TABLE OF CONTENTS

Page 1. Introduction.. 1.1. 1.2. 1.3. 1.4. 2. Background .. Purpose of Evaluation .. Methodology.. Limitations . 2 2 3 3 4

Research Findings. 5 2.1 Trainees 5 Garment skills 5 Data Operations 15 Early Childhood Care and Education 22 2.2 Instructional Staff & Instruction .. 30 2.3 Management & Operational Coordination 36 2.4 Facilities.. 39 Conclusions & Recommendations 42 Appendices

3. 4.

Garmex Evaluation 2003

1. INTRODUCTION 1.1. BACKGROUND

The Garmex Academy located on Marcus Garvey drive in Kingstons industrial belt is one of a number of training institutions transferred to the HEART Trust as HEART Academies during the period 1982 to 1989. Training at the facility, formerly operated by the Jamaica Industrial Development Corporation (JIDC), was designed to address high rates of youth unemployment, while supplying trained manpower for the newly established garment free-zones of the early 1980s. By 1987 weaknesses in the garment sector became apparent, and employers complained of the low skill level and quality of workers supplied by the institution. Cultural and other differences had also emerged between Asian supervisors and their Jamaican employees resulting in a reported high turnover in the factories. This coupled with the slump in the garment sector and the resulting closure of several 807 garment factories resulted in a dramatic fall in the demand for workers in the apparel sector. In response to these and other developments, the organization has refocused its energies and introduced more technology- assisted offerings through the setting up of the Apparel Technical Centre in 1991 and diversifying its course offerings to include Information Technology, and Early Childhood Care in 1999 and 2002 respectively. The institution lists its objectives as: 1. To provide men and women with vocational training skills required by the apparel and sewn products industry. 2. To equip trainees with marketable skills relevant to the apparel and sewn products industry. 3. to provide courses in career education so that young people can be better prepared for the world of work. 4. to create a learning environment in which trainees develop the right attitude to work and become committed to excellence in their performance at the workplace. 5. to provide training in the skills which assist trainees in operating their own business. Training at the institution is delivered according to the following schedule: Level 1 Garment Construction Data Operations Level 2k Garment Construction - Mondays through Fridays, 8:00 am to 2:00 pm - Mondays through Fridays 8:00 am to 4:00 pm

Garmex Evaluation 2003

Levels 1 and 2 Early Childhood Care

- Tuesdays 4:00 pm to 8:00 pm - Saturdays 9:00 am to 5:00 pm

1.2.

PURPOSE OF EVALUATION

The evaluation sought to examine the operation and relevance of the NVQ-J levels one and two instructional programmes at the Garmex Academy and the extent to which trainees are provided with the requisite skills, knowledge and attitudes for employment. Key programme standards, enunciated as concept statements were used as the gauge against which the programmes success was measured. The programme components examined were: Trainees Instruction & Instructional staff Facilities & Equipment Management, Administration, & Operational co ordination

1.3. METHODOLOGY Data for this research were collected using a mixed method approach. Informants included trainee population (50%) sample, instructional staff (50%), and the Centre s Manager. Data collection occurred during the month of November 2002 and involved a variety of techniques designed to get the widest input and to corroborate information received. Data collection methods included: Structured and unstructured interviews. Survey randomly selected 50 percent sample of trainees present on the day of the exercise. Facilities audit Document review, i.e. Facilities Standards, statistical reports, annual training report 2000/01, training documents, Direct observation

The data were then analyzed and ratings assigned to variables in accordance with the following scale: 5 4 3 2 1 The variable is extensively present and functioning above expectations. The variable is evident and functioning as expected. The variable is limited in extent but meets major expectations. The variable is limited in extent and meets some expectations. The variable is limited in extent and functions far below expectations.

1.4 LIMITATIONS

Garmex Evaluation 2003

Limitations experienced were: 1. Data collection occurred during a period of staff unrest, leading to industrial action by instructors at this and other HEART Trust/NTA Academies. 2. A number of garment construction students were absent at the time that the sample was taken thus reducing sample size to an overall 40% of the total population in that area. 3. Approximately half of the total of the Garment construction group, had completed training and left the institution prior to the start of the evaluation exercise and are therefore not represented in the findings.

Garmex Evaluation 2003

2. RESEARCH FINDINGS 2.1. COMPONENT A -TRAINEES

2..1.1 Garment Construction (GC) Sample Profile Level One At the time of the survey, a total forty-seven (47) students were enrolled in the level one programme and were completing their twelfth and final month of training. The institution can accommodate 160 persons in this skill and is under-subscribed. Of the forty-seven students enrolled, all are female. An overall fifty percent random sample, was taken from level 1 trainees present at the time of the survey. All respondents were female. Trainees fell mostly within the 17-23 age group (61%), while the second largest group consisted of students over 38 years (22%). Most of the respondents had heard about the programme from a friend or family member (61%). None of the respondents reported that they received information directly from an officer of the Trust. Other sources of information named by trainees are the news media, and school guidance counselors each of which attracted responses of 11 percent. The institution on the other hand, identifies advertisements in the print media, career fairs, personal referrals by staff and trainees, and efforts by Regional Programme Services (RPS) as the means by which the programme is promoted. The fact that the great majority of respondents were referred to the programme by a friend or family member, underlines the significance of personal referrals and hence quality service delivery, as the best advertisement for the programme. Enrolment statistics for Garment construction at the time of the survey are as follow: Table 1: Projected and actual enrolment Garment Construction COURSE Garment (Leve1) Garment (Leve2) Construction Construction CAPACITY 160 45 ENROLMENT 47 21 % OF CAPACITY 29 47

