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The training of techniciansW.G. Sparrow aa College of Education (Technical) , HuddersfieldPublished online: 30 Jul 2007.

To cite this article: W.G. Sparrow (1967) The training of technicians, The VocationalAspect of Education, 19:43, 86-93, DOI: 10.1080/03057876780000091

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The Vocational Aspect (Summer 1967) Volume XIX No. 43, pp. 86-93

THE T R A I N I N G OF TECHNICIANS

A Commonwealth Conference

By W. G. SPARROW

Senior Lecturer, College of Education (Technical), Huddersfield

Introduction

A COMMONWEALTH CONFERENCE on the Education and Training of Technicians, attended by 120 representatives of almost all the Commonwealth countries and observers from a number of international organisations, was held at the Huddersfield College of Education (Technical) from October 17-29, 1966. The Conference, as its title suggests, was concerned with the problems of educating and training technicians in the context of the current and planned needs of trained manpower within the Commonwealth.

The Conference was required to review and compare the existing adminis- trative and academic arrangements for training technicians in Commonwealth countries and to examine the possibility of devising meaningful patterns of co-operation within the Commonwealth in this field. It soon become evident during the course of the proceedings that many problems in the field of the training of technicians were common to all participating countries whatever stage of economic development they had reached. It became clear that all had much to gain from an examination of the contributions of the eminent experts who addressed the Conference and from the invaluable exchange of ideas which took place within the working groups which were set up to examine specific problems.

It would not be possible within the confines of this article to give a detailed report of the Conference proceedings. This has been done in the official Report of the Conference. 1 It may be considered useful, however, to select a few of the main themes which emerged with a view to pointing to some of the problems which exist in the field of training technicians, and examining some of the suggestions made at the Conference as to how these problems may best be tackled. In doing this, emphasis will be placed on the broad issues rather than on those issues of more specific concern to developing countries and Common- wealth co-operation which rightly took an important place within the Conference proceedings.

The concept of the technician

In order to consider the questions raised within its terms of reference the Conference had to be clear as to what it meant when using the term' technician'. It was quickly agreed, very wisely it may be thought, that this did not necessitate

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W. O. SPARROW 87

a long and pedantic discussion with the aim of agreeing a precise definition of the term. The concept of the technician first arose in the field of engineering and in this field--without feeling the need for recourse to a precise definition-- the idea that there exists a 'middle-level man ' between the skilled craftsman on the one hand and the technologist on the other, is easily accepted. It is true that the dividing lines between the 'professional-level man' , the technician and the craftsman may be frequently blurred. Indeed, in some fields--one thinks particularly of business and commerce--it may be difficult to think of the occupational structure in these terms at all. However, it is suggested that, whatever field of industry or commerce is examined, it is possible to recognise that manpower is broadly divided into these three categories, although some particular jobs may defy categorisation. We can recognise the professional man or technologist with a sound academic background giving him the necessary theoretical knowledge on a fairly broad front which enables him to be concerned with the wider aspects of technological progress. We can recognise the craftsman who relies basically on his main attribute of manual skill. It is suggested that we can also recognise that there exists a broad stratum between the technologist and craftsman involving a range of personnel with wide differences both in subject interests and in degree of expertise. It is with the education and training of these people that the Conference was to concern itself.

It was quite clear that the Conference did not intend to restrict itself to any narrow concept of the technician from the point of view of subject interest. This can be seen by the fact that working groups were constituted to deal with the special requirements of particular kinds of technicians. Studies were made of education and training in the fields of mechanical and electrical engineering, agriculture, business and commerce, science, civil engineering and construction and those aspects of training of special interest to women and girls. It had been hoped to consider a wider canvas with the inclusion of textiles and food and catering, and during the course of the Conference the view was expressed that the problems of training medical technicians might also have been discussed.

