Placement Problems Among Engineering Apprentices in Part‐time Technical College Courses

S ummary . It is generally believed that the high failure rates in part‐time technical college classes are due to lack of ability. Scores on two intelligence and two attainment tests obtained by 678 engineering students in four technical colleges gave a multiple R of 0·51 with success in the first year examination of the Ordinary National Certificate. In the trade examinations, the figure was 0·61. Curves of least misfits gave ‘cut‐off’ scores for both groups. The bottom 16 per cent. of those taking trade examinations had a failure rate of 82 per cent., and more ‘third stream’ courses for such students are recommended. For the O.N.C. students, the failure rate below the ‘cut‐off’ was 68 per cent., and it was only among the ‘over‐achievers’ in this group that the stereotype of the over‐earnest part‐time student, with few other interests, could be found. Above the ‘cut‐off’ the pass rate was not more than 61 per cent. and here the successful student tended to be the one with more outside interests. At all levels of test scores success correlated with: (1) A father or near relative in the engineering industry, and (2) A father doing a skilled or managerial job. Results show that by the use of two or three standardised tests on entry, colleges could place their students more effectively in the three types of course available, and be in a position to offer them more realistic help in the event of failure or other difficulties. It is suggested: (1) that the examination system which rejects about 40 to 50 per cent. of candidates at each stage of a three‐year course should be revised, and (2) that the apprenticeship system which links wages with age and in general takes little or no account of academic achievement, influences adversely the motivation of a high percentage of students and sets a serious limit to any effort to reduce failure

Apprenticeship · Certificate · Geography · Mathematics education · Stereotype (UML) · Test (biology) · Engineering Education and Curriculum Development · Engineering Education and Pedagogy · Mathematics · Mathematics Education and Programs · Psychology · Social Psychology