aptitudes and potential,
to facilitate the choice of an occupation and access to a first job
and to permit them to continue their vocational and personal education1.
21. The suggestions made in this report will attempt to tailor programme design
as much as possible to the resources available, quality of teachers, preval
ent conditions in the country and economic and social milieu of the students.
First, however, we must complete the evaluation of the existing programme with a
discussion at the micro level of the workshop subjects, workshop activities and
management.
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Microlevel evaluation
Programme management
22. The conditions in the country affecting the management of the project need to be discussed briefly. As was mentioned earlier, limits on
travel and communications made it necessary to decentralize the basic central management of the programme by the Ministry of Education in Beirut. This decentralization is of such a nature that it requires further explanation. The socio-political and religious differences between regions of the country resulted not only in unusual circumstances such as the presence of refugees, it also caused extensive movements of the population. Part of the country and even of cities have been depopulated and repopulated a number of times. This movement has naturally also affected the management of schools and indirectly the programme under evaluation. Schools have come under the direct control of the nearest local, often pseudo-military, authority. School principals in their decision-making may be forced to abide by this authority in matters of school opening and closing, staff appointments and staff discipline. Effectively this situation has not only eroded the authority of the central government and its Ministry of Education, but also the authority of school principals. As a result, what happens in the classrooms and workshops in many schools depends almost entirely on the teachers. More than in other programmes, the key to successful management and execution rests with the teacher. His/her enthusiasm, motivation and resourcefulness is what may finally change the attitude of the students towards manual work. This observation has important implications for the teacher-training component of the programme and will be discussed in more detail later. As far as management of the programme is concerned, selecting exercises, repairing equipment, replacing tools, finding money to buy materials, all of this and more rests on the shoulders of the individual workshop teachers. In order to get a better idea of the activities, management and problems of the programme, a description of each of the subject workshops is given below.
Typing and bookbinding workshop
23. The typing classes are well developed, using almost standard classroom facilities and sturdy typewriters. Most schools have both Arabic and
French keyboard typewriters supplied by UNICEF. The government provides typewriter tables. The students use an instructional manual teaching the ten-finger approach and their exercises include letters, reports and other forms of written communication. Teachers assign exercises to supplement those in the manual to compensate for the different levels amongst the students. The typing classes are currently mainly attended by girls, which should be corrected if socio-religious conditions allow. Most students seem to be able to reach the minimum standard of typing speed, forty words per minute, at the end of the first year (45 hours of instruction). It is not yet clear what the content of the next four years of this subject programme will be, that is, if it is decided that the duration of the typing class will be the full five years.
24. The bookbinding activity is just starting up and operates only in a few schools. This consultant has not visited a typing shop with bookbinding
facilities nor discussed this activity in any detail. It would seem that a bookbinding programme could be very appropriate, particularly if students can bring their own books in for repair, or repair or bind books used in their schools.
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Dressmaking workshop
25. The dressmaking workshops are equipped with large tables provided by the government and usually four to six sewing machines supplied by UNICEF.
Most workshops seat twelve to fifteen students, mainly girls. Visits to workshops and examination of students' work-books show that the programme is well conceived, developed and liked by the students. The work-books show a logical progression in types of stitches, patterns and dresses made by the students. The clothes made are simple, often decorated with some hand embroidery and taken home to be worn by the student himself or a family member. Students bring their own materials to class. The dressmaking curriculum, like the typing curriculum, has only been developed for the first year. Here again, if this workshop is to provide training for a five-year programme, then it would require further education of the teacher, higher budgets to purchase more expensive materials, and probably more sewing machines. It might be more practical to introduce other experiences such as visits to local enterprises, clothes stores, garment factories, etc., and have students discover the design, fashion and commercial aspects of dressmaking.
