3&9 WWWWWWWWWWWWWWWWWWW WWWWWW . W . .-‘.“j_-.. ---——~- was LIBRAR y % Michigan State UmVCfSIE)’ WES?! WVVWV This is to certify that the thesis entitled AN OVERVIEW OF INDUSTRIAL EDUCATION CURRICULUM AT TECHNICAL COLLEGES IN SOUTH AFRICA WITH PROPOSALS FOR MANPOWER DEVELOPMENT THROUGH COURSE OFFERINGS presented by Francis Verity Norton has been accepted towards fulfillment of the requirements for degree in Educat1 on W W Major professor Masters Date May 8, 1979 0-7 639 OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: '. 22mm . ' l «in .4 1 “‘ ————_——_ 1 31“."? ‘ Place in book return to remove - ‘ ‘mfl ‘ ». charge from circulation records mm ‘ 1 .x, AN OVERVIEW OF INDUSTRIAL EDUCATION CURRICULUM AT TECHNICAL COLLEGES IN SOUTH AFRICA WITH PROPOSALS FOR MANPOWER DEVELOPMENT THROUGH COURSE OFFERINGS By Francis Verity Norton A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS College of Education 1979 /<7/r’d 56.36;" ABSTRACT AN OVERVIEW OF INDUSTRIAL EDUCATION CURRICULUM AT TECHNICAL COLLEGES IN SOUTH AFRICA WITH PROPOSALS FOR MANPOWER DEVELOPMENT THROUGH COURSE OFFERINGS By Francis Verity Norton The purpose of this paper was to identify problems associated with training and education in Technical Colleges in South Africa and to list some of the meaningful steps which could be taken in this area. At the outset, it is necessary to make the point that these are fields in which the ideals of racial integration must be applied with extreme caution. Assimilation of the black labour force will assist in human development and may provide for the manpower needs of South Africa in the area of skilled artisans. The method used in surveying this problem was an examination of curricula in South Africa and Michigan in the United States of America, a review of pertinent literature and research. A major finding was that courses offered must provide both for the needs of the students and for the needs of industry if manpower development is to be optimal. ACKNOWLEDGMENT In appreciation of the generosity of the Rotary Foundation of Rotary International, the patience and understandigg of Dr. Richard Gardner and the typing skills of Beverly Ann Klass. F.V.N. ii TABLE OF CONTENTS Chapter Page I. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . 1 Definition of Terms . . . . . . . . . . . . . . . . . . 2 II. STATEMENT OF PURPOSE . . . . . . . . . . . . . . . . . . Problem Statement I l I I I I I I I I I I I I I I I I I mun: Options Examined . . . . . . . . . . . . . . . . . . . III. FINDINGS . . . . . . . . . . . . . . . . . . . . . . . . 13 Recommendations . . . . . . . . . . . . . . . . . . . . 15 SELECTED BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 19 APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 A. Table 3 . . . . . . . . . . . . . . . . . . . . . . . . . . 20 B. Table 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 22 C. Table 5 . . . . . . . . . . . . . . . . . . . . . . . . . . 2h D I Table 6 I I I I I I I I I I I I I I I I I I I I I I I I I I 26 iii Table LIST OF TABLES Page Educational Levels Achieved by the four Principal Ethnic Groups in South Africa . . . . . . 7 Aptitudes of Apprentices under training for Skilled Trades . . . . . . . . . . . . . . . . . 9 Technical Courses for Apprentices offered by the Department of National Education . . . . . . . . . . 21 Enrollment at Colleges for Advanced Technical Education, Technical Colleges and other post-school institutions of the Department of National Education . . . . . . . . . . 23 Manpower as at 25 April 1975, Artisans and Apprentices - Present Personnel . . . . . . . . . . 25 Manpower as at 25 April 1975, Artisans and Apprentices - Personnel Vacancies . . . . . . . . . 2? iv LIST OF FIGURES Figure Page 1 Present Course Routing in Technical Education . . . . . 11 2 Current Changes at Technical Colleges . . . . . . . . . 14 3 Proposed Improvement for Manpower Development . . . . . 16 Chapter 1 INTRODUCTION Some educators have advocated speeding up the process to de- velop South African labour resources, yet the structure of education in the Colleges for Advanced Technical Education and Technical Colleges has left much to be desired in efficient organization in as far as it concerned offering courses pertinent to on-the—job requirements. An improvement in this area could do much to motivate students and result in provision for manpower requirements at artisan level. Provision for the supply of technical educators is also inadequate to meet the future needs of the country, should these recommendations be imple- mented. The Report of the de Villiers Commission 1948 on Technical and Vocational Education used the term techni- cal education in an exclusive sense "to include those forms of vocational education associated with science and technology, the direct purpose of which is to fit the individual for some industrial pursuit or trade."1 The Commission offered little criticism of the ex- isting apprentice system; its proposals for a totally new scheme probably implied a rejection of the existing system. The Apprenticeship Act (No. 46 of 1963) was intended to overcome the difficulties which had restricted the control exerted by the State over employer and apprentice.2 1Gibson, John L., Critical Study on Technical and Vocational Education, 1968, page 114. 