Previous reference has been made to the difficulty of reaching a clear under- standing of what is meant by a technician in some of these fields. The term has a very unfamiliar ring about it, for example, in the context of business and commerce. This did not prevent the working group concerned from getting to grips with the relevant problems. It is possible to recognise a stratum of personnel who are primarily concerned with the planning and control of business operations and who take the responsibilities which go with these activities. They include directors, professional accountants, managers of various kinds, senior buyers, consultants, etc. These are the business technologists. At the other end of the scale there are many jobs in business which require the application of some specialist skill or technique but little more. These include the jobs done by typists, many clerks, book-keepers, sales assistants, telephone operators, etc., and may be equated with the 'craftsman' of the technologies. Between these levels come the people who combine some specialist knowledge, experience or skill with

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88 The Training of Technicians

additional responsibilities and the ability to work under the direct control of management. Jobs at this level often contain an element of supervision, and may involve acting in an advisory capacity to professional people. These may be equated with 'technician' work in the other technologies. Senior secretaries, personal assistants, office supervisors, sales supervisors, senior representatives, junior accountants, chief clerks, organisation and methods assistants are business technicians, although few of us find it easy to use the term and people in these occupations would often not reeognise themselves as such.

Throughout this examination of what is meant by a technician there is evident the fact that it is necessary to identify the level of the job according to the actual work done. It is desirable that the qualifications of people doing the work should match their responsibilities. It is therefore necessary to ensure that the education and training which they receive leads to the most appropriate qualifications. It is with the planning of this education and training that the Conference was mainly concerned, although it first looked at the place of the technician in industry and commerce in the wider context of the manpower background and his place in society.

Manpower planning The importance of manpower planning as a part of the general economic

planning of the nation cannot be over-stated. A plan must be based on knowledge of the existing situation, knowledge which can only be gained by collecting detailed information about the number of persons employed and their occu- pational classifications in all concerns both in the public sector and the private sector. It is then necessary to identify the occupational categories in which technologists, technicians and craftsmen are needed to fit into the scheme of general economic development. At the same time a quantitative estimate needs to be made of the demand for personnel of different kinds over a stated period. It is so that supply of personnel can be in step with this demand that it becomes essential to co-ordinate manpower planning with the development of technical education. It is within this wide framework that the education and training of technicians has to be considered.

The Conference was impressed by evidence of the detailed nature of occu- pational surveys and job analyses undertaken in some Commonwealth countries. Most countries also have research projects into future manpower needs. However, it must be emphasised that the employer, both in the public sector and in the private sector, has a responsibility to plan ahead and make calculated forecasts of his manpower requirements. If such planning is not allied to the development of technical training, manpower may prove to be in short supply. In turn, this may lead to a situation in which labour is poached from other firms, resulting in the pushing up of wage rates but not in increased supply, a process of no benefit to the firm, the industry or the country. An over-all shortage of supply may necessitate the importation of expensive personnel from other areas or countries. Conversely, the overproduction of particular types of personnel,

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W. G. SPARROW 89

resulting from inadequate planning, can mean that expensive training resources have been wasted and that trained persons are employed in positions which do not require them to use to the full the skills acquired during their training.

Technician status

As has already been indicated, the Conference was concerned with the place of the technician in society. The real need is to ensure that the technician can see that he works within a meaningful career framework and that his functions have an integrity of their own. In this connection, the views of the Willis Jackson Report 2 were referred to with general approval:

We foresee the need for further careful consideration of the whole problem of the motivation, career structure and status of technical supporting staff. The aim must be to ensure that the career available to the technicians increasingly reflects its importance in the structure of technological occupations, and presents a worthy outlet for a wide range of well qualified people.

In discussing the question of the status of technicians, the idea of certification was considered with approval and it was noted that in some Commonwealth countries the introduction of certification has contributed markedly to the technician's status. The need to ensure that opportunities are open to the tech- nician for the full development of his talent is an essential part of the question of status. The educational and training facilities necessary for such development to take place must be available to him.

There were interesting differences of opinion as to the value of technician institutions. On the one hand it was suggested that these can do nothing but enhance the status of technicians. On the other, it was thought that such institu- tions imply a terminality in the technician's job and so might inhibit and restrict career development through to professional level. The possibility of professional associations opening their doors to technicians, usually with grades of member- ship, was also considered to have both advantages and disadvantages. Wider agreement seemed to attach to the idea that professional associations should assist such technician level associations as are formed without becoming responsible for their qualifications or course requirements.