Sample Profile - Level Two Respondents in this group were all females who had been in the program for twelve months. Most respondents were within the 17-23 age range (63%), while 25% percent were over 38 years old. The remainder fell within the 24-30 age range. This provides an interesting mix of younger school leavers and more mature adults. Persons reported hearing about the programme from different sources which were almost equally divided among Heart Trust /NTA officers (25%), electronic media (38%), friend/ family member (25%), or through a teacher at school (25%)

Garmex Evaluation 2003

Trainee Concept Statement Trainees meet programme entry requirements and are approved for enrolment as appropriate for the skill level of the training. The trainees have identified interest and aptitude with a desire to prepare for and succeed in gainful employment in the specific industry, and are satisfied with the content and conduct of their training programme. Process Variables and Related Findings Variable A1: The trainees have an occupational intent to enter the specific industry and a genuine interest in the preparation for and successful participation in the industry. GC Level 1 A review of the data shows that eighty nine percent of respondents had selected the area in which they were enrolled as their first choice of skill. This suggests a high level of interest in the occupation among those individuals being trained. Of the remaining two trainees, one had initially chosen food preparation, while the other had selected information technology as a first choice. When asked the reason why they opted for training in garment construction, trainees provided a variety of responses. The modal response was that the skill afforded them the opportunity for self- employment, as well as a genuine love of the skill. Only three or seven percent of the 41 responses received pointed to the unavailability of a preferred area as the reason for their participation in the programme. Table 2: Reasons provided by Garment Construction trainees for selecting the skill Reasons for choosing Garment Const. I want to be self-employed I like the skill Referral from friend/ family member /teacher I did well in the area at school The area(s) I like were full It is easier to get a job Other areas were full Total responses Frequency L1 L2 14 6 12 7 5 1 4 3 3 0 41 5 2 0 21

The above suggests a high entrepreneurial spirit among participants and underlines the significance of entrepreneurial training as a critical component of the skill. GC Level 2 Respondents appear to have had a desire to participate in the apparel field as six of eight respondents indicated that they had selected the field as their first choice of

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skill. As with level one trainees, most persons had selected the skill because of the perceived scope for self employment coupled with a genuine love for the skill. Rating 3.6 Variable A2: Trainees are fully guided on the objectives and format of the Instructional programme and on the job opportunities available to them on successful completion of their course of training. GC Level 1 Information received from the programmes administration indicates that a formal orientation is conducted for all new recruits. This programme takes place over a four day period between the hours of 8:00 am and 5:00 pm. Seventy-two percent of respondents indicated that they had participated in orientation exercises at the institution prior to the start of their training programme, while seventeen responded in the negative. The remainder did not provide a response. Commenting on the quality of the exercise, trainees felt unanimously that they were provided with sufficient information on the course. A much smaller percentage (56%) felt that they had been provided with adequate information on employment opportunities in the skill while twenty-eight percent responded in the negative. Sixteen percent did not provide a response. GC Level 2 When asked if they had participated in an orientation programme prior to the start of training, 63% responded in the affirmative, 13% responded in the negative, while the remainder did not provide a response. The data are not conclusive but suggest that most individuals were participants in an orientation exercise. When asked if they received sufficient guidance on the course and jobs available in the skill, the following responses were provided: Table 3: Trainee responses on the adequacy of information provided on the programme Variable Sufficient info.received on course Sufficient info.received on jobs
* no response provided

YES 7 4

NO 1 3

* NR 0 1

Rating 3.5 Variable A3: programme Trainees are satisfied with the content and conduct of the training provided at the Garmex Academy GC Level 1

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Respondents appeared to be generally satisfied with their training programme. All areas received majority ratings of good or very good. The highest ratings provided by respondents were reserved for the instructors at the center, and the management and administration of the programme. An area of concern for a third of trainees polled was the location of the Academy, which is situated in downtown Kingstons industrial belt. This factor however is beyond the control of the institution and is not likely to change in the near future. Concern was also expressed about the quality of training equipment, with a combined twenty-three percent of respondents rating the area as either average or poor. This does not by any means indicate that an average rating is synonymous with a poor rating, but simply that trainees appear to have reservations about giving their full approval, which a rating of good would indicate. Table 4: Overall Programme Ratings Ratings (%) Aspect of Programme Good/ Very good L1 L2 72 61 72 83 83 94 72 94 75 88 87 88 75 63 63 63 Average L1 28 6 17 11 17 0 28 0 L2 25 0 13 0 25 13 26 26 Poor/Very Poor L1 0 33 6 0 0 0 0 6 L2

Training material Location of Institute Training equipment Class size Treatment by instructor Teaching skill of instructors Relationship with other trainees Programme Management

13

Insight on trainee views on the programme are further seen in the reasons provided for absence. The main reason provided was illness (48%), and financial problems (13%). Also mentioned was the need to work. Four respondents (22%) indicated that they were never absent. Another interesting point is that no trainee indicated boredom or lack of interest in the course as the reason for absence. Although the response rate was high, a few trainees did not rate some of the variables identified. GC Level 2 Programme ratings provided by level two students provide a fair degree of similarity with those provided by their level one counter-parts as evidenced in the table above. While all variables received positive ratings, the highest ratings were reserved for location of the institution, equipment, and class size. The lowest comparative ratings were assigned to instructor skill, relationship with other trainees and management of the institution with the latter receiving a rating of poor from one respondent. With respect to reasons for absence when this occurred, 10 of 13 responses (77%) pointed to reasons beyond the control of

