Education in the Commonwealth

2310-1806 (online)
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Throughout the world, education is being reconsidered, restructured and replanned in an effort to increase the effectiveness, quality and relevance of educational systems. This series draws together material on selected topics of wide educational interest in order to promote the interchange of ideas and information among individuals, institutions and countries.
A Survey of Technician Training in Commonwealth Countries of Asia

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R. Dasgupta
01 Jan 1976
9781848592407 (PDF)
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  • Foreword

    At the Fifth Commonwealth Education Conference held in Canberra in 1971 it was agreed that the Commonwealth Secretariat should study facilities in Commonwealth countries for the acquisition of practical experience in industry for students training to be technicians. For the developing countries in particular, the role of the technician and his education and training - both in educational institutions and in industrial and allied organizations - are vitally important. These countries are implementing massive programmes of industrialization with the aim of becoming increasingly self-sufficient in the manufacture of engineering and consumer goods, raising the productivity of agriculture, and building a society appropriate to their national, social and economic goals.

  • Introduction

    The basic purpose of this enquiry, which arose from recommendations made at the Fifth Commonwealth Education Conference held in Canberra in 1971, was to consider the problem of providing practical training in industry and commerce for technicians and their equivalent, so as to determine its shape and characteristics and make suggestions as to how it might be alleviated. In carrying out that assignment I therefore focused my attention on three major topics, namely, training needs, training opportunities, and the suitability of the available training. For the first of these topics I concentrated on courses of education which require complementary practical training, and tried to build up pictures of the needs, in terms of subject and level, over the next two or three years, and to estimate the trends.

  • Bangladesh

    As there were only three polytechnics in 1961, it can be seen that the expansion of technical education has been considerable. Polytechnic education now reaches most parts of the country.

  • Hong Kong

    Education in Hong Kong was initially the result of voluntary and philanthrophic efforts. In this initial period two prominent influences had a bearing on the social, economic and educational uplift of this British Colony, the first being traditionally British and the second being traditionally Chinese. Chinese influence is strong because the colony is very close to the Chinese mainland.

  • India

    The mere availability of science and technology does not guarantee that economic development will automatically occur. They must be harnessed to productive processes if the desired development is to be brought about. People must be trained to apply science and technology appropriately and effectively on a broad front.

  • Malaysia

    In Malaysia the National Industrial Training and Trade Certification Board (NITTCB), under the Ministry of Labour and Manpower in co-operation with the private sector, has developed national standards at basic, intermediate and advanced levels for 19 industrial trades. To assist training institutions, the NITTCB has prepared national training syllabuses for 18 trades at basic level and work is now in progress to prepare syllabuses for these trades at intermediate and advanced levels. The Board will also undertake the specification of training standards and syllabuses for other industrial trades.

  • Singapore

    Technical education in Singapore is the responsibility of the Department of Technical Education, created within the Ministry of Education in 1968. This, in itself, indicates a realization on the part of the Government of the vital importance of technical education in any country, no matter what its size. The Department of Technical Education also implements the programmes and policies of industrial training.

  • Sri Lanka

    Engineering degree courses are run in two engineering colleges with an annual admission capacity of 350 students. A technicians' diploma course of three years' duration is at present run in the Ceylon College of Technology, Katubedde, within the campus of the University of Sri Lanka. Similarly, three-year diploma courses in engineering are run at the Hardy Senior Technical Institute, Anparai, which has excellent laboratory and workshop facilities.

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