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Leadership and Management of TVET in Selected Secondary
Schools in Jamaica: Implications for Student Outcomes
Keshawna Salmon-Ferguson, PhDGareth Phillips, PhD
Shermaine Barrett, PhD
Jamaica’s 2030 Vision:As Jamaica strives to become the place of choice to live, work, raise families, and do business, one national outcome is world-class education and training.
Given current trends, this education and training will need to include TVET and STEM based curriculum and approaches.
There is increased emphasis on TVET to improve social and economic status of the country.
Drive by the Ministry of Education (MOE) in Jamaica to infuse TVET universally in the secondary schools’ curriculum.
UNESCO Shanghai consensus in May 2012 is that TVET be linked with general education to ensure flexible pathways for learners and that they are provided with skills that are relevant to the labour market.
A number of schools have already been offering TVET subjects to their students.
Useful to study what is happening in TVET in the schools to identify some best practices.
Emphasis of study is leadership and management in schools that experience much success in the respective subject areas.
The purpose of the study was to understand how schools in Region One are doing in TVET at the CSEC level and to describe the leadership and management principles and practices in TVET in selected top performing schools in the region.
1. What is happening at the CSEC level in TVET in selected secondary schools in Jamaica?
2. What training do persons who teach TVET subjects in selected schools in Jamaica have?
3. What are the leadership and management principles, philosophy and practices that guide the offering of TVET in selected schools in Jamaica, that do well in respective subjects?
Research Design – Mixed Methods Quantitative
◦ CSEC Data for 2014
Qualitative◦ In-depth interviews
Population and Sampling Quantitative: All secondary schools in Region
One – 41◦ Traditional – 19◦ Upgraded or New – 19◦ Technical – 3
Qualitative: Top 3 schools from each category with at least 5 TVET subjects in CSEC - 9◦ Traditional - 3◦ Upgraded and new - 3◦ Technical - 3
Data Collection Procedures
Quantitative Reviewed CSEC data for 2014 – TVET
Subjects◦ Number of TVET subjects done per school◦ Average TVET scores per subject◦ Overall performance of schools in TVET◦ Performance in Maths and English in selected
schools
Data Collection Procedures
Qualitative Interviews with Principal or vice principal of
the 9 selected schools
Subject No. of Schools
Avg.Score
Physical Education and Sport 29 99
Theatre Arts 17 96
Home Economics Management 28 90
Food and Nutrition 33 89
Electronic Document Preparation and Management 34 88
Agricultural Science (Single Award) 13 85
Information Technology 40 80
Clothing and Textiles 29 80
Building Technology (Construction) 17 79
Visual Arts 37 74
Technical Drawing 31 74
Building Technology (Woods) 19 68
Mechanical Engineering Technology 17 64
Electrical and Electronic Technology 25 59
Agricultural Science (Double Award) 2 30
School No. of TVET Subjects
Average Score
CAMPION COLLEGE 3 100
WOLMERS GIRLS' SCHOOL 7 100
ST ANDREW HIGH SCHOOL FOR GIRLS 7 99
IMMACULATE CONCEPTION HIGH SCHOOL 3 98
THE QUEEN'S HIGH SCHOOL 8 97
CONVENT OF MERCY ACADEMY ALPHA 6 96
WOLMERS BOYS' SCHOOL 5 95
HOLY CHILDHOOD HIGH SCHOOL 9 94
ARDENNE HIGH SCHOOL 10 94
MERL GROVE HIGH SCHOOL 8 92
ST HUGH'S HIGH SCHOOL 7 90
ST GEORGE'S COLLEGE 8 89
School No. of TVET Subjects
Average Score
EXCELSIOR HIGH SCHOOL 12 88
MEADOWBROOK HIGH SCHOOL 8 87
CALABAR HIGH SCHOOL 8 85
OBERLIN HIGH SCHOOL 13 82
JAMAICA COLLEGE 4 82
KINGSTON COLLEGE 8 80
CAMPERDOWN HIGH SCHOOL 8 75
School No. of TVET Subjects
Average Score
Gaynstead High 6 98
Mona High 11 92
Edith Dalton James 8 87
Norman Manley High 11 86
Clan Carty High 12 85
Vauxhall High 11 82
Papine High 13 81
Holy Trinity High 11 79
Charlie Smith High 11 78
Tarrant High 13 79
Tivoli Gardens High 7 74
Pembroke Hall High 12 69
School No. of TVET Subjects
Average Score
Kingston High 8 69
Penwood High 10 68
Donald Quarrie High 10 68
Mavis Bank High 8 64
Haile Selassie High 11 58
Denham Town High 12 56
Trench Town High 8 53
School No. of TVET Subjects
Average Score
Dunoon Park Technical 11 76
Kingston Technical 11 72
St. Andrew Technical 14 71
School TVET Avg.
