111...)? .2 03(11):... .c t 15.95 I) 1.5.)... \\.v5 1.5307341453 1 3.7.2... . .. ... 9).; .V311«|f 1...!5. . v$ \Tlflx .I?1......l.. {5 It It \ ‘ ‘fittfiguJ‘zS’Ki‘ .11..¥7..1\ £219.11YVII‘W1‘} .g . . £35....K. . ‘1).113“ )1} . if..g§._.%.,§; 3. ‘21. n .110... . . .Itvtn . .... I. .vr. '77:}. frilfsi‘ £5. 0. .‘5"! r .7 I, . If g grill-(£17 ,rfl‘i F (NH. Fff”;1§lrv I l?¢u.fbu§.). 51!! vi 4 [all III. 1}}... . 12?. Irv.)...>1.v.rhh7l¢.(lllp . t II .11! ... 111.: 1r! rf'vnlvlri}?! (fit... «11...... . I «r I) i r . . I! :5!» vi. ’11"? (‘13.; (4.... (11!)!!! .9.) I 11/111611!!! 1;.‘3.r.( ) 1.. . ..1 .. . . ... :z§.§|..n..ra. .2. $.53... 0" ..: w H... I r. tigffftaéfl; 10)} g. (5:159. If . x .. LIINSP .§$..§51§f57llndg§f . .. s... .. . . ..I{o.¢£ll(l€!.«ll-\.I((i , v I!!!) If!!! fluff)... (for r It)? 1.51.17}. i? . t}. . f . gill-f2? .. . WritlIKItfxtfi {0.1.71.’ . littr... 7...r.|£\..l).ll1.¢.|.l..\..¢r\?uflx\llu. i .1. I}..........a./.... . u 1 -t,~v7...w y fir}; : . (Iggilrxbnl . . . :ttZth).l€ttrl .14.}... . , . . . r‘}?.§§.¢0§l’ . xii... . . . . . 1 (Oil? ,. . . . . . ... 1.15.113. ..:5s}s.rf::!a$1...lrllz>i>>€ . .. .1 . . .. 34.. l. . l ))\.fi.lrllAr......2....!1\.. .yx... . 1. .- . a ....‘\m. .n. |f~ 1...... a: . .. 4... :. )lxllaltrl‘lfllcirl‘ . ... . u . its. 3 . 4b... '0. .. i...$2r.rf!.rrrfa krfff. .. . . . .. , . . ., 25.. . . 1163" h: .3..- .f‘fréfeogtgagisxk . . . . . .. . X- >253? . . .. ......!11..J.1 .flsxx.$l .5. . .(rl--.r5rzrr..r(r:$t,..;. 1);. .5121..- K . . . -. , «.5. . .. 3.... .31. i. 1.. ..-\..>.:... J) _ . . ., 51.}.zlxrtilsii. iii/{.21}? . . . 4 . . . . : . 3...... 1.}. J... tslxxlfl}. it... :) h... . . . . 7.): . . . .\. £3 11.11.131.15... {it}... .v .. . . . , . . . | t?|-ah.lt.1t.\ ... ... . A . )il..L.¢L.A..I . . f .C .n ,1... , . . fgiw. I... (9;). \ ((1)15. .. . . lILllllllllljfllflllllllllljllllllllllfll I LIBRARY Michigan State “Wersity mac" < - This is to certify that the thesis entitled A COMPARATIVE ANALYSIS BETWEEN VOCATIONAL AND NONVOCATIONAL GRADUATES FROM A SELECTED NUMBER OF JAMAICAN NEW SECONDARY SCHOOLS presented by Patrick S. Bennett has been accepted towards fulfillment of the requirements for Ph . D. magma in Education Major profess Date July 19. 1979 0-7639 l OVERDUE FINES ARE 25¢ PER DAY PER ITEM Return to book drop to remove this checkout from your record. A COMPARATIVE ANALYSIS BETWEEN VOCATIONAL AND NONVOCATIONAL GRADUATES FROM A SELECTED NUMBER OF JAMAICAN NEW SECONDARY SCHOOLS BY Patrick Sebastian Bennett A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1979 ABSTRACT A COMPARATIVE ANALYSIS BETWEEN VOCATIONAL AND NONVOCATIONAL GRADUATES FROM A SELECTED NUMBER OF JAMAICAN NEW SECONDARY SCHOOLS BY Patrick Sebastian Bennett Problem - Jamaica is presently investing large amounts of funds for projects and programs of secondary vocational education in the country. The major underlying objective of this expansion program is that the preparation of skilled youth will lead to reduction in youth unemployment. But studies from both developed and developing countries indicate that this is not a direct cause and effect relationship. At present there is a complete absence of any applied studies that have investigated the Jamaican secondary school students subsequent to graduation. Furthermore, even many of the studies conducted in developed countries tend to emphasize only the skill acquisition and utilization aspects in their evaluation of vocational education. Purpose — To assess the outcomes of secondary voca- tional graduates through a comparative analysis between voca- tional and nonvocational graduates from New Secondary schools. Background — In the United States studies by F. Reid Creech, Jacob Kaufman, Morgan V. Lewis and Max Eninger have concluded that vocational graduates have a higher rate of employment than their nonvocational colleagues. However, Patrick Sebastian Bennett William Conroy, Daniel Diamond and John Grasso had opposite conclusions. Studies from developing countries by 0. Donald Meaders and William Thuemmel gave support to the effective- ness of secondary agricultural education while Najiti Mohammad Amin Al Bukhari had serious doubts. Method - A questionnaire consisting mostly of close ended questions was used to collect the data from a random sample of nine hundred and seventy-seven (977) New Secondary school 1977 graduates. The questionnaire was first pilot tested, and the entire questionnaire yielded a correlation coefficient of .74. Eighty-one point thirty-seven percent (81.37%) of the questionnaires were returned. Analysis - The analysis consisted of two major stages. The first stage consisted of analysis of one dependent and one independent variable using the Chi Square statistic and one-way frequency analysis. Stage two consisted of a multi- variable analysis using analysis of covariance and control- ling for three nuisance variables. Conclusions and Recommendations - Most of the vari— ables, including employment, failed to show any statistically significant differences between the responses from vocational and the nonvocational graduates. All the variables that were related to employment had very low correlations. All the four variables with employment (dependent variable) accounted for 15% of the variance. The indications are that factors beyond the control of the school were far more critical than school factors in determining vocational outcomes of the 1977 Patrick Sebastian Bennett Jamaican New Secondary graduates. The graduates' replies re- garding what factors they thought contributed to their unem- ployment and an analysis of the Jamiacan GDP and unemployment figures indicated that the state of the economy was probably the most critical factor. Recommendations included (a) adjustments of the numbers of vocational students per subject area by schools; (b) in- crease in length of work experience program; (c) greater inte- gration and two-way communication with the private and public sectors; (d) greater emphasis on students' job search prac- tice and the development of self-employment interests; (e) search for external funds to establish an experimental skill training center outside the formal schooling system and (f) more comparative and longitudinal research studies of voca— tional graduates' outcomes by the Ministry of Education. All of the above recommendations should aid in the im- provement of the effectiveness of vocational education in the New Secondary schools. However, ultimate improvement in the status of the vocational graduates' outcomes will likely be heavily dependent on improvement of the Jamaican economy. To - Myrtle, Pamela, Michael Andreen and Martin ii ACKNOWLEDGMENTS The researcher wishes to express his sincere grati- tude and appreciation to all the individuals who helped in the planning and completion of this study. The author extends most sincere thanks to Dr. 0. Donald Meaders, chairman of his guidance committee for the last three months of the study, and to Dr. John F. Bobbitt, former chairman of the guidance committee who left on spe— cial overseas assignment. The friendly advice, scholarly review and dedicated approach of Dr. Meaders have made in— valuable contributions to the completion of the study. The researcher wishes to express profound gratitude to Dr. Bobbitt for his willingness to help and his contributions to the development and progress of this study. Appreciation and sincere thanks are extended to Dr. Ruth Hamilton, Dr. Eugene Trotter and Dr. Eddie Moore, other members of the guidance committee, whose suggestions and advice was most helpful; and to Dr. Rex Ray, a former member of the guidance committee who left on overseas assignment. The author is greatly indebted to the Jamaican Ministry of Education for providing him with a fellowship to pursue graduate studies at Michigan State University, and for partially funding the research. Sincere thanks are also iii extended to the Jamaican Consulate in New York, the AID Agency in Washington and to the AACTE for administering the fellowship at different periods. The author also extends his most sincere thanks to Mrs. Ruth Langenbacher for her professional typing of the dissertation, to Mrs. Alma Elliott-Long for her invaluable assistance at critical periods in the preparation of the dissertation and to Mr. and Mrs. Eric King for their kind assistance in editing it. Finally, profound thanks and grateful appreciation must be extended to my wife Myrtle and to my children - Pamela, Michael, Martin and Andreen who endured the pains and agony of separation for the four years during which the author studied at Michigan State University. Chapter I TABLE OF CONTENTS INTRODUCTION . . . . . . . . Background. . . . . . . . Need For The Study. . . . . . Purpose . . . . . . Objectives of Study . . . . . General Propositions . . . . . Limitations of The Study . . . . Basic Assumptions . . . . . . Definitions . . . . . . . Overview . . . . . . . . REVIEW OF LITERATURE Expectations of Secondary Educa- tion in Jamaica . . . Some Comparative Vocational Studies of Secondary Graduates in the United States . Employment. . . . . Wages . . . Assessment of Secondary School Vocational Graduates in Develop- ing Countries. . . . Protagonists of Secondary Vocational Education Antagonists of Secondary Vocational Education . . Assessment of the Vocational Out- comes of Caribbean and Jamaican Secondary Vocational Graduates Evaluation of Vocational Gradu- ates: Need for a New Perspec- tive in Developing Countries . . Summary . . . . . . Page 10 10 ll ll 12 12 13 15 l7 18 25 25 28 29 33 34 37 39 43 Chapter III DESIGN OF THE STUDY . . . The Population and Sample. Selection . . . Description . . Survey Instruments . . Construction . . . . Description . . . . Pilot Test . . Validity . . . . Reliability . . . Question Wording . . Construction Refinement of Questionnaire . . . Mechanics of Data Gathering . Procedure Used in Collecting Procedure Used in Handling Data Design . . . . . Testable Hypotheses Analysis . . . . Summary . . . . IV PRESENTATION OF THE FINDINGS . Introduction . . Analysis of Data Based on One Dependent and One Independent Variable . . . Demographic Variables. Sex . . Socioeconomic Status Individual Decision Variables. Achievement Level. Practical Program. . Satisfaction With the New Secondary School. . . Desire to Repeat Practical Program . . Attendance at Post Secondary Institutions. Critical School Variables. Distribution of Graduates. Adequacy of Facilities vi Page 45 45 46 46 46 46 50 51 51 52 53 54 54 54 56 56 57 58 61 63 63 64 64 64 65 65 65 66 67 68 69 7O 70 Chapter IV (cont'd.) Employment Variables . . Employment Rates . . Reasons for Unemployment Relatedness of Job to Training. . . . . Salaries . Frequency of Efforts to Obtain Jobs . . Assistance in Securing Employment . . Employer . Work Experience Variables. Relatedness of Work Experience to Training Usefulness of Work Experience Program . Multivariate Analysis of Data. Procedure used in Eliminating Non—Significant Variables Employment Salaries . . Job Satisfaction Further Education. V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary Overview of Problem . Methodological Overview . Major Findings . . Conclusions Discussion . Recommendations Recommendations to the Schools Recommendations to the Ministry of Education (Jamaica) Recommendation to the Government Some Implications. Page 71 71 72 73 73 73 HISTORICAL REVIEW OF THE NEW SECONDARY SCHOOLS AND VOCATIONAL EDUCATION Core Curriculum Continuous Assessment. External Assessment Vocational Education The Early Years Present Structure. SUPPLEMENTARY TABLES SUPPLEMENTARY FIGURES QUESTIONNAIRE, LETTERS TO GRADUATES AND CODES FOR OPEN- ENDED QUESTIONS. Page 121 121 121 123 123 123 124 124 124 126 126 127 128 132 155 157 166 10. ll. 12. LIST OF TABLES Unemployment Rates for Jamaican Labor Force . . . . . . . . Changing Age Structure of the Population of Jamaica — l975—l990 Projections . . Students' Responses to Factors Influencing Their Job Choice . . . . . . . Disparities Between Vocational Ambitions and Vocational Opportunities . . . . Gross Domestic Product at Constant Prices and Unemployment Rates 1969-77 . . . Percentage Distribution of Graduates in the Sample in Each of Six Variables . . Distribution of Graduates According to Practical Subject Taken in Secondary School Chi Square Analyses Between Vocational and Nonvocational Graduates and Demographic Variables. . . . . . Chi Square Analyses Between Vocational and Nonvocational Graduates and Individual Decision Variables . . . . . . Chi Square Analyses Between Vocational and Nonvocational Graduates and Critical School Variables . . . . . . Percentage Distribution Between Vocational and Nonvocational Graduates . . . . Chi Square Analyses Between Vocational and Nonvocational Graduates and Employment Variables. . . . . . . . . ix Page 20 24 41 47 49 65 66 7O 71 72 Table 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Percentage Distribution Between Vocational and Nonvocational Graduates and Frequency of Efforts to Obtain Jobs . Distribution Between Vocational and Nonvocational Graduates and Job Attainment Distribution of Employers of Graduates . Chi Square Analyses Between Vocational and Nonvocational Graduates and Work Experience Variables . . . . . . Analysis of Covariance Between Employment and School Option, Geographic Location, and Practical Option . . . . . . Multiple Classification Analysis Between Employment and School Option, Geographic Location and Practical Option. . . . Analysis of Covariance Between Employment and School Attended . . . . . Multiple Classification Analysis Between Employment and School Attended . . Analysis of Covariance Between Salary and School Option. . . . . . . . Analysis of Covariance Between Further Education and School Option . . Multiple Classification Analyses Between Further Education and School Option Distribution of Students by Kind of School in Secondary Stage-—(l976-l977) . . . Grades 10 and 11 Students in New Secondary Schools by Vocational Areas . . Number of Full Time Vocational Students by Type of Institution in the Formal System . . . . . . . . Page 74 75 76 76 81 83 88 89 91 93 94 122 125 131 Table 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. Page New Secondary Enrollments by Technical and Vocational Subjects in Grades 10 and 11 for Five Years. . . . . . . 132 Number and Names of Schools by Geographic Location and Size Categories . . . . . 133 Numbers of Questionnaires Distributed, Number Returned and Percentage Returned by Category and School Name . . . . . 134 The Miller Scale for Ranking Occupations . . 135 Number and Percentage by Sex for Vocational and Nonvocational Graduates . . 137 Number and Percentage by Age for VOcational and Nonvocational Graduates . . 137 Number and Percentage by Geographic Location for Vocational and Nonvoca- tional Graduates . . . . . . . . 137 Number and Percentage by Socioeconomic Status for Vocational and Nonvocational Graduates. . . . . . . . . . 138 Number and Percentage by Academic Achievement Level for Vocational and Nonvocational Graduates . . . . . . 138 Number and Percentage by Selection of Practical Program for Vocational and Nonvocational Graduates . . . . . . 139 Number and Percentage by Practical Programs Taken for Vocational and Nonvocational Graduates . . . . . . 139 Number and Percentage by Satisfaction with N88 for Vocational and Nonvoca- tional Graduates . . . . . . . . 139 Number and Percentage by Desire to Repeat Practical Program for Vocational and Nonvocational Graduates . . . . . 140 xi Table Page 40. Number and Percentage by Post Secondary Attendance for Vocational and Nonvoca- tional Graduates . . . . . . . . 140 41. Number and Percentage Indicating Related— ness of Post-Secondary Study to New Secondary Training of Vocational and Non- vocational Graduates . . . . . . . 140 42. Number and Percentage by the Adequacy of Preparation for Vocational and Nonvoca- tional Graduates . . . . . . . . 141 43. Number and Percentage by Difficulty of Understanding Practical Instruction for Vocational and Nonvocational Graduates . . 141 44. Number and Percentage by Interest of Practical Instructor for Vocational and Nonvocational Graduates . . . . . . 141 45. Number and Percentages Indicating Adequacy of Facilities as Perceived by Vocational Graduates . . . . . . . 142 46. Number and Percentage by Employment and Unemployment Rates for Vocational and Nonvocational Graduates . . . . . 142 47. Number and Percentage by Reasons for Unemployment for Vocational and Non— vocational Graduates . . . . . . . 143 48. Number and Percentage by Relatedness of Job to Training for Vocational and Non- vocational Graduates . . . . . . . 144 49. Number and Percentage by Salaries for Vocational and Nonvocational Graduates . . 144 50. Number and Percentage by Job Status for Vocational and Nonvocational Graduates. . . . . . . . . . 144 51. Number and Percentage by Satisfaction with Present Job for Vocational and Non- vocational Graduates . . . . . . . 145 xii Table 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. Page Number and Percentage by Relatedness of Work Experience to Practical Training for Vocational and Nonvocational Graduates . 145 Number and Percentage by Work Experience Participation for Vocational and Non- vocational Graduates . . . . . . . 145 Number and Percentage of Vocational and Nonvocational Graduates Responding to Several Categories of Usefulness of Work Experience Program . . . . . . . 146 Chi Square Analyses Between Employment and Six Variables. . . . . . . . 146 Chi Square Analyses Between Salaries and Five Variables . . . . . . . 147 Chi Square Analyses Between Job Satisfaction and Ten Variables . . . . 147 Chi Square Analyses Between Further Education and Two Variables: Sex and School Attended . . . . . . . . 148 Means and Standard Deviations for Significant Three-Way Interaction Between Employment with Geographic Location, Practical Option, and School Option. 149 Analysis of Covariance Between Employment and Achievement Level, Sex and Socio- economic Level . . . . . . . . 150 Multiple Classification Analysis Between Employment and Achievement Level, Sex and Socioeconomic Level . . . . . . 151 Analysis of Covariance Between Further Education and Academic Achievement Level, Sex, and Socioeconomic Level . . . . . 152 xiii Table 63. 64. Page Multiple Classification Analysis Between Further Education and Socioeconomic Level and Achievement . . . . . . . . 153 Confidence Intervals for Practical Programs Calculated from Covariance Analyses Between Employment and the Practical Programs . . . . . . . 154 xiv Figure 1. LIST OF FIGURES Interaction Between Employment with Geographic Location Practical Option and School Option . . . . . . Organization of Vocational Education in the Formal System . . . . Map of Jamaica Showing Positions of Sampling Locations . . . . The Vocational Equation: The General Hypothesis is that the Vocational Outcomes Experienced by T & I Graduates is an Inter- action Product of School, Student and Occupational Opportunity Variables . Page 86 129 155 156 CHAPTER I INTRODUCTION Along with the achievement of independence by most developing countries between the nineteen fifties and the nineteen sixties, has arisen a corresponding urgency in these countries to produce enough skilled manpower from their own populations to aid the development process. This urgency has resulted in a demand among the politicians and educators of developing countries for increased empha- sis on skill-oriented subjects in the curricula of elemen- tary, secondary and post secondary schools. The schools with the greatest concentration of vocational subjects have tended to be the secondary schools. Simultaneous with this emphasis, a discussion has been taking place regarding the practical contributions to development of large scale expansion of vocational education in the secondary schools. This study seeks to examine the effectiveness of the secondary vocational training but also considers the con- tributing effects of the society and of the individual in the evaluation of vocational outcomes. 2 This research is limited to secondary vocational education, which falls under the jurisdiction of the Ministry of Education in Jamaica. Background Developing countries are plagued by high unemployment rates in their total populations--rates which reach crisis proportions among the youth. In 1971 Sri Lanka, formerly Ceylon, reported 70 percent unemployment rate among 15-24 year old secondary school graduates with ordinary level passes in the General School Certificate. In 1975 the unem- ployment estimate for the Caribbean was over 50 percent for the 15-19 age group. In Jamaica the unemployment rate in the 14—19 age group was approximately 46 percent in 1975 but by 1977 it had increased to over 58 percent (see Table 1). The enormity of the unemployment problem, as well as the implications for skill-acquisition and attributes for labor market entry, can be more fully appreciated when it is recognized that it is the adolescent group which, in addition to showing the highest rate of unemployment, is also the group in the Jamaican population which registered the fastest growth rate in the period 1970 to 1990 (see Table 2). The 15—29 age group not only represented the fastest growing group, but it was the largest section of the population. In 1975 they represented one quarter of the population, but it is projected that they will represent 3 Table 1. Unemployment Rates for Jamaican Labor Force Item 1975 1976 1977 Total Population 2,047,000 2,082,000 2,100,800 Labor Force Numbers 865,600 895,500 917,900 As Percentage of Population 42.3 43.0 43.7 Employed Labor Force Numbers 684,300 679,100 699,200 Rate 79.1 75.8 76.2 Unemployed Labor Force 20.9 24.2 23.8* Percentage of Male Labor Force: Employed 88.1 85.3 85.4 Unemployed 11.9 14.7 14.6 Percentage of Female Labor Force: Employed 68.3 64.4 65.4 Unemployed 31.2 35.6 34.6 Unemployed Labor Force 14-19 Years: Number 52,800 62,200 65,500 Rate 45.9 54.3 58.4 Source: The Labour Force. Kingston, Jamaica: Department of Statistics, 1977. Figures published in the governments recent Five Year Development Plan 1978-82 indicates that in 1978 there was a slight reduction in the unemployment rate. This fell from 24.6 percent in April 1977 to 23.1 percent in April 1978. n-“ .omma Cam mmmH MOM anon pm» uoc ma dsoum mom vIo one .pwuomfloum mum wumnuo “pmumeflumm mum sump mEom "muoz .mhma .mcflccmHm pcm OOCMCHm mo whumflcaz .wocmmd mcaccmHm Hmcoflnmz "mOAMEMh .coummcflm .NmImhma swam pcwEmon>mo Hmmw m>Hm "mousom o.ooa o.ooH o.ooH o.ooa o.ooa ” m.mowm H.Hmmm v.mvam m.mmom v.mvma mHmDOB llllll I'll I II I - 1| I I'll lllllll I'll-Ill o.o H.@ 0.0 m.m m.m . H.mva m.mma o.mmH w.naa w.HoH +mm . m.HH o.HH o.ma n.ma h.ma . o.m>m v.mmm H.mmm n.mmm >.mmm we I mv . N.ma m.va m.ma v.ma m.ma . «.mmv m.mmm o.mhm m.Hmm m.mvm we I om . o.mm m.mm m.mm «.mm m.HN . m.mom m.vvn m.avo w.mHm m.mmm mm I ma . N.HN N.vm n.mm o.mm m.om . m.oam m.mmm N.Hnm H.mmm o.hmm «a I m - w.m ¢.HH m.NH m.¢a m.ma . «.mmm o.omm v.5om m.mom m.vmm v I o . omma mmma omma mhma onma . omma mama omma mnma osma mSmcmO . msmcmu Hm>umucH coausnfluumflo w . AmCCMmsozuv coaudemwm $04 . mCOHuomfloum ommHImhma I moflmEMb mo coflumasdom may wo musuosuum mom mcflmcmco .m manme 5 one third of the population by 1983. So what Archibald Calloway has said about Africa is also true of Jamaica: "Unemployment among school leavers, is perhaps the most serious long run socio-political problem facing African countries."1 A symposium on employment strategies and programs in the Caribbean concluded that approximately 80 percent of the unemployed are relatively ill equipped because of in- adequate education and training.2 The customary govern— mental response to lack of skills among adolescents is to inject large doses of vocational educatiOn into the formal school system. The underlying assumption usually made is that the lack of vocational skills, including agricultural skills, is the major and overriding factor militating against employment or aiding the rural to urban movement. The practice of implementing vocational education within formal school systems, especially at the secondary level, has been characteristic of educational planning in developed as well as developing countries. Though such policies may be current, they are nothing new. In British colonial Africa and the Caribbean it was the antidote lArchibald Calloway, "Unemployment Among African School Leavers," Journal of Modern African Studies, 1 (September,l963), 371. 2Commonwealth Secretariat, The Young Unemplgyed- A Caribbean Development Problem (London: 1976), p. 5. 6 recommended by various commissions to reduce unemployment, increase productivity and improve rural life. The intrigu- ing feature about this policy of formal vocational education, is that although it failed3 to achieve its major objectives in every place where it was tried it continues to be a popular educational recipe for educational planners and politicians. In Jamaica the expansion of formal secondary voca- tional education has been making great strides. In 1973 an Education Sector Survey estimated that annually there was a vocational technical training shortage of approximately 20,000 to 25,000 student places in Jamaican schools. The survey further indicated that the shortage was aggravated by the then current large number of 15-19 year olds who were not in school. As a result they recommended the establish- ment of three secondary vocational technical high schools for agriculture, home and community development. Each 3 . . . . Ghana 18 a prime example where vocational and agr1- cultural schools failed during the latter half of the nine- teenth and early part of the twentieth centuries. This happened in spite of the lack of interest in the establish- ment of British type secondary schools and even though agri- cultural education was considered as paramount to economic development in the area. This was particularly obvious in the case of the activities of the Basel Mission. The type of agricultural and vocational education attempted at the Basel Mission was probably unrivaled by any other African territory. (See Philip J. Foster, "The Vocational Fallacy in Development Planning," Education and Economic Develop— ment, eds. C. Arnold Anderson and Marv Jean Bowman (Chicago: Aldine Publishing Company, 1966), p. 145. 7 school was to have an enrollment of 500-700 students when its ultimate capacity was achieved.4 In 1974 the then existing Junior Secondary Schools were converted to New Secondary schools by the addition of two years to prepare students in grades 10 and 11 with major emphasis upon vocational education and preparation for the world of work. (See Appendix A for a historical review of (a) the New Secondary School, and (b) Vocational Education in Jamaica.) The Prime Minister in his 1974 Budget Speech labeled the decision as "the greatest single educational advance in the history of this country."5 He further pointed out that the students who would benefit from the grades 10 and 11 programs would "get properly worked out vocational training to fit them for successful . "6 careers in the economy. 4William Houston Miller and Ross M. Murray, eds., Jamaica Education Sector Survey (Kingston, Jamaica: Publi- cations Branch, Ministry of Education, 1977), p. 83 and Annex C. Note: One of these schools started operation in January 1979, construction on the second one was due to be- gin in March 1979. Upgrading work on an existing vocation— al school has already begun and is projected for completion around the middle of 1980. This one will serve as the third school. 5P. M. Budget Speech (1974). (Kingston, Jamaica: Agency for Public Information, 1974), p. 37. 6 Ibid. 8 Various Ministry of Education publications7 also contain support for the Prime Minister's statement that the objective of vocational education in the New Secondary school is to prepare students with skills to facilitate their em— ployment upon graduation. In addition, both parents and students seem to support the above objective.8 As far as the provision of resources for the achievement of their wishes is concerned, the government had recognized this need. Their new Five Year Development Plan contained proposals for expansion of vocational training in schools.9 It was esti- mated that by 1982 the number of students in grades 10 and 11 participating in vocational training in the New Secondary schools would be 95,000, an increase of over 160 percent over the 1976—77 figures. (See Appendix B, Table 27 for details of projected increase by vocational areas.) Further- more, plans were made to intensify agricultural training with a target of 2,000 young farmers graduating annually and 7See Ministry of Education, "The Grade lO-ll Pro- gramme" (A backgound paper to discussion between the Minis— try of Education and Principals of Teacher Education Institutions in May, 1975), p. 1, and the Ministry of Educa- tion, "Annual Report 1974-75" (Kingston: Jamaica), p. 25. 