2nd INTERNATIONAL CONFERENCE ON TVET
May 13 - 15, 2015
Hilton Rose Hall Resort & Spa, Montego Bay, Jamaica
“Strategies to Incorporate STEM in
TVET Education in Jamaica”
Halden A. Morris, Ph.D., P.E.
Senior Lecturer, TVET
School of Education,
The University of the West Indies
In this Presentation, the following
will be discussed:
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What is STEM education about?
What is TVET about?
“STEM infused TVET” (SIT)
What will SIT achieve?
Effects of decline in STEM disciplines
Building a strong SIT system
Inspiring and fostering a SIT culture
STEM Academies
STEM academies in Jamaica
STEM approved institutions in Jamaica
Components of a STEM approved framework
Characteristics of a STEM certified institution
Indicators of quality SIT
Quality components for SIT
Jamaica’s demand for SIT
TVET without STEM
What is STEM Education
About?
STEM Education is an attempt to transform
the typical teacher-centered classroom by
encouraging a curriculum that is driven by
problem-solving, discovery, creative
thinking and exploratory learning. This
requires students to actively engage in
situations that will facilitate finding
solutions to problems.
(Fioriello, 2011; Morris, 2014)
What is TVET all About?
TVET includes a range of learning
experiences which are relevant to the world
of work and which may occur in a variety of
learning contexts, including educational
institutions and the workplace. This
includes learning designed to develop the
skills for practicing particular occupations,
as well as learning designed to prepare for
entry or re-entry into further education and
the world of work in general.
(UNESCO, 2006; Morris, 2011)
“STEM Infused TVET” (SIT)
Prepare persons to contribute to and
maximize benefits from any career they
choose, even if they do not pursue
technical fields. “STEM infused TVET”
disciplines and occupations carry high
value knowledge and skills that are in
demand across many fields universally.
What will SIT achieve
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Deepening of human and spiritual values and
attitudes with a sense of self worth, self esteem
and dignity;
Development of the ability to work by oneself
and with others in a team, with integrity, honesty
and honour, with punctuality and responsibility;
Development of the ability to adapt to varying
situations; to know and understand problems and
issues;
Development of the ability to work out solutions
scientifically and creatively;
What will SIT achieve
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Development of the ability to resolve conflicts
peacefully;
Providing a good grasp of the reality of the
world, of oneself and of others;
Providing some general knowledge and with
specialization in some field of area of work;
Development of the aptitude and ability to
continue learning and pursuing lifelong
education in a learning society.
(Quisumbing, 2005; Morris, 2014)
Effects of Decline in STEM
Disciplines
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Lack soft skills in communication, critical
thinking and teamwork;
Lack of technical knowledge and skills;
Loss of highly skilled workers;
Increase untapped pools of talents across the
world;
Low output of scientists and engineers to
meet the demands of the world of work;
Increased importation of technical skills;
Rise in un-employment;
Decline in economy.
Building a Strong SIT System
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Accept the STEM philosophy;
Apply an interdisciplinary approach to the
education system;
Align STEM & TVET with workforce needs;
Include time for both inside and outside of
school activities;
Promote intergenerational learning within the
family and community;
Provide opportunities for students to interact
with real world problems and the world of work.
Inspiring and Fostering a SIT Culture
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Begin at an early age;
Dismiss the perception of TVET as low quality
education;
Upgrade infrastructure where required;
Invest in teacher training & curriculum upgrades;
Apply regulatory mechanism;
Development oriented – economic, social;
Include flexible pathways;
Apply planned principles: regionalism, etc;
Apply inclusivity;
Promote programmes.
STEM Academies
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Combine academic and technical training in the
preparation of students for a variety of postgraduation choices;
In the US, STEM Academies were established to
deliver programs which are designed to expand
options for the general student population to access
STEM, literacy and other critical skills;
Provide students opportunities to combine academic
and technical training which prepare them for a
variety of post-graduate choices such as entry-level
jobs, advanced technology training, college or
university studies.
STEM Academies in Jamaica
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Expansion of Technical High Schools (THS) in the
1960s was for implementing STEM as critical
education for national development;
Study the outcomes of the implementation of THS
in the Jamaican Education system (100 years).
Implement appropriate regulatory mechanisms and
institutional support
Note that investment in dedicated STEM institutions
is high cost and may constitute a challenge
Introducing STEM academies in THS may be a good
option
STEM Approved Institutions in
Jamaica
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Develop framework for STEM approved institutions
Development based on established standards and
regulatory mechanism;
Apply multi-level approach
Voluntary, self paced implementation of STEM in
schools;
Inspect institutions and provide support for
development upon request;
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Certify institutions when standards are met;
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Provide incentives for STEM institutions.