Woodworking workshop
26. Woodworking classes are mainly attended by boys, although girls can and do opt to learn woodworking. The workshops in the few schools visited varied
enormously in size and shape. Any available space is used and furnished with wooden benches provided by the government. The benches are equipped with work-holding vices at two corners. The height of the benches seems to be a problem for the younger (fifth-year primary) students, moreover, the positioning of the benches is rather arbitrary and not conducive to a smooth flow of students. This point needs to be addressed in a teacher-training course. A set of handtools is stored in the work-bench drawers. These tool kits, supplied by UNICEF, include a hammer, chisels, a handsaw, a screwdriver, a divider and a tape measure, but lack a straightedge. The plastic try-square, an essential tool, is often broken. Additional tools are stored, not very neatly, nor systematically, in steel storage cabinets. Each workshop has one piece of equipment to cut stock. In the more fortunate cases, this is a circular saw (often without a safety attachment); in other 'cases it is a small jigsaw, which is obviously unsuitable for cutting stock. The stock used most often is plywood, from which the students cut and shape small objects using the tools described earlier. The objects or projects worked on in the first year include a small piece of wood, shaped into the form of a boat, a wooden racket, a small rectangular box, a small multidrawer sewing box, and a small chair. Four issues: tool use, organization and safety, project selection and tools and equipment were observed to be problematic and led this evaluator to the conclusion that the programme in woodworking is not achieving the programme goals discussed earlier. Ths students use tools rather freely; little attention is paid to proper use, handling, maintenance and storage of tools. As a result, many cutting tools, such as chisels and handsaws, are very dull. Measuring and marking-out is difficult because of the lack of proper tools mentioned before. This improper tool maintenance and selection is partially responsible for the low quality of the students' work and their observable disinterest in their work. Workshop organization is poor and safety is lacking. Students take between fifteen to twenty minutes to find their project, tools and a place to work, and equally as long to put things away at the end of the class. These forty minutes of unproductive time reduce the ninety-minute workshop period to a mere fifty minutes. The haphazard placement of work benches, storage cabinets and equipment, combined with unfixed student work-places, makes it difficult for the teacher to oversee his class and does not provide clear passage and circulation in corridors. The
- 16 -
above and the lack of care in the use of sharp tools and dangerous equipment, e.g. circular saw, results in very unsafe work habits and real danger for the young students. Each of the five projects described earlier is made by every student. The first two are relatively appropriate albeit somewhat difficult to make with a dull chisel and handsaw. The second three projects are impossibly difficult to do without the proper measuring tools and very difficult even for a skilled carpenter with the handtools provided. The sewing box for instance has six small drawers which each must be exactly the same size, which is very difficult if each one is made separately with inappropriate hand-tools. The outcome is crooked, ill- fitting, non-operational projects and students who are disappointed in their work, without understanding why it is so difficult and unpleasant. Even teachers often do not understand the problem. One must go down to this level of detail to show that this workshop not only does not achieve the programme objective but possibly has the opposite effect. It may increase the students' aversion to manual work. It should also be pointed out that possibly these students have acquired poor and incorrect work habits which may lead to low productivity in the work-place. The major cause of this poor performance lies in the tools used and equipment installed. Any programme which aims to teach industrial handicrafts or to give pre-vocational training must be equipped with quality hand and measuring tools and several machines, or one or two multipurpose machines. Suggestions for re-equipping woodwork shops in this programme will be made in the proposal section.
Electrical workshop
27. This workshop has problems similar to those described above. Students work on one square meter boards placed horizontally on arbitrarily positioned
tables. Switches, lamps and conduits are mounted with wood screws on these boards. Students often use hammers rather than screwdrivers in the process. A power source of 110 volts is available for testing the simple circuits installed. Consumable materials, switches, lamp-holders, wires and plastic conduits are stored haphazardly in cabinets or on the floor. The objective of the first-year programme seems to be that the students acquire the ability to install simple residential electrical installations. Judging, however, from the installations made and installation sheets examined, students do not learn the critical issues of such installations such as the division into groups, connections between groups, size of wires, fuses, etc. Naturally, students will be able to improperly add yet another outlet, lamp or appliance to existing installations, further aggravating this already dangerous practice seen all over Beirut. Another aspect of this workshop is safety. The power supply of 110 volts is, given the quality of the insulation of the wires, switches and outlets, very dangerous. Students should either be provided with safe power sources, e.g. up to 24 volts or work habits should be changed so that power is only applied under close supervision of the teacher.
28. The most important problem in this shop next to the low level of organization and management is the definition of the objectives of the programme. Instal
ling residential electrical circuits may be an acceptable objective in a vocational or technical programme, but is definitely not a commonly acceptable objective in a handicraft programme. Possibly a more appropriate objective would be to train students to execute minor repairs, change a lamp, a fuse, an outlet or a switch. Expanding existing installations already require substantial theoretical knowledge. The electrical installations in most schools visited could certainly do with repairs and improvements which could be done by the student during their electrical workshop class. It should be stressed, however, that the current curriculum of this workshop is problematic. Students do not get a sense of logical progression in their work, they do not receive the necessary explicatory theoretical guidance, and basically
- 17 -
have little idea of the purpose of this class. As in the woodwork shops, the quality of the work produced is low and students demonstrate little or no interest in their work. Again, this workshop does not enable the students to achieve the main aim of the programme; their attitude towards manual work will not likely change for the better.
