Garmex Evaluation

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TABLE OF CONTENTS

Page

1. Introduction.. 2

1.1. Background.. 2

1.2. Purpose of Evaluation .. 3

1.3. Methodology..3

1.4. Limitations . 4

2. Research Findings. 52.1 Trainees 5

Garment skills 5Data Operations 15

Early Childhood Care and Education 222.2 Instructional Staff & Instruction .. 302.3 Management &Operational Coordination 362.4 Facilities.. 39

3. Conclusions & Recommendations 42

4. Appendices

Garmex Evaluation 2003 1


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1. INTRODUCTION

1.1. BACKGROUND

The Garmex Academy located on Marcus Garvey drive in Kingstons industrial belt isone of a number of training institutions transferred to the HEART Trust as HEARTAcademies during the period 1982 to 1989. Training at the facility, formerlyoperated by the Jamaica Industrial Development Corporation (JIDC), was designed toaddress high rates of youth unemployment, while supplying trained manpower forthe newly established garment free-zones of the early 1980s. By 1987 weaknessesin the garment sector became apparent, and employers complained of the low skilllevel and quality of workers supplied by the institution. Cultural and other

differences had also emerged between Asian supervisors and their Jamaicanemployees resulting in a reported high turnover in the factories. This coupled withthe slump in the garment sector and the resulting closure of several 807 garmentfactories 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 itsenergies and introduced more technology- assisted offerings through the settingup of the Apparel Technical Centre in 1991 and diversifying its course offerings toinclude Information Technology, and Early Childhood Care in 1999 and 2002respectively.

The institution lists its objectives as:

1. To provide men and women with vocational training skills required by theapparel 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 theworkplace.

5. to provide training in the skills which assist trainees in operating their ownbusiness.

Training at the institution is delivered according to the following schedule:Level 1

Garment Construction - Mondays through Fridays 8:00 am to 4:00 pmData Operations

Level 2k

Garment Construction - Mondays through Fridays, 8:00 am to 2:00 pm



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Levels 1 and 2Early 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 levelsone and two instructional programmes at the Garmex Academy and the extent towhich trainees are provided with the requisite skills, knowledge and attitudes foremployment. Key programme standards, enunciated as concept statements wereused as the gauge against which the programmes success was measured. Theprogramme 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. Informantsincluded trainee population (50%) sample, instructional staff (50%), and the Centres Manager. Data collection occurred during the month of November 2002 andinvolved a variety of techniques designed to get the widest input and to corroborateinformation 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 withthe following scale:

5 The variable is extensively present and functioning above expectations.4 The variable is evident and functioning as expected.3 The variable is limited in extent but meets major expectations.2 The variable is limited in extent and meets some expectations.1 The variable is limited in extent and functions far below expectations.

1.4LIMITATIONS



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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 totalpopulation in that area.

3. Approximately half of the total of the Garment construction group, hadcompletedtraining and left the institution prior to the start of the evaluation exercise

and aretherefore not represented in the findings.



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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 levelone programme and were completing their twelfth and final month of training. Theinstitution can accommodate 160 persons in this skill and is under-subscribed. Ofthe forty-seven students enrolled, all are female. An overall fifty percent randomsample, was taken from level 1 trainees present at the time of the survey. Allrespondents were female.

Trainees fell mostly within the 17-23 age group (61%), while the second largestgroup 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 therespondents reported that they received information directly from an officer of theTrust. Other sources of information named by trainees are the news media, andschool guidance counselors each of which attracted responses of 11 percent. Theinstitution on the other hand, identifies advertisements in the print media, careerfairs, personal referrals by staff and trainees, and efforts by Regional ProgrammeServices (RPS) as the means by which the programme is promoted. The fact thatthe great majority of respondents were referred to the programme by a friend orfamily member, underlines the significance of personal referrals and hence qualityservice 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 CAPACITY ENROLMENT % OF CAPACITYGarment Construction(Leve1)

160 47 29

Garment Construction(Leve2)

45 21 47

Sample Profile - Level Two

Respondents in this group were all females who had been in the program for twelvemonths. 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. Thisprovides an interesting mix of younger school leavers and more mature adults.Persons reported hearing about the programme from different sources which werealmost equally divided among Heart Trust /NTA officers (25%), electronic media(38%), friend/ family member (25%), or through a teacher at school (25%)



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Trainee Concept Statement

Trainees meet programme entry requirements and are approved for enrolment asappropriate for the skill level of the training. The trainees have identified interestand aptitude with a desire to prepare for and succeed in gainful employment in thespecific 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 industryand a

genuine interest in the preparation for and successful participation inthe

industry.

