Importance of vocational education
by Minister of Higher Education - Prof. Wiswa
Warnapala

Prof. Wiswa Warnapala
|
I am pleased to have been asked to address you this morning in my
capacity as the Minister of Higher Education, and I, therefore, would
like to make use of the occasion to raise some relevant issues relating
to vocational education in Sri Lanka.
'In Sri Lanka, when formulating an educational policy, emphasis was
laid on the production of personnel for clerical, administrative and
professional positions. The Colombo Journal, a newspaper published in
1832 - probably the first newspaper published in Sri Lanka, once stated
that a body of men, respectable from superior education and property is
absolutely necessary as a means of good government'. I think that this
philosophy dominated the thinking in the colonial period, and even the
University of Ceylon, which was established in 1942, was conceived as an
elite institution catering to a small number of students who came from
the leading public schools.
What I am trying to emphasise is that tertiary education in Sri Lanka
came to be confined to university education and the university remained
the apex of the educational pyramid, because of which both technical and
vocational education did not receive the recognition which it deserved.
With the expansion of the universities sector, the situation has
undergone a change as the country is looking for skilled personnel to
accelerate the process of development. Though a Technical College came
to be established in 1893, not much attention was paid to technical
education till the appointment of the Technical Education Commission in
1963; it was this Commission which recommended the provision of training
facilities at three levels - technological level at Universities and
Colleges, technician's level at Polytechnics and craftsman at junior
technical college level.
Though certain steps were taken on the basis of the recommendations
of this Commission on Technical Education, there was no much progress in
the field of vocational education which, by this time, had been included
in the school curriculum. Yet the education system remained attuned to
scholastic education, and both students and parents, in terms of
preference, always thought in terms of scholastic attainments, because
of which it became difficult to motivate students to follow vocational
studies till the establishment of the Technical Colleges specialising in
the subject, and those who joined such colleges came from the category
of drop-outs at the GCE/OL and GCE/AL examinations.
The perception of vocational education and preferences for it began
to change with the employment opportunities abroad, primarily in the
Middle East and the expansion of such industries as the Construction
Industry too had an impact on the preferences of the student community.
Yet another factor, which influenced the change, was the recognition of
skills and the concept of dignity of labour came to be accepted by the
employers. Technical Colleges began to conduct courses comprising
theoretical and practical training in a wide range of vocational
subjects; several trades and skills were identified, and this depended
on the nature of the expansion of industries in the country.
Certain industries needed specific types of skills and training; in
other words, what was needed was lower level technicians, and the
entrance requirements varied. In a country where the secondary school
system is widespread, there was no difficulty in attracting young men
with secondary school qualifications to follow these courses tied to
skills training. In my view, the deficiency was the absence of a link
between the school system and these colleges, which later became the
training ground for low level skilled personnel.
The major policy initiatives, relating to Technical and Vocational
Education, were taken in the post - 1971 period as an important means of
improving employability of youth in the country.
With the liberalisation of the economy in the post - 1977 period, the
government took measures to improve the opportunities for Technical and
Vocational education with a view to providing training opportunities for
the unemployed youths in the country. The number employed in the age
group of 15 to 19 and 20 to 24 stood at 26 per cent and 21 per cent,
respectively. In Sri Lanka, this kind of training is provided by both
the public sector and the private sector; there are number of training
centres associated with different Ministries. The public sector
institutions are handled by a number of organisations, and all of them,
in my view, should come under a single organisation, and the relevant
policy needs to be framed on the basis of the country's requirements.
The Tertiary and Vocational Education Commission (TVEC) is the apex
body, engaged in vocational education and training. Under this piece of
legislation, all institutions providing technical and vocational
training are required to register with the TVEC; there are several
hundreds of institutions associated with NGOs, functioning in the
country without obtaining this registration, resulting in the lack of
proper coordination in the training programs. It is in relation to this
that new policy initiatives are necessary to improve: quality of
training, high drop-out rates, linkages with Universities and industry,
inadequacy of resources.
Today the major deficiency within the system is the annual rate of
drop-outs, and this is related to the occupational aspirations of young
men who still prefer to get into white-collar jobs. Nearly 20 per cent
of those students who enter the system came within the category of
drop-outs, and it could be attributed to the internal inefficiencies
within the system.
Yet another glaring defect is that most of the institutions are
functioning in the Western Province, and the rural aspirants do not get
even the required information, information relating to the availability
of access. Educational Exhibitions, focusing on the availability of
higher educational opportunities are held here in Colombo, and this is
yet another added drawback in our system.
The aim of vocational training is to produce higher level
technicians, and they require a specific training. The higher level
technician is a highly skilled worker; in other words, such a person
gets an intermediate level education between engineer and specialised
worker, and this kind of training can be given only by a vocational
institution.
In my view, the existing system needs to be diversified so as to
attract more and more students to this sector; short-term courses could
be immediately established depending on the requirements in the labour
market. In other words, vocational training institutions need to
established a close relationship with the corporate world. Most
important thing is the level of economic development in the given
country. Education, specially in this sphere, could be treated as a
'ticket for the work place,' and the educational systems in the
developing countries is such higher the level of training easier the
access to job market.
It is my view, that vocational training should form an important
component of our tertiary education, and in the formulation of
educational policy, all these sectors, I mean the Universities,
Technical Colleges and Vocational Institutions, need to be treated as a
totality, and it is only on this basis that proper human and social
capacity could be built within the Sri Lankan State.
Today most of the developing countries are of the view that the
traditional model of the University is not suited to meet the multiple
demands of economic and social development.
The philosophy behind this strategy is to bring about diversification
of tertiary institutions, primarily with a view to meeting the growing
social demand for higher education. In other words, the system needs to
be made more responsive to the changing labour market needs. In addition
to the established universities, the system needs to be diversified with
the introduction of more and more non-university tertiary institutions,
and it is through the creation of such institutions that the access
could be expanded.
This is a vital requirement for a higher education system which is
entirely public university based as in Sri Lanka. The advantages of
non-university institutions are lower program costs, short courses,
lower drop-outs rates and lower per student's annual expenditure. In Sri
Lanka, the annual expenditure per student varies from Rs. 33,910 to Rs.
4, 83,863.
Yet another fact is that non-university institutions are more likely
than traditional university program to produce the type of skilled
labour demanded in a market economy. It is on the basis of such
perceptions that the Ministry of Higher Education proposes to formulate
a new development-oriented higher education policy for Sri Lanka.
A text of the speech delivered by Prof. Wiswa Warnapala - Minister of
Higher Education at the National Conference on TVET Policy Framework at
the BMICH on November 30, 2007. |