Gardening
29. There are only a few schools with gardeners and none were visited by this consultant. It could be concluded however, from conversations with the
counterpart staff, that the gardening programme is popular and effective, particularly among children in the rural areas.
II. CONCEPTUALIZATION AND DEVELOPMENT OF A TECHNOLOGY PROGRAMME
Introduction
30. The second and third purpose of this mission was to advise the Ministry of Education on matters of 'initiation pré-professionelle' and the modes and
requirements for the development of such activities in the primary and intermediary cycle and to contribute to the development of a programme to generalize such activities in public education. Before and during the mission it became clear that the nature and content of the existing programme needed to be changed. A first change would be to upgrade the handicraft programme into an introductory technology programme which would respond better to the character and interest of the students and fit in better with the socio-economic milieu. A second change would be to upgrade the workshops so that these could be used after school hours for pre-vocational or possibly vocational training for out-of-school youngsters. Suggestions for the development of such a programme must address first a definition of the programme goals, content and method, the preparation of teachers, facilities, equipment and tools, and finally budget and expenditures. These issues will be discussed here resulting in an informal project proposal. Following the general description of educational services due to the situation in the country, it is hoped that the proposal contained in this report will assist the authorities in •the reopening of schools and the rehabilitation of the educational system.
Definition of programme aims
31. As was discussed in the programme evaluation section of this report this consultant would conclude that an attempt to change the present programme
into a pre-vocational or pre-professional programme would be ill-advised if not plainly impossible. At least five of the reasons can be given to support this judgement. To begin with, the teachers available for the programme are insufficiently trained and even after much more training would lack the background and possibly the ability to prepare youngsters for employment in the manual professions. The workshop spaces now available for the programme are entirely unsuitable to house the equipment and furniture for a pre-vocational programme. It is furthermore likely that after the current war fewer rather than more or larger spaces will be available. A programme of two periods or ninety minutes a week for one or two years is insufficient to provide a youngster with enough exposure to the world of work to enable him to make a choice and also to acquire some preparatory skills. It should be remembered that the majority of the students are eleven years old when they commence the programme, which is much too young to decide if one wants to do pre-vocational woodwork or electricity. Finally, the milieu, at least in the cities of Lebanon, is much more of a trade/commerce nature with a fairly high technology content than of an industrial or manual profession character. For a long time migrant workers constructed the buildings and worked in the factories which may or may not be the case in the future. Although changing
- 18 -
the attitude of youngsters towards manual work is a laudable aim, it could certainly be done in a manner which takes the existing preferences as they are demonstrated in the milieu into account. In conclusion, a pre-vocational programme would be ill-advised and would certainly have less attraction to youngsters than a technology programme with a manual work component.
32. Before discussing such a programme, the possibility of a pre-vocational or vocational programme after school hours for out-of-school youngsters
will be examined. It is clear that there is and will be a great need to provide facilities where youngsters who are no longer in school can learn a trade or acguire basic employable skills. The guestion is if the current workshop facilities could be used for that purpose. There are too many questions unanswered, contingencies and conditions unknown to be sure about an answer to such a question. Tentatively, however, taking the enormous social pressures into consideration, the answer would be positive, if and only if, certain conditions would be met. A pre-vocational/vocational programme after school hours could not be conducted by che present handicraft/technology teachers. Special vocational teachers must be hired and conditions should be spelled out regarding the arrangements under which such teachers could use school workshops. Furthermore, the tools and equipment of the workshops must be upgraded drastically. Given the relatively small space available and knowing that international standards for a vocational workshop in woodworking require approximately ten to twelve square metres per student place and eight to ten square metres for basic electricity, the decision must be made not to enrol more than ten students per workshop. If these three conditions can be arranged, that is, vocational teachers, new equipment and tools and very small numbers of students, then a vocational programme after school hours could be offered in the school workshops. It is not the purpose of this report to dwell on details of such a programme, including learning materials, consumables, budgets, etc. The reason that this option is raised is because the upgrading of tools and equipment for the new technology programme would have to take this other usage into account.