Selection for training

Having considered the place of the technician in the wider context of manpower planning and in society as a whole, the Conference turned its attention to the question of selecting appropriate persons for technician training.

A remarkable degree of agreement appeared to be reached concerning the minimum entrance qualifications which should be required of those hoping to undertake technician courses. This agreement was all the more remarkable if one compares the diverse stages of economic and industrial development of the countries concerned and the wide variety of courses envisaged. The feeling was that potential technicians everywhere should be required to complete successfully

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90 The Training of Technicians

eleven years of school education, usually six or seven years primary and four or five years secondary (or where 'intermediate' schools exist, an equivalent period) culminating in two or more passes at G.C.E. 'O ' level or its equivalent, the subjects to include mathematics and an appropriate science or commercial subject.

There may arise, however, an increasing need to look to another source of supply of future technicians--those who cannot offer evidence of any specific educational attainment. It is with regard to these people--who are clearly candidates for a 'pre-technician course '-- that selection procedures assume great importance. Such a course must be especially designed for those who are judged as potentially capable of satisfactorily completing a technician course but who lack the necessary entrance qualifications to embark upon it. This, in itself, implies that there is a clear necessity to take the greatest care in selecting for the course. The course itself must not be used as an instrument of selection by admitting all who apply. With careful screening of applicants, evidence suggests that a well-designed pre-technician course is a better preparation for a technician course than the courses which need to be undertaken to provide a candidate with the necessary paper qualification for entry.

It is clear that the development of refined selection and placement techniques is essential. Shortcomings in these techniques in the past have led to students being placed on inappropriate courses and guided into jobs unsuited to their abilities and interests. The resultant wastage of training facilities and trained personnel can be ill afforded.

Some of the placement difficulties may be tackled by insisting that career counselling and guidance services are made more easily available and undertaken only by people professionally qualified in this field. Closer liaison between schools, technical colleges and industry is a pre-requisite of success in this area. There is also a need to intensify research into the development and validating of both selection and placement techniques, and for machinery to make the results of research readily available to all concerned.

The problems of selection and placement are only part of the story. There is the allied problem of assessing a student's progress once he is on the course. Both colleges and industry must play their part in solving this problem, and the assessment must be regarded as a continuous, purposeful process. The real aim must be to assess the potential technician's worth when confronted with an assignment or project typical of the kind which he might face during his employ- ment. Such an assessment will indicate the extent to which he has assimilated his academic and industrial or commercial training.

The Conference was particularly anxious to stress the need in the successful technician of qualities other than theoretical or practical expertise in the perfor- mance of his job. Emphasis must be placed on the relevance of personal qualities of leadership, initiative, imagination, enthusiasm, sense of responsibility, adaptability, co-operativeness, etc. Added to these must be the ability to com- municate successfully both in writing and by word of mouth.

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w . ~ . S P A R R O W 91

Technician courses

In dealing with the very wide subject of the types, content and organisation of courses the Conference discussed in some detail the advantages and dis- advantages of a large variety of types of courses. It is not possible to do more than outline some of the main points which emerged.

It was stressed that technician courses must have an integrity of their own. This must be the corner-stone on which any discussion of their content and organisation must be built. The dangers of regarding the main source of supply of technicians as being the 'failed professionals' must be underlined. The potential technician, once selected as such, must undertake a course of study designed solely for technicians. Such a course should be a terminal course. This does not, and should not, exclude the possibility of the technician being able to undertake additional study and training for professional work if he has the ability and desire to do so. The technician, however, must be regarded as being as important as the technologist, performing a different function but not merely being an inferior who has failed in a quest to reach technologist status. A very real danger is that courses may become adapted to allow them to acquire the veneer of professionalstatus, this process resulting in the courses becoming less and less relevant to the needs of the people undertaking them.