Garmex Evaluation 2003

students namely illness or financial difficulties, two persons were never absent, while one responded cited frustration as the reason for absence. Despite concerns, trainees generally felt that the programme was a good one, as eighty-eight percent of respondents indicated that they would recommend the programme to a friend. Rating - 4 Variable A4: Trainees are confident that the course provides them with the knowledge and the skills required for gainful employment in their specific area of training. GC Level 1 An overall ninety-four percent (94%) of respondents felt that the programme was providing them with knowledge and skills required for successful employment. Trainees were however more reserved when asked about their chances of finding employment at the end of the programme. The majority of the trainees (61%) felt that their chances were good or excellent, while 39% were unsure of their employment prospects on completion of the programme. No respondent selected poor or very poor as a response. It is also important to note that this group has a high interest in self - employment and may not have an immediate interest in seeking wage employment. Table 5: Response to question: Does the programmme equip you with the skills for employment in your area of training . Skill area Yes % No% Level 1 94 6 Level 2 88 12 The support respondents display for the programme is further underlined by the fact that 83 percent stated that they would recommend the programme to a friend. GC Level 2 The majority of level two respondents were satisfied that the programme provides the necessary skills and attitudes for employment. Level 2 respondents had a more positive outlook on their employment prospects with 75 percent feeling that their prospects were good or excellent, while 1 felt that chances were poor. One participant provided no response to this question. Rating - 3.8 Variable A5: Trainees maintain a rapport with staff and fellow students within the fundamentals of consistent standards of classroom behavior and a safe and conducive environment. GC Level 1 Trainees were generally pleased with the type of rapport that they enjoyed with instructors and fellow classmates. The relationship between themselves and course instructors appeared to be cordial and professional, with 83 percent of respondents expressing satisfaction with treatment by instructors. A smaller majority, that is

Garmex Evaluation 2003

seventy-two percent (72%) were pleased with the relationship shared with other students participating in the programme. GC Level 2 As indicated in table 4, seventy-five percent of respondents were satisfied with the relationship they enjoyed with instructors while 63% were pleased with the relationship enjoyed with other trainees. Rating - 3.8 Variable A6: Trainees have an awareness that education is a continuing process and are desirous of pursuing continued learning and skill development opportunities GC Level 1 The majority of respondents were desirous of continuing their education and training in order to improve their employability and skill development. Multiple responses were received from some trainees indicating a desire to pursue both higher level programmes at HEART as well as well as CXC and GCE courses. Of the total responses received, 52 percent were desirous of pursuing higher- level training at the HEART Trust/NTA, 40 percent indicated an interest in pursuing CXC or GCE examinations, while 15 percent had no training plans at the time of the survey. GC Level 2 Like their counterparts at level one, level 2 trainees have a high interest in continuing their education. Six of 8 respondents stated that they planned to pursue higher-level training at HEART, while two individuals planned to pursue CXC examinations. Rating- 4.5 General Comments and Trainee Recommendations Trainees were generally pleased with their training programme, however they identified some areas which they felt if reviewed, could improve its quality. GC Level 1
A shorter school day with instructional hours from 8:00 am to 2 pm or from 9:00 am to 1:00 pm instead of the current 8:00 am to 4 pm arrangement. Better time management and better communication between management and instructors for more efficient delivery of training. Better equipment and more training material

GC Level 2

More teachers and equipment More computer exposure Financial assistance to trainees

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 Shorter course with more focus on the skill at the outset More practical teaching sessions and use of more varied instructional techniques

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2.1.2 Data Entry and Early Childhood Care Education and Development (ECCED) Sample Profile The sample consists of trainees at two levels in two skill areas as shown below. Level 1 Level 1 Level 2 Data Operations - 6 months in the programme Early Childhood Care and Development (ECCED 1) 7 months in the programme Early Childhood Care and Development 7 months in the programme - (ECCED 2)

The total number of trainees for the analysis Level One Data Operations Level one ECCED 1 Level Two ECCED 2

is given according to skill area. 28 14 18

The HEART Trust/NTA requires that any individual wishing to participate in the programmes offered by the Agency must attain a minimum age of seventeen. There is no upper age limit. In keeping with this requirement the ages range from 17 to 38 and over. Detailed in Table 6 below is the age ranges of the respondents. Table 6: Age and gender of trainees interviewed Programm e Data Operations ECCED 1 ECCED 2 Total Leve l 1 1 2 17 - 2423 30 M F M F 1 0 1 0 1 2 3 1 5 3 1 1 5 3137 M F 1 6 3 1 0 Over 37 M F 1 1 1 4 14 19 Total

28 14 18 60

Approximately forty-two percent (42 %) of the programme participants were in the age range of 17-23. Twenty-two of the twenty-eight trainees in the Data Entry Level One programme fall within the 17-23 age group. The contrast is in the ECCED 2 where there was no trainee in the 17-23 age group, whereas the majority fell in the higher- end age group. There were three trainees in the 17-23 age group in the ECCED 1 programme.

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It is commonly felt that Data Operations is a very popular skill area to which many of the younger age group tend to aspire and maybe this sample supports that view. On the other hand the Early Childhood Care Education and Development programme sought to attract individuals who were mainly practioners in the Early Childhood system. It seems natural therefore, that the majority of trainees in the Early Childhood programme would fall outside of the younger age range. With regard to gender distribution, all the trainees in levels one and two Early Childhood programme were females. The Data Operations programme shows a more balanced distribution of ten male and twelve females Data Operations Level One Variable A1: The trainees have an occupational intent objective to enter the specific industry and genuine interest in the preparation for and successful participation in the industry. The question What was your first choice of skill area when you applied for training through the HEART Trust/NTA? was posed to solicit responses from those completing the questionnaire. The responses are shown in table. Table 7: Trainees first choice of skill area Responses SL TOPS Information Technology Computer ECC L 2 Computer Programming Secretarial Studies Catering Data Entry No response Total Numbe r 1 6 2 1 2 1 1 13 1 28