8See Thelma M. Stewart, "The Attitudes of Parents and Teachers Toward Vocational Education in Jamaica" (Ph.D. thesis, Documentation Centre, Institute of Education, Univers- ity of the West Indies, 1976), p. 97 and Ministry of Educa- tion, "Grade 10," (Kingston: Jamaica, undated), p. 1. 9Government of Jamaica, Five Year Development Plan 1978-82 (Kingston, Jamaica: National Planning Agency, Ministry of Finance and Planning, 1978), pp. 4 and 106. 9 to increase the number of places available in industrial training centers from 3,100 to 6,500 by the end of 1982. While everywhere in developing countries there has been increased emphasis on formal secondary vocational edu- cation, there is a growing school of thought that opposes this emphasis. Its Opponents believe that formal vocation- al education usually has not achieved the objectives which educational planners and politicians had established for it (see Chaper III, pages 33 to 37 for further elaboration and documentation). One of the major arguments against formal secondary vocational education is that other factors outside and be— yond the control of the school are more critical in the vocational outcome of graduates. John Dewey identified three fundamental factors in the educative process: the learner, the society and organized subject matter. He fur- ther observed that the tendency is to treat these factors "in their separateness, to insist upon one at the expense of the other, to make antagonists of them."10 It would therefore seem that the practice of assessing vocational outcomes largely on the basis of a single factor is too narrow a View. This investigation took the View that an adequate evaluation of vocational outcomes should consider 10John Dewey, The Child and the Curriculum (Chicago: The University of Chicago Press, 1902), pp. 4-8. 10 the combined effects of the society, the individual and the school . Need For The Study The study has been designed to provide information about the effectiveness of the New Secondary schools. Such information regarding the relationship between schooling and employment may be useful in several ways such as: l. Aid in long-range planning for the operation and development of vocational education in Jamaica. 2. Aid government institutions and organizations in determining the direction and emphasis of their invest- ments in vocational education. 3. Help the Ministry of Education and the New Secondary schools in improving the curricula, courses, pro- grams and evaluation methods of vocational education. Purpose The purpose of this study is: 1. To examine the effectiveness of the New Secon— dary school vocational training program; as seen from graduates' perspective. 2. To provide the Ministry of Education and the New Secondary schools with the findings as a basis for rein— forcing or modifying the program. 3. To provide a stimulus for further research and evaluation of the vocational program in the New Secondary schools. ll Objectives of Study The major objectives are: 1. To ascertain if vocational education training made any difference in the employment rates, salaries, re- latedness of the job, job satisfaction, further training and work experience of vocational and nonvocational grad- uates. 2. To determine if individual variables (achieve- ment, age, sex, job seeking efforts), societal variables (geographic location, the state of the economy, employer prejudices, occupational status) and school variables (cur- riculum, instruction, facilities, and work experience) had any significant effects upon (a) employment, (b) job satis- faction and (c) further education. General Propositions 1. Employment status (employed, unemployed) of the graduate is dependent on the combined effects of the vari- ables: graduate status, level of instruction, geographic location, socioeconomic status, academic achievement, dif- ficulty of obtaining employment, interest of teacher, age, sex, work experience, practical option, curriculum prep— aration and school attended. 2. Salaries are dependent upon the combined effects of the variables: graduate status, practical option, geo- graphic location, achievement levels, sex, and socioeconomic status. 12 3. Job satisfaction is dependent on the combined effects of the graduate's sex, age, socioeconomic status, older siblings in secondary schools, type of employer, de— sired work place, practical option, and salary. 4. Further education is dependent on the combined effects of the variables: achievement level, socioeconomic status, sex, school attended and graduate status. Limitations of The Study 1. The findings of this study are generalized only to the graduates of 21 Jamaican New Secondary schools. 2. The data were collected only at one period as opposed to longitudinal data. The graduates had been in the labor force for approximately 18 months. 3. The study was based on opinion data collected from the sample graduates. Opinions were not sought from either parents gr employers. It was based only on student Opinions. 4. It was beyond the scope of this study to assess the vocational outcomes at periods representing different stages in the bouyancy of the Jamaican economy. Basic Assumptions This study was based on three basic assumptions. The first two are conditions that related to the validity of the study and the third to the format and structure of the survey instrument. 6 13 It was assumed that: l. The respondents gave frank and unbiased replies on the questionnaires. 2. The work coordinators or counselors administered the questionnaires to the graduates who were randomly select- ed by the researcher and the work coordinator or counselor. 3. This study was exploratory, and accordinlgy, it would assist in providing the basis for more indepth and longitudinal studies of the New Secondary school vocational program. Definitions Academic Achievement Leve1--the graduate's academic level based on final exams and assessment through the last two years of school. Community Development--the social, physical and economic improvement of a designated geographic area. Continuing Education Level-—category for students with specific standard of competence, thus qualifying him/her for further education. Continuing Education Students—-the students in the New Secondary schools who only take 5-6 periods of practical subjects and devote the majority of their time to math, English, the physical and social sciences. Ideally they plan to continue their education in a post secondary institution. Franked Envelope--an envelope marked with an official Jamaican government stamp that allows it to be mailed free of charge. Functional Education Level--category for students with func— tional reading level (i.e., with adequate comprehension), and ability to master basic computation in mathematics (ad- dition, subtraction, multiplication and division of whole numbers, fractions, and decimals, percentages, simple equations, elementary geometry, ratio and proportion). 14 Further Education-—specifically higher education and in- cluding institutions such as College of Arts, Science and Technology, Jamaica School of Agriculture, University of the West Indies. Graduate-—someone who has completed five years at the New Secondary school and taken the secondary school leaving examination- Junior Secondary Schools--the previous name of the New Secondary schools prior to 1974. At that time the schools only consisted of grades 7, 8, and 9 and were for students usually between ages of 12-15. New Secondary School--the most recent type of high school established in Jamaica for students ranging from 12 to 17 or 18 years of age. The last two years concentrate on vocational education for those in the vocational option. Nonvocational Student—-the same as continuing education student. Ordinary Leve1——the label used to denote the level of the certificate taken by the fifth formers. Prefunctional Education Level--category for students who lack the ability to master the educational skills listed under Functional Education Level. Rural-—all non-urban sections of Jamaica (see urban definition). Societal Factors-—economic conditions and the employer expectations of New Secondary school graduates. Tertiary Institutions--post secondary colleges, but below university level. These include teachers, agricultural, technical and community colleges. The General School Certificate--an external examination taken by Jamaican high school students at the end of fifth form (equivalent to about 12th grade in the United States) and sixth forms (United States equivalent about first year of university). Urban--parish capitals as well as other places for which the 1970 pre-census estimate of population was 2,500 or more and in which a number of facilities indicative of some degree of modern living were available. The facilities in- cluded banks, electricity, schools, libraries, cinemas, location of markets, shOps, post offices, churches, court houses, tax offices, police stations and health facilities. 15 Vocational Education-—training in technical and applied areas at levels less than a bachelors degree, but above the pre-vocational levels. Vocational Education Students--students who took sixteen periods in a specialized practical area and were expected to go into the job market upon graduation. Work Coordinator--a school staff person who coordinated all the work experience programs of the eleventh grade students. Work Experience-—the work that each eleventh grade student is supposed to do for an average of three weeks at a work station in his/her area of specialization. Overview The foregoing chapter served as an introduction to the study through a background discussion of the problem and a listing of the main issues that were investigated. In Chapter II the related literature is reviewed. The re- view covers studies and arguments that are both for and against vocational education. It also discusses the lack of an integrated analysis in the evaluation of vocational outcomes. In Chapter III the design of the study is pre- sented. It involves the selection of the sample, the con- struction and administration of the survey instrument, the pilot study, testable hypotheses and the procedures for the collection and analysis of the data. In Chapter IV the analysis of the data and findings are presented under two major sections. The first section analyses the outcomes using only single variables for each analysis while in the second section multiple variables were used. In the final chapter a summary of the study and the findings is presented, 16 conclusions are drawn and recommendations made. Finally, the author discusses some of the implications of the study. CHAPTER II REVIEW OF LITERATURE The attempt to assess the outcomes of secondary graduates in Jamaica required an understanding of the un— spoken motivations for secondary education by a large pro— portion of that country's population. Therefore, as a background to the study the review first examines Jamaican studies which had looked at the expectations of secondary graduates. The main section of the review is devoted to studies which had investigated the outcomes of secondary vocational and nonvocational graduates in the United States, and in developing countries including the Caribbean and Jamaica. One of the major shortcomings of the overwhelming number of the studies is their failure to recognize the effects of societal and individual variables in the determination of vocational outcomes. Also included in the review are materials which are based on studies of vocational graduates' outcomes from a holistic approach and/or included discus- sions of the societal and individual variables. 17 18 Expectations of Secondary Education in Jamaica Social mobility is one of the major expectations of secondary education in Jamaica. This is particularly evident among the middle and lower social strata. Millerl studied a small sample of 158 students in two urban senior schools.2 He found that 88% of the sample considered educa- tion as the most important thing to them as a means of achieving social mobility. The implications for the New Secondary schools were therefore obvious. "If these Junior Secondary schools3 do not enhance social mobility" says Miller, "they will not be accepted as secondary schools."4 This purpose of participating in education for so- cial mobility reasons had resulted in student expectations that were often unrealistic, and this in turn influenced the kind of jobs that secondary graduates were willing to accept. Carnegie5 concluded that either students' work lErrol Miller, "Ambitions of Jamaican Adolescents and the School System," Caribbean Quarterly 13 (November, 1967), 29—33. Hereafter referred to as Ambitions. These schools were subsequently converted to Junior Secondary schools then to New Secondary schools. 3The previous names for the New Secondary school before they were increased from 3 to 5 years. 4Miller, Ambitions, p. 33. 5Inez Lucille Carnegie, "School Leavers in the Secondary Schools of Jamaica: The Role of the Schools in Preparing Students for Employment in an Independent Nation" (PhJ1.thesis, Columbia University), 1971, l9 expectations were unrealistic or that they tended to seek out high prestige jobs. Carnegie found that 78.2% of the students expressed a preference for highly paid profession- al occupations. She also found that there was a tendency to bypass even prestigious categories where it represented self-employment and agricultural occupations. Richards6 found that 83% of Jamaican Secondary school students aspired to occupations that were regarded as of high social status. InHar'ewood's7 study, he found that persons with middle level education would not accept jobs with low incomes, neither would they accept jobs in certain occupations. McBean8 concluded that students showed a tendency to opt for occupations which they felt gave them status and econom- ic independence. Miller9 found that while the girls' pref- erences were more realistic when compared to their parents' 6Leopold A. Richards, "The Career Aspiration of Secondary School Students in Jamaica in Relation to Educa- tional Programmes and Manpower Needs" (Ph.D. thesis, Rudgers University), 1974. 7Jack Harewood, "The Impact of Education on the Labor Force" (Caribbean Education Seminar, Department of Sociology, University of the West Indies, July 1968). 8Theresa McBean, "A Study of the Relationship be- tween the Junior Secondary School Programme for Ninth Grad- ers and Employment Opportunities in an Urban Jamaican Setting (Bachelor of Education thesis, Documentation Centre, Institute of Education, University of the West Indies, 1973). 9Miller, Ambitions. 20 occupations, the boys' occupational preferences were unreal- istic when consideration was given to the type of education they were receiving, their then educational level, and the fact that they were due to graduate at age fifteen. Gooding'slo study, (which dealt more specifically with the vocational preparation of high school students), found that students were mainly interested in high prestige jobs and this variable also ranked first on the factors which deter— mined principals' and teachers' choices.* The data in Gooding's findings regarding factors influencing students' job choice are summarized in Table 3. It should be noted Table 3. Students' Responses to Factors Influencing Their Job Choice Distribution in Percentages Urban Rural Factors Boys Girls Boys Girls Prestige 33 34 55 29 Rewards 25 26 20 31 Employment opportunities 23 23 28 26 Parental influence 4 3 3 2 Skills being acquired 15 14 14 12 Source: Velda E. Gooding, "A Study of Certain Factors in Selected Jamaican High Schools of the Vocational Preparation of Students and Their Acceptability to Employers"(Bachelor of Education thesis, Documenta- tion Centre, Institute of Education, University of the West Indies, 1973), p. 38. * The principals and teachers of the schools in Gooding's study were also asked to rate the factors which they thought influenced students' choice of jobs. loVelda E. Gooding, "A Study of Certain Factors in Selected Jamacian High Schools of the Vocational Preparation of Students and Their Acceptability to Employers" (Bachelor of Education thesis, Documentation Centre, Institute of Education, University of the West Indies, 1973). 21 that skills being acquired ranked at fourth place among the five major factors. McNeilll found that the Continuing Education grad- uates had more realistic job expectations than the vocation— al graduates. One recent study by the Jamaican Ministry of Education indicated that from a list of 85 vocations the six most popular job preferences expressed by the 1977 New Secondary school leavers were jobs in the service areas. These represented vocational areas that had been tradition- ally viewed as realistically achievable for the poor man's child, but at the same time enhancing social status for the occupant, as well as providing the basis for "a stepping stone" to higher prestige jobs. Also related to this issue of participation in edu- cation for social mobility reasons was the lower status placed on vocational education. Traditionally the secon- dary graduates with a general education tended to obtain the more prestigious jobs. Miller has pointed out that Although practical and technical sub— jects have been included in the cur- riculum of almost all high schools, llHazel McNeil, "An Investigation into the Job Ex- pectations of School Leavers of the New Secondary Schools in the Corporate Area" (Bachelor of Education thesis, In- stitute of Education, University of the West Indies, 1976). 12Ministry of Education, "The Job Expectations of the 1977 New Secondary Graduates Related to Their Courses," (Kingston, Jamaica: Research Section - Ministry of Educa- tion, 1977), p. 19. 22 the subjects have emerged as options for the students who have not been able to master the academic options. Miller found that only five percent preferred any practical subjects over the general ones.14 This difference between student expectations and the market place reality has resulted in a mismatch between training and the Opportunities in the labor market. Carnegie emphasized this point in her comments when she wrote that although many positions requesting tech— nological skills are highly remunerative, the society has not yet accepted these as desirable areas Of occupations. Mark Blaug also lends support to the same View. In his dis— cussion Of unemployment among 15-24 year Old secondary school leavers in Ceylon, Blaug claimed that "some of those who say they are seeking work are in fact looking only for certain types Of work or jobs with certain minimum incomes."l6 This mismatch between expectations and reality is a phenomenon which is not unique to Jamaica, but rather the l3Errol Miller, "Education and Society in Jamaica." Savacou 5 (June 1971): p. 68. 14Miller, Ambitions, p. 30. 15Carnegie, p. 96. 16Mark Blaug, Education and the Employment Problem in Developing Countries (Geneva: International Labor Office, 1973), p. 63. Hereafter referred tO as Education and Employment. 23 Jamaican situation mirrors a problem of all developing countries. In a survey of the occupational preferences of Tanzanian secondary school pupils E. L. Klingelhofer of the University of East Africa concluded that — l. Forty—nine percent (49%) of the students aspired to engineering professions while the national needs could only support 1.3%. 2. Thirty-eight point eight percent (38.8%) wanted to be medical doctors while the projected need was only for 1.2%. 3. Twelve point five percent (12.5%) wanted to be radio announcers while there was only 0.1% support for this group. Another study from South East Asia arrived at a similar conclusion: vocational ambitions bear little relation to the vocational needs Of society.18 More than half of the students expressed ambitions for vo— cational Opportunities in the services while nearly two thirds Of the vocational Opportunities were found to be in production as shown in Table 4. l7 Frank J. Switz, "Educational Crisis in Developing Countries: Alternatives," Journal of Developing Areas 8 (January,l974), 173—180. 18 T. L. Green, "Vocational Problems in Education in South East Asia," Journal of Educational Psychology 26 (April,l953), 380-391. 25 Some Comparative VOcational Studies of Secondary Graduates in the United States Educators in the United States have made literally thousands Of studies Of vocational graduates. These have included a representative number of studies that make com- parative analyses. However, many of the studies were either locally based, consisting of small samples, had very low response rates, or failed to control for nuisance vari- ables. Accordingly, this review was limited to some nationally recognized studies that contrained more sophisti- cated approaches to the collection and analysis Of data. Emplgyment Studies by Creech et al.,20 Kaufman and Lewis,21 Eninger22 and Texas University23 supported the View that secondary vocational education was more effective than 20F. Reid Creech et al., Comparative Analysis Of Post Secondarerccupational and Educational Outcomes for High School Class Of 1972, Washington: Office Of Educa- tion, ERIC Document ED 139 845, 1977. 21Jacob Kaufman and Morgan V. Lewis, The Potential of Vocational Education, Observations and Conclusions, Washington: Office Of Education, ERIC Document ED 023 902, 1968. 22Max U. Enginger, Report on New York State Data from a National Follow-Up Study of High School Level T and I Research Institute, 1967. Hereafter referred to as New York Report, ERIC Document ED 020 414, 1967. 23Texas University, Center for International Educa— tion, A Comparative Study of the Occupational Achievement Of Vocational and Nonvocational High School Graduates in Texas, Austin: Texas Education Agency, ERIC Document 118 944, 1973. 24 Table 4. Disparities Between Vocational Ambitions and Vocational Opportunities Vocational Vocational Sector Of Economy Ambitions Opportunities Production 24.8% 64% Distribution 23.2% 21% Services 52.0% 15% Source: T. L. Green, "Vocational Problems in Education in South East Asia," Journal Of Educational Psychol- ogy 26 (April,l953), 380-391. Another study from the Caribbean Island Of Trinidad also arrived at the same general conclusion regarding the aspi- rations and expectations Of secondary school leavers. The study concluded that — School leavers showed high favorable attitudes towards 'upper class jobs' rather than middle class jobs which are sought only if they fail to acquire an upper class job or if they recognize early that they do not have the capacity to qualify for upper class jobs. The reported relationships between vocational aspirations and vocational realities, provides one basis for interpre— tation Of data which relate to the assessment of vocational outcomes of secondary graduates in Jamaica or any develop- ing country. 19A. C. Seuchand, "A Study Of the Aspirations and Expectations Of Certain Secondary School Leavers in Trinidad within the Age Group 15-19 years" (M.A. thesis, University Of the West Indies). 25 Some Comparative VOcational Studies Of Secondary Graduates in the United States Educators in the United States have made literally thousands Of studies of vocational graduates. These have included a representative number Of studies that make com- parative analyses. However, many Of the studies were either locally based, consisting of small samples, had very low response rates, or failed to control for nuisance vari- ables. Accordingly, this review was limited tO some nationally recognized studies that contrained more SOphisti- cated approaches to the collection and analysis Of data. Emplgyment Studies by Creech et al.,20 Kaufman and . 2 . . . . Lew1s, l En1nger22 and Texas Un1vers1ty23 supported the View that secondary vocational education was more effective than 20F. Reid Creech et al., Comparative Analysis Of Post Secondarngccupational and Educational Outcomes for High School Class Of 1972, Washington: Office Of Educa— tion, ERIC Document ED 139 845, 1977. 2J‘Jacob Kaufman and Morgan V. Lewis, The Potential of Vocational Education, Observations and Conclusions, Washington: Office Of Education, ERIC Document ED 023 902, 1968. 22Max U. Enginger, Report on New York State Data from a National Follow—Up Study Of High School Level T and I Research Institute, 1967. Hereafter referred to as New York Report, ERIC Document ED 020 414, 1967. 23Texas University, Center for International Educa— tion, A Comparative Study of the Occupational Achievement Of Vocational and Nonvocational High School Graduates in Texas, Austin: Texas Education Agency, ERIC Document 118 944, 1973. 26 nonvocational education in leading to employment upon grad- uation. Creech and others in a national survey Of the grad- uating class Of 1972, found that the graduates of the vocational curriculum were employed at higher rates than their nonvocational classmates. Kaufman and Lewis made an indepth study of the graduates in three selected cities in Pennsylvania and they concluded that vocational graduates had greater employment stability. Eninger and his colleagues studied graduates from eight New York high schools, and their finding indicated that vocational graduates Obtained jobs more quickly than non college bound academic graduates. The Center for International Education at Texas University made a comparative study of 1,970 graduates Of three select- ed cities in Texas, and they concluded that vocational edu- cation was effective as preemployment training for those graduates who went directly from school to work. Diametrically Opposite conclusions were found in studies by Conroy,24 Eninger25 and Grasso.26 They concluded 24William G. Conroy Jr. and Daniel E. Diamond, The Impact of Secondary School Occupational Education in Massa- chusetts, Boston: Massachusetts State Department of Educa- tion, ERIC Document ED 122 095, 1977. 25Max U. Eninger, The Process and Product Of T and I High School Level Vocational Education in the United States (Abstract Of the Product variables.) (Pittsburgh: American Institutes for Research, 1965.) Hereafter referred to as Product. 26John Grasso, "The Contributions of Vocational Education, Training and Work Experience to the Early Career Achievements of Young Men" (Ph.D. thesis, Ohio State Univers- ity, 1975). 27 that secondary vocational education did not provide its graduates with any employment advantage over nonvocational graduates. Conroy made a six-year study Of the 1969 and 1973 graduates from various secondary school occupational programs in Massachusetts. He concluded among other things that the labor market advantage of vocational graduates was short-lived. In a 1965 study involving 10,000 male grad- uates from vocational/technical and comprehensive schools in 37 states, Eninger and his fellow researchers at the National Institute for Research at Pittsburg concluded that there was no significant difference in the numbers of full- time jobs held by vocational and academic graduates. Using longitudinal data collected through 1969 and based on a national sample of 1000 male youths, Grasso emphatically pointed out that on none Of the measures could we conclude that commercial or other vocational grad- uates were better prepared for jobs than youths from other tracks. Grasso's study was a particularly impressive study and it has given more impetus to the debate regarding the effectiveness Of secondary vocational training, since it not only used a national sample, but it used multiple regres- sion methodologies to control for nuisance variables such as socioeconomic status and academic aptitudes. 27Ibid., p. 82. 