It is an undeniable fact that in the wake of the CPE exams much attention was given to the high flyers to the detriment of the slow learners. It is to point out that about 30% failure was recorded every year and evidently, they were the left outs of the infernal system of the then CPE exams. Ultimately, they were admitted to the vocational schools bearing different names while the method of learning had not reckoned any changes. Several strategies were devised by different ministers of education in order to make these students function as literate being but still these students are being used as a model in the laboratory test of our education system.
In the eighties, the community schools were set up in order to accommodate the CPE drop outs and the classes were run in the evening. When the community schools failed to give the expected results, they were then admitted to the vocational schools where both theoretical and practical works were being carried out. After transiting over there they were then sent to the BSS - Basic Secondary Schools. Something went wrong again with the system and when Kadress Pillay the then Minister of Education assumed office, he wanted all the left outs to join the SSSV, that is State Secondary School Vocational, irrespective of their age, that is below eighteen years of age. Grown up students were in form one and it was catastrophic to handle them. Afterwards it seemed that the pre-vocational schools were their final destination because these students were admitted to secondary schools with the main stream students. The philosophy of equality was applied because prior to the pre-vocational: the CPE drop outs had separate vocational schools. Other names attributed to these vocational classes were the Foundation Programme, the Extended Programme and currently it is known as the Foundation Programme in Literacy, Numeracy and Skills, the FPLNS.
However, suitable strategies were not applied in order to make learning conducive. Anyhow, some assessments were carried out at random and the final exams: would not give the expected results. Language poses a real problem for them. On the other hand, the failure cycle since their schooling days is another discouraging factor in the process of learning. Frustration, anger, nervousness and restlessness are clear signs manifesting in their face. Actually, very few students could learn properly, hardly 25% of them and the cause resides in the fact that they had succeeded in two or three subjects at the CPE or the PSAC exams.
With the implementation of the nine year schooling the name from pre-vocational has been changed to adopt a new one, called the Extended Stream. On top of it they are called upon to sit for the National Exams: on pretext that an additional year is given to them to complete their syllabus. It was beyond their capacity to achieve success. Even after spending three years at the pre-vocational, it is difficult for some students to write their names and addresses properly. However, many illiterate students happened to pass their year three examinations by betting on chances that is by ticking true or false questions haphazardly and by completing matching exercises.
The solutions
Simple trade-oriented texts with full of illustrations concerning different trades can pave the way for these students to learn vocational subjects. In the absence of practical works the broad cast strategy, that is film projection through multimedia, can facilitate learning through sharp observation. Text books should be related to the video films so that learning underpinned by pictures can take place. Assume that a class is being run on hospitality, and then the best method of brain storming will be to project a film on waiter and restaurant service just to give a pre view of the lesson. Same can be applied for mechanical, electrical plumber and other trades.
In the morning some literacy and numeracy works can be carried out because the learners are attentive but once fed up with reading and writing exercises, they feel disengaged. It is why in the afternoon learning with the multimedia support will definitely motivate them to follow the class.
These students are really fed up with the academic stream. Therefore, let us not put the cart before the bull. What is in a name, the real skill resides in the learner; we have just to guide them accordingly. Can the actual programme bring a solution to this crucial problem? Besides road safety, the contents must also focus on eco-friendly components, on civic education and values. Frequent face to face classes with psychologists is paramount in order to boost up their moral. Compassion from the teachers can more or less attenuate their frustration.
In the absence of a proper follow up without any professional training these students end up their lives in vagrancy or easily manipulated by powerful persons to stir trouble in the society. Being a professional worker, he will definitely prefer to lead a peaceful life rather than to mix up with the trouble makers.
By Cassam Tupsy