Sociology Internal assessment (IA)

Name : Montel Thaxter Grade : 12b Date : January 2013

Teacher: Miss Crawford Year : 2013

Statement: How can Tarrant high school career advancement program (cap) impact unemployed teachers?

Table of content
Section 1 introduction statement of the problem Literature review page 1 2 3-7

Section2 Research design Sample page Data collection instrument Section3 Presentation of data Finding and conclusion appendix Bolographic

8 9 10

11-14 15-16 17-20 21

Section 1

Introduction
How can Tarrant high school career advancement program (cap) impact unemployed teacher particularly teachers' college graduates, the cap is a training base institution. The teacher teaching during the regular school period should not be teaching at cap. This topic is been study because trained teacher within the vocational area can hardly be employed .The cap would be the best institution to start. This is an important topic to study because it relate to those teacher who are want to work but cannot fide a job.

Sub-handing statement of the problem

How can unemployed teacher given the opportunity to teach at career advancement programme (cap) at Tarrant high school.

Aims

To investigate if the cap should be employing teachers outside the normal school teachers To acquirer the require skills and attitudes to teach cap students To assonates if there are any unemployed teachers or person have the quality and want to teach at Tarrant cap To understand how qualified teachers or persons will benefit from Tarrant cap

Objectives
To find out the state of the teaching quality at Tarrant cap To investigate if Tarrant school teachers should give unemployed Teachers or persons the opportunity to teach at cap To understand the impact of other qualified person, particularly teachers College graduate who have been unable to find jobs, to teach at Tarrant high cap To acquirer the skill of unemployed teacher can impact student at Tarrant high School

Historical background
Tarrant career advancement programme (cap) started operation in January 15 2010. The Tarrant cap which ensure that students leaving secondary school are literate and numerate, and have some form of technical and vocational qualification for post secondary placement. Garfield Higgins, principal of Tarrant High School career advancement programme (cap) . The year 2010, saw phase one of the initiative, budgeted to cost 82million to cater to 2,000 students age 16 to 18year at Tarrant career advancement program(cap). By February 2010 the hearts school leavers program and the national youth service (NYC) placement program, are being reviewed to create greater synergies and to assist Tarrant cap. In december1,2011 the ministry of education sign to a memorandum of understanding(MOU) with the united kingdom based international city and guilds of London institution to enhance the career advancement programme , Tarrant cap also benefit from this through the program of examination, primarily in literacy and numeracy. An exciting and rewarding career waits all youth when they participate in the Tarrant Career Advancement Programme (CAP), a youth career development initiative developed by the Ministry of Education and its agency HEART Trust NTA. Tarrant cap provided career opportunities for youth is very important as the structure of the global marketplace is changing, and young people with limited career education will have relatively fewer employment opportunities than their educated counterparts.

Tarrant Career Advancement Programme (CAP) is to improving access to quality education in Jamaica for all students.

This new program is being facilitated under the Compulsory Education Policy (CEP), which will ensure that all children ages 3-18 are attached to, and attending structured learning/education and training program appropriate to their age and development.

The Career Advancement Programme (CAP) will provide those youth (ages 16-18) with free education and training that helps them to get a career for life, earn their career certification, and find and keep a good job. The first phase of the program was roll out in 2010.

The aims of Tarrant career advancement programme are:

The development of diagnostic tools to identify Literacy and Numeracy Levels.

The development of appropriate materials for remedial Literacy and Numeracy in

line with individuals' special needs (including students with disabilities) The development of appropriate systems of evaluating progress and tracking of

persons based on internationally accepted best practice

HIGH school principals are today fuming over a move by the Simpson Miller administration to terminate the engagement of the coordinators of the Career Advancement Programme (CAP) and replace them with more than 70 unemployed teachers under the Jamaica Emergency Employment Programme (JEEP)

In the Jamaica observer dated October 1, 2012 the head line was JEEP to replace CAP administrators

The thrust takes effect today, October 1, and will see 73 JEEP recruits being deployed to schools on the programme.

At the root of the quarrel is a decision by the ministry to terminate the engagement of the coordinators of the Career Advancement Programme, which was introduced in 2010, as a means of providing educational options for unattached youth between the ages of 18 and 21.