28 Wages - With reference to the wages Of vocational and nonvocational graduates, Conroy and Diamond28 and Kaufman and Lewis29 found that vocational graduates earned higher salaries than nonvocational graduates. Eninger30 found that there was no significant difference between the hourly starting salary Of vocational and academic graduates without college education. However, he found that after two to six years after graduation the vocational graduates with no college education were receiving higher earnings than their academic counterparts, but after eleven years the earnings Of the academic graduates caught up with the vocational graduates. In his study Grasso concluded that — The wages Of commercial and other vocational graduates without addition- al training do not differ from the 31 wages Of graduates Of the general track. The clear interpretation Of the above review Of studies, was that even in the United States which had 8Conroy and Diamond, The Impact Of SecondarygSchOOl Occupational Education in Massachusetts. In Conroy and Diamond's study, it was the male Trade and Industrial graduates who were earning signifi- cantly higher than nonoccupational students who did not attend post secondary schools. The Trade and Industrial graduates were even earning significantly more than gradu- ates Of all programs from two year colleges and state universities. 29Kaufman and Lewis, The Potential Of Vocational Education, Observations and Conclusions. 30 Eninger, Process and Product, pp. 33-34. 3lGrasso, p. 84. 29 experimented with and Operated various models Of secondary vocational training programs, there was no clear conclusion about the effectiveness Of secondary vocational training. The subject can be debated effectively by both protagonists as well as antagonists. The measured effectiveness of training in the studies reviewed depended heavily on the variables that were considered when evaluating the vocation- al outcomes. Assessment Of Secondary School Vocational Graduates in Develgping Countries There is an abundance Of literature about vocational education in various developing countries. The literature includes some studies on vocational graduates, but apart from Meaders' 1968 Taiwan study,32 there is virtually a com- plete absence Of any analytical comparative studies between vocational and nonvocational graduates. The majority Of the available vocational studies cast some doubt on the effectiveness Of secondary vocational training. Two studies33 carried out by A1 Bukhari in 320. Donald Meaders, Contributions of Senior Middle School Graduates to Taiwan Agricultural Development (East Lansing, Michigan: Institute for International Studies, 1968). 33Najiti Mohammed Amin A1 Bukhari, Issues in Occupa— tional Education: A Case Study in Tunisia (Standord: 1968) and Issues in Occupational Education: A Case Study in Jordon (Stanford: Stanford International Development Center, Stanford University, 1968). 30 Tunisia and Jordan found that the more specific the skills which were provided by the educational system the less the likelihood of being relevant to the actual job related needs of the employment system. Newbry and Martin reported that Of 109 Nepalese graduates who had received vocational training in a multipurpose high school, one hundred and sixty-one or 95% had continued their study at a higher level and only five students were employed in jobs directly relat- ed tO their training.34 This was so even though the voca- tional program was intended to provide terminal training. Emil R. Rado of Kenya pointed out that prior to 1960 before the educational explosion in Africa began, acadamhzeducation had paid Off. He also drew attention to East Africa where vocational education cost four to five times as much per student as academic education, but showed few signs Of de- livering even equal benefits.35 One Ghananian study found that 90% of the graduates Of the vocational schools became government clerks, qualifying for such jobs on the basis Of the literary component Of their craft training.36 Almost 34Burton C. Newbry and Kenneth L. Martin, "The Educational Crisis in Lesser Developed Countries," Journal Of Developing Areas 6 (January,l972), 155-162. 35 Emil R. Rado, "The Relevance Of Education for Employment," in Education, Society and Development, eds. David Court and Dharam P. Ghan (Nairobi: Oxford University Press, 1974), p. 41. 36 Newbry and Martin, p. 160. 31 contradictory to the above conclusions was another study from Ghana which surveyed a group Of 210 academic middle school Ghananian students who were in their final month of studies before seeking employment or continuing their edu— cation. The study found 62% favored artisan employment or farming and 30% favored employment in varying levels Of white collar jobs.37 The problem with this type Of compar- ison is the inconsistencies between the expressed aspira- tions Of in-school youths and what they actually do subsequent to graduation. Studies conducted in Latin America have raised doubts about the effectiveness of secondary vocational training. The findings indicate that training centers Operated by natioanl manpower training organizations were more productive than vocational schools because they were more flexible, less costly, and prepared interested indi— viduals who were trained in relation to the work tO be done. The training centers had been funded by the Inter- national Labor Organization and Operated independently Of the Ministries of Labor and/or Education. Recurrent funds for the Operation of the centers are available from a spe- cial payroll tax. They were run by a director but had a 37Philip J. Foster, "The Vocational Fallacy in Development Planning" in Education and Economic Development, eds. C. Arnold Anderson and Mary Jean Bowman (Chicago: Aldine Publishing Company, 1965), p. 149. 32 governing body with representatives from the above Minis- tries plus private employers and trade unions. In comparison tO the above research findings, stud- ies by Meaders and Thuemmel in Taiwan did lend some support to the effectiveness Of vocational agricultural training over general academic training as it related to agricultur- al jobs or farming. Meaders found that - One out of three Of the vocational agriculture senior graduates and one out of every sixteen academic senior graduates were employed in agricultural type jobs.3 Thuemmel who was a member of the Meaders' team concluded in his aspect Of the research that A greater percentage of vocational agricultural school graduates per- ceived their kind and level of middle school education as being most appro— priate for prospective farmers.4 The dilemma faced by developing country planners was reflect— ed in a comment by Rado where he said that 38Eugene Staley, Planning Occupational Education and Training for Develppment (New York: Praeger Publishers, 1971), p. 144. 39Meaders, p. 80. 40 William Leslie Thuemmel, "High Schools and Voca- tional Agriculture Schools: A Comparison of the Farmer Performances Of Senior Graduates in Taiwan" (Ph.D. thesis, College of Education, Michigan State University, 1970), from Abstract. 33 There is an important problem Of design- ing relevant curriculum at the post primary level. It is tempting and danger- our to assume that vocational education is the answer and that it necessarily leads to better employment or earning Opportun- ities. Because Of the uncertainty of the effectiveness Of secondary vocational training, two schools Of thought have emerged in developing countries. Thomas Balogh, a British economist, and politicians, vocational technical teachers, educators, administrators and some vocational/technical researchers from developing countries are the central fig- ures identified with the prosecondary vocational education school Of thought. The antagonist school is supported mainly by econo- mists and represented by such internationally recognized scholars as Philip Foster, Mark Blang, Frederick Harbison and Phillip Coombs. Protagpnists Of Secondary Vocational Education - This group argues that (a) technically and vocationally skilled persons were in short supply in developing nations, (b) the highest rate Of youth unemployment was due in large part tO the lack Of skills, (c) most young people in devel- Oping countries had tO enter the job market at an early age and in any case places in most secondary institutions were 41Rado, p. 41. 34 only available for a limited number, (d) there was a limited number Of large private industries or informal training resources to provide out-Of-school skill training, and (e) the most pragmatic solution to the provision of the necessary skills was technical and vocational training at the secondary school level. Apart from incountry support for formal secondary education by politicians, educators and administrators, sup- port had also been expressed by Thomas Balogh.* Balogh had recommended the inculcation and integration Of agricultural education into all rural African school programs with the objectives Of social and economic transformation of those 42 societies. Antagonists of Secondary Vocational Education - The representatives of this school either expressed doubts about the preparation Of skilled manpower through the formal * The researcher particularly investigated Balogh's views on the topic because Phillip Foster, who was the first international scholar who emphatically came out against formal secondary vocational education in develOp~ ing countries, was motivated to publish his views based on Balogh's support for and recommendations for such education at the education conference held at Addis Ababa, Ethiopia. Balogh is a British scholar, who has had wide experience with education in develOping countries, particularly Africa and South East Asia. 2Thomas Balogh, "A Proposal to Relate Education Directly to Production" in Education and the Development Of Nations, eds. John W. Hanson and Cole S. Brembeck (New York): Holt, Rinehart and Winston (1966), pp. 160-167. 35 secondary system (Coombs and Ahmed) or argued that the whole formal secondary vocational preparation in schools was a "fallacy" (Foster and Blaug). Writing in 1966, Foster argued that no amount Of formal, technical, voca- tional or agricultural instruction alone was going to check the movement from the rural areas, reduce the volume of unem- ployment or indeed necessarily have any effect on the rate Of economic develop- ment. Foster believed that graduates will always respond to real and perceived Opportunities in the economy such as the avail- ability Of jobs, and the competitiveness of salaries. He considered the intermediate technical and vocational educa- tion more critical. Blaug writing about the same topic six years later, also supported Foster's views. He argued that . . . vocational education in formal education institutions makes little sense on either educational or economic grounds. It is impossible to accurately foresee the requirements for specific skills in an economy two or three years hence, and for that reason vocational training on a full time basis must neces- sarily impart general skills at which point it ceases to be vocational in the sense in which that term is usually used.44 43Foster, p. 153. 44Mark Blaug, "Economics and Educational Planning in DevelOping Countries," Prospects ll (Winter,l972), p. 437. Hereafter referred tO as Economics and Educational Planning. 36 Blaug believed that the responsibility Of schools was to provide the technical foundation for the on-the-job train- ing in specific skills. Newbry and Martin pointed out that Frederick Harbison viewed the overemphasis on vocational training in formal institutions as wasteful. He expressed the Opinion that the same kind Of training could be provided by on-the- job training in less time, and in the technical and voca- tional occupations, experience was more important than theoretical knowledge. He further claimed that the voca- tional training provided by vocational schools was Often not used.45 Staley, (while skeptical Of the effectiveness of formal secondary vocational education), was more concerned with innovations that would improve the effectiveness of the program. He disagreed with Blaug's view that manpower projections for specific skills were unrealistic as a basis for the content Of vocational training programs and the number of graduates proposed. Instead, he suggested some recommendations for improvement of the system of preparation of vocational graduates, since there were Obvious short comings inherent in the manpower projection. His main sug- gestions were: 45Newbry and Martin, p. 160. 37 l. The establishment of a quick and continual feedback from the employment system to the occupational education and training system. 2. The preparation Of reasonably versatile persons who could acquire new skills quickly and with some retraining, be able to transfer from one specific job to another over a fairly broad range Of jobs. 3. The provision Of Opportunities for retraining and further education of the individual throughout his working life.46 The question of the effectiveness Of formal second— ary vocational education remained a wide Open issue for debate in developing countries in almost the same way that it remained a debatable issue in the United States. Assessment of the Vocational Outcomes Of Caribbean and Jamaican Secondary Vocational Graduates With the exception Of one recent tracer study by the Jamaican Ministry Of Education, there is a complete absence of any research studies that survey secondary grad- uates subsequent to their graduation. Even the Jamaican Ministry of Education's recent tracer study only surveyed the graduates for one year* and at three and six months 46Staley, p. 28. * New Secondary Graduates of 1976. 38 after graduation. This was Obviously tOO early to make an Objective assessment Of the graduates, because studies from other developing countries have shown that some gradu— ates had tO wait as long as 18 months to two years tO Obtain a job.47 But even the one tracer study was not very helpful to the investigator, because it did not make a comparative analysis between the outcomes Of the vocational and nonvoca- tional graduates. The Ministry's study showed twenty-two percent (22%) of all graduates were employed and fifty-nine percent (59%) of them were working in areas related to the vocational subject they had studied.48 There was no short- age Of studies that surveyed the senior students before they graduated. SO the only available research information was based on their expectations and aspirations prior to graduation. The actual occupational experiences of gradu- ates may vary considerably from their expectations and aspirations. 47See Mark Blaug, Education and Employment, p. l, and S. G. Weeks, "Education and Employment," Journal Of Papau New Guinea Teachers Association, 1 (1976): 10. 48Ministry Of Education, "Employment, Unemployment and Further Education of the 1976 Graduates," (Kingston, Jamaica: undated), P- 1- 39 Evaluatnmlof Vocational Graduates: Need for a New Pergpective in Developing Countries Apart from Grasso's research, all the studies re- viewed in the preceding pages had tended to assess voca- tional outcomes within too narrow a framework or used questionable methodological approaches. They approached their assessment by evaluating only the graduates' acquisi- tion Of a job, the wages, post secondary training and the job's relatedness to training and without making provision for adequate control of confounding variables. Whether the researchers reported for or against vocatiOnal education, the studies basically made an assessment Of school variables, without concurrently attempting tO assess combined outcomes related to society and individual variables. The researcher found only one study which hypothesized that vocational out- comes experienced by T & I graduates was an interaction product Of school, student and occupational Opportunity variables.49 (See Appendix C, Figure 4 for details.) But even though that research project collected an enormous amount of data, the methodological approach tO the analysis did not allow for the testing Of the combined effect of the variables. The use of multiple regression analysis would 49M. U. Eninger, The Process and Product of T & I High School Level Vocational Education in the United States (The Process Variables) (Pittsburgh: American Institutes for Research, April 1968), p. 5. 40 have achieved that goal. It is recognized that societal and individual vari- ables are more difficult to assess compared with school variables. This, however, should not preclude attempts to make such analysis, so as to objectively evaluate the effec- tiveness Of the secondary vocational training. An examination Of the Jamaican Gross Domestic Product (GDP) and employment data between 1969 and 1977 illustrates how the bouyancy of the economy would affect employment of the school graduates. It indicates, for ex- ample, that as the growth in the GDP decreased, the employ- ment rate increased as shown in Table 5. From 1969-70, the GDP grew 12.7% and the unemployment rate in October 1969 was calculated at 17.2%. By 1972-73, the growth rate for the GDP decreased to a negative growth Of -.07% and the un- employment rate increased to 22.9% in October 1972. By 1976-77 the negative growth rate Of the GDP decreased to -4.0% and even though the government sponsored many large public works programs, the unemployment rate increased to 24.2% in October 1976. A practical example that illustrated the close rela- tionship between school and societal variables upon voca- tional outcomes was recently reported in the Gleaner, a Jamaican weekly newspaper. The article reported on the commendable work being done at the St. Bonifice Industrial 41 .N d . 83H 8035. 5889.0: R2 88m .883 mfi .moflmflfim mo 6.28588 6% mm d . 85 "81.28 58855 R3 6888 as... 98.: Hmcoflmz .BBmflBm mo 6.55888 68.88 mafiaga uoz ”$2 @3809 3mm imam wmém «Tom A .8 Nam «.98 $2 4% WT: acme 16.3 185 we.VI ww.ol wmm.01 wmm. wwo.l wm.m wv.m wh.ma mumm cuzonw mam mno.aao.m vhH.vmo.N omm.mvm.m mom.mmm.m mmm.mmm.m mov.oom.m nmm.mmo.m vav.mao.m mom.amh.a Amy mam hhmH‘ mhma mhmH vboH. man‘ whoa HhmH ohaH amma mgouomm mmdmw RISE mmnmm “ETEAOHQBOCD paw mmofihm ucmumcoo um ”Booed oflmflpoo mmoHO . m gown. 42 Training Centre.* The article emphasized that no longer will the children of the area be "condemned to a life Of limited education, unskilled labor and subsistence farming."50 However, in the same paragraph the writer raised a very poignant question "Where will these youngsters find employ— ment?" "We can only hope and pray" said the director, "that the economic situation will improve."51 Another commentary from researchers in Ghana helped to illustrate the interrelationship between school and indi— vidual variables. Sarah French and T. Boyd in "An Enquiry Concerning Employment for Secondary School Leavers in Ghana," pointed out that — It is not lack Of jobs or opportunities but the unemployability of the school leavers that is the crux Of the problem. . . There is a need for education Of attitudes as well as skills.52 *The St. Bonifice Training Centre is a gift from the German Catholics and Government to the people Of Jamaica. Students receive training in masonry, woodwork, machinery, welding, plumbing and electrical installation. 50Joe Brown, "German Gift School in Seaford Town," The Jamaican Weekly Gleaner (March 19, 1979), pp. 20-21. 51 Ibid. 52T. L. Green, "Comments on the Implications Of Voca- tional Problems in Education," West African Journal of Education,l7 (February, 1973), 161. 43 Summary The research data indicated that a large proportion of Jamaican secondary students are interested in education for social mobility reasons, accordingly, they tend to seek jobs that are more prestigous. Research studies in both developed countries and developing countries countries indicated that vocational education had been assessed as more effective than academic education for helping gradu- ates secure employment, while other studies indicated that it did not make any difference. In the United States stud- ies by F. Reid Creech et al., Jacob Kaufman and Morgan V. Lewis, Max U. Eninger, and Texas University supported the view that secondary vocational education was more effective than nonvocational education in leading to employment upon graduation. Opposite views were derived from studies by William Conroy, Max U. Eninger, and John Grasso. Differ- ences in amount Of wages were also found between vocational and nonvocational graduates in some of the above studies. In developing countries studies by Meaders and Thuemmel found that more agricultural vocational graduates were in- volved in farming than their nonvocational colleagues. However, studies by Al Bukhari in Tunisia and Jordan, and other studies from Nepal and Ghana questioned either the effectiveness Of vocational education or its contribution to manpower supply in the areas in which students were pre- pared. However, the results were largely conditioned by 44 the specificity of the comparisons and the appropriateness Of the methodological approaches. In developing countries two distinct schools of thought have arisen. One school supported by politicians, educators, administrators, teachers, and Thomas Balogh, recommends vocational education at the secondary level. With Opposite views are economists like Mark Blaug, Philip Foster, Frederick Harbison, Phillip Coombs and Manzoor Ahmed. A short-coming noted in an overwhelming majority Of the studies was their neglect Of the combined effects Of societal, school and individual variables upon the outcome Of the graduate. The researcher found only one study that hypothesized that vocational outcome experienced by T & I graduates is an interaction product of school, student and occupational Opportunity variables. The review Of litera- ture emphasized the need for studies to be done that recog— nized the combined effects Of the three sets Of variables mentioned above. CHAPTER III DESIGN OF THE STUDY The design Of the study included the major areas of population and sample, instruments for collection Of data, collecting and processing data, and analysis of the data. The Population and Sample The population consisted of 3,908 nineteen seventy seven New Secondary graduates from twenty one (21) schools. The twenty one (21) schools were selected from a larger uni- verse Of 621 New Secondary schools that had 12,767 graduates in 1977. The twenty one (21) locations were selected after consideration of two major factors: school size and geo- graphic location (see design in Appendix B, Table 28) so as to Obtain a population that was most likely to be represent- ative Of the island. The names of the twenty one (21) loca- tions were submitted for review by three members from the Research and Technical and Vocational divisions of the Min- istry of Education. They recommended the change of one urban location, because the new location represented a greater 1The total number of New Secondary schools in 1978 was 71, but in 1977 only 62 had graduates. 45 46 diversity of urban students. Selection - A 25% sample randomly selected through the utilization Of a table of random numbers resulted in the selection Of 977 subjects. The random sample for each location was taken from a Ministry of Education computer print out which listed in alphabetical order all the 1977 graduates by schools. Those individuals who did not com- plete five years of school and/or take the national final examinations were eliminated from the list before the random sample was drawn. (See Appendix B, Table 29 for size Of sample at each location, and Appendix C, Figure 3 for the positions Of the locations.) Description - A description of the sample is pro- vided in Table 6 according tO six variables and Table 7 according tO the practical subjects taken in secondary school. In Table 6, the information for academic achieve- ment level was calculated from data in the Ministry Of Edu- cation print Out, while the data for the other variables came from the questionnaires answered by the graduates. The two sets of data in Table 7 represented percent- ages calculated from a government publication and from re- sponses on the questionnaires. Survey Instruments Construction - A questionnaire was designed to col- lect from the graduates all pertinent information as it re- lated to their vocational outcomes. Specifically the 47 Table 6. Percentage Distribution Of Graduates in the Sample in Each Of Six Variables Adjusted Frequencies Variables Subgroups N (Percentages) Sex Female 427 54.4 Male 358 45.6 Ages 17 41 5.3 18 409 53.3 19 291 37.9 20 27 3.5 Achievement Levels Unsatisfactory 171 22.1 Poor 370 47.7 Satisfactory 208 26.8 High 25 3.2 Very High 5 0.1 Geographic Location Deep Rural and Rural (Rural) 523 67.3 Urban and Semi—urban (Urban) 254 32.7 Socioeconomic Status Professional and Man- agerial Higher (upper class) -- 0.0 Lower (upper middle class) 6 0.8 Highly Skilled (upper middle class) 41 5.4 Skilled (lower middle class) 247 32.5 Semi-skilled (lower class) 374 49.1 Unskilled (lower class) 93 12.2 Levels Of Graduates Prefunctional 104 13.2 Functional 474 60.3 Continuing 208 26.5 Note: 1. Ages--based on information supplied by the graduates. 2. Achievement Levels--based on information Obtained from the Ministry Of Education records. It is 48 questionnaire was designed to collect information and Opinions regarding the following areas: 1. TO Obtain from each graduate information regard- ing his/her - Education and employment a. Preparation in school b. Socioeconomic characteristics c. Achievement levels d. Present employment e. Job satisfaction f. Further education based on a scale of 1 to 5 where unsatisfactory = 1, poor = 2, satisfactory = 3, high = 4 and very high = 5. Each graduate's ranking was Obtained by adding the school ranking and the rank from the national exams and finding the average. 3. Geographic Location--the information was supplied by the graduates. It is based on size Of popula— tion and availability Of certain facilities which in Jamaica is indicative Of modern living (see the definitions Of urban and rural on page 14 Of Chapter I). 4. Socioeconomic Status--the socioeconomic status was based on the occupation Of the graduates' fa- thers. The six classifications were assigned to the four levels Of status according to the work of Errol Miller. The classification Of occupation was based on six criteria (a) prestige and status derived from the job, (b) income derived from the job, (c) responsibility required by the job, (d) educational standard needed for the job, (e) com- petence required on the job, and (f) the size of the establishment where this was relevant. Miller's scale was only used with urban students and he acknowledged that the classification of OO- cupations is a very crude measure Of socioeconomic status (see E. Miller, "Self Evaluation Among Ja- maican High School Girls," Social and Economic Studies 22 (December, 1973), 407-426. A list of the major occupations in each clas- sification is shown in Appendix B, Table 30. Al- though this study included both urban and rural graduates, Miller's scale was selected because it was the most appropriate scale for Jamaica. 5. Levels Of Graduates--based on information supplied by the respondents. 49 Table 7. Distribution Of Graduates According to Practical Subject Taken in Secondary School Sample Population Adjusted Frequencies a Practical Option N (Percentages), Percentages Agriculture 43 5.7 4.6 Business 173 22.9 21.9 Crafts 35 4.7 5.2 Home Economics 237 31.4 30.3 Industrial 260 34.5 38.0 Other 6 0.8 Total 754 100.0 100.0 aSource: Economic and Social Survey Jamaica 1977. Note: Kingston, Jamaica: National Planning Agency. The small differences between the percentages for the sample and the population could have been due to one or a combination Of any number Of four different factors (1) sampling error, (2) level of response rates, (3) Ministry figures were collected before graduation, (4) the Ministry's projection procedures to compensate for unavailable information from the schools. 2. Opinions about ways to improve the vocational education program. A review was made of questionnaires from previous research projects.2 2The following questionnaires were studied. a) Questionnaire for the Vocational Follow up System used 50 The review included Objectives, format and content Of the questionnaires. The practice Of reviewing previous question- naires is recommended by other researchers,3 because such practice saves time and provides models for new items. Each item was constructed so that it did not exceed twenty one (21) words. The questionnaire was also construct- ed and coded so that key punching was done directly from it. Description - The majority Of questions were of the closed—ended4 types with a few Open-ended ones. The closed- ended questions were either of the checklist types or rating items. The checklist types represented the four major groups Of checklist questions namely self report checklist, dichotomous response, simple descriptive phrases and list Of the standard five point Likert scale or three point modi— fied Likert scale. The questionnaire which consisted Of 63 items was designed so that the maximum time to administer it would not exceed thirty minutes. The language was made by the Department Of Vocational and Technical Education, University Of Minnesota. b) Follow up Survey Form for 1977 graduates in Michigan used by the Michigan Department of Education. c) Questionnaire used by the American Institutes for Research to do a comprehensive follow up Of 1953, 1958 and 1962 U.S. secondary graduates. 