HomeMy WebLinkAboutTimes-Advocate, 1982-05-05, Page 23NURSERY SCHOOL OPEN HOUSE — Kate Farwell models her outfit for Joyce Fulton
and son Ryan as the Sunshine Kids Nursery school held an open house during educa-
tion week.
Near 200 at SHDHS
for education week
Close to 200 people at-
tended Education Week
activities at South Huron,
Monday through Thursday.
Over 40 people heard a
nutrition lecture by Elaine
Gottschall while 30 persons
were in attendance for a
discussion of Bill 82 con-
cerning special education.
"I suppose it is possible to
take a cynical viewpoint and
say 'what's the use' of trying
these programmes when
parents attend in what are
'fairly minimal numbers."
On the other hand, for the
approximately 200 people,
who came to the school for
one aspect ,or another, I'm
sure the attempt was well
worth the effort," said school
principal Joe Wooden in a
letter to Huron County
Director of Education, D.J.
Cochrane. Although num-
bers for any one session were
small, Wooden felt that the
presentations were first rate
and provoked interesting
discussion.
Of the 123 parents of
students having difficulties
invited to the school for
Monday's general open
house, only 40 came.
Discussions conducted
Tuesday by the Physical and
Health Education depart-
ment received favourable
response. In the discussion
on sex education, the
teachers described the
curriculum covered at each
of the four grade levels but
refused to allow the
discussion to deal with the
moral implications of
whether or not the school
should be involved in in-
forming students about sex.
"In grade nine, we ask
them anonymously whether
their parents have informed
them about sex, and over
sixty percent haven't been,
so the need is there," said
department head, Ron
Bogart. Along with Exeter
police constable, Kevin
1Short,'Bogart also led a
session on substance abuse.
From the lengthy two hour
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discussion on "Patterns of
School Organization,"
Wednesday, Wooden hopes
an ongoing contact with
interested parents will be
established. "I hope to get
together next month with
those people to discuss
mutual interests," he said.
Wednesday's session dealt
in particular with the issues
of period length and time-
tabling. A proposed time-
table for next year would see
the lengthening of periods
from seventy to seventy five
minutes.
Opponents of the proposed
schedule feel the periods are
already too long and should
be shortened. The ad-
ministration argues that
shortenedperiods are not
long enough for technical
subjects and are difficult•to
schedule. They also feel too
much time is spent moving
to classes.
Fifteen adults and 20
senior technical students
attended the session on
apprenticeship and trade -
training Wednesday, run by
the guidSnce staff and three
visiting ministry officials.
Ministry official, Pat
Newington suggested that
the government is . just
becoming aware that the
health of our economy is
dependent on a supply of
workers skilled in the trades.
South Huron technical
director, Walter. Fyn-
denchuk » suggested that
Canadians needed to change
their attitudes towards
tradesmen. Recently
returned from a two week
study session of the German
apprenticeship program, he
noted that Germany has a
tradition of valuing their
skilled workers.
Thursday evenings
sessions on Career
Development, Study Skills
and The Implication of the
Computer on Education
were sparsely attended.
A madhouse at
rehearsals for Grease
As _ the month of May
begins so does the countdown
to May 17, opening night for
SHDHS's production Of the
musical "Grease."
"It's going to be a
madhouse for the next two
weeks. The nerves are
starting to show through
already at rehearsal," co-
director Colin Lowndes said,
Friday.
Building construction
students under the direction
of teacher Dave Newton
have finished the set and
rehearsals have now shifted
to the old gymnasium from
the Theatre Arts room.
Plans are also underway to
move an old car into the
gymnasium to serve as a
prop for the play.
"It's (the play) been ex-
pensive. In addition to the
set, we've had torent a
sound system because of the
nature of the music," The
costumes are also rather
expensive," said Lowndes.
"He's hoping the production
will be a financial success so
that the expense& can be
recouped.
With two weeks left,
Lowndes allows there is a lot
of work to be done, but
remains confident that when
the lights come up on the
seventeenth everything will
be in readiness.
"The key scenes and the
musical numbers are really
good. This year we've got
some really good voices,"
she said. Lisa Miller and
Tracey Rock, the two female
leads, have exceptional
vocal talent, according to
Lowndes.
Besides Paul Cooper,
Daryl Webber and Sean
Walden, who are veterans of
past productions, this year's
cast is mostly composed of
younger students; for whom
"Grease" will be a first
production. Nevertheless,
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Lowndes feels "Grease" a
musical about "dating and
cars", will go over big. "It's
nostalgic 'Comedy," he said,
"People like that sort of
thing."
Work week
at school
This week, twenty-seven
commercial and twenty-five
senior technical students
aren't going to school; in-
stead, they are visiting area
businesses, asking
questions, working and
learning about what having
job involves.
Instituted 15 years ago, by
commercial director Don
Webster and adopted. more
recently by the technical
department, "Work Week"
gives students some on the
job training in their field of
interest.