2op. cit., page 158. These quotations refer briefly to the areas of instruction at Technical Colleges in that pupils attending these courses are serving apprenticeships. The courses were intended to supplement knowledge gained through work experience. Background for this proposal was provided by masters and doctoral theses written by Dr. John L. Gibson, Deputy Principal, Durban Technical College; Education in South Africa written by Drs. Neville and Barbara Robertson, Chamber of Mines and Johannesburg College of Educa— tion; and New Perspectives in South African Education by Dr. A. L. Behr, Professor of Education, University of Durban-Westville. Definition of Terms Apprentice. A person who is serving an apprenticeship which involves a study of the skills required for artisan status. Apprenticeship contract. A contract between employer and employee which determines length of service, study requirements and basic wage in order that artisan status receive recognition. Artisan. A person who has served a recognized apprenticeship and possesses a marketable skill in a trade. Curriculum. An area of study which deals with all the experiences that are provided for students under the direction of the study insti- tution. Remission of time. An apprenticeship contract may be shortened from the required 4 or 5 years in recognition of previous experience or success at technical studies. Technician. A person who has studied at advanced technical levels and operates in the area between engineers and artisans, without having served a recognized apprenticeship. Termination of apprenticeship contract. This term denotes that the apprenticé’has either served the required time or has passed the trade test. Trade Test. A final practical test which determines whether the apprentice has achieved the required proficiency. This test is com- pulsory at the end of the apprenticeship contract or may be taken voluntarily prior to this, depending on technical achievement. Chapter II STATEMENT OF PURPOSE The purpose of this paper was to identify problems associated with training and education in Technical Colleges, and list some of the meaningful steps which have been and could be taken in this area. At the outset, it is necessary to make the point that these are fields in which the ideals of racial integration must be applied with extreme caution. A random merging of peoples with different languages and cultures into one group in order to appease international critics can only give rise to difficulties for those who teach and those who are taught. In education, a plan appli— cable to all is a worthy objective, but in actual instruction, race sometimes cannot be submerged. The function of Technical Colleges was to serve those people who were educationally and economically disadvantaged; to give them the opportunity to study while training in a recognized vocational field, so that they may benefit their communities, speed up the indus- trial development of the country and at the same time qualify them to compete for gainful employment. Problem Statement The problem lay basically in the areas of student recruiting, the inabilities of students in some trades to cope with theoretical matter 3Ringrose, H. L., Training and Education, 1978, page 2. 3 and the relevance of course content to on-the—job requirements. The educational ladder grows ever longer, yet does not adequately serve in depth those who may never climb all of the rungs provided. In the present circumstances, the education system has failed miserably in providing marketable skills to ethnic minorities. Although the proponents of separate development maintain that it is impossible to reconcile the economic needs of a region with the development of its individual and segregated community components, evidence“ continues to accumulate which suggests otherwise. Before critics remind us that there are many Trade and Industrial Training schools provided for Blacks, let it be stressed, that the pro- blem