3Richard C. Erickson and Tim L. Wentling, Measuring Student Growth. (Boston: Allyn and Bacon, Inc., 1976), p. 224. Hereafter referred to as Student Growth. 4A close-ended question is one in which the individu- al is Offered a choice Of alternatives while the Open-ended question does not provide any choice. 51 simple so that all Of the graduates could be expected to be able to read and comprehend it. Blue paper was used so as to make it more attractive5 to the subjects. Precise but adequate instructions for answering the questionnaire were printed at the beginning of the instrument. In order to ensure anonymity, respondents were not required to record their names or addresses on the questionnaires. However, each questionnaire was assigned a code number for identifi- cation Of each respondent as well as each school (see Appendix D, section 1 for a sample of the questionnaire). Pilot Test Three critical variables were considered in an attempt to insure minimum error and bias: validity, reli- ability and question wording. Validity - Content validity, specifically face validity was used to insure that the instrument would measure what it purported to measure. An initial type 5There is conflict Of Opinion whether the color of the paper helps to elicit higher response rates. Erickson and Wentling claimed that research has indicated the use Of colored paper produced a difference in response rate of over 15 percent. See Tim L. Wentling and Tom E. Lawson, Evaluat- ing Occppational Education and Training Programs. (Boston: Allyn and Bacon, Inc., 1975), pp. 131-132. On the other hand Christopher Scott Of the British Government Social Survey reported that the use Of colored paper is one factor that did not make any difference in response rates. See A. N. Oppenheim, Questionnaire Design and Attitude Measure- ment. (New York: Basic Books, Inc., 1966.) 52 written set Of questionnaires were sent to a group of nine Jamaicans representing one New Secondary principal, four vocational teachers, two vocational graduates and two non— vocational graduates. They were required tO read through the questionnaires and indicate if they understood the questions. They were further asked to make suggestions for clarification of any unclear items. Eight of the questionnaires were returned and based on their suggestions some minor changes were made. Reliability — The questionnaires that were used in the reliability testing were printed in the same format and on the same color paper, as that which was later used in the main study. Eighty four (84) 1977 New Secondary vocational and nonvocational graduates were selected from one schOOl* and the questionnaires were administered to them in a test/ retest approach. The test/retest approach was utilized be— cause the Objective was to Obtain the coefficient Of sta— bility which is a "quantitative expression Of the correla- tion between scores obtained from a test/retest with some significant time period between each administration."6 The following procedure was followed in administering the test/retest. 1. Permission was requested Of the New Secondary principal for his work experience coordinator or * Trinityville Secondary School in St. Thomas. 6Erickson and Wentling, Student Growth, p. 35. 53 counselor to organize and administer the questionnaires, activate the necessary follow up activities, and tabulate the returns. 2. The work experince coordinator or counselor was instructed in the administration of the questionnaire. 3. Subsequent to the return of the questionnaires, the researcher had a thorough discussion with the work experi- ence coordinator regarding changes in any procedures that would be helpful in improving the response rates and in- creasing the comprehension Of the questionnaire by the grad- uates. 4. The work experience coordinator was given an honorarium of one Jamaican dollar per returned questionnaire as an appreciation for the extra work and time that was required. In the pilot test sixty seven (67) questionnaires or 80% were returned. The retest, which was administered two weeks after the first administration, yielded sixty three completed questionnaires or a 75% response rate. A correlation Of .74 for the entire questionnaire resulted from a calculation Of the Pearson Product moment Correlation Coefficient. Question Wording - An examination Of the correlation coefficient for each question revealed that the correlation coefficient for some items were medium or low, ranging from .5 to -.03. Wherever this occurred, the wording of the question was restructured so that it would be more easily understood. For example variable 31 was originally stated 54 as "potential for advancement" but it yielded a correlation Of only .19. It was therefore simplified to read "chances for promotion." Construction Refinement of Questionnaire In addition to the restructuring mentioned in the previous section, other reorganization and refinement of the questionnaire was carried out. This included changing section three Of Employment Information from "unavailable for employment" to "do not need employment." Some instruc- tions at the beginning of major sections were modified, and in the case Of section VII, the instructions were reorgan- ized on the questionnaire so that they appeared directly be- fore the questions to which they applied. The work experi- ence section (section X) was removed from the vocational sub- division and placed in the final section, which applied to all students. The address Of the employer was removed from the end of the questionnaire and placed in section IV deal- ing with job information. Mechanics of Data Gathering Procedure Used in Collecting - The researcher visited the twenty one locations where each work experience coordi- nator or counselor was instructed in the selection of the random sample,* the procedure for administering the * Subsequent to the instructions, the researcher assist- ed each work experience coordinator Or counselor in the selection Of the random sample. 55 questionnaires,the tabulation Of returns and the recording of achievement ranks for each graduate. The administration Of the questionnaires involved the following sequence: (1) The instrument was sent out in a franked envelope with return—address and covering letter (see Appendix D, section 2) explaining the purpose and Ob— jectives of the research. The questionnaire and letter were sent by hand with a relative or friend Of the graduate who was still at school and a limited number was sent by mail. (2) A second copy Of the instrument in a self-address- ed franked envelope with a reminder letter (see Appendix D, section 3) was sent to the nonrespondents whose question— naires had not been returned in two weeks. (3) Personal efforts by the work experience coordinator or counselor or other staff members or senior students or even parents or guardians were made to contact the nonrespondents who failed to reply through the first and second efforts. This third attempt was terminated at the end of two weeks. The first response yielded an average Of 60%, the second 15% and the third roughly 6%, producing an overall average of 81.37%. In the rural areas the average response rate was 85.04% and in the urban areas it was 73.65%. The individual locations ranged from a high of 95.45% to a low of 42.42% (see Appendix B, Table 29 for the detailed re- sponse rates). 56 The response rate Obtained in the study was within levels suggested by the experts for making valid generaliza- tions. Kerlinger7 recommended a response rate Of at least 80 to 90% and Wiersma8 suggested that generally 75% should be the minimum rate Of return. Procedure Used in Handling Data - The data were punched directly from the questionnaires9 on FORTRAM com— puter cards by the use of an IBM 026 key punch. The data wenathen placed on a 9 track magnetic tape and stored. Analysis of the data was done by the Michigan State Univers- ity Control Data Corporation 3600 computer. Design The study was regarded as causal comparative research, therefore the design was "ex post facto" in nature. The Objective was to investigate any possible cause and effect relationships between the dependent variables Of employment, job satisfaction, salary, further education and a set Of independent societal, school and individual variables. The basic diagramatic formulation for this design was what Campbell and Stanley expressed as 7Fred Kerlinger, Foundations of Behavioral Research (New York: Holt, Rinehart and Winston, Inc., 1973), p. 414. 8William Wiersma, Research Methods in Education (Itasca, Illinois: F. E. Peacock Publishers, Inc., 1975), p. 144. 9All the Open-ended questions were coded subsequent to their return, thus direct key punching from the question- naire was possible (see Appendix D, section 4 for the codes that were used in coding the Open-ended questions). For example in the hypothesis where employment was the inde- pendent variable, X represented the vocational training and 01 represented the graduates who received vocational train- ing and were employed and 0 the graduates who did not 2 receive vocational training and were employed. Campbell and Stanley pointed out that in instances Of these designs there is "no formal means Of certifying that the groups would have "10 Therefore, been equivalent had it not been for the X. an attempt was made to arrive at an answer, which could be interpreted as the most accurate effect or noneffect Of X. This involved the use Of a multivariate analysis in which sex, academic achievement level, and socioeconomic level were controlled. Testable Hypotheses Seven hypotheses were anlayzed and for each hypothesis, sex, academic achievement level, and socioeconomic status were used as control variables. H : There were no significant differences 0 . between the var1ances Of employed vocational and nonvocational graduates. H : There were no significant differences between the variances Of employed 10Donald T. Campbell and Julian C. Stanley, Experi- mental and Quasi-Experimental Designs for Research (Chicago: Rand McNally College Publishing Company, 1963), p. 12. 58 graduates from different geographic locations. There were no significant differences between the variances Of employed graduates from various vocational areas. H : There was no interaction effect between Option taken in secondary school, geo- graphic location and vocational subject studied. The pOpulation means for the employed graduates from the 21 schools were all equal to each other and to the grand mean. The pOpulation means for the salaries Of the vocational graduates were equal to that of the nonvocational and were equal to the grand mean. H : The population means for vocational grad- uates who furthered their education were equal to that of the nonvocational and were equal to the grand mean. Analysis All of the data were analyzed through the use of the SPSS (Statistical Package for the Social Sciences) computer program. The first stage in the analysis involved cross tabulation analysis on most Of the data for vocational and nonvocational graduates. One-way frequency analysis was used with the data, which could not be analyzed with the cross tabulation. Secondly, single analyses were carried out between employment, salaries, further education and all the independent variables listed in propositions one, two and four (see Chapter I, pages 11 and 12). The above single analyses utilized the cross tabulation program. Thirdly, single analyses was also carried out between job satisfaction 59 and the independent variables listed in proposition three (see Chapter I, page 12). The breakdown program, which does an analysis Of variance was used. The purpose of stages two and three was to determine if any statistical significance existed between the dependent variables employ- ment, salaries, jOb satisfaction, further education and the independent school, societal, and individual variables when analyzed singly. The researcher made the decision to elim- inate from the multivariate analysis any independent variable that failed to register any statistical significance when analyzed singly. This was based on the assumption that if it failed to show statistical significance when analyzed singly, it would not make any difference when analyzed jointly. Fourthly, the analysis of covariance was used to determine if any statistically significant differences existed between dependent variables employment, salaries, further education and the statistically significant inde- pendent variables, (from those listed in proposals one, two and four), when analyzed jointly. The SPSS program ANOVA was used because it was able to process all the factors and covariates in one design11 where that was required. llThe ANOVA program can perform the analysis Of vari- ance for up to five factors in each design and has pro- visions for adjusting for the analysis of up to five co- variates in the analysis of covariance. The maximum numbers Of factors and covariates that were present in any one design in the study were three of each. 60 According to Jae-on Kim and Frank Kohout the ANOVA program is - . . basically a stepwise multiple regression with the added feature that it creates the necessary dummy variables for the user--it can COpe with unequal cell sizes and usually copes with empty cells . . . it is generally useful for social science data analysis.12 The ANOVA program also has provisions for a multiple classification analysis table which was utilized to display the grand mean, the multiple correlation coefficient, the R squared and the relationships with the dependent variable, before and after adjustment for the effect Of the covariates. The analysis made provisions for the control of achievement level, sex and socioeconomic status because these variables can contribute confounding effects to the results. John T. Grasso has pointed out that American secondary stu— dents in the different curricula (vocational, commercial, general) differ on a number Of important dimensions, partic— ularly with respect to socioeconomic background Of family and scholastic aptitude scores. He therefore suggested that any analysis which aimed at deriving the net effects of the 12Jae-on Kim and Frank Kohout, "Analysis Of Variance and Covariance: Subprograms ANOVA and Oneway," Statis- tical Package for the Social Sciences, edited by Norman H. Nie et al. (New York: McGraw-Hill Book Company, 1975). 61 different curricula should control for those factors.13 Summary The study was designed to collect information on the societal, individual, and school variables that it was hy- pothesized affected the vocational outcomes Of the 1977 New Secondary school graduates. The random approach was used to select the sample which was 977 graduates from 21 loca- tions. The measuring instrument used was a questionnaire consisting mostly of close-ended questions and answered by the graduates. The work experience coordinator or counselor at each location (school) was responsible for administering the questionnaires and tabulating the returns. The returns yielded an average response rate of 81.37% after three attempts to have graduates return their questionnaires. The analysis was divided into two major sections. Firstly, a single variable analysis was carried out between vocational and nonvocational graduates under five major areas: demographic, individual, school, employment and work experience. The cross tabulation and one way frequency analysis SPSS programs were used. Secondly, a multiple variable analysis was processed. This enabled the control Of the variables sex, achievement, 13John T. Grasso, "The Contributions Of Vocational Education, Training and Work Experience to the Early Career Achievement Of Young Men" (Ph.D. thesis, Ohio State Univers- ity, 1975), PP. 33-34. 62 socioeconomic status, while examining the influence Of the correlation between specific combined independent variables upon three dependent variables: employment, salaries, further education. The analysis of covariance was used for this analysis. CHAPTER IV PRESENTATION OF THE FINDINGS Introduction The data collected from a sample of the 1977 New Secondary school graduates provided some bases for comparing the Opinions and achievements of the vocational graduates with those Of the nonvocational graduates. The first major section of this chapter provides a comparison between voca— tional and nonvocational graduates based on an analysis between one dependent and one independent variable. The second major section examines the vocational outcomes Of vocational and nonvocational graduates through the analysis of one dependent and one or more independent variables with simultaneous control for three nuisance variables.1 This section also provides information on other areas related to the vocational outcomes Of the graduates vis—a-vis employ- ment rates for graduates from different geographic locations, schools and practical programs. lNuisance variables are variables which are usually controlled so as not to affect the outcome of the experiment. In this study the nuisance variables are academic achieve- ment level, sex and socioeconomic status. 63 64 Analysis Of Data Based on One Dependent and One Independent Variable The data that are analyzed in this section encompass five major sets of variables: demographic, individual, school, employment and work experience. The chi square sta- tistic was applied to the majority Of the comparisons be- tween the vocational and nonvocational graduates. Wherever the chi square analysis was used only the variables which show statistically significant differences will be elaborat- ed upon. For additional information on the nonstatistically significant variables the reader is referred to the appro- priate tables in Appendix B. Demographic Variables The four demographic variables analyzed were sex, age, geographic location and socioeconomic status. The results indicated that only sex and socioeconomic status showed sta— tistically significant differences between vocational and nonvocational graduates at the .05 level or less when chi square statistics is used (see Table 8 and Appendix B, Tables 31-34). §E§' The proportions of males and females were dif- ferent in the two groups. The vocational group had the high- er proportion Of males, 49% compared to 36.6% for the females. However, females were in the majority in both groups: 63.4% of the nonvocational group and 51% of the vocational group (see Appendix B, Table 31). 65 Socioeconomic Status. While 4.3% of the vocational graduates came from the middle class, the proportion Of non- vocational graduates who came from that socioeconomic group was 11.5 percent or almost three times the proportion Of vocational graduates (see Appendix B, Table 34). Table 8. Chi Square Analyses Between VOcational and Non- vocational Graduates and Demographic Variables Vocational and Nonvocational Demographic Variables N df x2 a Sex 777 1 8.808* Agea 761 3 4.782 Geographic Locationa 769 2 .405 Socioeconomic statusa 752 3 15.512* * p < .01. aSee Appendix B, Tables 31 to 34 for percentage distribu— tions between vocational and nonvocational and subgroups of the variables. Individual Decision Variables Seven variables were analyzed in this section and the results showed that five of the group were statistically sig- nificant at the .05 level or less with the use of the chi square statistic (see Table 9 and Appendix B, Tables 35—41). Academic Achievement Level. The majority (90.2%) of graduates from the vocational group received grades that placed them in the lower end of the ranking scale while near— ly two thirds (60%) of the nonvocational group received 66 grades that placed them in the upper end Of the scale. How- ever, roughly one third (34%) Of the nonvocational group also received grades which were classified as poor (see Appendix B, Table 35). Table 9. Chi Square Analyses Between Vocational and Non- vocational Graduates and Individual Decision Variables Vocational and Nonvocational Individual Decision Variables N df x2 Academic Achievement Levels 766 3 123.66* Selection Of Practical Coursea 271 3 2.61 Practical Course Takena 742 4 36.918* Satisfaction with Nssa 742 1 12.61* Desire to Repeat Coursea 761 l 9.27* Attendance at PSb Institutiona 65 l 20.17* Relatedness Of PS Study to NSSc Traininga 60 l .075 it p < .01. aSee Appendix B, Tables 35 to 41 for percentage distribu- tions by vocational and nonvocational areas and subgroups of the variables. bPost Secondary CNew Secondary School. Practical Program. There were only minor differences between vocational and nonvocational graduates in agriculture and craft, but major differences were noted for the areas of business, home economics and industrial education. The 67 proportion of vocational students who took business education was only half the proportion of nonvocational graduates who had taken the subject, 18% compared to 36.9%. Home econom- ics and industrial education accounted for almost three quar- ters (72.4%) of the vocational graduates' practical studies whereas both subjects only accounted for approximately half (49.8%) of the practical programs pursued by the nonvocation- al graduates. The three areas that showed the greatest di- vergencies between both groups were also the same areas that had attracted large enrollment Of students (see Appendix B, Table 37). Satisfaction With the New Secondary School. A larger proportion Of vocational graduates (66.0%) were satisfied with the New Secondary education than nonvocational graduates (51.3%). The technical high school was the school selected by the majority of both vocational and nonvocational gradu- ates who would have preferred to have attended a different type Of secondary school. However, this desire was less evi- dent among the vocational than the nonvocational graduates. Twenty-four point one percent (24.1%) of the vocational group would have preferred to have attended a technical high school as against 36.9% Of the nonvocational (see Appendix B, Table 38). Graduates were asked to explain why they preferred the secondary school they had selected. An analysis of the answers to the Open-ended question revealed 18 different 68 reasons by those who expressed preference for the New Second— ary school. The most frequently reported ones are listed be- low in descending order of frequency of replies: 1. Acquisition of wide experience in the prac- tical subjects and opportunity to learn a trade. 2. Provision of the only opportunity to attend a secondary school. 3. Provision of secondary education at the least expensive cost. 4. The training facilitated the procurement of a job. 5. The education was equal to the training that could be acquired at any other secondary school. The three reasons most frequently given by those who would have preferred to have attended a technical high school were: 1. Acquisition of more skill, trade trading or a higher and better standard Of education. 2. Available Opportunities to take the General Certificate of Examination (GCE). 3. More Opportunities for either Obtaining a job or a better job upon graduation. Desire to Repeat Practical Program. A larger propor- tion of the vocational graduates than the nonvocational grad— uates would repeat the same practical program if they had the opportunity. Over four-fifths (81.3%) of the vocational group expressed that View as compared to less than three quarters (70.7%) of the nonvocational group (see Appendix B, Table 39). In response to an open-ended question to provide reasons for their choice, 40% indicated that they were in- terested in the subject and would like to acquire more skills 69 and expertise in that discipline. Twenty-nine percent (29%) expressed the view that the course was beneficial and career related. Fifteen percent (15%) said that they enjoyed the course and they were satisfied with it. Of those who provid- ed reasons why they would not be interested in repeating the course, 25% said they did not get to study the area in which they were interested, 20% indicated that the training did not help them to Obtain employment and.17%wwenenOW’interested in pursuing studies in another area. Attendance at Post Secondapy Institutions. The pro— portion of vocational graduates who were studying at post secondary institutions was approximately one third (5.5%) the proportion Of nonvocational graduates (15.9%). However, it should be noted that only 8.3% of all the new secondary graduates were studying in post-secondary institutions (see Appendix B, Table 40). Critical School Variables Five variables were analyzed in this section. The first and last ones-—the distribution of graduates and the adequacy of facilities were subjected to a one-way frequency analysis while the chi square was employed on the other three namely: adequacy Of preparation, difficulty Of understand- ing instruction in the practical areas and the interest of the practical instructors. None Of these three variables re- vealed any statistically significant differences between the vocation and nonvocational graduates at the .05 level (see 70 Table 10 and Appendix B, Tables 42 to 44). Table 10. Chi Square Analyses Between Vocational and Non- vocational Graduates and Critical School Variables Vocational and Nonvocational Critical School Variablesa N df x2 . b Adequacy Of Preparat1on 271 4 6.5 Difficulty Of Understanding Instruction 758 4 .628 Interest in Practical Areas Of Instructors in Practical Areasb 742 4 2.063 None of the above variables were significant at p_: .05 level. aInformation provided by graduates. bSee Appendix B, Tables 42 to 44 for percentage distribu- tions by vocational and nonvocational areas and subgroups Of the variables. Distribution of Graduates. The proportion Of voca- tional graduates was three times (73.5%) that of the non- vocational graduates (26.5%) (see Table 11). When compared with the proportions in the population,* (74.76% vocational and 25.24% nonvocational), the distribution reflects a high— ly accurate sample. Adequacy of Facilities. This question was only an- swered by vocational graduates due to the way the * See Appendix A, Table 25 which shows 9,545 (74.76%) vocational students and 3,222 (25.24%) nonvocational students in 1977. 71 Table 11. Percentage Distribution Between Vocational and Nonvocational Graduates Graduates School Option N (Percentages Vocational 578 73.5 Nonvocational 208 26.5 Totals 786 100.0 questionnaire was structured. However, the analysis showed that while slightly more than half (52.8%) Of them perceived that they had sufficient facilities and equipment, almost two fifths (39.3%) were Of the Opinion that the facilities were insufficient (see Appendix B, Table 45). Employment Variables Eight variables were analyzed in this category. The first six were analyzed by the chi square statistic and only three of the group showed any statistically significant dif- ferences between the vocational and nonvocational groups (see Table 12 and Appendix B, Tables 46-51). The other two variables were analyzed by the use of a one—way frequency analysis (see Tables 13 and 14). Emplpyment Rates. This variable failed to show any statistically significant differences between the two groups, but it is necessary to elaborate on it since it is one Of the most critical variables in the entire analysis. The analysis indicated that employment rates for both vocational and nonvocational groups were very low and even lower than 72 Table 12. Chi Square Analyses Between Vocational and Non- vocational Graduates and Employment Variables Vocational and Nonvocational Employment Variablesa N df x2 Employment and Unemployment Ratesb 694 1 2.41 Reasons for Unemploymentb 398 5 10.619* Job Statusb 214 2 .262 Relatedness Of Job to Trainingb 213 1 4.00* Salariesb 272 2 6.906* Satisfaction with Present Jobb 123 4 7.389 * p i .05. aInformation provided by graduates. bSee Appendix B, Tables 46 to 51 for percentage distribu- tions by vocational and nonvocational areas and subgroups Of the variables. the employment rates for the entire 14-19 age group in the Jamaican population (see Table l). The employment rate for the vocational group was proportionately smaller than that for the nonvocational group. Sixteen point nine percent (16.9%) of the vocational group were employed compared to 22.5% of the nonvocational group (see Appendix B, Table 46). Reasons for Unemployment. Job shortage was the major reason given for unemployment; but whereas more than two thirds (69.9%) of the vocational group gave that as their reason, only half (50.6%) of the nonvocational group support- ed that view. Only a small proportion thought that their un- employment plight was due to inadequate skill preparation. 