GC Level 1A 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 ahigh level of interest in the occupation among those individuals being trained. Ofthe remaining two trainees, one had initially chosen food preparation, while theother 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 skillafforded them the opportunity for self- employment, as well as a genuine love of theskill. Only three or seven percent of the 41 responses received pointed to theunavailability of a preferred area as the reason for their participation in theprogramme.

Table 2: Reasons provided by Garment Construction trainees for selecting the skill

Reasons for choosing Garment Const. FrequencyL1 L2

I want to be self-employed 14 6I like the skill 12 7Referral from friend/ family member/teacher

5 1

I did well in the area at school 4 5The area(s) I like were full 3It is easier to get a job 3 2

Other areas were full 0 0Total responses 41 21

The above suggests a high entrepreneurial spirit among participants and underlinesthe significance of entrepreneurial training as a critical component of the skill.

GC Level 2Respondents appear to have had a desire to participate in the apparel field as six ofeight 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 theperceived 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

Instructionalprogramme and on the job opportunities available to them onsuccessful completion of their course of training.

GC Level 1Information received from the programmes administration indicates that a formalorientation is conducted for all new recruits. This programme takes place over afour day period between the hours of 8:00 am and 5:00 pm. Seventy-two percent ofrespondents indicated that they had participated in orientation exercises at theinstitution prior to the start of their training programme, while seventeen respondedin the negative. The remainder did not provide a response. Commenting on thequality of the exercise, trainees felt unanimously that they were provided with

sufficient information on the course. A much smaller percentage (56%) felt thatthey had been provided with adequate information on employment opportunities inthe skill while twenty-eight percent responded in the negative. Sixteen percent didnot provide a response.

GC Level 2

When asked if they had participated in an orientation programme prior to the startof training, 63% responded in the affirmative,13%responded in the negative, whilethe remainder did not provide a response. The data are not conclusive but suggestthat most individuals were participants in an orientation exercise. When asked ifthey 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 theprogramme

Variable YES NO * NR

Sufficient info.received on course 7 1 0

Sufficient info.received on jobs 4 3 1

* no response provided

Rating 3.5

Variable A3: Trainees are satisfied with the content and conduct of the trainingprogramme

provided at the Garmex Academy

GC Level 1



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Respondents appeared to be generally satisfied with their training programme. Allareas received majority ratings of good or very good. The highest ratings providedby respondents were reserved for the instructors at the center, and themanagement 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 isbeyond 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 acombined twenty-three percent of respondents rating the area as either average orpoor. This does not by any means indicate that an average rating is synonymouswith a poor rating, but simply that trainees appear to have reservations aboutgiving their full approval, which a rating of good would indicate.

Table 4: Overall Programme Ratings

Aspect of Programme

Ratings (%)

Good/Verygood

Average Poor/VeryPoor

L1 L2 L1 L2 L1 L2

Training material 72 75 28 25 0Location of Institute 61 88 6 0 33

Training equipment 72 87 17 13 6

Class size 83 88 11 0 0Treatment by instructor 83 75 17 25 0

Teaching skill of instructors 94 63 0 13 0Relationship with other trainees 72 63 28 26 0

Programme Management 94 63 0 26 6 13

Insight on trainee views on the programme are further seen in the reasons providedfor absence. The main reason provided was illness (48%), and financial problems(13%). Also mentioned was the need to work. Four respondents (22%) indicatedthat they were never absent. Another interesting point is that no trainee indicatedboredom or lack of interest in the course as the reason for absence. Although theresponse rate was high, a few trainees did not rate some of the variables identified.

GC Level 2Programme ratings provided by level two students provide a fair degree of similaritywith those provided by their level one counter-parts as evidenced in the tableabove. While all variables received positive ratings, the highest ratings werereserved for location of the institution, equipment, and class size. The lowestcomparative ratings were assigned to instructor skill, relationship with othertrainees and management of the institution with the latter receiving a rating ofpoor from one respondent. With respect to reasons for absence when thisoccurred, 10 of 13 responses (77%) pointed to reasons beyond the control of



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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 percentof respondents indicated that they would recommend the programme to a friend.

