Lethbridge Herald (Newspaper) - January 26, 1971, Lethbridge, Alberta
-TiMsdoy, January 2�. 1*71 - TW UTNMMMSf HBUUD - 3 Introducing vocational education By J. TANDY Catholic Central High Up until 1960 industrial arts and vocational education appeared to be identical at the high school level. When federal incentives became available for vocational educational facilities, it was believed by many that industrial arts would be replaced by vocational education. However, it became evident that these two programs were not identical even though in some cases the facilities looked the same. Industrial arts introduces the student to the view of industry being a social institution in which people are found producing our goods and services. This contributes to an understanding by the student of the organizational structure and purpose of industry. Conversely, vocational education provides the student with the specialization, concentration, and time required to gain a degree of competence in a technical or occupational skill. It is characterized by the highly motivating and successful teaching method of "learning by doing." Specifically, industr i a 1 arts is to develop desirable habits, attitudes, and appreciation of industrial methods, machines, and materials by means of laboratory experiences, with industrially acceptable machines and materials. Vocational education is to developJndustriaBy acceptable skill and knowledge and to prepare a student for direct employment in industry or apprenticeship. To achieve the specific objectives of each curriculum, industrial arts and vocational education are quite different in program length, content, availability to students, age requirement of students, standards, class size, facilities, and in the required professional qualifications of the teachers. Because of the occupational objectives of vocational education, the program should only stop when the student has acquired a level of competence that permits him to enter a trade or to a job. This requires that the student completes the total program to obtain maximum benefit from the courses. In industrial arts a student receives maximum benefit from each course he takes because the emphasis is on his growth in personal development for the time alloted for the course, and not on an occupational goal. When a student registers in a vocational education program, the content of his courses is that which is specified for a particular occupation. His program will consist of mostly shop activity with related mathematics and science for as much as 50 per cent of his school time. The content in industrial iirts is general and is one area of a general education curriculum which includes English, social studies, science, mathematics and is characterized by introducing many industrial areas to the student. In vocational education, because the vocational goal of the student is of primary concern, there can be some screening of students to ensure that candidates of suitable personality, physique and mechanical aptitude are registered m the program. All comers are acceptable in industrial arts and there is evidence that those with a maximum of mechanical ability may receive the maximum of benefit. The age of the student must be considered. Industrial arts programs in Alberta may begin as early as grade 7. Vocational education is not introduced at this early age because it is unlikely that the student can make a decision on bis personal vocation, and so the program is reserved for high school stu- Standards in vocational education are generally rigid and imposed on the school curriculum by the requirements of industry. Standards in industrial arts, on die other band, are more flexible. An industrial arts program can give consideration to individual differences when a degree of competence in an industrial skill is not a major consideration. Also, a closer relationship between school and industry must exist for vocational education than for industrial arts, because the voca- tional education program must change as the needs of industry change. Industrial arts programs must also be aware of the changing needs of industry but only to the extent that tins be considered as a secondary feature of the program. The sizes of the classes may vary considerably. Vocational education courses are usually limited to fifteen students so the teacher can give individual assistance to ensure that the students acquire industrially acceptable skills. Industrial arts classes ar? us/tally of twenty students, but when facilities are adequate, this number can be exceedej. Much of the instruction can be given to a group . d t.ic student's growth in per- smal -'svelopment is achieved with less individual instruction. Although it appears that the facilities for these two programs are identical, it must be emphasized that vocational education shops be as close to that which is accepted by industry whereas industrial arts laboratories need only the basic industrial types of equipment The necessary professional qualifications of the vocational education teacher will differ with the industrial arts teacher. For the vocational education teacher some industrial qualification and experience are essential, which is usually indicated by the teacher having journeyman status. For industrial arts this is not necessary but it is certainly as asset to the teacher who does have it. These two programs of industrial education are definitely different, but mention of their complementary roles, I do be-1 i e v e, is necessary. Students who have taken industrial arts programs are most likely to know in what vocation they have aptitude and interest. They are, therefore, better prepared to cheese a vocational program that is just right for them. When we