Sessional_Paper_1934 — Page 139

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(1) ORIGIN.

Extract from H.E.'s minute in C.S.O. 2819/33 dated 22/12/33.

"It is essential that we should have a definite programme drawn up and work up to it as far as funds will permit."

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In accordance with the above the following is submitted as a basic scheme setting out the general lines on which it is proposed to inaugurate a system of Technical Education for the Colony.

No attempt has been made, nor is it possible to do so, to analyse the prospects of all the activities which it is hoped to include eventually within the scheme; rather has an endeavour, in the first instance, been made to provide, for each class of society, one means of entrance to, or training in, such a mechanical occupation as is found to be appropriate to the financial resources of each individual.

(2) GENERAL POLICY.

In considering the desirability of any course, the population affected may be considered as divided into three classes.

(a) The "White Collar" class whose sons would normally expect to qualify

for a

"White Collar" job with its superior social status.

(b) The skilled "Artizan" class, ambitious for its sons, and ready and able

to make some sacrifice for their training.

(c) The generally poor whose sons eventually become semi-skilled after serving the least efficient type of apprenticeship in a Chinese workshop. In general, the sacrifice devolving on this class by paying the smallest fee is very heavy.

Consideration must also be given to the fact that no course can be even partially successful unless students receive exactly the type of education demanded by the industry for which training is given. Accordingly the Senior courses with which it is proposed to make a start, viz., Marine Engineering, Building, Automobile Repair are those in which close co-operation with the industrial firms concerned can be firmly established.

The general organisation of the various schools must of necessity be absolutely apart from the General English Educational System. The latter follows a fairly definite course from the time the student enters the District School until he leaves. after Matriculation; and within limits all students in all schools follow the same Course. Organisation within the individual school is much simplified by this con- centration on one course. Technical Schools other than Junior can never have the advantage of such simplicity of organisation; students in the same year will be following four or perhaps more separate courses; certain subjects will be common to most courses, but the whole must be regarded as an intricate mosaic the com- ponents of which can only be efficiently fitted together by careful adjustment as the system develops.

(3) TYPES OF COURSES PROPOSED.

Before laying down the courses of training in detail, it may be well to define the different types of courses proposed. These are:-

(a) Junior Courses, which provide a pre-apprenticeship training; they are largely

general, and in no wise a substitute for apprenticeship.

(b) Senior Courses, which are accepted, either in whole or in part, in lieu of

apprenticeship.

(c) Part Time (Lecture) Courses,* which provide the theoretical training required

by apprentices of Engineering firms.

*These are mainly evening classes.