The voluntary program
organized by teacher Phyllis
Lawton, has been successful
in creating references and
job opportunities for com-
mercial department par-
ticipants,
according to Webster.
"Every year there are at' --
least two or three students
who get references or an
actual job as a result of the
program," he said.
"The program creates
good school and community
liaison," noted technical
director, Walter Fydenchuk.
Barn dance
Wayne Smith, friends and
family will provide the
music for a Barn Dance
sponsored by the South
Huron student's council, at
the Exeter Golf and Country
Club, this Friday, May 7,
from 8:30 - 12:00. Square-
dancing and sandwiches are
featured. Western dress is
optional and admission is $5
per person.
SH technical head at
Walter Fydenchuk, career counselling, how
Technical Director at South German youth 18 assessed
Huron D.H.S. was selected and assisted In planning and
by the Ontario Ministry of choosing their future
Educatiqn to be one of eighty careers, usually by the age
Ontario educators to attend a of 12 or earlier. In contrast,
two week vocational many Canadian students
education seminar in have no definite ideas
Western Germany from regarding a future career
March 21 to April 4. The even after graduating.
seminar was organised and Also of much interest to
sponsored by„ the German Ontario educa tors because of
Chamber of `Industry and Bill 82 regarding special
,- Commerce, :The Institute of education, was how Ger-
Foreign Affairs in Stuttgart many looks after its han-
and the Ontario Ministry of dicapped. It is written into
Education. the German Basic Law, that
The group consisted of the handicapped will enjoy
technical teachers, secon- the same opportunities and
dary school principals, rights as any other citizen.
technical directors, Consequently German
superint-endents of business and industry must
education, board memters, provide equal' opportunities
education officers from the to the handicapped. If a firm
Ontario Ministry of has a certain number of
Education and the president employees then 5 percent of
of the Ontario Chamber of the employees must be the'
Commerce. handicapped, and there- are
The group toured various no bars to apprenticeship for.
public and private the handicapped.
vocational training school The German education.
and industries in Stuttgart, :system is divided into OffenbuSg, Lahr andFree= several stages of which the
burg in southern Germany. preschool or kindergarten
Members of the tour were will be the first stage. Stage
able to hear and observe how two is the primary area of
the role of the German education from age six to .
ministries of education age ten. The greatest
together with the supportive possible attention is given at
roles; played by the German thii stage to the particular
Chamber of Industry and interests, aptitudes - and
Commerce, the'trade unions skills of the individual pupil.
and . industry are co- On the successful completion
operatively integrated 'to ofrimar education the
promote a vocational pupils move on to secondary
education system ; that en- education.
sures Germany's position as The German education
the most highly in- system is divided into
dustrialised and the most several stages of which the
prosperous country .in preschool or -kindergarten.
Europe. will be the first stage. Stage
two is the primary area of
Since this week is education from age six to
designated as "Education age ten. The- greatest
Week" in Ontario, Mr. possible attention is given at
Fydenchuk shares his ob- this stage to the particular
servations and experiences interests, aptitudes and
with the T -A readers. skills of the individual pupil.
The vocation education On the successful completion
seminar began with an in- of primary education the
tensive three day immersion pupils move on to secondary
into the German education education.
system from kindergarten to Stage three is known as the
university. Lectures on the „Three -pillar system" of
.roles played by government, secondary education.
industry, unions and em- beginning at age ten and
ployer associations In ending at age eighteen, it
promoting the , German consists of three different
vocational education system types of schools. The type of
were conducted by officials secondary school that a
from the state ministry of student will attend depends
education, the chambers of on the assessment of the
in try and commerce and student's aptitude, interests
the federal bureau of youth and ability, the lawful wishes
employment, which provides of the parents and the
career counselling, career achievement level obtained
placement and registration on the entrance
of apprentices. examination
Other topics of much in-
terest were lectures on the If the primary school
famous "dual system"of assessment indicates that
vocational training in which the student is academically
over 50 percent of German inclined and is interested in
youth is enrolled. Other professional skills for which
interesting topics included university training is
Timet -Advocate, Moy 5,' 1982 Pogo 21
education seminar in Gerrnony
required, then he or she will
attend the academic high
school.
if the student indicates
interest and ability in the
technical or commercial
skills, he or she will attend
the intermediate school
(Realschule,) which
prepares the student through
"a Sound basic education
integrated with related
vocational subjects . and
Walter Fydenchuk
skills to pursue supervisory
careers in business and
industry upon successful
graduation in the eighteenth
year. If the student
graduating from the
primary school is unsure of
choosing a future career,
then he or she will attend the
main school (Hauptschule).
Here the first two years are
largely devoted to career
exploration and career
orientation.
One of the principal ob-
jectives of this school is to
provide a . socialization
process though the teaching
of life skills and vocational
skills, to successfully move
the young people from school
to adult roles. This is
achieved by an alternate
style of learning known as
the "dual system."