consider that 80 per cent of the labor force in the next decade will require Grade 12, plus technical and-or vocational education, we can realize the importance of these Industrial Education programs in our schools. LCI junior drafting programs By WAYNE L. SMITH L.C.I. The junior drafting program offered at the Lethbridge Collegiate Institute is designed to give the beginning High School student a basic understanding of "The Graphic Language of Industry". It enables students at the grade 10 level to explore this field of technology in a general way - to find out if they have any special interests or abilities in this area, and it gives them a good idea of the occupational requirements of all technical industries. Only a small percentage of the total number of students taking this course will end up making drafting their lifetime occupation. However, a thorough understanding of this precise language is necessary for me who intends to work in any of our complex highly technical industries', and it is an excellent pre - requisite course for anyone planning to become a professional engineer. In our rapidly advancing technical world of today, many more people are required to be able to read drawings than to make them, and of course this is one of the main objectives. Even in every day life, a knowledge of drafting is very helpful in understanding such things as house plans; and assembly, maintenance, and operating instructions for many manufactured products. For the students who discover they have a particular aptitude for making technical drawings -a new vocational possibility presents itself. These students are encouraged to continue on through the Senior drafting program in grades 11 and 12, and then proceed to one of the Institutes of Technology in the province to c o mplete their training. The course content of the drafting 12 program is divided into about 15 units, which include - Termnology, Instruments and Materials, Engineering Lettering, Geometrical Construction, The theory of Projection drawing. Orthographic projection, Dimensioning, Pictorial Drawings, Tech-n i c a 1 Sketching, Auxiliary Views, Section Views, Reproduction of Technical drawings, Blue Print Reading and Drawing Interpretation, and Employment Opportunities. It is hoped that this course achieves the following specific objectives for it's students. 1- Create a desire for proficiency and accuracy in drafting ?.nd it's related theory. 2- Develop habits cvf neatness, cleanliness ard orderliness in work situatierif. 3- Become awsre of positions and emr-lo; r�tnt cpr-ior-tunities in the drafting industry. 4- Understand the importance of Drafting, related technical skills, ar.ir*g complete paint jobs. Business training includes curtoroer relations, business fundamentals of insurance, estimatir-g damage, flat rate and other systems of wage schedules. Upon graduation from the course the student should be well grounded in the basics of the trade. He should have a good understanding of trade qualifications and a well rounded knowledge of the industry. It must be kept in mind bow-ever, that the high school course is designed fo teach the basic fundamentals of the trade. Our training ends at this. To become a qualified tradesman a young man must then complete his training through the provincial apprenticeship program. Drafting course has been revised By W. J. MILLIS After successfully completing the introductory course in drafting a student may choose to continue in the field and enroll in the first' year of the senior program. The emphasis in the "22" course is on the development of a high degree of drafting skill in as many areas as the 15 credit time allotment permits. The course has been revised over the years to make the subject matter correspond to the availability of job opportunities in Western Canada. Because it is felt that the student should not necessarily be committing himself to a very narrow occupational choice the drafting program is flexible enough to include training in a variety of related fields. The completion of the new vocational wing at the Leth-bridge Collegiate Institute has provided Letbbridge and District students with one of Alberta's best equipped senior drafting labs. Since the course must duplicate as near as possible the conditions that are prevalent in industry, the fa>-cilities as well as the course materials are designed to make the students' transition from classroom to a related occupation as smooth as possible. The second year of the senior drafting program has a credit value of either 15 or 20 credits. Although the drafting 32 course is merely a continuation of the "22" program, with the same aims and objectives, more time is spent on the technical and engineering aspects of drafting. More skill is developed and more versatility and general knowledge introduced. The graduates from drafting 32 are employable not only in the drafting field but also in related fields. Those students who wish to continue with a post secondary education may enroll in the second year of a tfarpe year program at NAIT or SAIT in Architce t u r a 1 TcchnckKry or Drafting Technology. Those who cheese to go to university find that the high sebcol drafting program was excellent background material in such faculties as Architecture or Engineering. In the mailbag Dear Sir: Although I graduated from L.C.I, some four years ago, the knowledge which I gained pertaining to proper procedures of power machines has held me in good stead since. The only thing which I lacked upon ap- plying for a job was practical experience in the mass manufacturing of various items. The instruction which I had gained while attending school undoubtedly helped in the finding and the securing of a job. Sincerely yours; Gary Hamilton.