73 The proportion of the vocational group who gave that answer was slightly less than their nonvocational colleagues, 13% as compared to 18.1% (see Appendix B, Table 47). Relatedness Of Job to Training. Over two thirds (67.9%) of the vocational graduates said that their jobs were related to their training, but only slightly more than half (53.2%) of the vocational graduates held that view (see Appendix B, Table 48). Salaries. There were only slight differences between the proportions of vocational and nonvocational graduates who were receiving less than 30 dollars per week. However, in the 30 to 49 dollars per week range the proportion Of employed vocational graduates was approximately two-thirds the proportion Of employed nonvocational graduates (16.5% to 26.3%). In the highest salary range Of over 50 dollars per week, the proportion of employed.vocationa1.graduates was less than half the proportion Of nonvocational graduates. In this group 5.1% of the vocational graduates were employed as com- pared tO 12.4% Of the nonvocational group (see Appendix B, Table 49). Frequency of Efforts to Obtain Jobs. The major differ- ence between the vocational and nonvocational graduates was between those who made only one effort as compared to those who made four tries. Sixty point four percent (60.4%) Of the vocational group made only one effort as compared to 52.4% of the nonvocational group. But the vocationalgntmp,those whonade 74 as many as four efforts was only one third (5.9%) of the non- vocational group (15.9%) who made four tries (see Table 13). Table 13. Percentage Distribution Between Vocational and Nonvocational Graduates and Frequency of Efforts to Obtain Jobs Frequency of Vocational Nonvocational Efforts N Percentages N Percentages One 194 60.4 43 52.4 Two 55 17.1 14 17.1 Three 45 14.0 11 13.4 Four 19 5.9 13 15.9 Five 7 2.2 l 1.2 Six ___1 .3 _____ Totals 321 100.0 82 100.0 Assistance in Securing Employment. The work experi— ence coordinator was the most helpful, although he/she was more helpful to the nonvocational graduate. Thirty-five point four (35.4) percent of vocational graduates said the work experience coordinator was most helpful while 43.5 percent Of the nonvocational group credited her/him with helping in finding employment. Parent, relative or friend was more helpful to vocational graduates than the nonvoca- tional graduate (23% to 10.9%). The results indicated that not only the work experience coordinator, but also the teacher and the principal were more helpful to the nonvoca- tional graduate than they were to the vocational ones. 75 Seventeen point four percent (17.4%) of the vocational gradu- ates compared tO 23.9% Of the nonvocational group identified their teacher as the person who was most helpful in helping them to secure a job. Eleven point eight percent (11.8%) Of the vocational compared to 16.3% of the nonvocational said it was the principal who was most helpful tO them (see Table 14). Table 14. Distribution Between Vocational and Nonvocational Graduates and Job Attainment Vocational a Nonvocational Job Attainment N Percentages N Percentagesa By Self 31 17.4 18 19.6 By Help of Others Work Experience Coordinator 63 35.4 40 43.5 Teacher 31 17.4 22 23.9 Parent, Rela- tive, or Friend 41 23.0 10 10.9 Principal 21 11.8 15 16.3 Counselor 3 1.7 l 1.1 Other 3 1.7 4 4.3 aThe percentages totaled more than 100 because graduates were asked to respond to all of the above factors that were applicable to them. Employer. Of all the graduates who were presently employed, the proportion hired by private industry, was approximately twice the proportion employed by the public sector (see Table 15). 76 Table 15. Distribution of Employers Of Graduates Employer N Percentages Private Industry 56 60.2 Quasi Government 7 7.5 Government 30 32.3 Total 100.0 Work Experience Variables Two variables were analyzed in this section with the chi square statistic. Only one (the relationship of the work experience program to the practical program training), showed any statistically significant difference at the .05 level or less (see Table 16 and Appendix B, Tables 52 and 53). The usefulness Of the work experience program was analyzed using a one-way frequency analysis. Table 16. Chi Square Analyses Between Vocational and Non- vocational Graduates and Work Experience Variables Vocational and Nonvocational Work Experience Variablesa N df x2 Participation 770 1 .001 Relatedness to Training 600 1 67.886* * p i .01. aSee Appendix B, Table 52 to 53 for percentage distribution Of vocational and nonvocational areas and subgroups of the variables. 77 Relatedness Of Work Experience to Trainipg. Almost all the vocational graduates (94.2%) who participated in the work experience program thought that it was related to their training as compared to only approximately two thirds (68.6%) Of the nonvocational groups (see Appendix B, Table 52). Usefulness Of Work Experience Program. Both voca— tional and nonvocational graduates were very positive about the usefulness Of the program. The analyses indicated that the proportions Of both groups who thought the program did not make any difference or was a waste of time were very small. Improvement of skills and provision of an idea of the work place were the two variables that registered the highest proportions for both groups. The only difference was the category on which either group lay the greatest emphasis. Sixty-six point six percent (66.6%) of the vocational group as compared to 42.6% Of the nonvocational group thought that it improved their skills. On the other hand, nearly three quarters (71.0%) of the nonvocational group thought it im- proved their idea of the work place, as compared roughly to half (57.7%) of the vocational group (see Appendix B, Table 54). In summary, this section has provided a large amount Of data comparing the Opinions and achievements Of vocation- al and nonvocational graduates. In doing this it went beyond the requirements Of Objective one. However, in relation 78 to the variables listed in that Objective,* the conclusion is that with the exception Of the relationship Of the job to the practical program, vocational training did not demonstrate any greater effectiveness than nonvocational training. But the approach used in this section has the shortcoming of many of the studies that have assessed the effectiveness of voca- tional education. Such analyses, in which only single vari- ables are analyzed, fail to evaluate the combined effects Of several variables. Thus the finding that vocational educa— tion was not more effective than the nonvocational education, is only a limited one due to the methodological approach. Accordingly, an approach using a number Of the variables in combined or integrated analysis provided new insights into the interpretation Of the assessment of the vocational out- comes Of the 1977 New Secondary graduates. Multivariate Analysis of Data This section Of the analysis addresses the concerns Of Objective number two vis—a—vis to determine if the com- bined effects of individual, societal and school variables had any significant effects upon (a) employment, (b) job satisfaction, (c) further education, and (d) salaries. * Employment rates, salaries, relatedness of the job to the practical training, job satisfaction, further train- ing and work experience. 79 Procedure used in Eliminating Non-Significant Variables Prior to the integrated analyses, the chi square statistic was used to determine if statistical significance existed between the responses for each dependent variable (employment, job satisfaction, further education, salaries) and the independent variables listed in propositions one to four on pages 11-12 of Chapter I. As previously stated in Chapter 2, the researcher assumed that if no statistically significant differences existed between the dependent vari— able and an independent variable when analyzed individually it was not likely that it would have any effect when analy- zed jointly. Therefore, any such variables were eliminated from inclusion in the integrated analysis, if it failed to show any statistical significance at the .05 level or below. The first five hypotheses dealt with employment, the sixth with salaries and the 7th with further education. Employment Based upon the above procedure, age, adequacy Of facilities, adequacy of preparation, difficulty of instruc- tion, interest of instructor and work experience participa- tion were eliminated from the integrated analyses with pm- ployment as criterion variable. School Option (vocational and nonvocational) also failed tO show any significance; however, the researcher decided to include it in the joint analysis, since it involved the two groups that were being 80 studied (see Appendix B, Table 55 for results Of chi square analyses). The variables in the first four hypotheses were analyzed in one program with employment as the dependent variable and school Option (vocational and nonvocational), geographic location and practical programs as the independ- ent variable and with achievement level, sex and socioeconom- ic status as control variables. The analysis Of covariance was used to determine if there were any statistically signif- icant differences at the .05 level or less. Hypothesis 1 HO: There were no significant differ- ences between the variances Of employed vocational and nonvoca- tional graduates. For one (1) and 570 degrees Of freedom Hypothesis 1 required an F value Of 3.84 to be significant at the .05 level. Therefore, the null hypothesis could not be rejected since the F ratio was only .292 (see Table 17). SO even when the vocational and nonvocational groups (school Option) were analyzed jointly with other variables and with provision for control of confounding variables, the differences still lack- ed any statistical significance. There is only a slight differ- ence between the employment rates Of the vocational and nonvocational graduates before and after adjustments for other independent variables and the covariates. The employ- ment proportions for the vocational and nonvocational groups before adjustment was 17% and 22%, respectively and after 81 Table 17. Analysis of Covariance Between Employment and School Option,a Geographic Location, and Practical Option Sum Of Mean Source of Variation Squares DF Square F Covariates 3.040 3 1.013 7.295* Achievement Level .428 l .428 3.084 Sex 1.167 1 1.167 8.405* Socioeconomic Level 1.491 1 1.491 10.735* Main Effects 3.652 6 .609 4.383* School Option .041 l .041 .292 Geographic Location .466 l .466 3.357 Practical Option 3.059 4 .765 5.507* 2—Way Interactions .797 9 .089 .638 School Option - Geographic Location .035 l .035 .252 School Option - Practical Option .163 4 .041 .294 Geographic Location - Practical Option .575 4 .144 1.034 3-Way Interactions School Option - Geographic Location — Practical Op— tion 1.677 4 .419 3.019* Explained 9.167 22 .417 3.000 Residual 79.164 570 .139 Total 88.331 592 .149 'k p i .05. aConsistscxfz’Vocational and Nonvocational groups. Consistscfogriculture, Business, Crafts, Home Economics, and Industrial Education. Note: The above analysis controlled for academic achievement level, sex and socioeconomic status. 82 adjustment it showed 19% and 20%, respectively (see Table 18). The information from the data in the classification analysis table showed that the relationship of school Option (vocational and nonvocational) to employment was very low (.06) see Table 18. Hypothesis 2 HO: There were no significant differ- ences between the variances of employed graduates from different geographic areas. For one (1) and 570 degrees Hypothesis 2 required an F ratio of 3.84 to be significant at the .05 level. Accord- ingly, the null hypothesis could not be rejected since the F ratio was 3.36 (Table 17). But even though there was no statistical significance between rural and urban employment, prOportionately the urban areas showed a higher rate (23%) of employment than the rural area (16%). Adjustments for the other independent variables and the covariates made only slight differences, with the urban employment rate falling by one percent (22%) and rural employment remaining at the same level at 16%. The information from the data in the multiple classification analysis table showed that the rela— tionship of geographic location to employment was very low (.08). Hypothesis 3 HO: There were no significant differ- ences between the variances of employed graduates from the var- ious vocational areas. 83 Table 18. Multiple Classification Analysis Between Employ— ment and School Option, Geographic Location and Practical Option Adjusted for Independents Unadjusted + Covariates Variable + Category N Dev.Na Eta Dev.Na Beta School Opiton Vocational 445 -.01 —.01 Nonvocational 148 .04 .02 .02 .06 Geographic Locationb Rural 404 -.02 —.02 Urban 189 .05 .04 .08 .07 Practical Option Agriculture 36 .01 —.10 Business 124 .05 .15 Crafts 29 .13 .19 Home Economics 186 —.06 .08 Industrial 218 .00 0.16 13 35 Grand mean = Mgltiple R = .275 R : a . . DeV1ation bThis variable was recoded from the original four categor- ies (deep rural, rural, semi - urban, urban) into two. Note: The above analysis controlled for academic achieve- ment level, sex and socioeconomic level. 84 The reported value from the F table for 4 and 570 degrees of freedom was 2.37 at the 95th percentile. The computed F was 5.50 (see Table 17), therefore, the null hy- pothesis was rejected, since the computed F was larger than the value reported in the F table. Although the practical programs showed statistically significant differences with employment, like school option and geographic location, it also registered a low positive relationship of .13 with the dependent variable. Crafts had an employment rate (31%) two and a half times higher than home economics which was the program with the lowest employ- ment rate (12%). Business had the second highest rate with 23% while industrial and agriculture had approximately the same rate - 18% and 19%, respectively. The joint analysis of all three variables (school option, geographic location and practical program) produced a multiple R of .275, still indicating a low positive rela- tionship of all three variables to employment. Furthermore, the R2 was only .076, indicating that all three variables only accounted for 8% of the variance. Hypothesis 4 H : There was no interaction effect 0 . . between option taken in secondary school, geographic location and vocational subject studies. For 4 and 570 degrees of freedom Hypothesis 4 requir- ed an F ratio of 2.37 to be significant at the .05 level. 85 The null hypothesis was rejected because the computed F value of 3.019 (see Table 18) was larger than the value re- ported in the F table. The information from the graphs in Figure 1 showed that among rural vocational graduates crafts and home eco- nomics had the highest and lowest employment rates respec- tively, while among the rural nonvocational graduates agriculture and industrial had the highest and lowest rates respectively. The urban vocational group had their highest* and lowest employment rates in the same practical programs as in the rural area. However, the highest and lowest em— ployment areas among the urban nonvocational graduates differed not only from urban vocational but from the rural nonvocational as well. Business education and agriculture had the highest and lowest employment rates, respectively in the urban nonvocational group. The rural employment pattern among the different vocational areas showed more consistency than in the urban area (see Appendix B, Table 59 for means that were used in plotting the graphs in Figure l). The data in Table 17 indicated that significant dif— ferences existed between the variances of two of the co- variates--sex and socioeconomic level and the dependent variable (employment). An analysis of covariance using * In Figure 1, urban vocational agriculture had the highest mean, but it had only one (1) subject in the cell, so it was eliminated from consideration. Foo. RURAL. AREAS MEANS AREAS MEANS FOR UR bAN 86 ‘6 '5 ‘4' 03 \ \ \ Moan/o» oz \ ——\ [- CATtONAL / \ \ .1 vocA-rION- m. _ I z 5 £— 3' '6 .5 A '4 '3 Nonvo— / —-C.ATIONA|. 1 / .2. / VOCATION- At. '1 / o / - fl 0 z 25 4- f Acme ukTuRE Bus \NEss CRAFT 5 H. Eco Norma-s. ndusTRmL F‘C‘uRE ). INTERACTRON BETWEEN EmPLoY mc—m'r WITH GEOGRAPHm LOCATION PRACTchL OP‘HON AND SCHOOL. OPTION 87 academic achievement level, sex and socioeconomic level as independent variables also confirmed the same results. How- ever, it also showed that none of the interaction effects of the above three variables were significant at the .05 level or below (see Appendix B, Table 60). A multiple classifica- tion analysis of the above data indicated that the employment rates of the graduates with the lowest academic achievement levels were lower than those at the higher levels. The proportion of males who were employed was almost double the proportion of females: 23% to 14%. The gap between the employment rates for the upper middle class and the unskilled category of the lower middle class was very wide, ranging from 40% for the upper middle to 14% for the lowest category in the lower class (see Appendix B, Table 61). Hypothesis 5 H0: The population means for the employed graduates from the twenty one schools were all equal to each other and to the grand mean. The data in Table 19 showed the result of an analysis of covariance between employment and school attended with controls for academic achievement level, sex and socioeconom— ic status. With 20 and 627 degrees of freedom, Hypothesis 5 required an F value of 1.57 to be significant at the .05 level. Therefore, with a calculated F of 1.72 the null hy- pothesis that the population means were equal was rejected. 88 Table 19. Analysis of Covariance Between Employment and School Attended Sum of Mean Source of Variation Squares df Square F Covariates 3.478 3 1.159 8.122* Achievement .385 1 .385 2.698 Sex 1.933 1 1.933 13.545* Socioeconomic Level 1.435 1 1.435 10.052* Main Effects Schools 4.910 20 .245 1.720* Explained 8.388 23 .365 2.555 Residual 89.493 627 .143 Total 97.880 650 .151 * p i .05. Note: The above analysis controlled for achievement level, sex and socioeconomic level. Even with adjustments for the covariates, the differ— ences in the employment rates of the graduates from different schools showed wide divergencies ranging from a low of 5% to a high of 49% (see Table 20). The analysis also indicated there was a low positive relationship between the school attended and the graduates' employment rates. The coeffi- cient of multiple determination for the school variable showed a slightly higher relationship to employment than the relationship for the combined variables of school option (vocational and nonvocational), geographic location and prac- tical programs. However, the school attended only accounted for 9% of the variation between employment and unemployment rates. 89 Table 20. Multiple Classification Analysis Between Employment and School Attended Adjusted for Independents Unadjusted + Covariates Variable + Category N Dev. N Eta Dev. N Beta Schoolsa 1 16 .07 .04 2 17 —.01 —.01 3 20 -.08 -.06 4 22 -.14 -.13 5 22 —.09 -.07 6 41 .06 .06 7 24 .ll .11 8 8 .32 .31 9 30 -.02 -.Ol 10 48 —.08 —.08 11 38 -.03 -.03 12 22 -.05 -.02 13 26 -.ll -.09 14 18 —.07 -.04 15 64 -.09 -.11 16 46 .14 .13 17 51 .03 .04 18 28 -.01 —.02 19 27 .19 .19 20 35 .02 .01 21 48 .02 .01 .23 .23 Grand mean = .18 Multiple R = .293 R2 = .086 al - 21 are the codes for the schools from which graduates were randomly selected. For the names of the schools see Appendix B, Table 29. 90 Salaries Practical course taken and geographic location were eliminated from the analysis with salaries as the criterion variable (see Appendix B, Table 57). Academic achievement level, sex or socioeconomic status did not show any statisti- cally significant differences, but they were used in the analysis as control variables to be consistent with the de- cision taken to control for these three variables in the design of the study (see Chapter III,pages 60-61). Hypothesis 6 H0: The population mean for the salaries of the vocational graduates was equal to that of the nonvocational which was equal to the grand mean. The data in Table 21 showed the results of the analy- sis of covariance between salary and school option (vocation— al and nonvocational) with academic achievement level, sex and socioeconomic level status as covariates. For 1 and 251 degrees of freedom, Hypothesis 6 required an F value of 3.84 to be significant at the .05 level. Since the computed F was less than the value in the F table, the null hypothesis could not be rejected. So when academic achievement level, sex and socioeconomic status are controlled, the difference that was present in the single analysis disappears (see page 72). The data in Table 22 reveals that the variable that contributed to the difference was sex. 91 Table 21. Analysis of Covariance Between Salary and School Option Sum of Mean Source of Variation Squares df Square F Covariates 2.587 3 .862 2.275 Achievement 1.322 1 1.322 3.487 Sex 1.523 1 1.523 4.019* Socioeconomic Level .180 1 .180 .474 Main Effects a School Option .017 1 .017 .044 Explained 2.604 4 .651 1.717 Residual 95.142 251 .379 Total 97.746 255 .383 * p i .05. aIncludes both vocational and nonvocational graduates. Note: The above analysis controlled for achievement, sex, and socioeconomic level. Job Satisfaction The independent variables—-sex, age, socioeconomic status, siblings attending secondary school, practical course taken, salaries, desired work location, type of em— ployer, satisfaction with New Secondary School and school op— tion wereall eliminated from the analysis with job satisfac- tion as the proposed criterion variable because they failed to show any statistical significance when analyzed singly (see Appendix B, Table 57 for results of the chi square analyses). 92 Further Education School attended was eliminated as an independent variable from the analysis with further education (see Appendix B, Table 58 for chi square results). Sex also failed to show any significance, but it was included with the other two control variables (academic achievement level, socioeconomic status) based on the previous decision to use them as control variables. Hypothesis 7 H0: The population mean for voca- tional graduates who furthered their education was equal to that of the nonvocational which was equal to the grand mean. The data in Table 22 resulted from the analysis of covariance between vocational and nonvocational graduates who furthered their education, with academic achievement level, sex and socioeconomic status as covariates (control variables). With 1 and 719 degrees of freedom, an F value of 3.84 was required for the null hypothesis to be signifi- cant at the .05 level. Since the computed F was larger than the value reported in the F table the null hypothesis that the means are equal was rejected. The information from the analysis further showed that whereas only 6% of the vocational graduates were in further education, the nonvocational group had 15 percent. The adjustment for the covariates made only minor differences, with the nonvocational group moving down one percent to 14% 93 Table 22. Analysis of Covariance Between Further Education and School Option Sum of Mean Source of Variation Squares df Square F Covariates 1.521 3 .507 7.248* Academic Achievement Level .454 1 .454 6.486* Sex .003 l .003 .044 Socioeconomic Status .743 l .743 10.624* Main Effects School Optiona .693 1 .693 9.910* Explained 2.214 4 .554 7.913 Residual 50.298 719 .070 Total 52.512 723 073 'k p i .05. a . . Includes vocational and nonvocational. Note: The above analysis controlled for achievement and socioeconomic level. (see Table 23). The coefficient of multiple determination indicated a low positive relationship of only .20. School option (vocational and nonvocational) only accounted for 4% of the divergencies between those who were furthering their education as against those who failed to do so. Further analysis of the covariates with the criterion variable reaffirmed that statistically significant differ— ences existed between further education, academic achieve- ment level and socioeconomic status (Appendix B, Table 62). The multiple classification analysis indicated what was ex- pected--namely, that the more academic students would have a higher proportion of graduates in further education. This 94 Table 23. Multiple Classification Analyses Between Further Education and School Option Adjusted for Independents Unadjusted + Covariates Variable + Category N Dev. Na Eta Dev. N Beta School of Option Vocational 535 —.02 -.02 Nonvocational 189 .07 .06 .15 .12 Grand mean = .08 Multiple R = .205 R2 = .042 aDeviation Note: The above analysis controlled for achievement level, sex and socioeconomic status. ranged from a low of 5% for the "poor" academic group, to a high of 17% for the "good" academic group. Analysis of the socioeconomic status indicated that whereas only 3% of the graduates from the semi—skilled group of the lower class were in further education, the prOportion of upper middle class graduates was over five times higher (16%) (see Appendix B, Table 63). All three covariates indicated a low positive relationship with the dependent variable (multi- ple R = .19) and they only accounted for 3% of the variance (see Appendix B, Table 63). In summary the findings in this section indicated that when academic achievement level, sex and socioeconomic status were controlled, vocational education graduates failed to do any better than nonvocational graduates as far 95 as employment, salaries and further education were concerned. However, the amount of variance accounted for was so low, that it was obvious that other factors not measured in this analysis were affecting the outcomes. The joint analysis revealed that a combination of individual variable (achieve- ment level), school variable (practical program), and the location of the school* (societal variable) were the ones that showed statistically significant differences with employment. * The difference in employment rates of graduates from the different schools is so diverse that it cannot be ex- plained as urban versus rural, or progressive schools versus nonprogressive schools or agricultural community versus in- dustrial community, etc. Rather it may be hypothesized that the employment of the graduates from any one school is closely correlated with the present level of economic activ— ity in that area. CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary The study used a comparative approach to assess the vocational outcomes of a sample of 1977 Jamaican New Second— ary graduates. The purpose of the study was to determine whether vocational education made any difference to outcomes, for New Secondary school graduates. Two major objectives were established as a basis for the study: 1. To ascertain whether vocational education train- ing made any difference, through the examination of employ- ment rates, salaries, relatedness of the job, job satisfac— tion, further training and work experience of vocational and nonvocational graduates. 2. To determine whether individual variables (achieve- ment, age, sex, job-seeking efforts), societal variables (geographic location, the state of the economy, employer prejudices, occupational status) and school variables (cur— riculum, instruction, facilities, and work experience) had any significant effects upon (a) employment, (b) job satis- faction and (c) further education. 