Rating - 4

Variable A4: Trainees are confident that the course provides them with theknowledge and the skills required for gainful employment in theirspecific area of training.

GC Level 1An overall ninety-four percent (94%) of respondents felt that the programme wasproviding them with knowledge and skills required for successful employment.

Trainees were however more reserved when asked about their chances of findingemployment at the end of the programme. The majority of the trainees (61%) feltthat their chances were good or excellent, while 39% were unsure of theiremployment 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 ahigh interest in self - employment and may not have an immediate interest inseeking wage employment.

Table 5: Response to question: Does the programmme equip you with the skillsfor employment in your area of training .

The support respondents display for the programme is further underlined by thefact that 83 percent stated that they would recommend the programme to a friend.

GC Level 2The majority of level two respondents were satisfied that the programme providesthe necessary skills and attitudes for employment. Level 2 respondents had a morepositive outlook on their employment prospects with 75 percent feeling that theirprospects were good or excellent, while 1 felt that chances were poor. Oneparticipant 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 asafe and conducive environment.

GC Level 1Trainees were generally pleased with the type of rapport that they enjoyed withinstructors and fellow classmates. The relationship between themselves and courseinstructors appeared to be cordial and professional, with 83 percent of respondentsexpressing satisfaction with treatment by instructors. A smaller majority, that is

Garmex Evaluation 2003

Skill area Yes % No%Level 1 94 6Level 2 88 12

9


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seventy-two percent (72%) were pleased with the relationship shared with otherstudents participating in the programme.

GC Level 2As indicated in table 4, seventy-five percent of respondents were satisfied with therelationship 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 processand are desirous of pursuing continued learning and skilldevelopment opportunities

GC Level 1The majority of respondents were desirous of continuing their education andtraining in order to improve their employability and skill development. Multipleresponses 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 thetotal responses received, 52 percent were desirous of pursuing higher- level trainingat the HEART Trust/NTA, 40 percent indicated an interest in pursuing CXC or GCEexaminations, while 15 percent had no training plans at the time of the survey.

GC Level 2Like their counterparts at level one, level 2 trainees have a high interest incontinuing their education. Six of 8 respondents stated that they planned to pursuehigher-level training at HEART, while two individuals planned to pursue CXCexaminations.

Rating- 4.5

General Comments and Trainee Recommendations

Trainees were generally pleased with their training programme, however theyidentified 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 from9:00 am to

1:00 pm instead of the current 8:00 am to 4 pmarrangement.

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 instructionaltechniques



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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 - Data Operations - 6 months in the programme

Level 1 - Early Childhood Care and Development (ECCED 1)7 months in the programme

Level 2 - Early Childhood Care and Development - (ECCED 2)7 months in the programme

The total number of trainees for the analysis is given according to skill area.Level One - Data Operations - 28Level one - ECCED 1 - 14

Level Two - ECCED 2 - 18

The HEART Trust/NTA requires that any individual wishing to participate in theprogrammes 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 from17 to 38 and over. Detailed in Table 6 below is the age ranges of the respondents.

Table 6: Age and gender of trainees interviewed

Programme

Level

17 -23

24-30

31-37

Over37

Total

M F M F M F M F

DataOperations

1 10

12

- 3 - 1 1 1 28

ECCED 1 1 - 3 - 1 - 6 - 4 14

ECCED 2 2 - - - 1 - 3 - 14 18

Total 10

15

- 5 - 10

1 19 60

Approximately forty-two percent (42 %) of the programme participants were in theage range of 17-23. Twenty-two of the twenty-eight trainees in the Data EntryLevel One programme fall within the 17-23 age group. The contrast is in the ECCED2 where there was no trainee in the 17-23 age group, whereas the majority fell inthe higher- end age group. There were three trainees in the 17-23 age group in theECCED 1 programme.



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It is commonly felt that Data Operations is a very popular skill area to which manyof the younger age group tend to aspire and maybe this sample supports that view.On the other hand the Early Childhood Care Education and Developmentprogramme sought to attract individuals who were mainly practioners in the EarlyChildhood system. It seems natural therefore, that the majority of trainees in theEarly Childhood programme would fall outside of the younger age range.