33. Let us turn finally to the programme goals of an upgraded handicraft or rather a handicraft programme transformed into a technology programme.
It should be noted that there is little international agreement on a definition of technology and even less on the content of an educational programme that pretends to teach technology. This consultant would like to propose that the generic and universal aspect of technology most important and useful for education is its systematic, procedural science-based approach. Technology is a process which is consistently applied in turning scientific discoveries into practical applications, commercializing an innovation, determining the most economic and effective manufacturing procedure, developing computerized information network, etc. Technologists will almost always follow a logical and systematic procedure which could be arbitrarily labelled as analysis experimentation, production and control. This procedure, the essence of technology, could be used as a framework for the theoretical and manual activities in a school-based technology programme. The content of such a programme will be described in later paragraphs. It is important here to define the purpose of such a programme. A consistent application of a systematic logical procedure in the activities of a student would eventually lead to habit formation which would be transferable to a large number of real-life situations. The main aim of a technology programme would therefore be to have students acquire a systematic 'technological1 approach to school-work, to the human problems they are faced with and towards their contribution to the improvement of the environment. It is naturally only possible within the realm of the school environment to consistently guide the students in this systematic orderly approach to school-work or simulated real-life situations. The transfer to real life cannot be guaranteed. Secondary goals would be to create an environment in the classroom and particularly in the workshop where the
- 19 -
Student as a member of a team will engage in practical real-world (or simulations thereof) exercises in a subject-matter of use to him. Following the framework laid out earlier, a team of students would do a formal analysis in their woodworking class of the function of a chair. Next, they would proceed to experiment with variously shaped and modelled prototype chairs. After selecting the most functional prototype, they would specify material, size and describe the most economical manufacturing process. The team would proceed to manufacture the chair in components and in small bulk. Finally, controls would be agreed upon regarding quality, finish, cost, interchangeability, etc. Educational objectives for a programme based on this technology can be formulated for woodworking, electricity, dressmaking, typing and gardening. The advantage of this approach would be first, a basic continuity of the existing programme, second, a work methodology during workshop classes which responds better to the students1
interests and milieu and third, avoiding the difficulty of vocational programme choice since the subject-matters--woodworking, electricity, etc.—are basically the medium for acquiring universally applicable work habits. Preferably all students, girls as well as boys, would spend at least one year in each of the subject workshops operating at his/her school or a neighbouring school. It would furthermore be advisable to establish first a woodwork shop which can cater to both boys and girls followed, for instance, with a typing/bookbinding workshop also for girls and boys, then electrical, then dressmaking. This proposed sequence does not address the possibility of spreading the different subject workshops out over adjacent schools, nor the possibility of establishing other workshops such as plumbing, painting and finishing, small engines, etc. Realistically, it is advisable to concentrate on existing subject workshops and continue the programme with the improvements suggested in this report and specified in the attached programme proposal. Before discussing this proposal, however, issues such as technology programme method and content, teacher preparation, programme resources and equipment will be described.
Programme content and methods
34. The technology programme proposed is a systemized transformation of the handicraft programme. It will offer the same subject workshops—woodworking,
electricity, typing and bookbinding, dressmaking and gardening. There are four •main differences between the proposal and the existing programme: consistent technological work procedures, useful projects produced in multiples and by teams of students, student input in project selection and evaluation of work accomplished.