According to Simpson miller, the programme coordinators are mostly senior teachers who have been paid to double up as administrators of the after-school initiative, which runs from 5:00 pm to 8:00 pm in most of the schools where it is offered. But in a move that has shocked the school administrators, the education ministry last week advised CAP coordinators in a letter dated September 25 and signed by Acting Chief Education Officer Clement Radcliffe, that they will be replaced by persons recruited under the JEEP.

Five (5) studies were conducted:

Substitute Teachers

The Simpson Miller administration says "As we seek to continue to strengthen CAP, and in keeping with the national policy directives, an applicant registered under the Jamaica Emergency Employment Programme has been recruited to coordinate the programme, as of

October 1, 2012," read a section of the letter, a copy of which was obtained by the Jamaica Observer... Mr. Miller argue that existing programme coordinators are already employed, and

Should

therefore make way for other qualified persons, particularly teachers' college graduates, who have been unable to find jobs.

Accorinding to him, a senior official of the education ministry who spoke on condition of anonymity said the ministry had serious concerns about how the programme was being

managed at the school level and was not satisfied with student performance at many of the schools.

Boots economic

The new coordinators formed part of efforts to guarantee better returns on Government's investment, and to ensure that school principals, provide more effective oversight. The official of the Career Advancement Programme explained that the introduction of these new qualified persons, particularly teachers' college graduates will boots our economic as nation. They argue that school principals give better understanding of what this changes to be made.

But, some school principals say they cannot support the move, as teachers fresh out of college are ill-equipped to coordinate the programme.

No problem, but need to have qualification

Ray Howell, principal of the St Andrew-based Edith Dalton James High School, which operates one of the largest programmes, asserted that his institution had no issue accepting individuals to support the CAP programme, but insisted that these persons cannot be imposed on the schools as programme coordinators.

According to Howell, the post of programme coordinator is a senior position, akin to that of a vice-principal; and cannot be handled by an inexperienced teacher.

Howell agued, it will not be on at Edith Dalton James High School. To allow somebody who doesn't have the requisite competencies to run a programme at my school. You can't take somebody coming out of college to vet lesson plans, check on recruits, evaluate teachers, and make sure the teachers are on time; that is a recipe for disaster.

Not at my school

Garfield Higgins, principal of Tarrant High School, has also taken issue with the planned move and argued that the proposal cannot work. He questioned whether the ministry would also be replacing teachers and other school personnel who are also paid for their services to the CAP.

Higgins added that he had not been formally advised by the ministry, and said he received his information about the move from a staff member associated with the CAP. Similarly, several other principals with whom the Observer spoke said they had not personally seen the communiqu, but they are against the change. More new teachers unemployed in southwestern Ontario

Frank McIntyre noted on professionally speaking the Magazine of the Ontario College of Teachers. More new teachers are unemployed in their first school year than ever before. Many of those with jobs are underemployed. And more are taking up alternate work, mainly as stopgap measures while they stay committed to getting established in their education careers. Almost one in three education graduates of 2010 who looked for teaching jobs in the 201011 school years said they had no success at all. They could not even get supply teaching days in their first school year as Ontario Certified Teachers. The 2011 Transition to Teaching study also reports that almost half of those who did find some type of teaching job said that they were underemployed over the year. They could not get as much work as they wanted in teaching.

According to Intermediate-senior supply teacher, 2010 graduate, southwestern Ontario

Most of those who achieved some measure of job success were daily supply teaching or piecing together part-time and term contract jobs, often teaching in multiple schools. The entry job for

three in five of them (58 per cent) was daily supply teaching, and by year-end most of those who were teaching held limited term contracts (39 per cent) or were still on daily supply lists (38 per cent).Teachers across all divisions are now affected by the tighter job market. Unemployment has increased to more than one in four teachers for every type of teacher certification.

SECTION TWO

Research design
The study was conducted at member of Tarrant career advancement program (cap). To actually meet the requirements and gather information for this investigation is a quantitative research methods were used. To support the specific trademark for this type of research, the convention of questionnaires, books, in addition to the internet were used. The research method chosen was a questionnaire. The sample method selected is a random sample. The sample size chosen was very representative of the population. The questionnaires were issued in a time period of two week, and given to a sample of student of Tarrant cap.