96 97 Overview of Problem Most developing countries are plagued by very high rates of youth unemployment. Some countries have register- ed very high rates such as 70% in Shri Lanka (Ceylon) in 1971, and 58% in Jamaica in 1977. In the majority of devel- Oping countries today there is an urgency among politicians, planners, and educators to find quick solutions to their unemployment problems, which seem to worsen from year to year. Vocational skill training in secondary schools has been accepted as one of the chief means of providing young people with necessary skills. The underlying assumption here is that the major deterrent to employment is the lack of skills. But the failure of secondary vocational educa— tion programs has led to the questioning of the validity of this very assumption. In the United States, studies by such researchers as F. Reid Creech and company, Jacob Kaufman and Morgan V. Lewis and Max Eninger have concluded that vocational education is more effective than nonvocational education as it relates to employment rates. However, William G. Conroy, Jr. and Daniel E. Diamond, John Grasso and Max U. Eninger in their studies arrived at opposite conclusions. In developing countries, Najiti Mohammed Amin Al Bukhari and studies from Nepal and Ghana also questioned the effectiveness of vocational education. On the other hand, studies by O. Donald Meaders, William Thuemmel and one 98 Ghananian study have supported vocational education. The conflicting views reported in the studies have themselves contributed to the two schools of thought regard- ing secondary vocational education that are currently the most favored by leaders of developing countries. The pro-secondary vocational education group is re- presented by Thomas Balogh, a British economist, and politi- cians, administrators, planners, vocational teachers and some vocational researchers of developing countries. Opposed to this view is a group of international scholars represented by Philip Foster, Mark Blaug, Frederick Harbison, Phillip Coombs and Manzoor Ahmed. These scholars have either ex— pressed doubts about the preparation of skilled manpower through the formal secondary system (Coombs and Ahmed) or have argued that the whole formal secondary vocational prep- aration in schools is a "fallacy" (Foster and Blaug). John Dewey postulated that the education of the stu- dent is dependent upon what he describes as three fundament- al factors: the learner, the society and organized subject— matter. Using these three factors as a base in a theoret- ical framework, it is possible to extend this theory from what Dewey called the "educative process" to the evaluation of the products of that process. The present writer postu- lates therefore, that the three factors which should be considered in evaluating the products of the educative process should be the learner, the society and organized subject- 99 matter. Max U. Eninger, in hypothesizing that the voca- tional outcomes experienced by vocational graduates is an interaction product of school, student and occupational Opportunity variables, appears to agree with the present writer in advocating such an extension. In the light of the foregoing findings and arguments, this study endeavored to achieve an integrated assessment of vocational outcomes of a sample of 1977 Jamaican New Second- ary school graduates. Methodological Overview A survey questionnaire was used to collect informa- tion from a random sample of 977 graduates of the class of 1977. The questionnaire, which consisted of 58 closed-ended and five open—ended questions, was pilot tested with 84 graduates from the 1977 class of one New Secondary school. The test-retest results yielded a correlation coefficient of .74. The individual items that yielded low coefficients were restructured to make them more comprehensible to the graduates. The random sample of 1977 Jamaican New Secondary graduates was selected from a pOpulation of 3,908 represent- ing the graduates from 21 schools. The 21 schools were previously selected from a larger universe of 62 schools that had 12,767 graduates. The selection of the 21 schools was based on geographic location and school size. 100 The work-experience coordinator or counselor in each school acted as the local organizer for the distribution of questionnaires and the tabulation of returns. This was done subsequent to both oral and written instructions by the re— searcher, who visited each location twice during the data collection period. The response-rate yielded an overall average of 81.37% with 85.04% for the rural area and 73.65% for the urban areas. The rate of returns from individual schools ranged from 95.45% to 42.42%. The data were analyzed in two stages. Stage one in- volved the use of the chi square to analyze one dependent and one independent variable in each attempt. Stage two involved the use of the analysis of covariance, and the SPSS ANOVA program to analyze a multiple set of variables with simultaneous control for academic achievement level, sex and socioeconomic status. Major Findings The following findings resulted from the analyses of the independent variables individually. 1. Approximately four—fifths of both vocational and nonvocational graduates were unemployed. 2. There were no significant* differences between * All references to significant in the findings means statistical significance. 101 the rates of employment, job satisfaction and work experience participation of voca- tional and nonvocational graduates. A significantly higher proportion of voca- tional graduates than of nonvocational grad- uates thought their jobs were related to their training. A significantly higher proportion of voca- tional graduates than of nonvocational grad- uates were receiving salaries in the $30 to $49 per week range; whereas a significantly higher proportion of nonvocational graduates than of vocational graduates were receiving salaries in the $50 per week, and over, range. The proportion of graduates employed by the private sector was almost twice the propor- tion hired by the public sector. Over half of both vocational and nonvocational graduates made only one effort to obtain a job. The work-experience coordinator provided the most help to graduates in their search for jobs. The second most important person in pro- viding help in this direction for the vocation- al graduates was the parent, relative or friend; but in the case of the nonvocational graduate it was the teacher. 10. 11. 102 The proportion of vocational graduates who were attending post secondary institutions was significantly lower than the proportion of nonvocational graduates. The majority of the employed graduates said they were satisfied with the training they had received. The overwhelming majority (95.8%) of students indicated preference for a school that empha- sizes technical and vocational skill training rather than high schools which emphasize academic preparation. Almost four-fifths of the unemployed graduates attributed their unemployment to lack of jobs (64.3%) or employer preferences for other high school graduates (15.3%). Only 14% thought it was due to inadequate skill preparation. The following findings resulted from the multivariate analysis of four dependent variables and several statisti- cally significant independent variables, with controls for academic achievement level, sex and socioeconomic status. 1. There were no significant differences between the prOportions of vocational and nonvocational graduates who were employed. The employment rates between urban and rural graduates did not differ significantly. 103 3. Significant differences were found between the graduates of the various practical pro- grams. Graduates in crafts1 and business education had the highest employment rates, agriculture and industrial education were in the middle and home economics had the lowest rate. 4. There was a significant interaction effect between vocational and nonvocational gradu- ates, geographic location and the practical program studied. 5. Significant differences were found between the employment rates for graduates from dif- ferent schools ranging from 50% to 4%. 6. The combination of school option (vocational and nonvocational), geographic location, practical program studied and school attended only accounted for 18% of the variation be- tween the employment and unemployment rates of the graduates. 1 Although crafts registered the highest employment rate, the researcher recommends cautions interpretation of this finding, because the sample size for the category was very small. The data in Appendix B, Table 65 showed that the probability is .95 that the true value will fall be- tween 15 and 47 percent. uates' 10. 104 The control variables, sex and socioeconomic status, were also significantly related to employment although they only accounted for a meagre 3% of the variance. The proportion of males employed was almost twice the proportion of females. Secondly, the proportion of grad— uates from the upper middle class who were employed was almost three times that of the unskilled category of the lower class. There were no significant differences between the salaries of vocational and nonvocational graduates. The proportion of vocational graduates in post secondary education was significantly lower than the nonvocational graduates. Those who were in post secondary education were three times more likely to come from the upper middle class (lower professional man- agerial and highly skilled) than they were from the semi-skilled group of the lower class. The following findings came from an analysis of grad- suggestions for improvement of the program. The graduates offered approximately 50 suggestions, but the two that were most frequent were: 1. An increase in the amount of materials and number of items of equipment for practical programs. study, 2. 105 An increase in the length of the work experience program. Conclusions Subject to the conditions and limitations of this the following conclusions appear warranted: 1. 2 Acquisition of technical and vocational skills by the 1977 New Secondary graduates did not improve their chances of obtaining employment as was intended by the government and the Ministry of Education. Although the shape of the distribution might have contributed to the low levels of variance2 accounted for between the dependent and inde- pendent variables, the explained variances are so low that it must be concluded that other critical variables were influencing the voca- tional outcomes. The Opinions of the graduates regarding the reasons for unemployment, the state of the Jamaican economy as evidenced by the negative One factor that might have contributed to the low variance was the shape of the distribution. The variance of single items is greatest at the point where the distri- bution is equally divided, but it decreases as it moves to the extremes of either side of the distribution. With 82 percent unemployed and 18 percent employed, the variance would tend to be lower. 106 growth rate of the Gross Domestic Product (GDP) and the high unemployment figures all point to the state of the economy as one of the critical variables in assessing vocational outcomes of New Secondary graduates in Jamaica. The graduates were interested in occupational skill oriented education rather than the tra— ditional grammar type education which was once the most sought after type of education. Although the graduates' answers on the struc— tured questions indicate their overwhelming satisfaction with the work experience program, many suggestions in the comments section of the questionnaire indicate the need for in- creasing the length of the program. Of the variables that can be manipulated by the school, the training in the practical areas provides the greatest potential for the school to contribute to increased employment of its graduates. There is an urgent need for more research pro- jects that assess secondary vocational educa- tion outcomes from an integrated approach rather than from an approach which assesses only the outcomes of skill acquisition. 107 Discussion The astronomically high unemployment rate of the New Secondary school graduates must be of grave concern to both Jamaican educators and politicians because one of the major objectives behind the establishment of these schools was to achieve the very opposite result--that is the lower- ing of youth unemployment. The seriousness of the crisis may be illustrated by noting that the 82% unemployment rate for the 1977 New Secondary graduates was 25% higher than the unemployment rate for that general age group in the nation in 1977. Apart from those factors already listed in the findings and the conclusions, two other factors may have contributed to the crisis, namely the job expectations of secondary or high school graduates in Jamaica and the lack of opportunities for, and/or negative attitudes of young people towards, self-employment. The information from the literature review has shown that secondary students, particularly those in the lower socioeconomic levels, perceived education as a medium of social mobility. Many recent graduates have not been will- ing to seek out jobs at the lower ends of the career ladder. Such jobs have not been considered prestigious nor have they been perceived as avenues of social mobility. Since the vocational graduates were the majority in both the lower academic achievement levels and the lower socioeconomic 108 levels, it was logical to suggest that a larger proportion of vocational graduates were unwilling to accept jobs at the lower end of the career ladder. In discussing the distaste by both boys and girls for jobs at the lower ends of the career ladder, M. G. Smith points out that: Until economic pressures override dis- taste, these young people can hardly show much interest in work which they dislike and still seek to escape. As secondary graduates their expectations are higher than those of their nonsecondary colleagues in the popula- tion, but when considered with graduates from the other three types of secondary schools their chances of obtaining employ- ment are the lowest, since they are yet to establish their credibility* based on their performance as secondary gradu- ates. When the above factors are coupled with the depressed state of the economy, it highlights the severity of the employment crisis facing New Secondary graduates. It might also be argued that this research was not designed to measure the extent to which the graduates were self-employed. However, the researcher would speculate that 3M. G. Smith, "Education and Occupational Choice in Rural Jamaica," Social and Economic Studies, 9 (September, 1960), 332-354. *The 1977 graduates were only the second group of grad- uates from the New Secondary schools. Furthermore, the New Secondary students represent a group from which the so called "cream" had already been taken out at the 11+ and 13+ exams to attend High and Technical high schools respectively. 109 the number of graduates engaged in self—employment was mini- mal. A follow-up study of secondary school graduates in Kenya found that in a sample of 3,179 graduates only .3 per- cent were self—employed. The reasons Kabiru Kinyanjui gave for the very low rate of self-employment among Kenyan second- ary-school graduates were considered applicable to Jamaica. Kinyanjui gave two major reasons for the minimal self-employ- ment rate. 1) The secondary graduates lack capital, skill and confidence. 2) The traditional concept that secondary educa- tion is preparation for wage employment still remains. Emmit B. Evans Jr. emphasized another aspect which is also applicable to Jamaica. He pointed out that: Although the opportunities for self-employ- ment in a developing economy would seem to be quite intensive, it is unlikely that entre- prenuership among secondary school leavers (graduates) will prove to be particularly successful in relieving the employment situa- tion. Apart from the traditional lack of interest in such activities, there seems to be little official support for small scale entrepreneurs. 4Kabiru Kinyanjui, "Education, Training and Employ- ment of Secondary School Leavers in Kenya," Education in Eastern Africa, 11 (1971), 20. 5Emmit B. Evans Jr., "Secondary Education, Unemploy- ment and Crime in Kenya," Journal of Modern African Studies, 13 (March, 1975), p. 58. 110 In addition, David C. McClelland has pointed out that self-employment needs what is called 'achievement motivation‘ "which is a built—in desire to excel for its own sake, re— quiring no external pressure."6 He claims that 'achievement motivation' is something that is fostered by early upbringing, and is already ingrained in the child even before 6 or 7 years old. Blaug believes that achievement motivation is not only instilled by child-rearing practices but is some- thing that the child absorbs from the entire culture uncon- sciously.7 But Robert K. Kirton in quoting from Madelaine Kerr points out that: early family life in Jamaica encourages a pattern of dependence rather than initiative. . . . There is a suspicion that, for cultural reasons, that achieve— ment motivation may be lower than else- where.8 Three other interesting findings associated with em- ployment need further discussion. (a) The higher employment rates of graduates from the higher socioeconomic group seems to be the result of a number of factors. (1) The proportion of nonvocational 6David C. McClelland, The Achieving Society. (Princeton: D. Van Nostrand, 1961), p. 54. 7 Blaug, Education and Employment, p. 55. 8Robert K. Kirton, "The Unemployability Hypothesis and the Effective Supply of Effort," Social and Economic Studies, 20 (June, 1971), 134—150. 111 graduates from the middle class was almost three times the proportion of vocational graduates in that group. The major- ity (60%) of nonvocational graduates were classified as 'satisfactory' or 'good' academic students. Therefore, the more brilliant students wouldlxalikely to obtain jobs more easily than the 'poor' or unsatisfactory ones, especially in a depressed economic situation. (2) the children of middle- class parents generally have more contacts either through their parents or friends whereby, they can gain access to jobs, especially if those jobs are limited. Adam Kuper points out that "neat stratification models of Jamaica tell one 9 little about the social realities." However, he further explains that: while channels of social mobility are open, they are structured in such a way that parental social class remains the best guide of a child.10 (b) The higher employment rate of male graduates over female graduates is probably explained by the scarcity of jobs and probable willingness of some male graduates to accept the more casual kinds of work not available or not acceptable to female graduates. The distribution of male and female in the population shows that they are almost 9Adam Kuper, Changing Jamaica. (London: Routledge and Kegan Paul, 1976), p. 61. 10 Ibid., p. 74. 112 equally divided (48.8% male and 51.2% female). However, the unemployment rate for females was almost two and half timesthat of males (34.6% to 14.6%). The higher percentage of unemployed female labor force can be attributed to a number of factors such as the level of education of many women, the traditional attitude of the Jamaican male and the societal attitude of both men and women which perceives the woman's role as home maker.ll Powell's study showed that "there is a stronger tendency for younger women (15—19 years) to enter the labour force than young men of the same age group,"12 but that this trend is reversed after the age of 20. It is indeed diffi- cult to understand why in this sample more males are employed than are females especially when it is recalled that females were in the majority in the sample, as well as in the higher academic groups. Furthermore, only 1% was kept out of the labor market due to pregnancy. An objective answer to the problem might be found through a detailed analysis of the type of jobs in which both sexes are working. (c) The finding that a higher proportion of gradu- ates is employed by the private than by the public sector is llDorian L. Powell, "Female Labor Force Participation and Fertility. An Exploratory Study of Jamaican Women," Social and Economic Studies 25(March, 1976), 234-258. 12 Ibid., p. 239. 113 interesting since the opposite was expected. The likely hypothesis is that employment by the private sector has not increased but rather that the employment by the government has decreased. On the major employment areas of the economy, such as bauxite, sugar and tourism, private and public ownership are almost equally divided. So the greater pro- portion of graduates employed by the private sector cannot be attributed to the fact that private ownership of the means of production is bigger in the private than in the public sector. However, it does suggest the possibility that the schools might increase their efforts to place their graduates in private as well as public sector enterprizes. It is obvious from the findings that the possession of vocational and technical skills by vocational graduates did not give them an advantage in securing jobs. There were limited numbers of jobs available. In the limited job market situation, it was non—practical skill factors that gave the graduate the edge. A larger prOportion of nonvoca- tional graduates were willing to make extra efforts to obtain jobs--they had socioeconomic advantages, they received more assistance from the school in obtaining jobs, and they were more likely to have taken practicals in business educa- tion. But above everything else, the state of the economy seemed to have been the most critical factor contributing to the very high unemployment rate among the New Secondary graduates. 114 In Jamaica the effectiveness of the New Secondary school is often questioned, but this research has indicated that the vocational graduates have vindicated the usefulness of the school's establishment. A greater percentage of them were more satisfied that they attended the New Second— ary school than their nonvocational colleagues. Seventy- five point four percent (75.4%) of them thought they were either very well or well prepared compared to 62.5 percent of the nonvocational group. The vocational graduates were also more desirous of repeating their practical study than their nonvocational colleagues (81.3% to 70.7%). More vocational graduates found jobs related to their training so it might be hypothesized that vocational gradu- ates were either better trained to command jobs in their vocational area or more jobs related to their training were available in the lower paying occupations. Since there were no significant differences between the job satisfaction of the vocational and nonvocational group, it seemed either that those who were working obtained the jobs they liked or, because of the scarcity of jobs, the graduates were satisfied that they were fortunate to have jobs. It is difficult to assess, because with such a low employment rate (18 percent) and the state of the economy, those who are more difficult to satisfy probably would still be among the 82 percent unemployed. Among the graduates who were dissatisfied, inadequate salary was the most frequent 115 complaint. It therefore follows that the vocational gradu— ates would be more dissatisfied with their salaries since they had a larger prOportion in the lower salary scales. Even when academic achievement level, sex and socio- economic level were controlled there was still a significant difference between the vocational and nonvocational gradu- ates who continued in further education. Therefore, one can only hypothesize that a combination of subjective factors such as attitudes to further education, peer group pressure and parental influence may have resulted in a greater pro- portion of nonvocational graduates entering further education. What is very obvious from this study, the findings and this discussion is a reconfirmation of Eninger's hypothesis that vocational outcomes experienced by graduates is an interaction product of school, student and occupational op- portunity variables. Recommendations The findings and conclusions already reported have provided the basis for several recommendations. These recommendations are submitted under three major headings-- school, the Ministry of Education and the Government. Recommendations to the Schools l. The enrollments of students in the different occupational areas should be selectively adjusted upwards or downwards by each school 116 according to employment opportunities and students' interests. The work experience program should be ex- tended beyond the present maximum training period of three weeks. All New Secondary schools should establish a well defined relationship with the com- munity including both the public and private sectors. Representatives from the private sector should be encouraged to participate in activities of the school, by giving talks or demonstrations about the Operation of their businesses. Through the develOpment of active links of communication with the private sector, the school may exploit the opportunities that the private sector presents for work experi- ence training, for informal education of the students and for employment after graduation. More occupational information on available careers and/or career ladders as well as the employment opportunities should be made avail— able by each school to all grade 10 and 11 students. This occupational information should include information on the potentials and re- sources for self-employment careers. The occu- pational information dissemination should go 117 beyond the cognitive to include acquisition of information through such activities as inter- views of employers by students and employers visiting schools to discuss careers with students. The practical instructors, the counselors and the work experience coordinators in the New Secondary schools should increase the instruc- tional emphasis on (a) importance of aggressive and persistent job search by students; (b) the benefits of pursuing self-employment opportuni- ties instead of waiting for paid jobs that may never materialize; (c) the benefits from employ— ment in whatever jobs are available until the desired job is obtainable. Greater flexibility be provided for student involvement in selection of the practical area of their studies. Each school should administer an annual, a three year and eight or 10 year follow-up study of their graduates. Recommendations to the Ministry of Education (Jamaica) 1. The research section of the Ministry in consul- tation with the technical vocational division should plan and initiate a longitudinal follow- up study to assess the outcomes of New Secondary 118 graduates based on an integrated approach similar to the one used in this study. 