TECHNICAL SCHOOL TEACHERS

Otago Witness, Issue 3870, 15 May 1928, Page 54

TECHNICAL SCHOOL TEACHERS

ANNUAL CONFERENCE.

THE PRESIDENTIAL ADDRESS. WELLINGTON, May 8. In his presidential address at the opening of the annual conference of the New Zealand Technical School Teachers’ Association, Mr A. M‘Fadyen said the secondary schools were now introducing manual work into their courses, recognising that it aroused pupils’ interest and had an educational value equally with other subjects of the curriculum. The weak spot in our educational system has been that the bulk of the youth in schools have all been put through the same course, without taking account of the future needs of the individual,” said Mr M‘Fadyen. Many of the youth of the present day had their preparatory education and training been of a different character, might have been in a position to render valuable service in employment where at present the supply is insufficient. It is to be hoped that the committee which has been considering the revsion of the primary school syllabus has made recommendations which will counteract this evil of uniformity.” The speaker expressed his firm belief that in this matter, as in others of equal importance, there was need for a Technics’ Schools’ Board. In 1926 the Minister of Education, when referring to the establishment of such a board, considered that it would mark a step forward in the development of technical education. An effort should, be made to bring the leaders of industrv into closer contact with education. Inquiry should be made as to whether it was not desirable to formulate some scheme for bringing into the technical school all those youths who were past the primary school age, and had not yet found full-time employment. VOCATIONAL TRAINING AND GUIDANCE. WELLINGTON. May 8. Several matters of importance, including what he described as the very serious problem of vocational guidance and training of boys, were dealt with b v the Minister of Education (Mr R. A. Wright) in an address to-day to the technical school teachers. The Minister said the department Lad asked for the discussion of certain subjects and he hoped that the discussion of vocational guidance by teachers, whose profession was vocational training, might help the department to assist parents in choosing occupations for their children —whether, for example, the issue <f a pamphlet on vocational guidance for children leaving primary school, as was done last year, should be continued, and if so what amendments would render it more useful. “ I feel satisfied,” said the Minister, “ That this is a very important question, and I trust that helpful suggestions will bo made. One difficulty in connection with our young people is that very often a boy goes through a technical college course and then cannot get a job. This is a most serious business. It seems to me that the employers wil) have to help in this matter. I say quite frankly that throughout the Wellington provincial district employers have not got nearly the number of apprentices permitted bv the Arbitration Court awards. In my voung days the boot was on the other leg, and employers had too many boys. Now the position has completely changed, and they are not employing their full complement of apprentices. They should do si. This question is a very- urgent one.” The Minister also said it had been suggested that the State should teach the boys trades from the beginning and turn them out as tradesmen. That would be a huge undertaking, requiring the provision of fully-equipped buildings and factories and very large staffs. He thought that boys who were taught something more than the rudiments of a trade should be very useful to employers. As to the agricultural course in city technical schools, the Minister said that in many cases the courses w’ere not sufficiently attended. The students were chiefly country lads, and the classes did not attract enough city boys. There might be economic reasons for this, and he hoped a discussion by the conference might throw some light on a serious problem. In regard to provision for local technological examinations, the Minister said there was no reason why local departmental examinations in technology should not be. held. Referring to the place of purely vocational subjects, such as typewriting, motor mechanics, etc., in courses for holders of junior free places in technical high schools, the Minister suggested that the solution might lie in the provision of short intensive courses in trade subjects, which might also be utilised as “ try out ” courses to enable the children better to explore their own possibilities. In thanking the Minister for his remarks. the president (Mr A. M’Fadyen ) said the employers needed a great deal of education, as in the scope of technical education the weak link was the insufficient connection between the technical schools and industry.

ADDRESS ny DIRECTOR OF EDUCATION. WELLINGTON. May 9. At the annual conference of the New Zealand Technical School Teachers’ Association it was decided to bring the question of increased salaries of the second division teachers under the notice of the Minister. It was also decided to ask that in technical schools there should be one full-time assistant teacher to every 25 names on the school roll on March 1, and that the university fees of technical school teachers should be paid by the Government. The Director of Education (Mr T. B. Strong) in a short address, said they did

not claim that technical schools were all that they might be, but they were doing tneir utmost to solve the problems as they arose. Technical education was of vital importance to New Zealand In developing its industries, and the schools rormed a training ground for the intelligent workman. lie did not wish to make a sweeping statement, but there were workmen who did not take a pride in , leir . , wor k- It -was necessary that they should show initiative and pride in their work m industry as in the professions. Kvemng classes also served as a tryingout ground, for pupils might be following one occupation which was not satisfying to them, bo they attended the evening* classes to educate themselves in another vocation for which they were likely to show more aptitude. A training in character was also of importance, for what was needed in industry, as in the professions, -was honest workers. So far as the day classes were concerned, they did not worry him so much, but he admitted that the evening classes caused him some perplexity. Perhaps some of the things could be cut out and some saving made, and possibly the time had arrived when they should put their house in order. What he would like to do would be to realise the ambition of the student. Plumbers wanted to be able to do the necessary arithmetic to achieve their requirements without going into the fundamental principles of arithmetic. This was one of the perplexing things in evening classes. In some schools there were what might be called hobby classes, no doubt instituted -when students could pick and choose. He -would like the authorities to say that the student shall definitely select the class he intends to adopt. There were also the continuation classes, which had grown out of the night schools of years ago. Referring to vocational guidance, he said the Apprentices Act had done much to encourage apprentices to attend classes although whether it had been adequately availed of he was not prepared to say. There was still need for closer co-operation between the employers and the schools. Competition in industry made it difficult for firms which were not strong financially to take full advantage of the Act in employing apprentices, but he appealed to them to do all they could to employ our young people in industry, else what ■was the use of spending money in vocational training if the young people could not ultimately be engaged in industry. If the matter were viewed in the proper light he was sqre much could be done ■which would be of value to the Dominion, to the employers, and to the young people. The Chairman said that the workmen were not always to blame for the type of work they put out, bring often governed by force of circumstances. VOCATIONAL GUIDANCE. WELLINGTON, May 9. The question of vocational guidance is one of the most important subjects before the conference. The subject was introduced by the Minister of Education (Mr R. A. Wright) yesterday. The question was considered by a special committee, which submitted a long report to the conference to-day, pointing out that “ some kind of record of observations of aptitudes and of physical development and well-being is necessary throughout the whole period of the education of the child, and some kind of advice and guidance is necessary at the following stages—(a) On leaving' the primary school, as to what type of postprimary school to attend or the kind of occupation to seek; (b) during the postprimary school course; (c) on leaving the post-primary school. The report then added that the conditions tending to nullify the efforts directed towards vocational guidance were—(l) some parents consider that if a child chooses a course leading to a trade the last chance of entering a profession has been relinquished; (2) employers desirous of obtaining an apprentice of more than average ability choose pupils who have passed matriculation, this being considered a fairly stiff test; (3) employers especially in those trades requiring external manual skill choose a lad of 14 years of age (such a lad is regarded as more likely to accept methods thought to be most efficient as he has nothing to unlearn) ; (4) many employers do not accept as many apprentices as the award allows, as in times of trade depression they may become a considerable liability; also in a shop containing a large proportion of young boys much time is spent in supervision, and thus there are not enough vacancies for those completing a preliminary course at a technical school; (5) for economic reasons the boy- has often to start work at 14 years of age. (In such instances employment is chosen rather for the monetary return than for its value as training for life work.)”