35. Content and method are complementary and cannot easily be separated. A matrix is developed below to suggest a content, that is, possible projects the
students could work on in the five subject workshops. A detailed content analysis would include objectives, learning activities or project work, related theory and tests or progress measures. Such details can, however, not be included in this report and should, moreover, be developed by the teachers and experts of the project units in the Ministry of Education and the Regional Education Bureaux. It would be incorrect to force teachers to use completely worked-out curriculum which were developed without their input. The content/method matrix will therefore show only an outline of the interaction between the technological process and project work; we will discuss the methods in more detail here. First, the new methodology must be explained to the students and it cannot be expected that they will be able, in the beginning, to work on every phase of the analysis, experimentation, production and control process. Second, the workshop group of fifteen students needs to be divided into smaller teams of three or five students, preferably three. Each team selects one of three to five projects, comparable in difficulty and is told to produce a simple, written analysis of the project. This analysis can vary. For instance, in electricity students will list the components necessary for the repair, e.g. outlets, wire, screws, etc. and will calculate the cost of
- 20 -
those components using catalogues and possibly adding labour costs. In the next stage, experimentation, students in the electrical workshop try various circuits using coloured threads and pins, in the typing class they produce different layouts for the same business letters, etc. In the production stage, in the woodwork shop, one student makes all the legs, another the .seats, a third the back rests, and another assembles these three components into several chairs of the same construction. Students develop and apply control criteria, in dressmaking. For instance, the main sizes, length, waist, etc. are measured and recorded on a list to determine if the variations are within the limits set. Naturally, evaluation of the work or contribution of an individual student is more difficult if the students work in teams, however, a certain amount of self- and/or peer-evaluation is possible and desirable. A project dossier as currently developed by Unesco (technical and vocational education section) would include assessment sheets for every component of the project allowing an evaluator to control and record if an individual student has worked within established limits. In other applications, students evaluate their own work by using checklists or are evaluated by their peers. Assessment or evaluation of students' work is essentially used to inform a student of his own progress and it should always be used to motivate and not to punish a student. The virtues of team-work, self- and peer-evaluation have been demonstrated in a number of countries. It would also make sense in Lebanon where co-operation amongst individuals and groups has a low priority. A final word on the stages of the technology programme may be necessary. It may appear first that following the stages of analysis, experimentation, production and control can be done easily in woodworking and electricity but it is difficult to apply in typing and dressmaking. Experience will prove that the procedure is equally applicable to almost any subject-matter, theoretical or practical, but only if the teacher is well versed in the process and more importantly is convinced of its merits. This issue will be taken up in the next paragraph on teacher preparation. The content/method matrix is shown next in Table 1.
Teacher preparation
36. The introduction, implementation and success of any new programme depends on the executors or presenters, the teachers. A technology programme of
the type discussed here requires full participation and commitment from the teachers. Although this had not been said earlier, the programme aims more at making the student learn than having the teacher teach. Everyone knows that a teacher can only facilitate or manage a student's learning, he cannot make a student learn or learn on the student's behalf. The teacher in the technology programme will therefore act as a manager of the student's learning activities and as a manager he will plan, organize and control such activities. The teacher's planning is seen in his preparation, the choice of projects offered to his students, the readiness of tools and materials. A teacher's organization is the guiding, encouraging, explaining, clarifying he does when his students are learning. He knows what his student needs and when. Finally, control is exercised by the teacher when he evaluates his student's work or controls the peer evaluation, sets the evaluation criteria, etc. Such a rather different role must be explained and experienced by teachers during their teacher-preparation courses.
37. The project proposal attached to this report suggests that technology workshop teachers attend a two to three-week workshop. This workshop will
address the concepts, practice and principles of a technology programme during the morning and have teachers prepare projects, define evaluation criteria, develop materials' lists and write lecture notes during the afternoon. Experience has shown that the success of a new programme is often a function of the teachers' involvement in the design and development of such programmes. Teachers' participation and contribution to new programmes add-not only to their confidence and
- 21 -
familiarity when they teach or manage the programme but give teachers a greater pride in their work which is at least partly of their own creation. The preparation of such a workshop will also take at least three weeks and the selection of participating teachers must be done with great care since it is a demanding and intense experience which requires full co-operation and commitment of all participants. The first workshop should be developed and conducted by Lebanese or international experts. The second and subsequent workshop can be conducted by one or more carefully selected participants of the first workshop using the materials developed. Participants in the first workshop should be teachers with workshop experience who in principle will go back to their workshops. Different subject-matter workshop teachers can and should attend the same workshop.
Programme resources and equipment
38. An essential resource of a technology programme is learning materials. In this case, mainly project dossiers. A project dossier would contain
a description of an object to be constructed or an exercise to be completed, a drawing of the object or a set of criteria for the exercise, a summary of related technology or theory necessary to understand the functioning of the object or the purpose of the exercise, a base for evaluation, listing criteria limits, finish and other measurable aspects of the finished object or completed exercise. Such complete dossiers are hard to come by although Unesco1s project dossiers contain most of these elements. It would therefore be necessary to collect existing projects and exercises and have teachers during their teacher-training workshop develop these projects into project dossiers. Project dossiers would be useless without adequate provision of consumable materials. It is possible to estimate the quantity, type and cost of consumable materials for the five subject workshops. Detailed lists can be easily generated during the workshop once the project dossiers have been determined.