With regard to gender distribution, all the trainees in levels one and two EarlyChildhood programme were females. The Data Operations programme shows amore balanced distribution of ten male and twelve females

Data Operations Level One

Variable A1: The trainees have an occupational intent objective to enter the specificindustry 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 trainingthrough the HEART Trust/NTA? was posed to solicit responses from thosecompleting the questionnaire. The responses are shown in table.Table 7: Trainees first choice of skill area

Responses Number

SL TOPS 1Information Technology 6Computer 2ECC L 2 1

Computer Programming 2Secretarial Studies 1Catering 1Data Entry 13No response 1Total 28

Thirteen or approximately 46 percent of the trainees in this skill area whocompleted the questionnaire were enrolled in the course they wanted to pursue astheir 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 ComputerProgramming (2). Of course, the areas of Information Technology and Computerare general and wide and one is not sure what information the respondents had toassist them to take those decisions. It is clear though, that the trainees had anoccupational 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

Reasons FrequencyI think it will be easier to get a job 21I want to be self-employed businessperson

11

I did well in the skill area when I was inschool

5

I like the skill area 20The areas I am interested in are full 1Parent etc. told me this was a good area 3

The table shows that the main factors in their selection of skill area to be pursuedare that it will be easier to get a job followed by their liking for the skill area. Ofthose whose first choice was Information Technology, five thought their chances offinding employment in Data Entry at the end of the course was good and onethought he had an excellent chance. The Computer and Computer Programming

groups (4) show some uncertainty in finding employment in the skill area at the endof the course. Fifty percent was not sure. If we combine the responses of DataEntry with Information Technology, Computer and Computer Programming theconclusion is that twenty-three or 82 percent of the respondents had anoccupational intent to enter the industry when they applied.

Rating 4

VariableA2: Trainees are fully guided on the objectives and format of theinstructional

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 trainingprogramme. Seventy-five percent (75%) of the respondents also indicated that theyreceived enough information or guidance on the course they are pursuing. A similarpercentage felt that they have been provided with enough information about the jobopportunities available in the skill area.

Their perceptions on their chances of finding employment in the skill area aretabled below.



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Table 9: Chances of finding employment in the skill area

Chances ResponsesExcellent 4Good 17Poor 2Not sure 5

From the information presented in table 9 above, seventeen respondents orapproximately sixty-one percent (61%) felt they have good chances of findingemployment in the skill area at the end of the course. Fourteen percent (14 %) feltthat 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 workexperience programme.

Rating 3.6

Variable A3: Trainees are satisfied with the content and conduct of the trainingprogramme

provided by GARMEX

Based on the table below, fifty-seven percent (57%) of the respondents indicatedthat 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 TrainingProgramme

RatingsVeryGood

Good

Avg. Poor

VeryPoor

Training material 15 8 2 - 1Location of Training Institution 6 12 7 1 1

Training Equipment 20 4 1 - 2Size of Class 14 8 3 - 1

Treatment by Instructors 19 4 2 - 2Teaching skills of Instructors 16 5 4 - 2Relationship with other

trainees

9 13 4 - 2

Management of theProgramme

16 7 - - 2

Indications are that trainees are generally satisfied with all aspects of the trainingprogramme.

The areas of training equipment and treatment by instructors received the rating ofvery



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good. The trainees however identified two areas that they felt would enhance thequality of the

delivery of the training programme in the courses being pursued. These aretabulated below

and show that the majority of the group felt that the course should be of a longerduration and

they should be exposed to more work experience.

Table 11: Suggestions for improving the programme from Data operations Trainees

Suggestion %Lengthen course 75More work experience 61More training material 10Better training equipment 10

Although seventy-five percent suggested that the duration of the course should belonger, yet not sufficient reason or explanation was given in support of thesuggestion. With regard to the suggestion for more work experience, maybe thissuggestion was prompted by the fact that they had not yet gone on workexperience.

Rating 4.5

Variable A 4 : Trainees maintain a high rapport with staff and fellow traineeswithin the

fundamentals of consistent standards of classroom behaviour and asafe and

conducive environment

Nineteen of the twenty-eight trainees felt that the treatment by instructors is verygood. Those who considered the rapport to be average and very poor fell in theminority. 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 theknowledge and the skills required for gainful employment in theirspecific 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 ajob. As far as the good work attitude and ethics for the job are concerned, twenty-six of the respondents responded positively. Overall, the trainees interviewed haveshown 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 theprogramme is providing them with the skills necessary for employment. It isinteresting to note, however, that at the same time just a little over fifty percent ofthe 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 andare

desirous of pursuing continued learning and skill development

opportunities

The majority of trainees interviewed have indicated plans to pursue advancedtraining. This suggests that there is an awareness among the groups thateducation is a continuous process and that advancement requires continuedlearning and skill development.