To sum up, one can do no better than quote one of the Conference papers:

Educators of technicians are subjected to severe sociological pressures gradually to raise the standards of their courses. The gradual elevation of course standards, as an expression of an aspiration to professional status, via sub-professional education, is not possible while such education is conducted to fulfil its proper function, that is, the production of technicians.

The Conference recognised that the actual content and bias of a technician course would, to some extent, be determined by the level of technician work being catered for. With such a wide stratum of personnel defined as technicians it is inevitable that a wide range of courses must develop extending from the near-professional in type at one extreme to the near-craft type at the other. Further, having agreed that the technician as defined is to be found in a wide range of occupational fields, it must be accepted that different requirements and specifications for technician courses will be found depending on the specific needs of these various fields.

With these qualifications, it is possible to point to certain general principles which should guide those responsible for the construction of technician courses. Two fundamental aims may be suggested--first, the avoidance of over-special- isation in the early stages of the course; secondly, the recognition of the impor- tance within the course of those elements concerned with the general education of the student.

It was suggested in one of the Conference papers that all technician courses should contain elements of:

(1) Technical theory--mathematics, sciences, or other subjects relevant to the techniques required by the technician. 7

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92 The Training of Technicians

(2) Technological theory--relevant to the equipment and specialized techniques which must be used.

(3) Technical and Technological skiUs--includes all skills of which the technician must have mastery, whether manipulative, conceptional, evaluative.

(4) General F_Aucation--including studies designed to broaden social, cultural or occupational understandings and competences . . . .

It was agreed that the difference between the kinds of technician courses in an occupational field is chiefly a difference in the mix of the elements--the near- professional being characterized by a higher content of technical and technological theory and a smaller percentage of operative skills than the near-craft courses."

Not all the working groups at the Conference found the time to discuss or suggest specific technician courses in their own fields. It may be of interest, however, that the Report of the Conference includes details of a suggested curriculum for science technicians drawn up by the working group concerned, and details of a New Zealand experiment in a technician course for commerce which was discussed by the working group concerned with business and commerce.

As well as the content of courses the Conference, not unnaturally, devoted a considerable amount of time to the question of the organisation of courses. A review was made of full-time courses, sandwich courses, block release courses, part-time courses of various types, correspondence courses, accelerated (or crash) courses, etc. The arguments in favour of and against these alternatives were put and most of these are familiar to allin the educational world.

Of particular interest in this context is the enlightened manner in which correspondence courses for the training of technicians have been developed in Australia and New Zealand. These countries have a relatively long experience of this type of course originally forced upon them for geographical reasons. A feature of these courses is the opportunity given to students to meet their tutors in block attendance during parts of the course. It is interesting that the number withdrawing from these courses has been very low.

Other matters discussed

An attempt has been made to outline some of the main themes which emerged at the Conference. It should be stressed, however, that the work of the Conference ranged over an area far larger than that indicated by this account. Excellent lead papers were presented on the planning and equipping of institutions (includ- ing the provision of libraries, textbooks, audio-visual aids, etc.), on the supply and preparation of teachers and ancillary staffand on the administration, finance control and inspection of technical education. Each of these topics was also dealt with by a working group and each group produced a report which was discussed by the Conference in plenary session. Another working group concerned itself with the special problems of the training and education of girls and women as technicians and presented a report on this topic, The Conference also heard a lead paper presented on an assessment of present and planned provision for the education and training of technicians in Commonwealth countries. This

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W. G. S P A R R O W 93

paper was based on data received from participating countries before the Conference was held. Another paper was presented on aid patterns and Common- wealth co-operation in the field of technical education. Both of these papers were discussed in plenary session. The Report of the Conference contains all the lead papers in full, reports presented by the working groups and reports of the general discussions which took place in plenary sessions.

REFERENCES

1. - - (1967). Education and Training of Technicians. London: H.M.S.O. 2. Report on the Triennial Manpower Survey of Engineers, Technologists, Scientists and

Technical Supporting Staff (Cmnd. 3103).

(Script received: March 8, 1967)

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