39. If the content/method matrix is taken as a guideline for the first-year programme then Table 2 could be taken as a preliminary estimation of the
quantity, type and cost of consumable materials. Clearly this table serves as a planning tool only; details must be worked out during the project preparation.
40. Finally, the equipment necessary for the technology programme and for the other usage, the pre-vocational programme for out-of-school youngsters is
discussed next. As was mentioned earlier, the tools in the woodworking and electricity shops need upgrading and new multi-purpose machines are necessary for these two shops, including additional sewing machines for the dressmaking shop, duplicating/copying machines for the typing class, possibly paper cutters and dryers for the bookbinding shop and gardening tools for the gardening class. Preliminary tool and equipment lists are attached as two appendices to this report. A project preparation mission would work on a more detailed listing and make cost estimates. A description of the project to upgrade the current handicraft programme to a technology programme is given in Appendix 1 of this report.
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TABLE 2
PRELIMINARY ESTIMATE OF CONSUMABLE MATERIALS FOR THE FIVE SUBJECT-MATTER WORKSHOPS
Subject
Woodworking
Electricity
Typing/
Bookbinding
Dressmaking
Gardening
Type
Empty cans round, square and flat
stock nails, screws, plugs
glue, paints, varnish
components, outlets, switches, fuses, pipes, boxes, lampholders
wire
screws, nails
paint, putty
paper, cardboard, carbon
linen, erasers, ribbons glue, brushes, gauze
cloth, lining, buttons thread, band, needles, pins, paper, pencils, chalk
seeds, plants, fertilizer
Quantity 15 Students/yr.
40 to 60/yr. 1 cube
2 packs, different sizes
one/two gallon
25 each
box of 100 yds. different gauge/colors
2 packs different sizes
one/two gallons
2 reams different weight
few boxes, 30 ribbons few boxes
depends on students' productivity
small quantities
Cost Workshop/yr.
$400,000
500,000
200,000
$100 - $300
$100,000
- 25 -
APPENDIX 1
UPGRADING OF THE HANDICRAFT PROGRAMME IN THE PRIMARY AND INTERMEDIATE CYCLE OF THE PUBLIC SCHOOLS INTO AN EXPERIMENTAL TECHNOLOGY PROGRAMME
Project summary
1. The handicraft programme in the primary and intermediary classes of the public schools which started in 1980 has been successful in establishing
a large number of different workshops throughout the country. These workshops offer practice in manual skills in five areas: woodworking, electricity, typing/ bookbinding, dressmaking and gardening during two periods per week. A major aim of the programme is to change students' attitudes towards manual work. This aim has been partially accomplished, the typing/bookbinding, dressmaking and presumably gardening workshops have positive effects on the students,- the woodworking and electrical workshops on the other hand are less successful in changing students' attitudes. This project aims at changing the character of the established workshops, introducing a process oriented or technological basis for the learning activities in the workshops which would respond better to the interest and character of the students. Upgrading the existing programme requires: (1) in-service training of teachers; (2) selection and installation of additional tools and new equipment; and (3) provision of maintenance and operation budgets. The in-service training of teachers could be organized into three-week workshops conducted by local or international experts. The same experts could detail specifications for tools and equipment and prepare and supervise the tender bidding and installation. Budgets have to be specified and provisions made for internal or external funds. The next three paragraphs give further details on each of these three project components followed by a preliminary timetable.
In-service training for workshop teachers
2. Approximately 100 teachers have been instructing the handicraft programme in the school workshops around the country. The largest number of school work
shops are in Beirut and the suburbs, 26 and in the Bekaa, 28. A preferred location for the in-service training would therefore be Beirut. Ideally, the training course would be offered in the form of a training workshop conducted at a school where classrooms and subject/school workshops would be made available for the duration of the training. Access to a woodwork, electrical and typing/bookbinding school workshop would be almost essential. The training workshop would last approximately three weeks, preferably with eight hours instruction divided into four hours theory and four hours practice every day. A maximum number of twelve participants per workshop would have to be set with two presentation/lectures. The medium of instruction, Arabic, English or French, should be decided upon early and be decisive in the selection of the local or international experts who would serve as lecturers unless interpretation can be provided. It would be necessary to re-equip the school workshop at the school where the training workshop will be held before the commencement of that workshop to enable participants to familiarize themselves and work with the 'standard' tools and equipment. Besides fully equipped school workshops, the training workshops would require the following support services: secretarial and typing, photo-copying, printing and binding, and drafting. Sufficient consumable materials for the theory, practice and support services must be made available. Participants should, if possible, be given a bonus upon the successful completion of the training workshop course. At least three weeks need to be scheduled for the lecturers/presenters to organize the training workshop, write and reproduce a workshop manual, prepare the premises and assist in the selection of participants. A summary of the training workshops is shown in the chart below.