being addressed is in the educational area administered only by Technical Colleges. Politically, the system is completely consistent with the ideology of separate development of each of the racial groups in South Africa. In this sense, it is achieving its objectives. Economically, however, a strong case can be made for the thesis that the concept of separate development and the education sys- tem which supports it is counter productive to the development of the country.5 Another problem associated with organization lay in the provision of separate facilities for the Asian and the Coloured race groups. This problem is highlighted by the number of vacancies in trades as— signed to the White group (see Appendix D). Only two of the defects in the apprenticeship system appeared to concern education, namely, the unsuitability of many apprentices for their chosen trades and the lack of responsibility shown by apprentices at technical classes. The “Robertson, Neville L., Education in South Africa, 1977. 5op. cit., page 34. reasons for this seemed to lie in inadequate assessment of the pupils' ability during recruitment and lack of relativity between course offer— ings and job requirements. 1 The system of apprenticeship which developed when craftsmen with versatile skills were important in industry has become outdated in some cases. With the development of assembly line methods, specialized skills have become the real need and these can be acquired in short in- tensive courses. The length of training is based on what is essential to know and do, rather than on a traditional concept of the time it takes to learn everything associated with a trade or craft. Many of the 120,000 Blacks who come on to the labour market each year will find unskilled employment in the Homelands. The trained and educated Blacks will supplement the White, Asian and Coloured labour force in urban areas, where large employers in industry have indicated their willingness to promote non—whites into senior administration and managerial positions; for the statutory reservation of certain jobs for certain population groups is gradually disappearing. Prompted no doubt by International Labour Organizations, the Trade Unions, in the words of the Minister of Labour, are adopting 'a realistic attitude on the matter in looking not only at their own interests, but also at national interests'. Options Examined Before defining the objectives in curriculum improvement, it is essential to define the objectives of vocational education. To the ex- tent that industry in South Africa has much in common with industry in America, the following objectives outlined by Rupert Evans would seem pertinent. 6Ringrose, H. L., Training and Education, 1978, page 4. Meeting Society's needs for Workers. Apprenticeship attempted to combine the best of family instruction and on- the—job training by having an experienced worker agree to teach the full range of an occupation. At present, almost every skilled technical and professional occupation inducts at least part of its workers through formal school programs offered in high schools, community colleges and universities. Changes in needs for workers occur because once unskilled labour is replaced, it is no longer needed. Agriculture has become one of our most mechanized and efficient indus— tries. Many routine clerical activities have been replaced by electronic hardware. Some experienced workers who are naturally good teachers are recruited to become teachers of vocational education. Increasing Individual Options. The general curriculum, which many educational philosophers claim offers the greatest number of options to students, really offers the least. Some people have more options than others do; that is to say, they have more opportunities for choice as they go through life. Income beyond the amount required for subsistence generally increases an individual's options as does athletic ability, verbal intelligence, manipulative skill and other prejudice, poor education, social isolation, poor health and recognition of standards of achievement which are unattainable for many. In addressing this issue, we have both client-centered objectives and organization-centered objectives. To determine the client-centered ob'ectives, it will be necessary to determine those students of each race group who may benefit from programs in vocational education. It was evident that the majority of pupils who did not matriculate were Black (see Table 1). The Department of Bantu Education (Pretoria 1958) now has direct control of primary, secondary and tertiary education (excluding the three Black universities) for Blacks outside the Homelands. It is organized on a regional basis with directors stationed in Johannesburg 7Evans, Rupert N., Foundations of Vocational Education, 1978, Page 9- 80p. cit., page 27. .ma omen .ssme .