The trainees pursuing the Data Entry programme indicated the following responsefrequency:

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 atthe 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 planto pursue further training through the HEART Trust/NTA is of interest. It would alsobe 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 theeconomic 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 specificindustry

and genuine interest in the preparation for and successful participationin the

industry.

There were fourteen participants pursuing training in this skill area. They providedthe following responses regarding their first choice of skill.

Table 12: First choice of skill among ECCED Level 1 trainees

Responses Number

InformationTechnology

1

S L TOPS 1Computer 1Machine Mechanic 1Early childhood care 9No response 1Total 14

Sixty-four percent (64%) or nine (9) of the fourteen respondents indicated that theirfirst choice of skill area when they applied for training through the HEART Trust/NTAwas the area they are now pursuing. There was one respondent in each of the

following areas - Machine Mechanic, Information Technology, Computer andSLTOPS. Their reasons for selection of skill areas are shown in the table that follows.

Table 13: Reasons for selecting Early Childhood Care Education andDevelopment

Reasons for selection Level 1 Level 2I think it will be easier to get a job 3 3I want to be a self-employed businessperson

2 4

I did well in the skill area when I was atschool

1 -

I like the skill area 13 15The areas I am interested in are full - -Parents etc. told me this was a goodarea

3 4

The nine respondents whose first choice was EECD were unanimous in their reasonfor 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 inthe skill area at the end of the training. Four felt their chances of findingemployment were good. Of those whose first choices were otherwise they thoughtthat 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 occupationalintent to enter the Early Childhood Sector and a genuine interest in the preparationfor 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 theirfirst 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 thisparticular skill area.In addition, ten of the eighteen respondents felt that they have an excellent chanceof finding employment at the end of the training course, ten felt that their chancesof 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 inthe sector.

Variable A 2.Trainees are fully guided on the objectives and format of theinstructional

programme and on the job opportunities available to them onsuccessful completion of their course of training

ECCED Level 1Thirteen of the fourteen trainees indicated that they participated in an orientationprogramme. All participants registered their participation in the work experienceprogramme. Ten or seventy-one percent (71%) felt that the quality of the workexperience was very good and approximately 29 % felt that the quality was good.

The following were some of the responses from the Level One trainees/respondentsin 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 theend 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 employmentat the end of the course.Responses revealed that 58% of them felt that they received enoughinformation/guidance about the course they are pursuing. Approximately 55% feltthey 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 anorientation programme. Two did not participate and there was one no response.Fourteen participated in work experience, two indicated they did not and there weretwo no responses. Six or approximately thirty-three percent (33%) rated thequality of the work experience as very good, another thirty-three percent (33%) sawthe quality as good, and two considered it to be average. There were two noresponses.

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 sixthought their chances of finding employment were good. There were two noresponses.

Twelve revealed that they received enough information/guidance about the coursethey are pursuing. Approximately twenty-two percent (22%) felt they did not getenough information about the course. Fifty percent (50%) of the group felt theywere 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 trainingprogramme provided by GARMEX

ECCED Level 1Nine of the fourteen trainees/respondents indicated that the management of the

programme was very good, whereas five felt that the management was good. Theteaching skill of Instructors was rated by thirteen of the eighteen trainees as verygood. Training materials received a rating of very good from five trainees. Fiftypercent (50%) felt that the location of the training institution was good and the sizeof class was noted as very good by eight respondents.

All the respondents recorded that they would recommend the programme to afriend. Their decision to recommend the programme could be influenced by theirlevel of satisfaction.



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Following are the recommendations that they believe could improve theprogramme.

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 respondentsgave 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 majorityconsidered the management to be average.

The majority (Ten) of the trainees/respondents rated the teaching skill of theinstructors 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 consideredexcellent 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 afriend. There were two no responses.

Trainees identified the following areas that they thought could improve the qualityof the programme.

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

Rating 4

Variable A4: Trainees maintain a high rapport with staff and fellow trainees withinthe

fundamentals of consistent standards of classroom behaviour and asafe and

conducive environment

ECCED Level 1Twelve of the fourteen trainees felt they have a very good relationship with theinstructors. Sixty-four percent (64%) of the group felt that the relationship withother 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 thetreatment was very good, an approximate thirty-three percent (33%) felt it wasgood and two or 14% respondents thought it was average. Approximately eight-eight percent (88%) thought they enjoyed a good relationship with the othertrainees.