Thirteen or approximately 46 percent of the trainees in this skill area who completed the questionnaire were enrolled in the course they wanted to pursue as their first choice. The table shows that there were ten respondents who indicated their interest to be in the related areas of Information Technology (6), Computer (2) and Computer Programming (2). Of course, the areas of Information Technology and Computer are general and wide and one is not sure what information the respondents had to assist them to take those decisions. It is clear though, that the trainees had an occupational intent to enter the industry. Courses are not offered in Information Technology and Computer. Computer Programming is not offered at that level. Their reasons for selection are reflected in the table below:

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Table 8:

Trainee reasons for selecting Data Operations Frequency 21 11 5 20 1 3

Reasons I think it will be easier to get a job I want to be self-employed business person I did well in the skill area when I was in school I like the skill area The areas I am interested in are full Parent etc. told me this was a good area

The table shows that the main factors in their selection of skill area to be pursued are that it will be easier to get a job followed by their liking for the skill area. Of those whose first choice was Information Technology, five thought their chances of finding employment in Data Entry at the end of the course was good and one thought he had an excellent chance. The Computer and Computer Programming groups (4) show some uncertainty in finding employment in the skill area at the end of the course. Fifty percent was not sure. If we combine the responses of Data Entry with Information Technology, Computer and Computer Programming the conclusion is that twenty-three or 82 percent of the respondents had an occupational intent to enter the industry when they applied. Rating 4

VariableA2: Trainees are fully guided on the objectives and format of the instructional programme and on the job opportunities available to them on successful completion of their course of training. Responses from the respondents indicate that twenty-one (21) or 75 percent (75%) participated in an orientation programme prior to the start of the training programme. Seventy-five percent (75%) of the respondents also indicated that they received enough information or guidance on the course they are pursuing. A similar percentage felt that they have been provided with enough information about the job opportunities available in the skill area. Their perceptions on their chances of finding employment in the skill area are tabled below.

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Table 9: Chances of finding employment in the skill area Chances Excellent Good Poor Not sure Responses 4 17 2 5

From the information presented in table 9 above, seventeen respondents or approximately sixty-one percent (61%) felt they have good chances of finding employment in the skill area at the end of the course. Fourteen percent (14 %) felt that their chances of finding employment at the end of the course were excellent. Approximately seventeen percent (17%) were not sure of employment prospects, while a seven percent (7%) considered its chances to be poor. The questionnaires revealed that this group had not yet participated in work experience programme. Rating 3.6

Variable A3: Trainees are satisfied with the content and conduct of the training programme provided by GARMEX Based on the table below, fifty-seven percent (57%) of the respondents indicated that the management of the programme was very good, while a twenty-five percent (25%) thought the management was good. Table 10: Overall programme ratings- Data Operations Aspects of Programme Training Goo d 8 12 4 8 4 5 13 7 Very Goo d Training material 15 Location of Training Institution 6 Training Equipment 20 Size of Class 14 Treatment by Instructors 19 Teaching skills of Instructors 16 Relationship with other 9 trainees Management of the 16 Programme Ratings Avg. Poo r 2 7 1 3 2 4 4 1 Very Poor 1 1 2 1 2 2 2 2

Indications are that trainees are generally satisfied with all aspects of the training programme. The areas of training equipment and treatment by instructors received the rating of very

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good. The trainees however identified two areas that they felt would enhance the quality of the delivery of the training programme in the courses being pursued. These are tabulated below and show that the majority of the group felt that the course should be of a longer duration and they should be exposed to more work experience. Table 11: Suggestions for improving the programme from Data operations Trainees Suggestion Lengthen course More work experience More training material Better training equipment % 75 61 10 10

Although seventy-five percent suggested that the duration of the course should be longer, yet not sufficient reason or explanation was given in support of the suggestion. With regard to the suggestion for more work experience, maybe this suggestion was prompted by the fact that they had not yet gone on work experience. Rating 4.5 Variable A 4 : Trainees maintain a high rapport with staff and fellow trainees within the fundamentals of consistent standards of classroom behaviour and a safe and conducive environment Nineteen of the twenty-eight trainees felt that the treatment by instructors is very good. Those who considered the rapport to be average and very poor fell in the minority. However, the minority responses in this case should not be overlooked. Rating 3 Variable A 5. Trainees are confident that the course provides them with the knowledge and the skills required for gainful employment in their specific area of training. Twenty-six of the twenty-eight respondents or approximately ninety-three percent (93%) felt that the programme was providing them with the skills they need to get a job. As far as the good work attitude and ethics for the job are concerned, twentysix of the respondents responded positively. Overall, the trainees interviewed have shown a high level of confidence in the training programme they are pursuing. Based on the responses, it is very clear that the respondents are confident that the programme is providing them with the skills necessary for employment. It is interesting to note, however, that at the same time just a little over fifty percent of the same group felt they had a good chance of obtaining employment.

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Rating

4.5

Variable A 6: Trainees have awareness that education is a continuing process and are desirous of pursuing continued learning and skill development opportunities The majority of trainees interviewed have indicated plans to pursue advanced training. This suggests that there is an awareness among the groups that education is a continuous process and that advancement requires continued learning and skill development. The trainees pursuing the Data Entry programme indicated the following response frequency: seventy-eight percent (78%) revealed plans for further training through the HEART Trust/NTA higher level learning programme. sixty percent (60%) indicated their intention to undertake studies at the GCE/CXC examination level. Twenty-eight percent (28%) indicated their intention to further their education at the College/university level. There was a seven percent (7%) who at the time of the interview did not reveal any plans to pursue advanced training. The high percentage of respondents seventy-eight that has indicated their plan to pursue further training through the HEART Trust/NTA is of interest. It would also be of interest to have an idea of the courses to be pursued through the HEART Trust/NTA as well as the reasons for the decision. One speculation could be the economic cost of training through the HEART Trust/NTA. Rating 4 TRAINEE RECOMMENDATIONS Provide more practical training. More training equipment and training material Lengthen the training course