<.m.= .noanu< neeom es noepnoses ..a oaae>oz .nonpnopom momeHpmo .. oHpmHHQB won monsmfih Amy nonsmsm mums ANW nonawam mama AH 000 on mosses man s «we a 508 mm 380 ow one saw Hoe m new m was ea nenem< a: mmH :00 N ssm a 508 NH neoneosoo Hes man men n Hem AN awn one excess Amwmomfimon common AmHmoa N3 AmHmoh QC Amsmoh 8 @595 seasons vaennaa nonpoflsosnenz oenonmaenoo A vo onnoeeem Uooqm>o< CV 43 H354 H mmmHINmmH JOHS mBDom zH mmbomo CHESS fimHUZHmm mpg Mme Hm QHE a: N E; Z 313:3; g g 225:?“ 5mm [NGINHR g 8 TRAINING 3-: v: TRAINING COMMISSIMING [WINTER u. 2 g 5 commas Emma 31 g 8 3 TEST IICNNICIAN 0‘ 3 ~... 3 SALES RIPRTSTNTAIIV! 8 w a T2 2 v 4 n 0 ° SUBJECTS g g SUBJECTS g 5 PRACTICAL 2 5 PRACTICAL FOREMAN W o E. TRAINING E g TRAINING _I < w _ .. o 3 2 I g a I g 25 6 TI 9 2’ 4 TI 3:3" "gufag ARTISAN _c_> v SUBJECTS : suaIECIs , :; PRACTICAL z PRACTICAL z TRAINING TRAINING u l STUDENT IRWFER n I={> II I II I mmcumuom STD Io STD Io ‘ ”3 ‘ ~ ~ suaIECTs TRADE TEST umvmsm WITH MATHS. WITHOUT MAINS. ”Acne“ I. CIENCE EXEMPTION a. SCIENCE s mums I J N2 TRADE THEORY I L 4 N2 _. STD. 9 SUBJECTS 8 PRACTICAL =5 TRAINING W I E I A NI 8 STD. a SUBJECTS PRACTICAI ,, TRAINING L APPRENTICE PENINSULA courcr Ion ADVANCED STD. 7 TICHNICAI EDUCATION. JOURNAI I977. page 14 12 ulated length of time at a wage equal to or higher than the basic mini- mum. During this time, the employer is bound to release the employee to attend courses at a Technical College in the specified trade. This period of study is not to exceed three months in any one year. The em— ployer must pay both salary and tuition for the apprentice during this period of study. The maximum time served under the contract would not exceed four or in some cases five years. If the apprentice is able to gain remis- sion of time, either through initial qualifications or through success at technical classes, he/she is entitled to attempt a qualifying trade test. If successful, the apprentice became a recognized artisan in the trade specified in the contract. The remission of time would result in a contract lasting not less than two years. If the apprentice was unable to gain remission of time and was unable to pass a trade test, he/she would serve the time stipulated in the contract and then would achieve artisan status through termination of apprenticeship contract. These concepts have not been illustrated clearly in Figure 1 so an attempt has been made to improve this diagram in further illustrations. Chapter III FINDINGS The defects in the South African apprenticeship system as analyzed in the report of the Industrial Legislation Com- mission were listed by the de Villiers Commission. The main defects were: workshop equipment in industry was inadequate for training purposes; there was a lack of qualified journey- men to impart knowledge to apprentices; employers lacked interest in their apprentices; many apprentices lacked con- centration and a sense of responsibility at technical classes.12 There have been recent efforts to cater for students by the in— troduction of Integrated Courses. These courses are designed to give pupils an overall learning experience where the application of related subjects contributes to the study of Trade Theory. The new flow chart in Technical Education as adapted from the outline in the Journal for Technical and Vocational Education in South Africa is included in this work. A brief description is necessary, as a comparison may be made with the courses offered in Figure 1. Up to the level of National Tech— nical Certificate part 2 in Figure 2, there is no longer a subject dis- crimination. The course runs as a unit, but is comprised of relevant subject matter compiled from the courses in Figure 1. The students thus sit for only one examination. At the level of National Technical Certificate part 3, the Dep- artment of National Education has approved the introduction of the fol— 12Gibson, John L., Critical Study on Technical and Vocational Education, 1968, page 156. 13 14 FIGURE 2 CURRENT CHANGES AT TECHNICAL COLLEGES t COURSES r'" "1 | : N.T.c. NATIONAL TECHNICAL L. _.j_._; CERTIFICATE __1 --..