According to German ex-
perts the quality symbol,
"Made in Germany," would
be inconceivable without an
efficient occupational
training system such as the
dual system, which provides
a vital link between the
educational system and the
employment system.
This attitude was further
echoed during the seminar
by an official from the
Bureau of Youth Placement
and Employment who
stated, "our most important
resource is our trained
brains and skilled hands, we
would have nothing to export
if we don't produce skills."
The dual system of
vocational education begins
upon the successful com-
pletion of five years of main
school at age fifteen. The
student will be assisted by a
counsellor from the federal
bureau of youth placement
and employment to locate an
employer who agrees to sign
a training contract with the
student. Then for three more
years the student will attend
sc�l two days each week
an 'eeceive on-the-job
training with the employer
for the other three days of
the week.
The student also receives a
regular monthly training
salary which is periodically
increased up to the jour-
neyman rate at the end of the
three year contractural
training period. Upon the.
successful passing of the
apprenticeship exams the
student becomes a full-
fledged journeyman and
continues in the new career
on a full time basis.
Obviously apprenticeship
through the dual system
provides a very important
bridge between school and
work. It is also a. form of
continuing education being
-the first. sep on the career
ladder. In 1975 a total of 2.6
million German youth,
which is over 50 percent of
the youth between ages 16 to
18 were enrolled in this
alternate earn -as -you -learn
scheme of vocational
education.
If the Germans have such
a superior system of
vocational education then
why haven't we adopted it
into our own educational
system? The short answer to
this searching question is the
fact that many of our at-
titudes, values and,priorities
regarding education in
general will have to be
changed -before we can fully
understand and appreciate
the German model of
vocational education.
One reason why we cannot
completely adopt the Ger-
man system without
changing some of oto' at-
titudes, values and priorities
is the fact that the German
apprenticeship system
which is the backbone of the
German vocational
education system is a dif-
ferent species from the kind
of apprenticeship found in
English-speaking countries
such as Canada.
For one thing, the range of
occupations considered to be
apprenticeable in the Ger-
man system is much greater
than in English-speaking
countries. Germany has
about 470 recognized oc-
cupations for which formal
apprenticeship training is
required by law, so super-
market clerks and insurance
salesmen must go through
apprenticeship training.
A second reason is that
German apprenticeship
training has a long tradition
of high social status and
social acceptance ever since
the middle ages. A
tradesman carries as much
social status in the com-
munity as a doctor, lawyer
or business man. "Hand-
werk hat goldenen boden", is
a commonly expressed
German adage which
means, "a manual trade has
a golden foundation."
It is therefore not sur-
prising to see this adage
reflected in the objectives of
the German educational
system. A high status is
accorded to anyone passing
the apprenticeship
examinations. This high
social and vocational status
that apprenticeship enjoys in
Germany is reflected in the
public policy which supports
apprenticeship as a bridge
between work and school and
as an alternate form of
vocational education to
acquire occupational skills.
A third factor is that there
is a strong employer ac-
ceptance and commitment to
apprenticeship and to
vocational education in
Germany. Employers offer
and promote apprenticeship
because the tradition is
strong and because em-
ployers believe that ap-
prenticeship is their best
skills training system.
Employer associations such
as the Chambers of Industry
and Commerce exhort their
members to expand their
apprenticeship training
places.
Consequently the
proportion of firms offering
apprenticeships is much
higher in Germany than m
Canada. For example,
Germany has 518 ap-
prentices per 10,000 workers,
Great Britain has 211,
Canada has 73 and the
United States has 34. By this
measure Canada and the
United States are dragging
their feet in the international
standings with regard to
apprenticeship training.
Perhaps most important of
all, is the prevailing attitude
among all German people,
including the federal and
state governments and
employers that although
Germany lacks many
natural resources, its
greatest resource that
assures Germany's leading
position in the business and
industrial work is its skilled
workers.
Due to such commonly
held beliefs, the German
federal government (Bund)
was able to persuade em-
ployers to pledge themselves
to offer 100,000 new ap-
prenticeship places in 1977,
in addition to the already
existing first year ap-
prenticeships of 500,000, to
relieve the youth unem-
ployment problem. The
government uses a type of
carrot -and -stick approach to
encourage employers to
provide additional ap-
prenticeship vacancies.
If in any year it appears
that the demand for ap-
prenticeship opportunities
will - be greater than the
vacancies available, a
payroll tax of .25 percent is
levied on all firms whose
annual net turnover is over
$200,000.00. Employers with
less than 20 employees are
exempt from this training
tax. The fund created from
this tax is used to subsidize
firms that provide additional -
training places for youth.
Would Canadian em-
ployers respond equally as
well, and commit them-
selves to such a call from the
government to provide
similar opportunities for our
Canadian youth?
Town Of Exeter
REMINDER
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May .15, 1982
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