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2.1.3 Early Childhood Care Education and Development ECCED Level 1 Variable A1 The trainees have an occupational intent objective to enter the specific industry and genuine interest in the preparation for and successful participation in the industry. There were fourteen participants pursuing training in this skill area. They provided the following responses regarding their first choice of skill. Table 12: First choice of skill among ECCED Level 1 trainees Responses Information Technology S L TOPS Computer Machine Mechanic Early childhood care No response Total Numb er 1 1 1 1 9 1 14

Sixty-four percent (64%) or nine (9) of the fourteen respondents indicated that their first choice of skill area when they applied for training through the HEART Trust/NTA was the area they are now pursuing. There was one respondent in each of the following areas - Machine Mechanic, Information Technology, Computer and SLTOPS. Their reasons for selection of skill areas are shown in the table that follows. Table 13: Reasons for selecting Early Childhood Care Education and Development Reasons for selection I think it will be easier to get a job I want to be a self-employed business person I did well in the skill area when I was at school I like the skill area The areas I am interested in are full Parents etc. told me this was a good area Level 1 3 2 1 13 3 Level 2 3 4 15 4

The nine respondents whose first choice was EECD were unanimous in their reason for selection of the skill area they are now pursuing, that is I like the skill area.

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Five of the nine considered they had excellent chances of finding employment in the skill area at the end of the training. Four felt their chances of finding employment were good. Of those whose first choices were otherwise they thought that at the end of the course their chances of finding employment were excellent (2), good (1) and not sure (1). It is very clear that the trainees in the Level One programme have an occupational intent to enter the Early Childhood Sector and a genuine interest in the preparation for and successful participation in the programme. ECCED Level 2 The Early Childhood Level Two sample had a complement of eighteen (18) respondents. Of this number sixteen (16) indicated that they were pursuing their first choice of skill area when they applied for training through the HEART Trust/NTA. There were two no responses. As shown in table 13, the majority have indicated that they like the skill area. The reason given is similar to that of the ECCED 1. This is of significance for this particular skill area. In addition, ten of the eighteen respondents felt that they have an excellent chance of finding employment at the end of the training course, ten felt that their chances of finding employment were good and there were two no responses. It is very evident that this group of trainees has an occupational intent to succeed in the sector. Variable A 2. Trainees are fully guided on the objectives and format of the instructional programme and on the job opportunities available to them on successful completion of their course of training ECCED Level 1 Thirteen of the fourteen trainees indicated that they participated in an orientation programme. All participants registered their participation in the work experience programme. Ten or seventy-one percent (71%) felt that the quality of the work experience was very good and approximately 29 % felt that the quality was good. The following were some of the responses from the Level One trainees/respondents in relation to the work experience programme: Child development became more meaningful Provided the opportunity to apply knowledge Gained confidence Hands-on experience Supervisor was accommodating Seven respondents felt they have excellent chances of finding employment at the end of the training course, whereas five felt that their chances were good. Two
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were not as positive as they were not sure of their chances of finding employment at the end of the course. Responses revealed that 58% of them felt that they received enough information/guidance about the course they are pursuing. Approximately 55% felt they were sufficiently informed about job opportunities available in the skill area. Rating 3.8 ECCED Level 2 Fifteen of the eighteen respondents indicated that they participated in an orientation programme. Two did not participate and there was one no response. Fourteen participated in work experience, two indicated they did not and there were two no responses. Six or approximately thirty-three percent (33%) rated the quality of the work experience as very good, another thirty-three percent (33%) saw the quality as good, and two considered it to be average. There were two no responses. The following were some of the comments from the trainees/respondents. Informative and challenging Eye opener Changed my personality Gained better teaching skills Hands- on experience Eleven respondents felt they have excellent chances of finding employment and six thought their chances of finding employment were good. There were two no responses. Twelve revealed that they received enough information/guidance about the course they are pursuing. Approximately twenty-two percent (22%) felt they did not get enough information about the course. Fifty percent (50%) of the group felt they were sufficiently informed about the job opportunities in the sector. Rating 3.5

Variable A 3: Trainees are satisfied with the content and conduct of the training programme provided by GARMEX ECCED Level 1 Nine of the fourteen trainees/respondents indicated that the management of the programme was very good, whereas five felt that the management was good. The teaching skill of Instructors was rated by thirteen of the eighteen trainees as very good. Training materials received a rating of very good from five trainees. Fifty percent (50%) felt that the location of the training institution was good and the size of class was noted as very good by eight respondents. All the respondents recorded that they would recommend the programme to a friend. Their decision to recommend the programme could be influenced by their level of satisfaction.
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Following are programme.

the

recommendations

that

they

believe

could

improve

the

Instructors for support subjects (maths in particular) to be available for the duration of the course Resource room to be set up More time for computer classes

As far as the management of the programme was concerned three respondents gave it a very good rating, four gave it a good rating and seven an average rating. There were two who considered the management to be poor. The majority considered the management to be average. The majority (Ten) of the trainees/respondents rated the teaching skill of the instructors to be good and six considered it to be very good. The size of the class received an excellent rating from ten of the respondents and another four rated it to be very good. The training material was considered excellent by six members of the group and a similar number thought it was good. An average rating came from four and one respondent gave a rating of poor. Sixteen respondents indicated that they would recommend the programme to a friend. There were two no responses. Trainees identified the following areas that they thought could improve the quality of the programme. Rating 4 Immediate assessment after work experience Feed back on trainee grades/results as soon as papers are marked The need for a permanent teacher of mathematics Resource Centre needed Library needs more books/materials