Avg. In Maths
Avg. in English A
Wolmers’ Girls School 100 95 99.5
St. Andrew High School for Girls 99 98 99
Gaynstead High School 98 80 80
The Queen’s School 96 85 97
Mona High School 92 60 87
Edith Dalton James High 87 30 41
Dunoon Park Technical 76 42 42
Kingston Technical 72 58 69
St. Andrew Technical 71 20 35
Overall, Region 1 performed well in TVET subjects (m = 81.2)
Significant difference among types of schools
in Mathematics, English, TVET subjects
Traditional schools outperformed other types in Maths English and TVET scores
Mathematics, English, Number of TVET subjects, and school type affected overall TVET scores
There is a strong positive relationship between TVET scores and English ( r = 0.827) and moderately strong positive relationship between TVET scores and Mathematics (r = 0.764).
There is a very strong positive relationship between Mathematics and English scores (r= 0.909)
Introduced to TVET in grades 7 & 8 Select specific TVET subject/area for
concentrated study in grade 9 or 10 Departments related to TVET areas/subjects Managed by Vice Principal and Heads of
Departments
Delivered by staff with training in TVET
Most staff have degree in specialized areas
Staff who teach in TVET areas have qualification in the respective areas, usually at the bachelor’s level. Few staff have diplomas
Mix of veteran and young teachers
There is however some concern about their level of technical / practical understanding and the ability to pass on relevant up-to-date skills to students.
Staff has limited industry practice
Less time than core / non-vocational subjects
Time allotted to TVET subjects per week range from 1 to 5 hours.
Number of sessions/hours per week usually depends on grade level. With higher grade levels getting more time.
Choices made by students in collaboration with parents and teachers
Choices and final selection guided by performance/grades, interests, career choice
Preparation for selection done through one and one conversations, workshops, presentations from experts, career expo, discussion with parents, students’ involvement in related clubs
Limited resources – financial & physical Outdated resources especially in heavy
equipment areas Managing resources – Creativity in use and
repair of existing resources Sourcing resources – maintenance fees,
personal funds, past students, partnerships with business, share with other institutions
Teachers – caring, drive/push students, technical knowledge, devotion
Extra lessons Improving literacy and numeracy skills Conditions and features of class space
which encourages productive activity Students’ ability to produce written and/or
practical work
Every student to leave with at least one TVET subject
Students will have confidence and competence in TVET area studied
Leadership by example Participatory / distributed Inspirational /motivational Providing resources Guided by mission of institution Forming policy Setting targets and monitoring achievement Giving direction and sharing vision
Effort should be made to improve students’ literacy and numeracy. English and Mathematics are the foundation for TVET.
Teachers in TVET areas should be required to undertake periodic professional development in their respective skill areas through direct involvement in activities in the associated industry.
Teacher training institutions also need to look at the extent to which teachers are adequately prepared through industry attachment and emphasis on lifelong learning
Additional links need to be forged with industry to facilitate teachers getting further experience in their respective skill areas – institution-to-institution collaboration, policy, apprenticeships
Structures for managing TVET are established in the schools. These structures seem to be effective in facilitating the various TVET related processes in the schools. Leaders are encouraged to continue to maintain and /or improve on such structures to further facilitate positive student outcomes.
It is useful to introduce students to TVET areas before final selection of subjects in higher grades. This facilitates students making more informed decisions about TVET subjects.
The processes for preparing students to choose subjects and helping them to make final decisions about TVET subjects could facilitate students’ motivation to do the subject where they are not coerced.
The measures used to prepare students for choosing TVET subjects need to be further evaluated to determine their effectiveness.
Parents play a crucial role in students’ selection of TVET options. It is very important to educate parents about the various TVET subjects and options available to students to get their buy-in. Preparation of parents for TVET is important.
Much emphasis is placed on the teachers’ role in students’ achievements. While teachers should continue to support and encourage students there might be a place for getting students to become more internally motivated to pursue the respective subjects. This has implications for undertaking future studies beyond the secondary level and developing 21st century skill. Strategies need to be found to increase students’ internal motivation.
With increased emphasis on TVET and what is required to effectively complete TVET subjects in terms of time and physical resources, consideration will need to be given to increasing these in a deliberate way, especially if the goal of having all students complete a TVET subject is to be realized.
Leadership which facilitates the sharing of vision re TVET, which involves staff in the overall planning and development of TVET and which seeks to encourage and motivate teachers in their work in the TVET area through the provision of incentives and resources seems to be useful in the overall process of getting good results in TVET.
Further research: Performance and leadership in TVET in
other regions in Jamaica and other Caribbean territories
Relationship between selected variables and results in TVET
Comparison of leadership and management in high performing and low performing schools in TVET
Thank You!!!