- 26 -
In-service training workshop for teachers
Lecturers: two, one expert in technology and one expert in science—each: li-2 man/months
Participants: twelve workshop teachers currently teaching in the five subject-areas—each: 1 man/month
Premises: two large classrooms
fully equipped woodworking, electrical and, if possible, dressmaking and typing/bookbinding workshops
printing/copying facilities
Support: two typists
one draughtsman
one printer
consumable materials for the workshops and clerical operations
transportation
Selection and installation of equipment
3. Detailed tool furniture and equipment lists need to be prepared for each of the five subject workshops after an inventory of the items currently avail
able in the workshops. A rough estimate would indicate that additional tools and new equipment would be needed for fifty woodwork shops, thirty electrical shops, twenty typing/bookbinding shops, ten dressmaking and ten gardening shops.
4. The equipment selection needs to be completed as soon as possible, since the tender and bidding procedures take rather long. Preferably equipment should
be purchased, delivered and installed at the same time as the in-service training workshop is conducted. The selection of the equipment and the preparation for tender could be done by the same science and technology experts who would conduct the workshop. Sample equipment lists for the five subject workshops are attached to this proposal. It should be added that the re-equipment of the workshops must be accompanied by the preparation of workshop layout plans. Such layout plans should show the type and location of all equipment, the storage arrangements for tools and consumable materials, and the circulation areas. The Unesco publication, INFOTVE 9 'Prototype workshops and laboratories for technical and vocational education1, parts 1 and 2, provides instructive examples and should be studied for this purpose. This subject workshop layout and organization would be part of the teacher-training workshop. Below is a summary of the equipment component of the project.
Re-equipping, furnishing and additional tools
Equipment expert: one/two technology and science expert(s)—specification (li man/months); installation (li man/months).
Inventory: inventory of equipment, furnishings and tools in all participating school workshops.
Layout: design and specification of standard layout for each of the five subject school workshops.
- 27 -
Equipment/furniture/tools: generation of detailed equipment lists.
Packaging: preparing equipment lists for international tender.
Selection: selection of equipment.
Installation: preparation of installation guides and supervision of installation.
Maintenance and operations budget
5. Sizeable difficulties in the current handicraft programme are caused by the absence of a maintenance and operations budget. Technology as well as handi
craft programmes require money for the purchase of consumable materials, for repairs and replacement of tools and equipment, for maintenance and upkeep of facilities and for general operating costs such as light, electricity, cleaning, etc. Provisions need to be made at the beginning of a project to estimate the budget requirements of a new project and to negotiate the availability of such money. Local or international experts as part of a project preparation mission must inform governments of the recurrent as well as the fixed cost of a project and should make it clear that without such money a project cannot be successful. As part of this process such experts need to investigate sources of funds. Can and should parents contribute? Should municipalities make funds available to employers' organizations? It would seem that the most reliable and possibly only source of funds in Lebanon would be the central government or possibly a part of a loan; money furnished by international development banks could be used. Finally, the question of whether bonus or overtime money should be given to workshop teachers as part of the operating budget should be examined.
Plan of operation
6. A plan of operation would show three phases to the project. During the first phase the equipment lists are prepared together with the workshop layout
plans. The second phase includes the preparation of the training workshop premises. It may be necessary to find funds to equip these premises before the equipment for the other workshops arrive. These premises could be developed into a permanent programme curriculum and research centre. One or more training workshops will be given during this second phase. During the third phase the equipment will be installed. A time schedule is shown below.
Time
Activity
Equipment inventory &, Sfiecs
Preparation of premises
starting date
1 2 3 10 11 12
W o r k s h o p I
W o r k s h o p 11 e t t"v
Equipment installation
month
3 4
>ecs
- •
<
» • * — * - . •—f- '—*- • — ¿ * a
- 28 -
APPENDIX 2
SAMPLE SUMMARY EQUIPMENT LISTS
Woodworking Workshop Capacity - 15 students
Item
1.1
1.2
3.1 3.2
3.3
3.4
Description
Individual Student Toolkit
Unit Qty.