Variable A4: Trainees maintain a high rapport with staff and fellow trainees within the fundamentals of consistent standards of classroom behaviour and a safe and conducive environment ECCED Level 1 Twelve of the fourteen trainees felt they have a very good relationship with the instructors. Sixty-four percent (64%) of the group felt that the relationship with other trainees is very good. Rating 3.8 ECCED Level 2

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As far as the treatment by instructors is concerned fifty percent (50%) felt that the treatment was very good, an approximate thirty-three percent (33%) felt it was good and two or 14% respondents thought it was average. Approximately eighteight percent (88%) thought they enjoyed a good relationship with the other trainees. Rating 3.5 Variable A5: Trainees are confident that the course provides theme with the knowledge and the skills required for gainful employment in their specific area of training. ECCED Level 1 Thirteen of the fourteen respondents indicated that the programme is providing them with the skills they need to get a job. All respondents stated that the programme is providing them with good work ethics for the job. Some of the explanations given are stated below: Better understanding of children How to work with peers Value of work ethics/attitude Awareness and professionalism Development of the total child Better equipped to deal with children Responsibility

The trainees have indicated a high level of confidence in the training programme they are pursuing. Rating 4.5 ECCED Level 2 Twelve of the eighteen respondents indicated that the programme is providing them with the skills they need to get a job. Sixteen stated that the programme is providing them with good work ethics for the job. Some of the explanations given are: Better prepared for the job Better professionals and educators Better facilitators

From their responses, the trainees have indicated a high level of confidence in the training programme they are pursuing. Rating 4

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Variable A 6: Trainees have awareness that education is a continuing process and are desirous of pursuing continued learning and skill development opportunities. ECCED Level 1 The analysis has shown that generally the trainees have indicated plans to pursue continued learning and skill development. It appears that the group is aware of the importance of life-long learning. The following response was observed: Seventy-two percent (72%) registered their plans to pursue further training through the HEART Trust/NTA higher level programmes. Those opting to pursue CXC/GCE fell at fifty-seven percent (57%) Another fourteen percent (14%) indicated an interest to pursue training at the tertiary level The highest response frequency came from those wishing to pursue further training through the HEART Trust/NTA higher -level prograrmme. Rating 4 ECCED Level 2 The trainees responded in the following sixty-one percent (61%) want to pursue higher level HEART Trust/NTA programme. A similar percentage shows an interest in the pursuit of CXC/GCE examinations. An approximate twelve percent (12%) have indicated their intention to pursue tertiary level education. Eleven respondents indicated their plan to pursue training through the higher level HEART Trust/NTA programme and another eleven at the CXC/GCE examinations level. Pursuing a degree programme and entering a tertiary institution were the priority of three respondents. Rating 4 TRAINEE COMMENTS AND RECOMMENDATIONS Resource centre need to be established Instructors for support subjects to be available for the duration of the course Immediate assessment after work experience Immediate feedback on grades/results as soon as papers are marked Improved library resources

COMPONENT B - INSTRUCTION & INSTRUCTIONAL STAFF

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Concept Statement The instructional staff of the training programmes possess relevant educational, technical or vocational qualifications, professional preparation, and actual work experience necessary to be effective instructors in delivering training to meet certification requirements, and for their continued professional growth and development. Sample profile Information was collected from a total of sixteen instructors delivering level one and two programmes. The distribution of respondents participating in the survey is as follow Data Entry -3 Support Subjects - 2 Early Childhood Education - 3 Garment Construction - 5

Three instructors did not indicate their skill area. Process Variables and Related Findings Variable B1: and has The instructional team is academically and professionally qualified

actual industry training and experience relevant to the areas of instructional responsibility. One important objective of the organization is to ensure that all its programme instructors possess academic qualification at the degree level. Of the sixteen (16) instructors surveyed, seven or 44 percent possessed qualification at the university level while the remaining 56 percent were trained either at the VTDI or at teachers college. Of the latter group eleven (11) instructors were involved in academic pursuits at the time of the survey with eight pursuing degree programmes in Education, Counseling, Business Administration or Computer Studies. Most instructors had served at the institution for over four years suggesting a fair degree of stability. Instructors also indicated good levels of industry exposure in the skill area for which they were instructors. Based on the survey results, fourteen (14) of the sixteen (16) instructors possessed industry experience in excess of two years. One instructor possessed less than two years industry experience in the skill while the remaining respondent provided no response to this question. Rating 3.5 Variable B2: The instructor/trainee ratio is adequate to ensure efficient and effective instructional programmes. The instructor to trainee ratio at the institution is 1:20 for level one programmes and one instructor to 15 trainees for level two programmes. These ratios are

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considered satisfactory as they are consistent with the accepted HEART Trust /NTA ratio of 15-20 trainees per instructor. A total of thirty- three instructors (including one Guidance Counsellor) are employed at the institution. Planned and actual enrolment at the institution in the programmes reviewed are as follow: Table 14 : Enrolment Level One Programmes Planne Actual d Garment construction 160 47 Data operations 80 87 Early Childhood Care 60 63 Customer service 20 16 Drapery making 20 0 TOTAL 80 69 Level 2 Programmes Garment construction 45 21 Early Childhood care 45 76 TOTAL 90 97 A total of forty-six (46) students from the skill areas of Garment construction and Customer service, completed training and exited the institution prior to the survey. The views of these individuals are not reflected in the findings. Skill area Rating - 4 Variable B3: The instructional staff has a thorough knowledge of teaching methods and techniques and utilizes a variety of such to maintain effective, teaching and trainee interest. Instructors identified a variety of teaching methods employed in the classroom. The methods identified were appropriate both to the age and skill being taught, however some instructors felt that the absence of audio-visual aids hampered them in their instructional delivery. Rating 3.5 Variable B4: Where appropriate, the training schedules of the various training groups are adequate to provide the necessary experiences and instructional activities. The courses at the institution appear to be well organized and the scheduling of theoretical and practical sessions appears to be in order. All instructors with one exception, (one indicated a desire for more practical sessions) appeared satisfied with scheduling arrangements. A number of trainees from garment skills expressed dissatisfaction with the current instructional hours and suggested a shorter study