Sample page
The research was conducted at Tarrant high school, and the sample size chosen was very representative of the population. To carry out this investigation, the sampling method used was random sampling. This method can be characterized as representative sampling as there was an equal chance of all members to be chosen and ensuring the sample is unbiased. Parallel to this, questionnaires were issued to (25) twenty five males and (25) females that were seen. An equal number of both sexes were chosen in order to have the perspective of each student who were chosen, were of different age ranging from 16 to 19.

Data collection instrument

Questionnaire was the instrument used for the collection of data. The questionnaire is a number of preset questions that can contained open ended and close ended and is design to generate statistical information. This questionnaire is design to elicit data on unemployed teacher teaching Tarrant cap. The reason for choosing a questionnaire is the fact that it can be administered quickly. Also a questionnaire is one of the few methods that guarantee anonymity; it also facilitates a quick way of analyzing the data, it is not costly to produce a large number of questionnaires. However, with so many advantages, there was the possibility that not all of the questionnaires will be given back. There can also be a case where, the respondent might find the questions to be ambiguous and the choices might be vague, this may unintentionally mislead the respondent. Lies can be documented which can therefore reduce the validity of the research. . The questionnaire was structured having three background information, and 13 factors of 4 opinions. The researchers administration of the instrument and it was retrieved within a space of one week.

The questionnaire has five (5) pages. There is a maximum of 20 questions in the questionnaire. The amount of question that is open ended was six (6) and fourteen (14) are close ended.

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SECTION THREE
Presentation of data

Cause of unemployed Teacher

technological chages or improvement no job available teacher choose to be unemployed

20% 30%

50%

Fig 1. According to the above chart, twenty percent (20%) of the sample said that teacher choose to be unemployed was the main cause of unemployed teacher, while thirty percent (30%) of respondents stated that technological changes or improvement was the main causes of unemployed teacher. Majority of the sample, fifty percent (50%) said that the causes of unemployed teacher is that no job available.

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Solution to unemployed teacher

70% 60% 50% 40% 30% 20% 10% 0% employed in cap part time 25%

60%

25%

employed in cap full time Series1

find other solution

Fig2. According to the above chart, majority of the sample, most of the sample, sixty percent (60%) said that employing teacher in career advancement program (cap) full time is the best solution to unemployed teacher and the other hand, twenty five(25%) respond that some can be employed half time. and the remaining twenty five(25%) said find other solution.

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Does unemployed teacher interested in teaching Tarrant cap

50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Series1 Series2 yes , 45% no 20% maybe 15% no respond 20%

Fig 3. According to the line graph presented above, majority of the sample forty five percent (45%). noted that unemployed teacher are interested in teaching Tarrant cap. Twenty percent (20%) of the sample said that unemployed teacher are not interested in teaching Tarrant cap, but fifteen percent (15%) said it could happen. Around Twenty percent (20%) of the sample have no respond about the issue.

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Expectation of unemployed teacher at cap

knowledge

teaching quality

attitude

all 3

36% 43%

7%

14%

Fig 4. According to the pie chart presented above, more than thirty percent (40%) of the sample point out that knowledge is what is expected if teacher are to be employed in Tarrant cap. Seven percent responded that attitude is expected if teacher are to be employed, fourteen percent (14%) noted that teaching quality is expected if teacher are to be employed. Most of the sample forty three percent (43%) said all three (knowledge, attitude and teaching quality is expected from unemployed teacher.

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Finding and conclusion

After carefully analysis of the data collected, the researcher found that the cause of unemployed teachers can be address as 50% of those who say no job available to accommodate these unemployed teachers, however 60% of those who say this problem can be monitor if they employed teachers into Tarrant cap fulltime and 25% state to employed them in cap half time. 45% of those who say yes, unemployed teachers are interested in teaching at Tarrant cap. But 43% of those who say they must have the knowledge, attitude and the teaching quality to teach at cap.