17
Measuring tools: Folding Wood ruler, straightedge, try-square, dividers, marking gauge
Handtools: hammer, wooden mallets, jack plane,handsaw, wood chisels
Collective tools Manual glueing press, hand-drill, measuring tape, levels bevel gauge, nail hammers, block planes, mitre boxes, glueing clamps, auger drills, rasps, glueing pots/brush, screwdriver, bow saw, square files, coping saw, pliers, tenon saw, pincers
Collective Equipment
Stockcutting Circular Saw Woodworking Combination; band-
saw, circular saw, belt & disc finisher, thickness planner and shaper, woodlathe
Electrical Drilling and Sawing unit
Portable drill
Priority
1
Remarks
1 1
1
1
Furniture
4.1 Adjustable Woodwork bench 4 students/4 vices
4.2 Glueing table 4.3 Tool storage cabinets
1 3
1 1
- 29 -
Electrical Workshop Capacity - 15 students
Unit Item Description Qty. Priority • Remarks
1 Individual Student Toolkit 17 1
1.1 Measuring tools: measuring tape, steel ruler, try-square
1.2 Handtools: hammer, screwdriver, pliers
2 Collective Tools 6 1 Hand drills, levels, bevel gauge saw (wood/ metal) screwdriver sets, universal meters, chisels, (wood/metal/stone) pipe-bending tools, wireguiding tools, pliers
3 Collective Equipment
3.1 Electrical Drill Press 2 1 3.2 Electrical Portable Drill 4 1 3.3 Pipebending & Cutting 1 1
4 Furniture
4.1 Mounted installation boards 16 1 4.2 Work benches 2 1 4.3 Storage cabinets 4 1
Typing/Bookbinding Workshop Capacity - 15 students
1 Individual Student Toolkit 8
1.1 Typewriters - French, Arabic 8 1.2 Scissors, brushes, measuring
tools 10
2 Collective Tools
2.1 Staplers 2.2 Staplers 1
3 Collective Equipment
3.1 Photocopying Machine/Duplicator 1
- 30 -
Typing/Bookbinding Workshop (cont'd.)
Item
3.2
4.1
4.2 4.3
Description
Papercutter,binding machine, dryer, stitching machine, stapler large capacity
Furniture
Typewriter tables, Duplicator table
Bookbinding benches Storage cabinets
Unit Qty^
1 ea.
Capacity - 15 students
Priority Remarks
Dressmaking
1 Individual Student Toolkits
1.1 Measuring tool; measuring tape, ruler, chalk
1.2 Handtools; scissors, needles, pins
2 Collective tools Special scissors, marking-out tools
3 Collective Equipment
3.1 " Sewing machines electric irons
4 Furniture
4.1 Cutting & sewing tables 4.2 Storage cabinets 4.3 Ironing tables
Gardening
1 Individual student tools
1.1 Measuring tools; measuring tapes, rod
1.2 Handtools; hand spaces
2 Collective tools Hose, sprinklers, spades hoes
16 6 4
16
8 4
4 4 4
Capacity - 15 students
Capacity - 15 students
- 31 -
Gardening (cont'd.) Capacity - 13 students
Item Description
Collective equipment wheelbarrows handplow hand fertilizers
Unit Qty. Priority
2 1 1
Remarks
Furniture Sunboxes, seedboxes Storage cabinets -outside lockable
2
2
- 32 -
APPENDIX 3
BIBLIOGRAPHY
Unesco, The introduction and strengthening of technology education as part of General Education in the intermediate schools of the Lebanon, by Norman K. Lowe. Serial No. FMR/ED/STE/81/226(SA).
UNICEF, Draft plan of operations for a basic service programme in Lebanon.
Unesco, Proposed planning methods and standards for prototype workshops and laboratories, parts 1 and 2, by Joseph W.B. Bredie, Paris, 1979 (INFOTVE 9) .
, revised recommendations concerning technical and vocational education adopted by the General Conference at its eighteenth session, Paris, 1974.
Centre national de documentation pédagogique. Education Manuelle et Technique, classes de collèges: 6, 5, 4, 3. Ministère de l'éducation, Direction des collèges, re-edition, Paris, France, 1980.
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