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day (see page 8 under Trainees) while a number of trainees from the early childhood programme expressed a desire for more instructional hours. Rating 4 Variable B5: The instructional team possesses a strong belief in the benefits of v ocational education and personally supports the nature and purposes of vocational education and the training program. The majority of instructors surveyed provided positive feedback on the value of vocational education and training. This can only redound to the benefit of the students they instruct. A few instructors did not provide clear views on what they saw as the benefits of vocational education and training and this may suggest a lack of awareness of its place, or a lack of commitment to the concept. In either case it is unlikely that a positive or strong messages on its value will be transmitted to the trainee by those individuals. Rating 3.5 Variable B6: The instructional team is actively involved in curriculum and instruction development and revision. None of the instructors surveyed indicated that they were involved in curriculum development or review at the committee level, however fourteen (14) respondents indicated that they provided feedback on their questions or concerns to their supervisor. Of the remaining two respondents one stated that he/she did not have a role while the other did not provide a response to this question. Rating 3.5 Variable B7: Resource persons are used in the instructional activities as a method to enhance instructional interest and to build job interest through demonstrations and exhibits of skill and expertise . The institutions manager has reported that external resource persons/ guest lecturers are used during orientation exercises, as well as at seminars conducted at intervals during the course to deliver specific topics, as well as to build interest and foster greater awareness of the industry, the occupation, as well as the expectations of the market. Field trips are sometimes arranged to support this objective. Rating -3 Variable B9: Instructional supplies are available and adequate to enable the teaching/learning activity to progress without undo hindrance . Instructors generally felt that satisfactory supplies of training material were available to support the teaching/learning process. Of the sixteen instructors

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surveyed, ten (63 %) were satisfied while four (4) were not. The remaining two (2) persons provided no response to this question. The table below provides a summary of ratings provided for this and other critical areas related to the practice of the competencies stipulated in the curriculum. Table 15: Facility and Equipment Ratings Programme Area Critical equipment available Equipment is functional Equipment is relevant to course needs Equipment is satisfactory for the practice of critical skills Maintenance arrangements are satisfactory Training supplies are readily available Sufficient hand tools are available
NR * No response received

YES 14 15 14 11 12 10 11

NO 2 1 2 5 2 4 3

NR* 0 0 0 1 2 2 2

Rating: 3.8 Variable B 10: Assessment and certification procedures Most of the instructors who provided responses to this question were dissatisfied with either the content or conduct of the NCTVET examinations. Twelve (12) of sixteen (16) instructors provided a response to this question. Of this group a disturbing 75 percent indicated dissatisfaction with the examinations, while 25 percent expressed satisfaction. Calculated as a percentage of the total sample, 56 percent expressed dissatisfaction, 19 percent expressed satisfaction while 25 percent did not express an opinion. Most of the concerns expressed related to test items not being properly written, dissatisfaction with the content of the challenge test, and dissatisfaction with arrangements for external assessors. Problems identified by Instructors Inadequate computer and internet facilities. Low literacy/comprehension level of trainees Low salaries Inadequate space in classroom Insufficient training material in some areas Limitations of the curriculum in Early Childhood education Discomfort due to heat Absence of sufficient learning aids

Instructor Recommendations Improve staff access to computers and printers Increase practical sessions Improve staff remuneration

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Make more learning aids available e.g. multimedia projector

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COMPONENT C CORDINATION Concept Statement

MANAGEMENT

ADMINISTRATION

&

OPERATIONAL

The collaboration between programme and agency personnel provides an effective management and administrative structure for the development and delivery of the training programmes. General comments The structure of the institution has a manager at the head, supported by a deputy manger in charge of training and 33 instructors. At the time at of the review, there were three vacancies among the instructor corp. namely Librarian, Senior Guidance Counselor and Information Technology. It was reported that these vacancies were temporarily filled through active acting appointments while the recruitment is conducted. Process Variables and Related Findings Variable C1: attention and address identified issues. The programme is open to all individuals who meet age and academic prerequisites, and who display an interest in the various skills offered. Traditionally, garment skills, the institutions core programme offering, has attracted primarily female applicants, however the institution has diversified its skills to include data operations which currently accounts for most of the male enrolment. The institution also has an existing memorandum of understanding with the Jamaica School for the Deaf to allow these JSD students to access skills training at the institution. Rating 4.5 Variable C2: The public relations efforts for the training program builds and maintains interest of the industry as well as trainees and prospective trainees. The institution has an active relationship with the community, which is manifested in a number of outreached projects including: Partnership with JAD for training of hearing impaired students Customer service training for community schools Training programes in Greenwich Town community in parenting, communication and information technology. Partnership with Kingston Restoration Company (KRC) for the provision of training to inner- city residents. Gender equity and special needs populations receive appropriate from the management and administrative group to remove barriers

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The institution is also actively involved in the establishment of the first Apparel Manufacturer and Designers Association. Rating 4.5 Variable C3: The management and administrative units provide leadership in implementing procedures, systems and approaches which create acceptable levels of satisfaction and motivation among instructional staff. Satisfaction levels among instructors appeared to be high and there is evidence of good team spirit. Staff meetings are held monthly and staff appraisals are conducted on a regular basis. Fourteen (14) of the sixteen instructors surveyed indicated that they participate in planning sessions for the programme while two (2) responded in the negative. Staff members (and the majority of trainees surveyed) were generally pleased with the management and administration of the programme. Rating 4