2. External assistance should be sought to do a longitudinal follow-up study at an appropriate interval of time of the 1977 graduates, using the data accumulated in this study as baseline data. 3. Other related areas that need to be researched are: a. A comparative analysis between outcomes of vocational graduates of different secondary schools. b. A comparative analysis between a sample of schools with low, medium and high employ- ment rates to identify the factors that contribute to the higher rates of employment. c. A longitudinal study of graduates to de- termine changes over time between occupa— tional choice before graduation and the oc— cupations graduates eventually enter with provisions to relate the employment trends to socioeconomic and government policy trends. Recommendation to the Government Based on the review of the literature it is recom— mended that the government seek financial assistance and ex- pertise from an external agency to study, plan and establish 119 an experimental skill training center that would be operated outside the formal guidelines of the Ministries of Education and Labor. The center would plan and Operate its program in response to changes in the market place. Management would be under a director advised by a committee with representa- tives from the Ministries of Labor, Education, Agriculture, Private industry, labor unions and community interest groups. Recurrent costs should be met from a payroll tax. Estab— lishment of additional centers would be incumbent on the success of the experimental one. Some Implications Many factors have contributed to the high unemployment rate of both vocational and nonvocational graduates, but it seems the most critical of those factors is beyond the con- trol of the school--name1y, the unhealthy state of the Jamaican economy. Thus, any significant improvement of the employment rates of the graduates will probably depend on vast improvements in the state of the Jamaican economy. If the new secondary school is to become more than a symbol of egalitarian education in Jamaica it will have to pursue a total program that ensures all students, regardless of socioeconomic class, the equal chances of further educa- tion and employment. The high unemployment rate among the New Secondary graduates could lead to serious social and political reper- cussions. Currently, the graduates' expectations of 120 obtaining employment upon graduation are continually being frustrated. The Ministry of Education should enunciate a philos- ophy for New Secondary schools that emphasizes the impor- tance of all types of work in helping the individual to achieve his own life—long goals as well as contributing to the productivity of the country. There is a need for the government to plan for and pursue a positive policy to ensure that information, re— sources, technical help and markets are available to all secondary graduates who are desirous of pursuing self— employment projects. APPENDIX A HISTORICAL REVIEW OF NEW SECONDARY SCHOOLS AND VOCATIONAL EDUCATION APPENDIX A HISTORICAL REVIEW OF NEW SECONDARY SCHOOLS AND VOCATIONAL EDUCATION Establishment The New Secondary schools were started in September 1974. Previously the schools were known as Junior Second- ary schools, but with the commencement of the 1974 school year they were changed to New Secondary schools by provision for 5 years of secondary education instead of three as pre- viously. They consist of five grades (7-11). Before entry into grade 10 each student is tested and classified into one of three levels:* (1) Prefunctional (2) Functional (3) Continuing Education Levels one and two consist of the vocational students. The New Secondary school is only one of several types 1 . . . of secondary schools in Jamaica and curricula and * See definitions in Chapter I, pages 13—15. 1The others are High Schools, Technical Schools, Comprehensive Schools and Vocational Schools. Entry to all these schools is selective either through an examination or an examination and interview. Entry to the New Secondary School is nonselective and based on geographic location. The New Secondary School also differs from the other high schools in its emphasis upon vocational training to provide entry level employment skills; the participation of the majority of students in work experience and production pro- grams and projects; and its philOSOphical rationale of 121 122 objectives vary widely (see Table 24 for New Secondary en- rollment in relation to other schools). However, according to the recently published Five Year Education Plan (1978- 1983) it is intended to rationalize the system of secondary education. One major objective of the plan at the second— ary level is to achieve a "common programme in grades 7, 8 and 9 and a common core with appropriate options in grades 10 and 11."2 It is hoped that this objective will be achiev- ed by 1983. Table 24. Distribution of Students by Kind of School in Secondary Stage--(l976-l977) Schools Number of Schools Enrollment Percentages New Secondary 71 94,190 44.96 All Age (4-9 Grades) 520 67,410 32.18 High 44 36,446 17.40 Comprehensive 5 5,984 2.85 Technical 6 5,175 2.47 Vocational 2 290 0.14 Totals 209,495 100.00 Source: Secondary Education (General). Kingston, Jamaica: Ministry of Education, undated, p. 1. providing an education appropriate for a society striving for egalitarianism. 2Ministry of Education, Five Year Education Plan, 1978-1983, p. 70. 123 Curriculum The common core of learnings in grades 7, 8, 9 con- sisflsof English, maths, a second language, science, social studies and physical education. Prevocational training is provided in agriculture, art and craft, industrial arts and home economics. Music, drama and other optional subjects are also offered. In grades 10 and 11 the curriculum consists of’a core curriculum and several options. Core Curriculum — Consists of language communication, practical mathematics, and life skills (family life educa— tion, related science, prevocational work, consumer educa- tion and Caribbean studies). Options - All students choose from a list of options largely in vocational and technical areas. However, stu- dents who possess the necessary aptitudes and achievement levels can further their studies in the academic areas. This will help to insure that they are eligible for entry into tertiary institutions. Students who choose the voca- tional option may also choose to pursue further courses in the academic areas, which will prepare them for pursuing vocational technical areas in the appropriate tertiary institutions. The vocational programs include auto mechanics, agriculture, carpentry and cabinet making, child care, clerk and merchandising, crafts, dress making, electrical 124 installation, food and nutrition, hotel services, machine shop and welding, plumbing, typing and office practice. (See Table 25 for enrollment by vocational majors.) Evaluation The students of the New Secondary schools are evalu- ated through: 1. Continuous Assessment 2. External Assessment According to a Ministry of education document, the objective of the evaluation is to determine "how much each student achieved from his starting point, rather than what he has failed to do."3 Continuous Assessment - Each program (core of option) has a series of individual tasks which are intended to test the student's skill and understanding. No student should proceed to a new task until satisfactorily completing the present one. Because of the basic objective for the evalua- tion it is important that the students are provided with regular opportunities to discuss and understand their on- going evaluation. External Assessment — The purpose of this assessment is to ensure common standards that post secondary institu- tions and employees can understand and interpret. The 3Ministry of Education, "Evaluation of Grade 10 and 11 Students" Kingston, Jamaica: undated, p. 3. .N .m Kan £03858 mo Fog .cofiUmm SOHmomom "Ugo 583:...an .mmmHOOO “Soap. Op pouoamm 86.4680 bmpaooom 3oz Ema O5 mo mcoflfioomxm now can “mam .m 5989‘ @5983 Hmcoflmz "8398b coumma Emma Ugh. hogm OHEocoom can .338 "mmousom .monooflu Ha 66666 whoa who 666 HH 666 o4 moomno osma gout ooooaooamo mos ssaa .oH moouo Mom mmusoflm Hooofluooo> Houou was ”65oz . coflmummoum OOOGOOH m. muons.“ 8 mpoflmm w go @9916 mcgcflcou wfi . coflumuommum 3me How H803 :0me mo mpofinom OH 36 mucomosum adsoflmog may wagons, Dom . «.6on Hmoflooum 8 0x3 Op uqmooum 30mm mfiufldvou coflmflomp on» NO mmomoon .mmmnm Hooflomum B maco Oopfiroum mmB coflpmfiuowcfl o5 .lenma CH ¥ 125 - we omo.mm m4m.a Hoo.4a . Hm omm.sm mam.HH soo.ma lsaco Hocofloooo>v Houos ooH 64m.om nos.ma ssm.sfi . ooa mmm.mm HNR.6H som.ma Hoops s.o sow NHH ma . m.o om mo oofloumuo m.o am N4 as . .. .. .. ousuaoo susoom o.v Hm4.a mom oom . m.4 mam.a oms ousoasofluoa o.m moo mom mow . so. ma ma oofloesao m.m mso.m omo.a mmo.H . N.o mmo.m msH.H oofloaoz ooo ooam oofloooz m.ma moo.4 mos.H sam.m . o.HH omo.m mma.m oofluoaamomoH Hoofluoooam s.m mmo.m mmH.H oom.H . A.» msm.~ smm.zwooflxmz_omoflooo ooo suuomoamo m.¢ ooo.a «Ho mmm . m.m moH.H mom moaomoomzrouoa o.m mmm.a boo omm . m.m oos.a mom mpmouo o.oH mmo.m mHN.H mom.H . 4.m mom.m mmm.a moafloxos ooo ooflouoao s.o oom.m moa.a Hmm.H . o.o mmo.m oom.a ouoo oaflau o.mH mmm.m mom.H omm.m . m.HH o4m.m ova.m coHOHauoz.oom ooom m.m 46H.H mos omo . o.m omo.a osm oflsmooamoaom 6:6 xuoao n.4a mmm.o «om.m Hmo.m . o.NH Hoo.q mmm.m ooauoouo . 8E8 9% 6:8? . .. . ma mmm.o mom.m 4ooflooooom ooflooflpooo . moo Houos Ha oa . moo Hooos o4 omnooo Ipsmouom wmmWo mpmuw . lucwoymm gnaw ssuosma . osumema — mmmfiw HOOOHDOOONV an mHoocbm Empcoomm 202 SM mummpfifim 3 OH OH mmpmuw . m N OHQMB 126 exams are set by the Ministry of Education and are adminis- tered at the end of grade 11. They are intended to test the student's mastery of the skills acquired and student ability to apply the knowledge from different programs. Both the continuous and external assessment are graded on a five-point ranking scale as follows—-unsatisfac— tory (1), poor (2), satisfactory (3), good (4), outstanding (5). At the termination of secondary school each student receives a school leaving certificate which records the in- dividual's level of achievement. The certificate is granted for one of three levels,4 namely Functional Education, Con- tinued Education or Further Education. Vocational Education Background An examination of the first attempts at establishing "industrial training" or agricultral education in Jamaica in the middle nineteenth century shows that the intent was primarily to achieve the following objectives5 rather than provide the youths with useful agricultural skills: 4See Ministry of Education, "Evaluation of Grade 10 and 11 Students," p. 1 and/or definitions in Chapter I, pages 13-14. 5Carl Campbell, "The Development of Vocational Train- ing in Jamaica: First Steps," Caribbean Quarterly 11 (March-June 1965): 13-35. 127 (a) to provide laborers for the estates that had lost the services of the ex-slaves; (b) to inculcate a disciplined attitude in the freed youths; and (c) to provide food for some residential church schools. Institutional training in vocational education did not begin until almost the end of the nineteenth century and the early part of the twentieth century. The first school for preparation in technical and vocational education was the Kingston Technical school which was established in 1896. It was then labeled as a model Senior school, later the name was changed to Trade and Continuation school and in 1960 it became the Kingston Technical High school. In its early years it provided training in building construction, engi- neering, domestic science and commercial subjects. The government Farm school (now Jamaica School of Agriculture) which was established in 1910, was the only other institu- tion providing early vocational training. The Early Years In 1936 the first practical training center was established. Subsequently, two more were opened. Two of the centers served boys and the third one catered for girls. They were post primary institutions for students between 15- 20 years. The major emphasis of the institutions was on practical training with the boys concentrating on agricul- ture and related crafts such as carpentry, building 128 construction, masonry, farm mechanics, shoe making and cot- tage industries. The girls concentrated on such areas as domestic science and home making. Present Structure The central administration of vocational and tech- nical education emanates from the Ministry. Prior to 1975 responsibility for the program was under the direction of the secondary and/or tertiary sections of the Ministry de- pending on whether the vocational institution was at the secondary or post secondary level. In July 1975 a technical and vocational division was established in the Ministry. This new division incorporated the specialist areas of agriculture, business, industrial, home economics education and arts and crafts. The division is responsible for the central administration, policy recommendations, budgeting and supervision of the programs as well as inservice training of vocational teachers. Vocational and technical programs are available at both the secondary and post secondary levels. (See Figure 2 for organizational structure.) Post secondary training is available in agriculture and household sciences, (Jamaica School of Agriculture), building, electrical, mechanical and laboratory technology, institutional management and pharmacology, (College of Arts, Science and Technology). Some post secondary vocational and technical education is also available at the community 9 2 l .OOHumo cm mm muomnnom HMOOHDOOO> Hmmmo maso mHoonom swan OHH£3 moumspmum pocflmuu mHHOOchomu pom Hmcoflumoo> OODOOHQ Op mfl O>Hpoofloo mgr mfixfiowm>flmcm£oumfiou pom HmOOHumoo> .cmflm HOOHOSOOB .mMmocooom 3oz may u< "meoz Emummm Hmfiuom on“ OH coapmospm Hmcoflumoo> mo coapmmflcmmuo .m mhsmflm mAOOmUm Nmflo . mAOOmUm— mQOOmUm mem mqoomum mQOOmUm mem mem _ m>HmmemmmEOU HdZOHBfiUO> AflUHszmB IZOUMm Bmz mmDBADUHmwd mwmqqoo mmwmqqou NGOAOZZUMB OZ¢ m0 QOOEUm <0H¢E¢h mmmmUHQ A DZ< Mm meow mmmcamsm mumo» m>am MOM aa cam oa mmomuw ca muooflnsm aOOOaumoo> pom amoacsoma an mucmsaaoncm mHMOcooom 3oz .bm magma 133 .doosmnsm umnu ca maoocom mo MODES: aODOD map mmpocmp o "muoz 8mg :32. 686% 33.3 mom 8382 Ammmmv ooaoom onmmv O§OF_Em£ch mcoz mcoz mcoz OMQHD maa ga na 80 Aomoav Hm>am xomam HmETMaI>mm Aommav manaumamzu Amavav mOam OEOO ocoz coon: aewm MN Mm on Ma some :3 696m Smod fins mom Ammmav OOHDOOOb Aomoav m>aoxoocM 88: SE 865 Ammo: Eon 6.682 some 8.289 6:02 SE: Showroom room: 6866me SN: 86%on 98m amass do Mm ama an :63 8.44888 mooz oooz some 65an some 6862 $83 moon no go am Om ooom Hm>0 ooomlaoma oomalaooa oooaloom coaumooa Oanmoumomw moauomODmo mmam pom coawmooa oanmmumomo ho maoocom mo mmEmz Ono HOQEDZ .mm magma 134 Table 29. Numbers of Questionnaires Distributed, Number Returned and Percentage Returned by Category and SOhool Name Number of Question— Numbers Category Location naires Distributed Returned Percentage 1 .Albert Town 22 21 95.45 2 .Alexandria 25 19 76.00 3 .Alston 26 23 88.46 4 BlaCk River 35 28 80.00 5 Bog walk 35 28 80.00 6 Christiana 60 54 90.00 7 Denhaanbwn 66 28 42.42 8 Fair Prospect 12 11 91.66 9 Glengoffe 37 34 91.89 10 Grange Hill 55 51 92.72 11 Junction 54 46 85.18 12 Kellits 33 28 84.85 13 Kenps Hill 31 29 93.54 14 Knockalva 28 21 75.00 15 .Montego Bay 89 75 84.27 16 OOho Rios 70 60 85.71 17 Papine 85 63 74.12 18 Richmond 44 33 75.00 19 Savannalarnar' 48 33 68.75 20 SeafOrth 47 44 93.61 21 Spanish Town ‘_15 _66_ 88.00 Totals 977 795 81.37 85.04 73.65 Average response rate for Rural Locations Average response rate fOr Urban Locations 135 Table 30. The Miller Scale for Ranking Occupations Categories Examples of Occupations HIGHER PROFESSIONAL Accountants , Architects , & MANAGERIAL Veterinarians, Physicians, Dentists, University Professors & Senior lecturers , Solicitors, Judges, Chief of Police & Army, Owners or Managers of large Commerical & Industrial enterprises Heads & Asst. Heads of large Govt. Depts. Ministers of Cabinet Farmers and landed Proprietors of more than 500 acres LCWER PROFESSIONAL Accountants (Certified), Managers and & MANAGERIAL Asst. Managers, Engineers. Senior Executives (Govt. or Non-Govt.) of medium size enterprises Senior Officers of Army and Police Magistrates University lecturers , Heads of large Secondary Schools Heads of large Denominations Commercial Pilots (aircraft) Famers (100 - 499 acres) Supervisors of Clerical, Sales, Craftsmen, Technicians, Agricultural workers, Service workers, etc. of large enterprises etc. Other supervisory occupations Leaders of large Trade Unions Members of Parliament (large) contractors HIGHLY SKILLED Clerical workers: Bookkeepers, typists, secretaries, stenographers, clerks (office and.banks), other Civil Servants, Telegraph, Telephone , Radio communications Operators , etc. Sales Wbrkers: Salesmen, Underwriters, shop assts., shop keepers, owners of small enterprises Technicians: Photographers, pharmacists, medical teChnicians, Public Health Dept. Pilots (ship), Service: Heads of Primary & Jnr. Sec. & Deputies and Senior Assistants, Graduate Teachers, Librarians, Artists, Social workers, Police (Supt.) Ammy - Pilots, aircraft & ship Extension workers, Farmers (50 - 99 acres) Table 30 (cont'd.) Categories 136 Examples of Occupations SKILLED SEMI-SKIIlED UNSKILLED Service: Police, Soldiers, Prison officers, Desk officers, Teachers (Primary) Drivers—Railway, car and taxi, bus, truck Tailors , Dressmakers , Hairdressers , Carpenters, Cabinet makers, painters, masons, printers , bookbinders , plumbers . Photographers (Polaroids) Craftsmen: Jewellers, Precision Instrument makers. 'Ibolmakers, garage mechanics , welders, machine Operators in factory, electricians Lifting and equipment operators Construction workers Farmers (10+ acres) Bakers , Cooks, Butchers , Waiters Helpers of Highly Skilled and Skilled: Factory workers Office maids Postmen and Messengers Porters Caretakers Farm laborers , cane cutters , gardeners Domestic workers, fish venders, pedlars, etc. Watchmen, Wrappers, port workers, truck and van sidemen, cartmen, casual workers. Source: Errol L. Miller, "Self Evaluation Among Jamaican High School Girls," Social and Economic Studies, 22 (December, 1973): 412. 137 Table 31. Number and Percentage by Sex for Vbcational and NOn— vocational Graduates Sex School option N Male Female % % VOcational 572 49.0 51.0 NOnvocational 202 36.6 63.4 TOtal 774 45.7 54.3 Table 32. Number and Percentage by Age for VOcational and Non- vocational Graduates Ages School Option N l7 l8 19 20 % % % % VOcational 560 5.7 51.8 38.2 4.3 NOnvocational 201 4.0 56.7 37.8 1.5 Total 761 5.3 53.1 38.1 3.5 Table 33. Number and.Percentage by Geographic Location fOr VOcational and NOnvocational Graduates Geographic Location School option N [hixml Rural % % VOcational 563 33.2 66.6 NOnvocational 206 32.5 67.5 Total 769 33.0 66.8 138 Table 34. Number and.Percentage by Socioeconomic Status fOr Vbcational and.NOnvocational Graduates Socioeconomic Status LPMa and Semi- Un- School option N Highly Skilled Skilled. skilled. skilled % % % % VOcation 552 4.3 31.7 51.4 12.5 NOnvocational 200 11.5 35.0 41.5 12.0 Total 752 6.3 32.6 48.8 12.4 aIowerProfessional Managerial NOte: LPMLand.highly skilled represents traditional or upper—middle- class Skilled represents the lowerhmuddle class Semi-skilled.and.unskilled represents the lower class Table 35. Number and Percentage by Academic.Achievement Level for VOcational and.NOnvocationa1 Graduates Academic.Achievement Levels School option N unsatisfactory Poor Satisfactory Good % % % % Vbcational 566 27.4 52.8 18.2 1.6 NOnvocational 200 6.0 34.0 51.5 8.5 TOtal 766 21.8 47.9 26.9 3.4 NOte: There was one column fOr outstanding, but it had only one subject so it was recoded with those in the column for N Wd" 139 Table 36. Number and.Percentage by Selection of Practical Program for VOcational and NOnvocational Graduates By Teacher By Only Avail- School option N or Counselor Student able Area Other % % % % Vbcational 175 25.1 62.3 11.4 1.1 NOnvocational 96 34.4 54.2 10.4 1.0 TOtal 271 28.4 59.4 11.1 1.1 Table 37. Number and Percentage by Practical Programs Taken fOr Vbcational and NOnvocational Graduates Agricul— Busi- Home Indus— School option N ture ness Crafts Economics trial % % % % % VOcational 547 5.1 18.1 4.4 33.1 39.3 NOnvocational 195 7.7 36.9 5.6 26.7 23.1 Total 742 5.8 23.0 4.7 31.4 35.0 Table 38. Number and Percentage by Satisfaction with NSSa for Vbcational and NOnvocational Graduates Satisfaction With Preferred School option N NSS Compb THSc GAHSa PSSe % % % % % Vbcational 547 66.0 6.4 24.1 2.6 NOnvocational 195 51.3 5.6 36.9 5.6 TOtal 742 62.1 6.2 27.5 3.4 :New Secondary School CTechnical High School ePrivate Secondary crmpmehensive High School Grant Aided High SChool School 0.- 140 Table 39. Number and.Percentage by Desire to Repeat Practical Program for Vbcational and.NOnvocational Graduates Desire to Repeat School option N Yes NO % % Vbcational 556 81.3 18.7 NOnvocational 205 70.7 29.3 Tbtal 761 78.4 21.6 Table 40. Number and Percentage by Post Secondary Attendance fOr VOcational and.Nonvocational Graduates Post SecondarygAttendance School Option N Percentages % V0cationa1 32 5.5 Nonvocational 33 15.9 TOtal 65 8.3 Table 41. Number and Percentage Indicating Relatedness of Post— Secondary Study to New Secondary Training of VOcational and NOnvocational Graduates Relatedness of Post Secondary Study School option N Related % Unrelated % Vbcational 30 66.7 33.3 NOnvocational 30 66.7 33.3 Total 60 66.7 33.3 141 Table 42. Number and Percentage by the.Adequacy of Preparation for Vbcational and NOnvocational Graduates Adequagy of Preparation School very well Moderately' NOt well NOt at All option N Prepared. Prepared Prepared Prepared Prepared % % % % % Vbca- tion 175 34.3 41.1 16.6 5.1 2.9 NOnvo— cation- al 96 25.0 37.5 26.0 5.2 6.3 Total 271 31.0 39.9 19.9 5.2 4.1 Table 43. Number and Percentage by Difficulty of Understanding Prac- tical Instruction for VOcational and NOnvocational Graduates understanding Practical Instruction School option N Difficult Difficult Fair Easy Easy % % % % % VOcation 555 1.8 5.6 39.8 31.2 21.6 NOnvocational 203 2.0 4.4 40.4 30.0 23.2 Total 758 1.8 5.3 40.0 30.9 22.0 Table 44. Number and Percentage by Interest of Practical Instructor for VOcational and NOnvocational Graduates School option Interest of Practical Instructor very Very Little Little Some Much MMCh N Interest Interest Interest Interest Interest VOcational NOnvocational Tbtal % o\0 o\0 Q % p 539 1.3 2.0 13.7 37.3 45.6 203 2.5 3.0 14.3 27.4 42.9 742 1.6 2.3 13.9 37.3 44.9 142 Table 45. Number and Percentages Indicating Adequacy of Facilities as Perceived by Vbcational Graduates . Respgnses Perceptions N Percentages Nbre than enough to use 7 7.9 Enough to use 47 52.8 NOte enough to use 35 39.3 NOne to use -— -- Total 89 100.00 Table 46. Number and Percentage by Employment and Unemployment Rates for VOcational and NOnvocational Graduates Rates School option N Employment Unemployment % % VOcational 521 16.9 83.1 NOnvocational 173 22.5 77.5 Total 694 18.3 71.7 143 manmaam>¢n mongoose Hoonom 8E6 m. m.a m.ma m.¢ m.vw a.va mmm aoupe m.a m.a m.om o.w o.om a.wa mm aMCOapmoo>coz m. m.a o.¢a m.m m.mm o.ma mam acc0apmoo> w w m. m... 6a w Hmcuo Doc Qn>4 .m.cmuw .m.m swam mmmauocm acawmummmum aaaxm z COaumo aoocom oxaamao cmmumwmum Ham mach Doc mumsqmcoca ammodwfim ”theemflarmes How chmmom moucscouo accoaumoo>coz cum aMCOaumoo> MOM acmeanmaocD How mcommmm an mmmucmonom cum HOQEDZ .nw magma 144 Table 48. Number and Percentage by Relatedness of JOb to Training fOr Vbcational and.NOnvocational Graduates Relatedness of JOb to Training School option N Related NOt Related % % VOcational 134 67.9 32.1 NOnvocational 79 53.2 46.8 Total 213 62.4 37.6 Table 49. Number and Percentage by Salaries for VOcational and Nonvocational Graduates Salaries Under $30-49 per Over $50 per School option N $30 per week week ‘Week % % % VOcational 175 68.6 26.3 5.1 NOnvocational 97 71.1 16.5 12.4 Total 272 69.5 22.8 7.7 Table 50. Number and Percentage by Job Status for VOcational and NOnvocational Graduates JOb Status School option N Full Time PartrTime Seasonal % % % VOcational 178 75.3 20.8 3.9 NOnvocational 96 75.0 19.8 5.2 Total 274 75.2 20.4 4.4 145 Table 51. Number and Percentage by Satisfaction with Present Job fOr VOcational and NOnvocational Graduates Satisfaction With Present JOb School Like very Like Like nor Dislike Dislike option N Phrml SomeWhat Dislike SomeWhat very Much % % % % % voCational 86 54.7 29.1 8.1 4.7 3.5 NOnvoca- tional 37 64.9 8.1 13.5 5.4 8.1 Total 123 57.7 22.8 8.8 4.9 4.9 Table 52. Number and Percentage by Relatedness of WOrk Experience to Practical Training for v0cational and NOnvocational Grade uates Relatedness of WOrk Experience to Training School option N Related NOt Related VOcational 431 94.2 5.8 Nonvocational 169 68.6 31.4 Total 600 87.0 13.0 Table 53. Number and Percentage by WOrk Experience Participation fOr Vbcational and Nonvocational Graduates Wbrk Experience Participation School option N Participated Did NOt Vbcational 564 88.1 11.9 NOnvocational 206 88.3 11.7 Tbtal 770 88.2 11.8 146 Table 54 . Number and Percentage of Vocational and Nonvocational Graduates Responding to Several Categories of USefulness of Wbrk Experience Program: Vocational Nonvocational Usefulness N Percentagesa N Percentagesa Improved Skills 335 66.6 78 42.6 Made no Difference 23 4.6 15 8.2 Facilitated Employment 39 7.8 11 6.0 Improved Idea of the Workplace 260 51.7 130 71.0 Waste of Time 5 1.0 4 2.2 Increased Practical Area Interest 195 38.8 65 35.5 Other 3 .6 3 1.6 aThe percentages totaled more than 100 because graduates were asked to respond to all of the above factors that were applic- able to them. Table 55. Chi Square Analyses Between Employment and Six Variables variablesa N df x2 Age 684 3 4.672 Adequacy of Facilities 87 2 1.257 Adequacy of Preparation 261 4 2.716 Difficulty of Instruction 676 4 4.738 Interest of Instructor 663 4 2.839 Wbrk Experience Participation 687 l .0003 None of the above variables were significant at p i .05. aInfonnation provided by Graduates . Note: The above variables were eliminated from inclusion in the multivariate analysis with employment as the criterion variable, since they failed to show any significant differ- ences at the .05 level when analyzed individually. 147 Table 56. Chi Square Analyses Between Salaries and.Pive variables variablesa N df x2 Practical Course Taken 253 8 10.820 Geographic Location 271 4 7.988 .AChievement Level 268 6 4.890 Sex 272 2 2.923 Socioeconomic Status 266 6 4.459 None of the above variables were significant at p _<_ .05. aInformation for all the above variables (with the exception of adhievement level), were provided by the graduates. Achievement level infOrmation was obtained fromxthe Ministry of Education records. NOte: The above variables were eliminated from.inclusion in the multivariate analysis with salaries as the criterion variable, since they failed to show any significant differences at the .05 level when analyzed individually. Table 57. Chi Square Analyses Between JOb Satisfaction and Ten vari- ables variablesa N df X2 Sex 76 16 14.521 Age 73 32 23.609 Socioeconomic Status 75 64 68.383 Siblings Attending or Attended Secondary or High School 76 16 19.369 Practical Course Taken 73 64 63.111 Salaries 75 48 44.913 Desired Wbrk Location 62 32 25.911 Type of Employer 60 32 42 . 573 New Secondary School Satisfied 73 16 17.798 Vbcational or NOnvocational 77 16 17.699 NOne of the above variables were significant at p”: .05. aInfOrmation provided by graduates. NOte: Since none of the above variables failed to show any signifi- cant differences with the criterion variable (jOb satisfaction) at the .05 level when analyzed individually, there was no need to do a multivariate analysis with them.as was implied in proposition 3 in Chapter I. 148 Table 58. Chi Square Analyses Between Further Education and NO Variables: Sex and School Attended Variablesa N df )(2 Sex 785 l l . 507 School Attended 795 20 20 . 213 Both variabes were not significant at p _<_ .05. aInformation provided by graduates . Note: Both sex and school attended were eliminated from inclusion in the multivariate analysis with further education as the criterion variable, since they failed to show any signifi- cant differences at the .05 level when analyzed individually. 149 Table 59. Means and Standard Deviations for Significant Threeeway Interaction Between Employment with Geographic Location, Practical Option,a and School Optionb variables and Categories N’ x SD Entire Population 636 .1837 .3875 Rural 434 .1567 .3639 Agriculture 34 .1765 .3870 Vbcational 24 .1250 .3378 Nonvocational 10 .3000 .4830 Business 92 .1957 .3989 Vbcational 53 .1887 .3950 NOnvocational 39 .2051 .4091 Crafts 18 .2778 .4609 VOcational 13 .0377 .4804 NOnvocational 5 .2000 .4472 Home Economcis 132 .1061 .3091 VOcational 103 .0777 .2690 NOnvocational 29 .2069 .4123 Industrial 158 .1582 .3661 VOcational 132 .1591 .3672 NOnvocational 26 .1538 .3679 Urban 202 .2376 .4267 Agriculture 3 .3333 .5774 VOcational 2 .5000 .7071 NOnvocational 1 0 0 Business 40 .3500 .4830 VOcational 29 .2759 .4549 NOnvocational 11 .5455 .5222 Crafts 14 .3571 .4972 vecational 10 .4000 .5164 NOnvocational 4 .2500 .5000 Home Economics 70 .1714 .3796 voCational 53 .1698 .3791 NOnvocational 17 .1765 .3930 Industrial 75 .2133 .4124 VOcational 58 .2069 .4086 Nonvocational 17 .2353 .4372 aIncludes Agriculture, Business , Crafts, Home Economics and Industrial Vbcational and NOnvocational 150 mo.v m um ama. omm 8me aouoe mva . amm mmh . mm amscammm mmm.a omm. am Hma.m omoaoaaxm mnaa moa. N. mma.a am>Qa OEocooooUom xmm ugoacom mcoauomumouca xmzlm moa.~ mom. m mam. am>Qa O..E_ocoomoUom xom mom. mmo. m mom. ao>ma anocooooUom ucQHm>oaco< mmm . maa . m ovm . wow ugwg moa.a moa. ma Nmm.m mooayoonouoa maxim «mmmd one. m aam.m amSQa oesocoomoaoom «amm.ma vamd a 3min. wow eaoa 3a. m a3. amt/ma ”ESQ/manna Emma amo. a. vaeé wpoommm cg .m @8qu at moan soap—mafia, mo 8.30m cams mo 5m amSOa Ddscooooaoom cqm. xmm .amSQa ”egg/030,4 cam ugoamfim 595mm moccabgoo mo mammamcm .om manta. 