Components of a STEM Approved
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Framework
Criteria for
Approval
National STEM
Curriculum
needs
Funding &
Incentives
Partnerships
STEM
Approved/Certified
Institution
Certification
and recognition
SWOT, Quality
Assurance
Management
Advocacy,
Promotion
Components of a STEM Approved
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Framework
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A “STEM Approval” management system;
A mechanism to determine critical training needs –
conduct front-end analysis;
A system for developing and implementing the STEM
curriculum;
A system for evaluating critical system training
mechanisms;
A system for determining the quality of training staff
and other personnel;
A system for facilitating applications from
institutions to participate;
Components of a STEM Approved
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Framework
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Criteria for approval of institutions;
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Mechanism for advocacy, publicity and promotion;
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A mechanism for establishing partnerships with
Industry/commerce;
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Creating/identifying incentives for institutions;
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Access to funding for continuous development;
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An established system for SWOT analysis;
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An established system for recognition and
certification;
An established mechanism for quality assurance.
Characteristics of a Typical
STEM Certified Institution
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Acceptance of STEM philosophy
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Programme goals
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Programme objectives
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Established criteria
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Explicit programme and course descriptions
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Work-based experience
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Well articulated career STEM specific pathways
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Established benchmarks for graduates
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Explicit sustainability strategies
Characteristics of a Typical
STEM Certified Institution
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Manageable schedule
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Adequate funds and appropriate facilities
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Appropriate materials & equipment to
accomplish programme goals and objectives.
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Qualified instructors and management staff
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Graduate follow-up mechanism.
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Programme evaluation process
Indicators of Quality SIT
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Investment in training of teachers and trainers
Participation rate in programmes
Completion rate of programmes
Placement rate of programmes
Utilization of acquired skills at the workplace
Increased innovation and useful inventions
Low unemployment rate
Prevalence of vulnerable group in programmes
Mechanisms to identify training needs of the
labour market
Schemes used to promote better access
Quality Components for SIT
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Vision, mission, and objectives.
Curriculum and teaching-learning delivery
Learners, support of learners, and graduates
Staff management and development
Budget and funding sources
Facilities and Environment
Management of information system
Public relations and marketing
Quality assurance system
Enhancement of invention and innovation and
promotion of community.
Jamaica’s Demand for SIT
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Development of:
Tourism infrastructure
 Infrastructure for health care
 Sports facilities
 Transportation facilities
 Agriculture infrastructure
 Information technology infrastructure
 Creative problem solving focused inventions
 Mining and manufacturing sectors
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TVET without STEM
What did we learn from this
Presentation?
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What is STEM education about?
What is TVET about?
What is “STEM infused TVET” (SIT)
What will SIT achieve?
The Effects of decline in STEM disciplines
How to Build a strong SIT system
Inspiring and fostering a SIT culture
Information on STEM Academies
Establishing STEM academies in Jamaica
Establishing STEM approved institutions in Jamaica
Components of a STEM approved framework
Characteristics of a STEM certified institution
Indicators of quality SIT
Quality components for SIT
Jamaica’s demand for SIT
TVET without STEM
References
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Fernandez Roich, Cynthia. 2013. Study of STEM related issues In
Argentina. Consultant Report. Securing Australia’s Future. STEM: Country
Comparisons Australia Council of Learned Academies.
http://acola.org.au/PDF/SAF02Consultants/Consultant%20Report%20Argentina.pdf
Fioriello, Patricia . 2011. Understanding the Basics of STEM Education
http://drpfconsults.com/understanding-the-basics-of-stem-education/
Morris, Halden (2011) Will technical and vocational education and training
(TVET) guarantee economic development of Caribbean Islands?
Caribbean Educational Research Journal, 2(1)
Morris, Halden (2014) Position Paper on STEM Approved Institutions
(Unpublished paper)
Quisumbing, Lourdes R., (2005) Education for the World of Work and
Citizenship: Towards Sustainable Future Societies, Prospects, Quarterly
Review of Comparative Education, UNESCO International Bureau of
Education, Vol. XXXV, No. 3, September 2005.
Virginia Beach City Public School, The Landstown Governor’s STEM &
Technology Academy
http://www.vbschools.com/curriculum/academyprog/ta_acad.asp
See full paper for other references
THANK YOU
QUESTIONS