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Variable C4: Trainee progress records are maintained to assist in analyzing instructional needs of individual trainees and to record achievements., . In addition to records kept by instructors, trainee progress records were observed in the training areas. These records reflect the various grades attained by trainees during the life of the course thus allowing instructors to quickly identify performance trends and take corrective action where necessary. Rating 4

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COMPONENT D -FACILITIES AND EQUIPMENT Concept Statement The instructional program utilizes a quality school site and, where appropriate, inplant facilities and equipment to provide the trainee with an opportunity to develop realistic skills in the actual work environment as prescribed in the program objectives and curriculum. In rating the quality of teaching facilities, instructors provided the following responses. Table 16: Facility and Equipment ratings Factors Workshop is adequately equipped with machines Equipment is in good working order The equipment is relevant to course needs The equipment allows for the practice of critical skills Arrangements for equipment maintenance are satisfactory Training supplies are readily available Hand tools are available in sufficient quantity
* no response was provided

YES% 88 94 88 69 75 63 69

NO % 12 6 12 31 12 25 19

NR *

13 12 12

The overall response provided by instructors, suggests a fair level of satisfaction with the tools provided to facilitate training. It is significant however, that for every factor examined there is a corresponding percentage of the instructor corp, which expresssed dissatisfaction. Instructors for the most part, agreed that the equipment is in good working order, and accorded this area the highest satisfaction rating. The lowest comparative ratings were reserved forty the availability of hand tools and training supplies. With respect to outright dissatisfaction, the highest levels were assigned to the adequacy of the equipment for the practice of critical skills. This rating is interesting, given the level of satisfaction expressed with other related areas. No explanation was provided by the respondents who provided the negative ratings. However discussion with the manager suggests that trainees are sometimes required to share machines when certain specialized aspects of garment skills are being taught. This is an area which requires further exploration to see how the requirements of management and /instructor can be balanced to improve the teaching experience Process Variables and Related Findings Variable D 1: support the of the The defined program spaces and related areas are sufficient to instructional activities, are suitable for the intended purposes, are conducive to effective teaching and learning and fulfill the demands

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curriculum. Workshops were fairly well laid out and were equipped with the major tools required for programme delivery. Work areas were easily identifiable and were appropriately marked. The computer lab is spacious and air-conditioned. Sewing areas are also well laid out and equipped. With respect to the Early Childhood programme, there is some concern about overcrowding in the training area. Excessive heat has also been identified as a problem due to the type of roofing material used in this area. At the time of the evaluation work was in progress on a resource room, which will enhance the delivery of early childhood training once it is completed. Rating 3.5 . Variable D 2: Instructional equipment replicates the actual equipment used in the industry and is sufficient to fulfill the curriculum requirements. Instructional equipment for the most part replicates that used in industry. Trainees and instructors surveyed, expressed satisfaction with the relevance of the equipment being used. The completion of the resource room for early childhood training, will greatly enhance the programmes facilities. Rating 3.5

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Variable D3: Audio-visual equipment and other teaching aids are available to the staff as needed for instructional programming . Instructors use both conventional as well as technology- aided approaches to training delivery. Some instructors felt restricted by the absence of a multimedia projector to aid their instructional delivery. A few instructors identified the need for internet access and photocopying facilities to improve preparation. Rating - 3 Variable D 4: support The instructional facility has adequate lighting and ventilation to instructional program activities. Lighting and ventilation in instructional areas were observed to be very good. Rating -4 Variable D 5: Preparation areas are provided for the instructional team and provide effective lighting, ventilation and are acoustically satisfactory. A staff room/preparation area exists for instructors. This room is air-conditioned and is well lit. Preparation areas are also available in instructional areas. A few instructors spoke of the need for internet access and photocopying facilities to improve preparation Rating- 4 Variable D 6: facility appropriate educational environment. The facility was observed to be very clean and attractive. Bathrooms were observed to be in good condition and the atmosphere at the institution was found to be very conducive to learning Rating 4 Variable D 8: Provisions are made to safeguard the facilities and equipment from theft and damage. Workshops appeared to be very secure. A manned security post was also observed at the entrance to the facility, and checks are conducted on vehicles entering and exiting the compound. Orderliness, cleanliness, sanitary conditions and attractiveness of equal the demands of the industry setting and provide and

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Rating - 4

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3.0. CONCLUSIONS & RECOMENDATIONS The Garmex Academy appears to be well kept and well run. Both staff and trainees appear to be generally satisfied with the delivery of the skills being taught as well as the management and administration of the various programmes. The institution has made a creditable attempt to maintain its relevance in the face of a declining apparel sector, and its courses in Data Operations and Early Childhood Care are oversubscribed. There is also ample evidence that the facility enjoys a meaningful and healthy relationship with the community it serves. Positive features identified were: 1. 2. 3. 4. 5. Excellent community outreach programme Proactive management Qualified competent staff Well kept surroundings Motivated students

With respect to areas of concern, a noticeable issue is the under- utilized garment construction facilities - notwithstanding the great popularity of evening/weekend programmes in sewing-based skills such as drapery-making which attracts a more mature, working group. Another issue is that of communication which surfaced repeatedly in all training groups surveyed. Although this did not create a negative rating of the institution, it is still an issue that requires further investigation by the institutions management team. Other weaknesses identified are:

Absence of resource centre for early childhood training Inadequate library facilities Insufficient practical sessions Greater computer access for programme instructors

The major recommendations are: 1. Review of delivery hours for Garment construction and Drapery Making day programmes. A shorter day might attract more participants who are engaged in income generation activities who need a skill but are unable to devote a full day. 2. Complete and equip resource room for Early Childhood Care. Insufficient resources was identified as an inhibiting factor, however this center will greatly enhance the delivery of the skill and should be pursued as a priority. 3. Review existing arrangements to see how greater computer access to instructors can be facilitated.

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