‘ r l I I l L UNIVERSITY ARTISAN ARTISAN TRADE ITIIMINAIION or TEST APPI. CONIITACI NATIONAL DIPLOMA COURSE FOR TECHNICIANS II II II NATIONAL CERTIFICATE FOR TECHNICIANS —-> CHOICE OT 4 NTC. 3 SUB] PRACTICAL TRAINING 5 NTC, 2 COMPONENTS PRACTICAL TRA ININC HIGH SCHOOL 5 N.T.C. l COMPONENTS PRACTICAL TRAINING INT OD m PRACTICAL TRAINING APPRENTICL % INTEGRATED COURSES SOUTH ATRICAN JOURNAL FOR TECHNICAL AND VOCATIONAL EDUCATION DECEMBER 1977. PAGE 23 15 lowing new subjects: Electrotechnology, Engineering Drawing, Engin- eering Science, Mechanotechnology. Motor Industry Legislation, Motor Vehicle Technology, Motor Workshop Organization and Administration, Industrial Organization and Planning, Supervision in Industry, and Mathematics. From 1979, it will not be compulsory for National Technical Certificate part 3 candidates to pass a trade theory on the understand- ing that a technology subject is a requirement towards a certificate. From Figure 2, it may be clearer that these apprentices would continue via a trade test to artisan status, while others who have opted out would serve the duration of their contracts before achieving the same status at contract termination. Recommendations This paper suggests future improvements in the system of Techni- cal Education in South Africa, dealing mainly with those courses offer— ed at Colleges for Advanced Technical Education, Technical Colleges and Technical Institutes. The present design does not cater adequately for studies beyond the artisan level. According to the study of de Waard, many of the White apprentices would not have the ability to pursue studies at the levels envisaged in the Technicians' Diploma. After three or four years of work-study experience, it is unlikely that any apprentice, White or Black, would have the incentive to continue study— ing for two or more years as indicated by the National Certificate for Technicians and National Diploma for Technicians in Figure 1. A better solution might be to offer one course above the artisan level for aspiring foremen. This could include experiences in Book— keeping, Business Economics, Personnel Management, and higher levels of 16 FIGURE 3 PROPOSED IMPROVEMENT FOR MANPOWER DEVELOPMENT CWRSES N.T.D. NATIWL TECHNICAL r- — - - 1 DIPLM I N.T. C. NATIWAL TECHNICAL | CERTIFICATE - -J r- I I -_.' fi 9 v) LECTURER . - \ TECHNICIANS 1 I I L__I-_J UNIVERSITY RI I. LIL. } TECHNICAL TEACHER COURSE FOREIMN 1...... "- -"l {CHOICE OF 4 l . N.I.C. 4 SUBJI ARTISAN I TTRMINAIION 6 TRADE TEST [9" wnfil I DIPLOMA NATIONAL _ IT I fl fl NATIONAL CERTIFICATE FOR TECHNICIANS IL CHOICI OF I N.T.C.3 SUB] PRACTICAL TRAINING ‘ L 5 N. .C. 2 COMPONENTS PRACTICAL TRAINING HIGH SCHOOL 2 2 INTEGRATED COURSES . . . 1 COMPONENTS PRACTICAL TRAINING APPRENTICE r 3 INTROD COMPWEN'TS PRACTICAL TRAINING 17 suitable industrial courses from the new National Technical Certificate part 3. This would appear to be far more useful and realistic for the students in this study as shown in Figure 3. One last and very important improvement would be provision for the recruitment of vocational teachers. Nowhere in the figures or sta— tistics already mentioned was provision made for the very people on whom the system relies. The lack of professional recognition is a poor re- flection of the system. There was provision made for the training of people recruited from industry for the teaching profession at Colleges for Advanced Technical Education and some Universities. Colleges of Education did not provide training for vocational education teachers al— though there was some training in industrial arts. Teacher education programs are a vital component of our educational system. While the importance of curricula, in— structional materials, administrative structures and other facets of education should not be underestimated, ultimately the success of the system is dependent on the knowledge, skills, abilities and attitudes of the personnel within the system. A corollary of this assertion is that the effective— ness of the educational system is dependent on the effective- ness of the programs that select and educate the teaching and administrative personnel. In any projection of likely developments in South Africa's system of vocational education, the factors which can be regarded as being of fundamental importance are surely those involving industrial and social change. Over the next decade, while industrial changes might to a certain extent be predictable, it is highly unlikely that planners will be prepared to anticipate social change by proposing the intro— duction of long-term schemes of vocational education involving the outlay of considerable funds. It is canceivable that economic and social conditions will result in the existing ‘system of vocational education being compelled to develop along present lines. 13Evans, Rupert N., Changing the Role of Vocational Teacher Education, 1971, page 177. 