Rating 3.5

Variable A5: Trainees are confident that the course provides theme with theknowledge and

the skills required for gainful employment in their specific area oftraining.

ECCED Level 1Thirteen of the fourteen respondents indicated that the programme is providingthem with the skills they need to get a job. All respondents stated that theprogramme 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 providingthem with the skills they need to get a job. Sixteen stated that the programme isproviding them with good work ethics for the job. Some of the explanations givenare:

Better prepared for the job

Better professionals and educators

Better facilitators

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

Rating 4



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Variable A 6:Trainees have awareness that education is a continuing process andare desirous of pursuing continued learning and skill developmentopportunities.

ECCED Level 1The 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 theimportance 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 levelThe highest response frequency came from those wishing to pursue further trainingthrough 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 levelHEART Trust/NTA programme and another eleven at the CXC/GCE examinationslevel.

Pursuing a degree programme and entering a tertiary institution were the priority ofthree respondents.

Rating 4

TRAINEE COMMENTS AND RECOMMENDATIONS

Resource centre need to be established

Instructors for support subjects to be available for the duration ofthe 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 workexperience necessary to be effective instructors in delivering training to meetcertification requirements, and for their continued professional growth and

development.

Sample profile

Information was collected from a total of sixteen instructors delivering level one andtwo programmes. The distribution of respondents participating in the survey is asfollow

Data Entry - 3

Support Subjects - 2

Early Childhood Education - 3

Garment Construction - 5

Three instructors did not indicate their skill area.


Variable B1: The instructional team is academically and professionally qualifiedand has

actual industry training and experience relevant to the areas ofinstructional 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 universitylevel while the remaining 56 percent were trained either at the VTDI or at teacherscollege. Of the latter group eleven (11) instructors were involved in academicpursuits at the time of the survey with eight pursuing degree programmes inEducation, Counseling, Business Administration or Computer Studies.Most instructors had served at the institution for over four years suggesting a fairdegree of stability. Instructors also indicated good levels of industry exposure in theskill 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 whilethe remaining respondent provided no response to this question.

Rating 3.5

Variable B2: The instructor/trainee ratio is adequate to ensure efficient andeffective

instructional programmes.

The instructor to trainee ratio at the institution is 1:20 for level one programmesand 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 /NTAratio of 15-20 trainees per instructor. A total of thirty- three instructors (includingone Guidance Counsellor) are employed at the institution. Planned and actualenrolment at the institution in the programmes reviewed are as follow:

Table 14 : Enrolment

Level One ProgrammesSkill area Planne

dActual

Garment construction 160 47Data operations 80 87Early Childhood Care 60 63Customer service 20 16Drapery making 20 0TOTAL 80 69

Level 2 Programmes

Garment construction 45 21Early Childhood care 45 76TOTAL 90 97

A total of forty-six (46) students from the skill areas of Garment construction andCustomer service, completed trainingand exited the institution prior to the survey.

The views of these individuals are not reflected in the findings.

Rating - 4

Variable B3: The instructional staff has a thorough knowledge of teaching methodsand

techniques and utilizes a variety of such to maintain effective,

teachingand trainee interest.

Instructors identified a variety of teaching methods employed in the classroom. Themethods identified were appropriate both to the age and skill being taught, howeversome instructors felt that the absence of audio-visual aids hampered them in theirinstructional delivery.Rating 3.5

Variable B4: Where appropriate, the training schedules of the various traininggroups are adequate to provide the necessary experiences and

instructionalactivities.

The courses at the institution appear to be well organized and the scheduling oftheoretical and practical sessions appears to be in order. All instructors with oneexception, (one indicated a desire for more practical sessions) appeared satisfiedwith scheduling arrangements. A number of trainees from garment skills expresseddissatisfaction 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 earlychildhood programme expressed a desire for more instructional hours.

Rating 4

Variable B5: The instructional team possesses a strong belief in the benefits of

vocational education and personally supports the nature and purposesof

vocational education and the training program.

The majority of instructors surveyed provided positive feedback on the value ofvocational education and training. This can only redound to the benefit of thestudents they instruct. A few instructors did not provide clear views on what theysaw as the benefits of vocational education and training and this may suggest alack of awareness of its place, or a lack of commitment to the concept. In eithercase it is unlikely that a positive or strong messages on its value will be transmittedto the trainee by those individuals.