Unemployed teacher are finding it difficult to find a job. According to the ministry, over 2,000 teachers leave collage / training institution and cannot find school to teach in.

Tarrant cap teachers who teach the regular school period from 8am-2:30pm are receiving their monthly salary, to go back and teach from 3pm-7pm is just unfair and yet still getting paid. By allowing these unemployed teachers to teach during the afternoon at Tarrant cap will help to reduce the unemployment rate among teachers in the country.

These unemployed teachers may have to understand the skills and attitude to teach at Tarrant cap. This ensures that cap student reach to the best of their ability. Unemployed teachers who are given the opportunity may want to teach at Tarrant cap because it helps to provide an economical support for them and it also help the Tarrant cap student to develop their skill as a youth leaving school without subjects.

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Employing teachers who graduate from collage or person with some level of qualification especially in the vocational area into Tarrant cap will give the student a firm grip on the skill of the work, such as Machinist, Electrician, Welders, Carpenter, etc the country can also benefit from employing teachers or person with qualification into Tarrant cap by producing the skills person to drive the country economic.

CONCLUSIONS
Providing support that is tailored to the needs of unemployed professional or high skilled individuals plays an important part in ensuring they can enter employment that will use their skills and abilities at the right level to teach at Tarrant cap. At its best this type of support makes those skills and abilities more available to the needs of this country economy. This supports recovery, promotes growth and increases productivity. It unlocks the talents that the people in this group possess (but may often be unaware they posses) allowing these to be applied to new areas of endeavor new occupations

The main conclusions draw from my study is that,

Unemployed teachers can introduce in Tarrant cap but must have the quality, knowledge, and attitude. Unemployed teachers or person with qualification can help to reduce Literacy and Numeracy Levels among young adult.

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Appendix

Questionnaire

1. Age 2. Gender male female Christianity Rastafarian Jews

3. Religious background

4. How long you been at Tarrant cap? 1 year 2year Months 5. Have you decide your career path at cap? Yes No Maybe

6. If yes, do you think Tarrant cap is the best institution Yes No Maybe

7. Do you think cap teachers are carrying out their duties? Yes Sometime Rarely

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8. What did the teachers do during class time?

Waste time in class

Walk around d the school Teach the class If other (Please specify)

9. What are some of the reaction of teacher before class?

Tried Enlighten Upset

If other
(Please specify)

10. What is the population of Tarrant cap? Fair Small Overcrowded

11. What are some of the quality you expecting from unemployed teacher? Knowledge Teaching quality Attitude All of the above 18

12. Have you notice the unemployment rate among teacher? Yes No Rarely

13. What is the solution to help these unemployed qualifier teachers? Introduce some in Tarrant cap part time Introduce some full time Find other solution to help them

14. If they employed teachers in Tarrant cap will it benefits you? Yes, it will benefit me No, it not going to benefit me Maybe it benefits me

15. What are some of the skill /attitude should they have? Give basic understanding on theories Give basic understanding on practical Show respect to student If other (Please specify)

16. Do you think qualifier teacher or person interested in Tarrant cap? Yes, they will No they are not teaching cap Maybe they will

17. How does this help Tarrant cap if they employed these qualifier teachers or person? Increase the skill in young people Reduce illiteracy rate amount young people give better quality teaching If other (Please specify)

18. Should the normal school teacher continue to teach Tarrant cap? Yes, they doing a great job No, they should give those teachers unemployed the job

19. What is the cause of unemployed teacher? Technological changes or improvement No jobs are available Teachers choosing to remain unemployed

20. Should more emphasize be place on the skill rather then the theory in Tarrant cap? No skill is important Yes theory is important Both are important

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Bolographic

Crawford, G (2007) Cape Caribbean Sociology Unit 1 Cambridge University Press Jamaica observer, Monday October 1, 2012 from
http://www.jamaicaobserver.com/news/JEEP-to-replace-CAP-administrators_12646622#ixzz2ICMiGnub

{HYPERLINKhttp://www.professionallyspeaking.com.ca/march_2012/features/now_what.aspx}
{HYPERLINKhttp:// www.JFLL.gov.jm/pdf/career-advancementprogamme.brochure5.pdf

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