151 Table 61. Multiple Classification Analysis Between Employment and Achievement level , Sex and Socioeconomic level Adjusted for Unadjusted Independents Variable + Category N Dev.Na Eta Dev.N Beta Academic Achievement Levelb Unsatisfactory 147 -.03 .05 Poor 323 -.00 —.01 Satisfactory 164 .03 -.02 Good 17 .05 -.04 .06 .07 Sex Male 310 .05 -.06 Female 341 —.04 .06 .12 .16 Socioeconomic StatusC LPMF + Highly Skilled (Upper Middle Class) 35 .22 -.24 Skilled (lower Middle Class) 195 .02 -.02 Semi-skilled (Lower Class) 337 -.02 .03 Unskilled (Lower Class) 84 -.04 .14 04 .16 Gkand mean = .18 .Mgltiple R.= .293 R = .086 aDeviation b .Academic achievement level was recoded fromlfive categories to four, because only one subject was in the fifth category CSocioeconomic status was recoded from six categories into four cate- gories because the sixth category (higher professional managerial) was empty and.the fifth category (LPM) had.only five subjects leM - Lower Professional Managerial 152 mo.w m an mmo. amn wov.mm atUOE one. aoe mmm.mw amscammm mma.m ama. om mam.v OOCHMamxm mam.a moa. m mew. namepm OaEOCOOOOaOOm xmm ucgmacofl mcoflocuoucH \aczlm mmo.m ova. m mmv. msucum anocOOOanom xmm *vmm.a ama. m mma.a mspmumianOCOOOanom ucmem>macom omm. awo. m mma. xom acmaw>macua mom.a Naa. ma amm.a mcoaaomnm#CH mmzlm «wam.v vmm. m mmw. am>ma anOcOOOanom mom. amo. a amo. wow *vvo.m «mm. m Now. am>ma pcmem>oaco<.oaemcmo¢ ammo.¢ vmm. a amm.a mpoommm mama m mumsqm wt mmHmsvm COaumaHm> mo monsom cmmz wo_:zm am>ma oaeocoomoaoom cam .xmm .am>ma ucmew>macom oaemcwom cam COaumoscm Hmcpusm cmmsumm moccaum>oo mo wamwamcd .mm magma 153 Table 63. .Multiple Classification.Ana1ysis Between Further Educa- tion and Socioeconomic Level and.Achievement Adjusted for Unadjusted Independents ‘Variable + Category N Dev.Na Eta DeV;N' Beta .AChievement Level unsatisfactory 159 -.02 -.01 Poor 353 -.03 -.03 Satisfactory 196 .05 .04 Good 24 .09 .09 .14 .12 Sex .Male 335 -.01 -.01 Female 397 .01 .01 .05 .02 Socioeconomic Statusc LPMd + Highly Skilled (Upper .Middle Class) 43 .08 .07 Skilled (Lower Middle Class) 235 .04 .04 Semi-skilled (Lower Class) 363 -.03 -.03 Unskilled (Lower Class) 91 -.04 -.03 .15 13 aDeviation lDAcademLic achievement level was recoded from.five to four categories because only one subject was in the fifth category. CSocioeconomic level was recoded into four groups because the higher professional managerial group was empty and lower professional managerial had only five subjects. 154 .HQHHQ UHQUCBw H0 m coauoa>oc countdown u m 8EHHM> "NW cm>0anwaw§ ommucmohnmm u w tomcageo mmoucoouom n m wvmlma n w. H ma. mo. mvmm. whoa. mm. ma. mam amafiwocfi wmanm u v. M. Na. mo. ommm. mmoa. mm. Na. mma mOancoom mEOm “Selma .I. ma. H am. mo. mmwv. mmam. mo. am. mm HERO 6aamlma n m. H mm. «o. momv. aka. 2.. mm. vma mmocamsm Miami. n ma. H ma. mo. mmmm. mmma. am. ma. mm casuasOaHm/a amfimuca mocmcaacoo Om m m o m z mOmHOOO aooauomuna Hoodoo mm 23005 acoauomum one. can. uEOag cmwsumm mommaofia moccangoo Scam 8pm30a8 mEdeOHm advaUmum How maofioyca woodpamcoo . do magma. APPENDIX C SUPPLEMENTARY FIGURES 155 622.200:— ozjmyam “_o montwOn— ozmzozm <83.) ..._0 n2: .m maze“— (ASP ZOPwJé b.9110 4...: J Waiwv. 20:. IIIUUZS z 30L: WkaJJNXJ 4 h mzoobu‘UOJ wz.a(m I fzcemll «M75. azidiamlo xu‘um 1.5.32.3 2:355; 5v. nZuD Z O D P I. dwkmmmiu I .3235 wzéw ICU -zZfl>><4uxufi 3.3023011. arm Fm mwzxia, Ww>02<1 Pm 14‘; 0209.105. com . New some - l. 30.... . ._.~.7...um..< \r < m Z7330 2v. Odwtzof 156 . Emma aaMQd .cOMoomom MOM ousoaMmCH QmOaMoMa "coMscmMMam AmoaQoaMo> mmoODMm o5; monoum couacb ofi Ca coapooopm aoCOaMooo> ao>o.a aoocom coax a w .a. mo MODUOMm can mmoooMm one .Momcacm .D .2 uoOMoom moanoaMg DMEBMoaco M8088 5000 cam ucocafim .aoocom mo MoscoMm coflooMouca so ma mouoscon a w .a. can coocoaMomxm mmaoouso aocoauooo> o5. Mona ma mamofionwam aoMocow own. "coauoswvm accoavooo> one mmzCOEDO mmadem¢> BDmZH mmmBO maam mmmBO mDam ZOHmmmmwomm mUHEmHmMHO¢mde mUZHzmdm a¢ZOmmmm mUZHzmdm mmDDHHHdG mOb Q¢HBHZH sz.BmmmmHZH mZOHfiflmDUUO H w B mom mBzmzmmHDOmm m Haflw wwwwmmwmommm H .mmzongz X mEZMZHmDhfld. x amZOHBmZ Adauom AOOEUm Q¢ZOH0mm mHEHm QGUOQ muzmzmommmm md¢mw BUMmem MBHmDUHm mMHBHAHm< Bzmzwoamzm Dzm WMDDBHBmd mow Emmah MUZMUHAQMBZH EMU OB mZHH ammmzmw MZODBDO a¢ZOHE¢UQ> mmB NBHZDBmOmQO MIR mumDOmmm ZEZDE HEB .v onmam mammaamm§.HDmfifi mmmBO mDam maméfimxwefia QOOSUm mm0H>mmm_mmmBO QZG MUZdGHDU mUHBmHmmHU¢m¢mU mMHBHaHU¢m mOmm sz.admmzm0 mQOEEmZ a¢ZOHBUDmBmZH mmmmDOO Dzm EDQDUHmmDU EMHmMm AOOEUm mEH APPENDIX D QUESTICNNAIRE, LE‘ITEIS TO GRADUATES AND CODES FOR OPEN-ENDED QUESTIONS Please return Survey Form to: 157 mlll I I (SICEZI leLllJLTll Please leave the above columns blank. SAMPLE SURVEY OF 1977 GRADUATES FROM JAMAICAN NEW SECONDARY SCHOOLS Al/ answers which you give will be kept strictly confidential. THESE INSTRUCTIONS MUST BE CAREFULLY READ BEFORE STARTING THIS QUESTIONNAIRE 1. Please complete All sections that apply to you by placing an ”X" in the box next to the answer of your choice. Your frank answer is important in order that your school may continue to improve the vocational programs. Be certain to read the instructions at the head of each section, because some sections do not apply to everyone. For example, if you are a continuing education graduate, then the section for vocational graduates does not concern you OR if you are employed, then the section dealing with those who have not been employed since graduation, should not be answered. GENERAL INSTRUCTIONS THANKS FOR YOUR HELP IN THIS IMPORTANT STUDY SOCIOECONOMIC DATA A. (8) B. (9) C. (10) (11) (12) (13) Sex [B Male Female Age (check the one nearest to your age) )3 17 years 18 years 19 years El] 20 years Geographic Location Where do you live? (Please specify location) Place Parish Parents’ Occupation What work does your father do most of the time? (e.g., small farmer, (net returns under $3,000), medium size farmer, (net returns between $3,000 to $10,000), large farmer, (net returns over $10,000), doctor, mechanic, tailor, teacher, agricul- tural worker, factory worker, etc.) What work does your mother do most of the time? (e.g., small farmer, (net returns under $3,000), medium size farmer, (net returns between $3,000 to $10,000), large farmer, (net returns over $10,000), housewife, teacher, higgler, agricultural worker, factory worker, etc.) Who is chiefly responsible for supporting for your family? (check only one) [I] Father E Aunt [2] Mother E) Older Sister @ Grandmother Older Brother E Grandfather E] Other (specify) [5:] Uncle (14) E. 158 What type of work is the person selected in number 13 engaged in most of the time? (If your answer is father or mother, use the same answer as that given in 11 or 12) Have you got any older brothers or sisters who have graduated from or presently attending a secondary or high school? (15) [1] Yes I No (16) Are you satisfied with the opportunity to have attended the New Secondary School or would you have preferred to attend another secondary school? (check only one) I am satisfied I attended the New Secondary School. I would have preferred to have attended a Comprehensive High School. I would have preferred to have attended a Technical High School. I would have preferred to have attended a Grant Aided High School. E I would have preferred to have attended a private secondary school. State your reason for choosing the one you did in above II OPTION TAKEN IN SECONDARY SCHOOL A. (17) (18) When you attended the New Secondary School, what group were you in? (check only one) Functional Education (means you took around 16 periods of a practical subject each week) Prefunctional Education (also means you took around 16 periods of a practical subject each week) Continuing Education (means you took around 5 to 6 periods of practical subjects each week) If you took a practical area course, check one of the following: Agriculture Business education (specify what area) Crafts Home economics (e.g., textiles, child care, etc. (name the area) Industrial education (e.g., electrical, carpentry, etc. (name the area) Other (specify) EIEIEIHHEI Ill EMPLOYMENT INFORMATION — Present Status Are you presently employed or unemployed? (check only one) (19) [I] Employed Unemployed (I am actively looking for a job but can’t find one) Do not need employment (I am unemployed but I am not seeking employment. See VIII A for some likely reasons.) IV JOB INFORMATION IF YOU HAVE BEEN EMPLOYED ANY TIME SINCE GRADUATION FROM SECONDARY SCHOOL 0R ARE PRESENTLY EMPLOYED, FILL IN THE FOLLOWING SECTIONS; OTHER- WISE, SKIP TO SECTION VII. A. (20) Job Status (check one) K] Full time (employed regularly for hours per week) E) Part time (employed regularly for— hours per week) Seasonal (typically employed about weeks per year) When employed seasonally, about hours per week Name of " ,, , Name of Immediate Supervisor Address of Employer District or Town Post Office Parish VI 159 B. Salary (check one) (21) [I] Less than $30 per week $30—$39 per week $40—$49 per week Over $50 per week BEE C. Who helped you to find a job? (check all that apply) (22) [I] Work experience coordinator (23) (1) Teacher (24) E) Parent, other relative or friend (25) m The Principal (26) D] No one but myself (27) (i) Counsellor (28) (:1 Other (please specify) D. Is the job: (check one) (29) [i] Related to your area of training? [2:] Not related to your area of training? E. Give the name of your employer. (For example, Ministry of Agriculture or Hendricks and Co. (30) or Public Health Clinic, etc.) CURRICULUM A. In light of your experience on the job, how well were you prepared by your training to per- form the skills your work requires? (check only one) (31) [fl Very well prepared Well prepared Moderately prepared E] Not well prepared E Not at all prepared 8. How did you get into your practical area of training? (check one) (32) E) My teacher or counselor placed me there It was the only area available that was not filled I selected that area [Z] Other (specify) TO BE ANSWERED ONLY BY GRADUATES (INCLUDING FUNCTIONAL, PREFUNCTIONAL AND CONTINUING EDUCATION) WHO ARE PRESENTLY EMPLOYED. JOB SATISFACTION SURVEY A. How do you feel about your present job? (check only one) (33) m Like it very much E] Dislike it somewhat ' 1:2] Like it somewhat E] Dislike it very much [3:] Neither like or dislike it B. Rate the degree to which you are satisfied with each of the following in your present job. (Select only one answer for each question) Satisfied Not Sure Dissatisfied (34) Amount of salary (35) Chances for promotion (36) Amount and type of supervision (37) Relationship with coworkers (38) Type of working conditions (39) Variety of work tasks (40) The security of the job (41) Facilities and equipment with which to do the job BBEBBBB EEEEEEE @EEEEQE B E E (42) If you had a choice, name the area of Jamaica where you would like to work. (e.g., Kingston, Linstead, Mandeville, Montego Bay, Malvern, etc.) 160 THIS SECTION Is ONLY-“FOR GRADUATES WHO HAVE NOT WORKED SINCE GRADUATION. IF YOU ARE ACTIVELY SEEKING EMPLOYMENT BUT CANNOT FIND ONE,ANSWER VII A AND 3 ONLY. IF DO NOT NEED EMPLOYMENT,‘SKIP To VIII A AND ALso 3 IF APPLIES. VII UNEMPLOYED (you are actively looking for a job but can't find one) Which ones of the following ways have you used in an effort to get a job? (check all that apply) A. (43) (44) (45) (46) (47) (48) (49) B. (50) VIII A. (51) B. (52) [3 Related to your special area of training in secondary school? (specify) BBEHBBB Wrote applications in response to published advertisements Personally asked employers for a job Sought the help of your school counselor, teacher or work coordinator Sought the help of your parents, relatives or friends Wrote applications for unpublished jobs Checked with the Ministry of Labour's employment division Other (please specify) From your experiences since graduating, which one of the following has made it most difficult for you to get employment? (check one) @@ SHE! Lack of sufficient skill preparation at Secondary School Lack of jobs Jobs are too far away from where I live Employers prefer to hire other high school graduates rather than New Secondary graduates What is your reason for saying so? I don’t like the jobs that are available Other (please specify) DO NOT NEED EMPLOYMENT (you cannot accept a job for one of the following reasons— check only one) I E E E Further training or education (e.g., attending CAST, JSA, Trade Training, Teachers College, Illness etc.) Pregnancy Presently not working and not interested in employment Other (specify) If you are presently furthering your education at a post secondary institutional (e.g., JSA, Trade Training, CAST, Teacher’s College, etc.), is it in an area: (check one) Name the institution you are attending. Unrelated to your special area of training in secondary school? SECTIONS IX AND X ARE TO BE COMPLETED ONLY BY VOCATIONAL GRADUATES WHO ARE EMPLOYED. ALL OTHER GRADUATES SKIP TO SECTION XI. IX (53) How much do you use the practical training which you received? (check only one) E] All of the time [2] Some of the time [2 Very rarely [a] Never ‘. FACILITIES AND EQUIPMENT The amount of equipment at my Secondary School in my practical training area was such that most students could get: (check one) (54) E] More than enough to use [Z] Enough to use A B. (55) E E Not enough to use None to use The equipment at my Secondary School in my training area was such that: (check one) E E E I found it easy to handle the equipment on the job I had some problems handling the equipment on the job I found it very difficult to handle the equipment on the job 161 THIS SECTION IS TO BE COMPLETED BY ALL STUDENTS XI WORK EXPERIENCE (This refers to the work experience that is suggested for Grade XI students')- A. Please check one (56) m I took part in the grade eleven work experience program E] I did not take part in the grade eleven work experience program B. My grade eleven work experience program: (check one) (57) [I] Was related to my specific area Of practical training at the New Secondary School [2] Was unrelated to my specific area Of practical training at the New Secondary School C. The work experience I received: (check all that apply) (58) [I] Improved my skills in my practical area of training (59) [I] Did not make any difference (60) E] Helped me in getting my job (61) [1] Gave me a better idea Of working conditions outside Of school (62) (:I Was a waste Of time (63) (3] Increased my interest in my practical area Of training (64) m Other (specify) XII INSTRUCTION A. Did you find it easy to follow or understand the lessons taught by your teacher in your specific practical area? (55) [3:] Very difficult Q Difficult E] Fair [E] Easy [3] Very Easy B. Did your teacher show any interest in your work in your specific practical area? (65) [1) Very little interest [2 Little interest IE Some interest [‘3 Much interest IE] Very much interest XIII. If you had tO start all over again, would you choose the same practical program you received training in at the New Secondary School? (67) E] Yes NO Give the reason for your answer: Comments or suggestions for improvement Of the program: (If space is not sufficient here, continue on back Of page) THANK YOU FOR YOUR TIME AND EFFORT 162 Section 2. COpy of Letter Sent with the First Questionnaire to All the Graduates in the Sample Address of School Dear Mr. Bennett, Senior Education Officer, Ministry of Educa- tion is carrying out a Research project which could help to improve the teaching of practical subjects in your schools. Your help is very important in successfully completing this Research. You are asked to fill out the enclosed question- naire and return in two (2) days in the enclosed addressed/ franked envelope. Please give your frank answers. Thanks for your help in this important study. Yours respectfully, 3' J( - ’\ , x ”_H ___-,__._5 $.' ' 1. , t - . ‘ ..’, - )k'r‘ Pig-L3. "J P. S. Bennett Senior Education Officer (Agriculture) Ministry of Education 163 Section 3. Copy of Letter Sent with the Second Question- naire to All Graduates Who Failed to Respond to the First Questionnaire Address of School Dear This is a reminder asking you to return the first question— naire regarding the teaching of practical subjects in your school. A new set is enclosed, in case you have mislaid the first one. Kindly fill out and return in two (2) days in the enclosed franked envelope. Your help is most appreciated. Thanks for your help in this important study. Ypurslrespectfully, I I .. m- 5" ',)_ 1' I P. S. Bennett Senior Education Officer (Agriculture) Ministry of Education 164 Section 4. Key to Codes for Uhooded Sections of Questionnaire (1) Students' Codes 0001-1975 (2) Codes for SChools 01-21 (3) A Ranking of Students' Per- fOrmance levels in de- .l 2 I 3 4 I 5 I cending order from S to l l.C. GEographic Location (10) ‘Where do you live? (Please specify location) 1 Deep Rural NI Rural Send [khan I I.) l.D. Parents Occupation (11) What does your father do most of the time? I Higher Professional and Managerial H l 2 I Lower Professional and Managerial 3 Highly Skilled 4 Skilled 5 Semi-ski lled 6 Unskilled (12) What does your mother do most of the time? (The same classification as at number ll) (13) What type of work is the person selected in number 13 engaged in most of the time? (The same classification as at number 11) IVOE. (30) Give the name of your employer 1 Private Industry 2 Quazi-Government 3 Government VLC. (42) If you had a choice, name the area of Jamaica where you would like to work? 1 Deep Rural 2 Rural 3 Semi-Urban REFERENCES REFERENCES Books Agency for Public Information. Prime Minister's Budget Speech - 29th April 1974. Kingston, Jamaica: 1974. Al Bakhari, Najiti Mohammed Amin. Issues in Occupational Education: A Case Study in Jordan. Stanford, California: Stanford University, Stanford Inter- national Development Centre, 1968. Al Bukkari, Najiti Mohammed Amin. Issues in Occupational Education: A Case Study in Tunisia. Stanford, California: Standord University, Stanford Inter- national Development Centre, 1968. American Psychological Association. Publication Manual. Washington, D. C.: 1974. Anderson, C. Arnold, and Mary Jean Bowman, eds. Education and Economic Development. Chicago: Aldine Pub- lishing Company, 1965. Blaug, Mark. Education and the Employment Problem in Developing Countries. Geneva: International Labor Office, 1973. Campbell, Donald T., and Julian C. Stanley. Experimental and Quasi—Experimental Designs for Research. Chicago: Rand McNally College Publishing Company, 1963. Campbell, William Giles, and Stephen Vaughan Ballau. Form and Style. Boston: Houghton Mifflin Company, 1978. Commonwealth Secretariat. The Young Unemployed - A Carib- bean Development Problem. London: Marlborough House, 1976. Court, David, and Dharam P. Ghai, eds. Education, Society and Development. Nairobi: Oxford University Press, 1974. 166 167 Department of Statistics. National Income and Product 1977. Kingston, Jamaica: 1978. Department of Statistics. Population Census 1970. Kingston, Jamaica: Division of Censuses and Surveys, 1973. Department of Statistics. The Labor Force 1977. Kingston, Jamaica: 1978. Dewey, John. The Child and the Curriculum. Chicago: The University of Chicago Press, 1902. Eninger, Max U. The Process and Product of T and I High School Level Vocational Education in the United States (Abstract), The Product. Pittsburgh: American Institutes for Research, September 1965. Eninger, Max U. The Process and Product of T and I High School Level Vocational Education in the United States (The Process Variables). Pittsburgh: American Institutes for Research, April 1968. Erickson, Richard C., and Tim L. Wentling. Measuring Student Growth. Boston: Allyn and Bacon, Inc., 1976. Government of Jamaica. Five Year Development Plan 1978-82. Kingston, Jamaica: National Planning Agency, Ministry of Finance and Planning, 1978. Hanson, John W., and Cole 8. Brembeck, eds. Education and the Development of Nations. New York: Holt, Rinehart and Winston, 1966. Harewood, Jack. The Impact of Education on the Labor Force In Major Caribbean Islands. Mona, Kingston, Jamaica: Department of Sociology, July 1968. Isaac, Stephen, and William B. Michael. Handbook in Research and Evaluation. San Diego, California: Edits Publishers, 1941. Kerlinger, Fred. Foundations of Behavioral Research. New York: Holt, Rinehart and Winston, Inc., 1973. Kuper, Adam. Changing Jamaica. London: Rutledge and Kegan Paul, 1976. McClelland, David C. The Achieving Society. Princeton, N.J.: D. Van Nostrand, 1961. 168 Meaders, 0. Donald. Contributions of Senior Middle School Graduates to Taiwan Agricultural Development. East Lansing: Institute of International Studies and Department of Secondary Education and Curricu- lum, Michigan State University, December, 1968. Miller, William Houston, and Ross M. Murray, eds. Jamaica Sector Survey. Kingston, Jamaica: Publications Branch, Ministry of Education, 1977. Ministry of Education. Educational Statistics 1975-1976. Kingston, Jamaica. Ministry of Education. Educational Statistics 1976-1977. Kingston, Jamaica. National Planning Agency. Social and Economic Survey 1976. Kingston, Jamaica. National Planning Agency. Social and Economic Survey 1977. Kingston, Jamaica. Nie, Norman H., and others. Statistical Package for the Social Sciences. New York: McGraw-Hill Book Company, 1975. Oppenheim, A. N. Questionnaire Design and Attitude Measurement. New York: Basic Books, Inc., 1966. Staley, Eugene. Planning Occupational Education and Training for Development. New York: Praeger Publishers, 1971. Wentling, Tim L., and Tom E. Lawson. Evaluating Occupational Education and Training Programs. Boston: Allyn and Bacon, Inc., 1975. Wiersma, William. Research Methods in Education. Itasca, Illinois: E. Peacock Publishers, Inc., 1975. Periodicals Blaug, Mark. "Economics and Educational Planning in Developing Countries." Prospects, 11 (Winter, 1972), 437. Brown, Joe. "German Gift School in Seaford Town." The Jamaican Weekly Gleaner, March 19, 1979. I/ \/ 169 Callaway, Archibald. "Unemployment Among African School Leavers." Journal of Modern African Studies, 1 (September, 1963), 351—357. Campbell, Carl. "The Development of Vocational Training in Jamaica: First Steps." Caribbean Quarterly, 11 (March - June, 1965), 13—35. Evans, Emmit B. Jr. "Secondary Education, Unemployment and Crime in Kenya." Journal of MOdern African Studies, 13 (March, 1975), 55-66. Green, T. L. "The Implications of Vocational Problems in Education." West African Journal of Education, 17 (February, 1973), 161. Green, T. L. "Vocational Problems in Education in S. E. Asia." Journal of Educational Sociology, 26 (April, 1953), 380—391. Kinyanjui, Kabiru. "Education, Training and Employment of Secondary School Leavers in Kenya." Education in Eastern Africa, 11 (1971), 20. Kirton, Robert K. "The Employability Hypothesis and the Effective Supply of Effort." Social and Economic Studies, 20 (June, 1971), 134—150. Miller, Errol. "Ambitions of Jamaican Adolescents and the School System." Caribbean Quarterly, 13 (1967), 29-33. Miller, ErrOl. "Education and Society in Jamaica." Savacou, 5 (June, 1971), 51—70. Miller Errol L. "Self Education Among Jamaican High School Girls." Social and Economic Studies, 22 (December, 1973), 407-426. Newbry, Burton C., and Kenneth L. Martin. "The Educational Crisis in Lesser Developed Countries." Journal of Developing Areas, 6 (January, 1972), 155-162. Powell, Dorian L. "Female Labor Force Participation and Fertility: An Exploratory Study of Jamaican Women." Social and Economic Studies, 25 (March, 1976), 234-258. Smith, M. G. "Education and Occupational Choice in Rural Jamaica." Social and Economic Studies, 9 (September, 1960), 332-354. 170 "Survey of Vocational Training in the Caribbean." Caribbean Economic Review, 1 (December, 1949), 88-132. Switz, Frank J. "Educational Crisis in Developing Countries: Alternatives." Journal of Developing Areas, 8 (January, 1974), 173-180. Weeks, S. G. "Education with Employment." Journal of the Papau New Guinea Teachers Association, 1 (1976). Government Documents Conroy, William G. Jr., and Daniel E. Diamond. :22 Impact of Secondary School Occupational Education in Massachusetts. Massachusetts State Department of Education, ERIC Document ED 122095, 1976. Creech, F. Reid, and Others. Comparative Analysis of Post SecondarypOccupational and Educational Outcomes for the High School Class of 1972. Office of Education (DHEW), ERIC Document ED 139845, 1977. Eninger, Max U. Report on New York State Data from a National Follow-up Study of High School Level T and I Vocational Graduates. ERIC Document ED 020414, 1968. Kaufman, Jacob J., and Morgan V. Lewis. The Potential of Vocational Education: Observations and Conclusions Based on a Study of Three Selected Cities in Pennsylvania. Office of Education (DHEW), ERIC Document ED 023902, 1969. Texas University Center for International Education. A Comparative Analysis of the Occupational Achievement of Vocational and Non-Vocational High School Grad- uates in Texas: Final Report, Texas Education Agency, ERIC Document ED 118944, 1976. 171 Unpublished Sources Carnegie, Lucille. "School Leavers in the Secondary Schools of Jamaica: The Role of the Schools in Preparing Students for Employment in an Independent Nation." Ph.D. Dissertation, Columbia University, 1975. Gooding, Velda E. "A Study of Certain Factors in Selected Jamaican High Schools of the VOcational Preparation of Students and Their Acceptability to Employers." B. Ed. Thesis at Institute of Education, University of The West Indies, 1973. Grasso, John T. "The Contributions of Vocational Educa- tion, Training and Work Experience to the Early Career Achievement of Young Men." Ph.D. Disserta- tion, Ohio State University, 1975. Harewood, Jack. "The Impact of Education on the Labor Force." Paper presented to the Caribbean Education Seminar, Department of Sociology, University of The West Indies, Kingston, Jamaica, July 1968. Jamaica Ministry of Education. "Technical and Vocational Education in Jamaica." Kingston, Jamaica: Undated. McBean, Theresa. "A Study on the Relationship Between the Junior Secondary School Programme for Ninth Graders and Employment Opportunities in an Urban Setting." B. Ed. Thesis, Institute of Education, University of The West Indies, 1973. McNeil, Hazel. "An Investigation into the Job Expectations of the School Leavers of the New Secondary School in the Corporate Area." B. Ed. Thesis. Institute of Education, University of The West Indies, 1976. Michigan Department of Education. "Follow-up Survey of 1977 Graduates." (Questionnaire), Lansing, Michigan: 1977. Ministry of Education. "Annual Report." Kingston, Jamaica: 1975. Ministry of Education. "Employment, Unemployment and Further Education of the 1976 Graduates." Kingston, Jamaica: Undated. (Mimeographed.) 172 Ministry of Education. "Five Year Education Plan." Kingston, Jamaica: 1978. Ministry of Education. "Grade 10." Kingston, Jamaica: Undated. (Mimeographed.) Ministry of Education. "Grades 10 and 11." Kingston, Jamaica: Undated. (Mimeographed.) Ministry of Education. "New Secondary Education—Evaluation of Grades 10 and 11 Students." Kingston, Jamaica: Undated. (Mimeographed.) Ministry of Education. "Papers on The New Secondary Education." Kingston, Jamaica: Undated. (Mimeo- graphed.) Ministry of Education. "Secondary Education (General)." Kingston, Jamaica: Undated. (Mimeographed.) Ministry of Education. "The Job Expectations of the 1977 New Secondary Graduates Related to Their Courses." Kingston, Jamaica: Research Section — Ministry of Education, 1977. (Mimeographed.) Richards, Leopold A. "The Career Aspirations of Secondary School Students in Jamaica in Relation to Education- al Programmes and Manpower Needs." Ph.D. Disserta- tion, Rutgers University. The State University of New Jersey, 1974. Sieuchand, A. C. "A Study of the Aspirations and Expecta— tions of Certain Secondary School Leavers in Trinidad Within the Age Group 15-19 Years." M.A. Thesis, University of The West Indies. Stewart, Thelma. "The Attitudes of Parents and Teachers for Vocational Education in Jamaica." Ph.D. Disser— tation, Institute of Education, University of The West Indies, 1976. Thuemmel, William Leslie. "High Schools and Vocational Agriculture Schools: A Comparison of the Farmer- Performances of Their Senior Graduates in Taiwan." Ph.D. Dissertation, Michigan State University, 1970. ”IIIIIIIIIIIIIIIIIIIIIES