Rating 3.5

Variable B6: The instructional team is actively involved in curriculum and instructiondevelopment and revision.

None of the instructors surveyed indicated that they were involved in curriculumdevelopment or review at the committee level, however fourteen (14) respondentsindicated that they provided feedback on their questions or concerns to theirsupervisor. Of the remaining two respondents one stated that he/she did not have arole 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 methodto

enhance instructional interest and to build job interest throughdemonstrations and exhibits of skill and expertise.

The institutions manager has reported that external resource persons/ guestlecturers are used during orientation exercises, as well as at seminars conducted atintervals during the course to deliver specific topics, as well as to build interest andfoster greater awareness of the industry, the occupation, as well as theexpectations of the market. Field trips are sometimes arranged to support thisobjective.

Rating -3

Variable B9: Instructional supplies are available and adequate to enable theteaching/learning activity to progress without undo hindrance.

Instructors generally felt that satisfactory supplies of training material wereavailable 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 summaryof ratings provided for this and other critical areas related to the practice of thecompetencies stipulated in the curriculum.

Table 15: Facility and Equipment Ratings

Programme Area YES NO NR*Critical equipment available 14 2 0Equipment is functional 15 1 0Equipment is relevant to course needs 14 2 0Equipment is satisfactory for the practice of criticalskills

11 5 1

Maintenance arrangements are satisfactory 12 2 2Training supplies are readily available 10 4 2Sufficient hand tools are available 11 3 2

NR * No response received

Rating: 3.8

Variable B 10: Assessment and certification procedures

Most of the instructors who provided responses to this question were dissatisfiedwith either the content or conduct of the NCTVET examinations. Twelve (12) ofsixteen (16) instructors provided a response to this question. Of this group adisturbing 75 percent indicated dissatisfaction with the examinations, while 25percent expressed satisfaction. Calculated as a percentage of the total sample, 56percent expressed dissatisfaction, 19 percent expressed satisfaction while 25percent did not express an opinion. Most of the concerns expressed related to testitems not being properly written, dissatisfaction with the content of the challengetest, 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 MANAGEMENT ADMINISTRATION & OPERATIONALCORDINATION

Concept Statement

The collaboration between programme and agency personnel provides an effective

management and administrative structure for the development and delivery of thetraining programmes.

General comments

The structure of the institution has a manager at the head, supported by a deputymanger in charge of training and 33 instructors. At the time at of the review, therewere three vacancies among the instructor corp. namely Librarian, Senior GuidanceCounselor and Information Technology. It was reported that these vacancies weretemporarily filled through active acting appointments while the recruitment isconducted.


Variable C1: Gender equity and special needs populations receive appropriateattention

from the management and administrative group to remove barriersand

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, garmentskills, the institutions core programme offering, has attracted primarily femaleapplicants, however the institution has diversified its skills to include data

operations which currently accounts for most of the male enrolment. Theinstitution also has an existing memorandum of understanding with the JamaicaSchool for the Deaf to allow these JSD students to access skills training at theinstitution.

Rating 4.5

Variable C2: The public relations efforts for the training program builds andmaintains

interest of the industry as well as trainees and prospective trainees.

The institution has an active relationship with the community, which is manifestedin 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 oftraining to inner- city residents.



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The institution is also actively involved in the establishment of the first ApparelManufacturer and Designers Association.

Rating 4.5

Variable C3: The management and administrative units provide leadership inimplementing procedures, systems and approaches which create

acceptablelevels of satisfaction and motivation among instructional staff.

Satisfaction levels among instructors appeared to be high and there is evidence ofgood team spirit. Staff meetings are held monthly and staff appraisals areconducted on a regular basis. Fourteen (14) of the sixteen instructors surveyedindicated 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 theprogramme.

Rating 4



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Variable C4: Trainee progress records are maintained to assist in analyzinginstructional 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 traineesduring the life of the course thus allowing instructors to quickly identifyperformance 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, in-plant facilities and equipment to provide the trainee with an opportunity to develop

realistic skills in the actual work environment as prescribed in the programobjectives and curriculum.

In rating the quality of teaching facilities, instructors provided the followingresponses.