1“Gibson, John L., A Study of Education for Industry, 1976, page 483- 18 If the employment structure in Appendix C is to be followed, human resources are needed to fill the vacancies in Appendix D. In the interests of economic growth these resources would have to be found elsewhere, should the supply of White workers be inadequate. If the integration of Whites and Blacks in industry becomes a reality, the resulting social and economic changes could have a remark- able effect on vocational training. In—service training, to be carried out economically, would surely become multi-racial. The eventual ac- ceptance of such industrial integration could lead to a system of state— controlled vocational training which might become large enough to cater for human and industrial needs. SELECTED BIBLIOGRAPHY Behr, A. L. New Perspectives in South African Education. Butterworth & Company, South Africa 1978. Evans, Rupert N. and Herr, Edwin L. Foundations of Vocational Education. Charles E. Merrill Publishing Company 1978. Evans, Rupert N. and Terry David R. Changing the Role of Vocational Teacher Education. MCKnight and McKnight Publishing Com— pany 97 - Gibson, John L. A Critical Study of the Repgrt of the de Villiers Commission on Technical and Vocational Education. Thesis for Master of Education. University of Natal, Durban 1968. Gibson, John L. A Study of Education for Industpy in South Africa and its Relationship to Industrial Growth. Thesis for Doctor of Philosophy, University of Natal, Pietermaritzburg 1976. Journal for Technical and Vocational Education in South Africa. Die Geintegpeerde kursus as voorbereiding vir in suksesvolle Am sman. December 1977. McNeil, John D. Curriculum - A Comprehensive Introduction. Little, Brown and Company 1977. Peninsula College for Advanced Technical Education. Technical Educa- tion in South Africa. Journal 1977. Ringrose, H. G. Trainipg and Education. South Africa Foundation Briefing Papers 1978. Robertson, Neville L. and Robertson, Barbara L. Education in South Africa. Phi Delta Kappa Educational Foundation U.S.A. 1977. South African Official Yearbook. Education. Labour and Industrial Relations. South African Department of Information 1977. Tanner D. and Tanner L. Curriculum Development Theopy in Practice. MacMillan 1975. 19 APPENDIX A TECHNICAL COURSES FOR APPRENTICES OFFERED BY THE DEPARTMENT OF NATIONAL EDUCATION 20 3! 21 TABLE 3 OE “9 G P S «u (vOrigclptmous OE 301) DEPARTEMENT VAN NASIONALE OPVOEDING DEPARTMENT OF NATIONAL EDUCATION lmkrywingsvotm vir die Entry form for the NASIONALE TEGNIESE SERTIFIKAAT NATIONAL TEL‘HNICAL CERTIFICATE (April/AuguumiNovembez 19......) (April/Auguu/Novernbex 19......) OPMERKINGS REMARKS 1 2 7 8 3 9 Klan die Ioepulike blokbel in. Shad! the npproprinlc blocks. 15"" LLIIIIIIIIIIJLIJIIIIIIIIUJ 46 Voorleuen/Iniliall I_I__L.I__.I._J Sennum/Ccnuc 51 GcbooncdnumIIXu of lmh LLL_1__II9 L1_.I ’I BLANK KLEURLING ANDEIL ’7 m... 3 5 C:Icowuuo 7 ’ sa Gal-us" 4 s VROULIK/FEMALE 59 Sundctd havoc: u inlhyfISundud for which you (met 5 7 9 m 60 I. u 'nlAu you a 5 fifggzwnaigf oflov I BEETTTTKSEE "adult? l 16 Gen] vnkke moor u nou Ensluy Number of subjects {or which you enter now I I I 31 62 32 63 33 64 ,_‘—‘ —-._. 34 65 35 66 36 67 — 37 = 63 38 = 69 39 ~—_-—I 'IO ‘0 = 7] u = 72 42 = 43 = — 74 ‘4 = 45 75 _ 46 76 47 77 48 78 49 79 = ,=‘ 50 80 5| 8] 52 82 _ 53 __ as 54 _ 55 —— 8‘ I—— ‘-.= 85 55 = 57 = 86 ,—— —1 I7 58 = —I 88 59 = 60 _. 89 = 5' __ 9° .1; 9] 92 Vakk e mi: bo [e noun. wauvoor u wilin Tyzf Subjects not menuoned Above. for which“ you wish To enter: APPENDIX B ENROLLMENT AT COLLEGES FOR ADVANCED TECHNICAL EDUCATION, TECI-D‘IICAL COLLEGES AND OTHER POST—SCHOOL INSTITUTIONS OF THE DEPARTMENT OF NATIONAL EDUCATION 22 .mm noon .ssmH .noHHnosos .Hoopnoow quoHnm< ansom 3 2 duo ms oHo mm mmo AH men Hm man A smo am sHs am mom 3 Hmo on HA HrHoe nHHno< HoH man 9: I I I I l I 3H I m3 H Hoonom muons HmeHfimz mmH mom a mum m mmm mmm m mom H moo s mmH N mmH saw H mm noHnHHHnnH HooHusooe Hmm mm mHm HH moo w oHH m mm: o mom H coo s can :H HA: mow mH AN nomoHHoo HoqurooH HHH Ho mNm son mm mom I I .I How smm 3mm 3 omoHHoo n our nomoHHoo wQHSHdHB HopsospHmmom an: no mus no ass NH Hos NH ram AH Hos H mom HH Hos AH one m man HH o sowmwwmwumeHMMwwwmww a s s H a s H a s I 95.3.30 Honoe HosoHnnooo oeHHIHHoH oaHH-HH=s -HHnnH Ho .8832 nan II ZOHBQ< monfi mmwmqgoo .H.< qumzm 4H mafia APPENDIX C MANPOWER AS AT 25 APRIL 1975, ARTISANS AND APPRENTICES - PRESENT PERSONNEL 25 .AH omum .samH .nnoHHoHom HnHHHnsenH ego HnopoH .roonnuow nooHHH< arson moogsouag. .28 an: mm mam m 03 H HmH H mom RH own on mom 3 8H o - HARE .3 SEE H38 mam N. 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