Table 16: Facility and Equipment ratings

Factors YES% NO % NR *Workshop is adequately equipped with machines 88 12Equipment is in good working order 94 6

The equipment is relevant to course needs 88 12The equipment allows for the practice of criticalskills

69 31

Arrangements for equipment maintenance aresatisfactory

75 12 13

Training supplies are readily available 63 25 12Hand tools are available in sufficient quantity 69 19 12

* no response was provided

The overall response provided by instructors, suggests a fair level of satisfactionwith the tools provided to facilitate training. It is significant however, that for everyfactor examined there is a corresponding percentage of the instructor corp, which

expresssed dissatisfaction. Instructors for the most part, agreed that the equipmentis in good working order, and accorded this area the highest satisfaction rating. Thelowest comparative ratings were reserved forty the availability of hand tools andtraining supplies. With respect to outright dissatisfaction, the highest levels wereassigned to the adequacy of the equipment for the practice of critical skills. Thisrating is interesting, given the level of satisfaction expressed with other relatedareas. No explanation was provided by the respondents who provided the negativeratings. However discussion with the manager suggests that trainees aresometimes required to share machines when certain specialized aspects of garmentskills are being taught. This is an area which requires further exploration to see howthe requirements of management and /instructor can be balanced to improve theteaching experience


Variable D 1: The defined program spaces and related areas are sufficient tosupport the

instructional activities, are suitable for the intended purposes, areconducive to effective teaching and learning and fulfill the demands

of the



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curriculum.

Workshops were fairly well laid out and were equipped with the major tools requiredfor programme delivery. Work areas were easily identifiable and were appropriatelymarked. The computer lab is spacious and air-conditioned. Sewing areas are alsowell laid out and equipped. With respect to the Early Childhood programme, there is

some concern about overcrowding in the training area. Excessive heat has alsobeen identified as a problem due to the type of roofing material used in this area. Atthe time of the evaluation work was in progress on a resource room, which willenhance 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 theequipment being used. The completion of the resource room for early childhoodtraining, will greatly enhance the programmes facilities.

Rating 3.5



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Variable D3: Audio-visual equipment and other teaching aids areavailable to the staff as needed for instructional programming.

Instructors use both conventional as well as technology- aided approaches totraining delivery. Some instructors felt restricted by the absence of a multimediaprojector 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: The instructional facility has adequate lighting and ventilation tosupport

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 teamand provide effective lighting, ventilation and are acoustically

satisfactory.

A staff room/preparation area exists for instructors. This room is air-conditioned andis well lit. Preparation areas are also available in instructional areas. A fewinstructors spoke of the need for internet access and photocopying facilities toimprove preparation

Rating- 4

Variable D 6: Orderliness, cleanliness, sanitary conditions and attractiveness offacility

equal the demands of the industry setting and provide andappropriate

educational environment.

The facility was observed to be very clean and attractive. Bathrooms were observedto be in good condition and the atmosphere at the institution was found to be veryconducive to learning

Rating 4

Variable D 8: Provisions are made to safeguard the facilities and equipment fromtheft

and damage.

Workshops appeared to be very secure. A manned security post was also observedat the entrance to the facility, and checks are conducted on vehicles entering andexiting the compound.



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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 traineesappear to be generally satisfied with the delivery of the skills being taught as wellas the management and administration of the various programmes. The institutionhas 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 areoversubscribed. There is also ample evidence that the facility enjoys a meaningfuland healthy relationship with the community it serves. Positive features identifiedwere:

1. Excellent community outreach programme2. Proactive management3. Qualified competent staff4. Well kept surroundings5. Motivated students

With respect to areas of concern, a noticeable issue is the under- utilized garment

construction facilities - notwithstanding the great popularity of evening/weekendprogrammes in sewing-based skills such as drapery-making which attracts a moremature, working group. Another issue is that of communication which surfacedrepeatedly in all training groups surveyed. Although this did not create a negativerating of the institution, it is still an issue that requires further investigation by theinstitutions 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 dayprogrammes. A shorter day might attract more participants who are engagedin income generation activities who need a skill but are unable to devote afull day.

2. Complete and equip resource room for Early Childhood Care. Insufficientresources was identified as an inhibiting factor, however this center willgreatly enhance the delivery of the skill and should be pursued as a priority.

3. Review existing arrangements to see how greater computer access toinstructors can be facilitated.

Garmex Evaluation

Documents

Transcript of Garmex Evaluation