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Abstract
This paper draws attention to the apparent discrepancies between Government statements regarding the importance of technical education and training and the actual provision made since the war.
A survey of more than 4,000 further education students provided confirmatory evidence of the existence of three major, stable, almost independent cognitive factors, identified at ‘verbal/educational’ (v/ed) ‘non-verbal intelligence/spatial ability’ (g/k) and perceptual speed.
Evidence is presented which indicated that technician and craft students, drawn mainly from low socio-economic status groups, perform poorly on measures of verbal ability, but relatively well on non-verbal measures. Teacher training college students by comparison however, come from high status homes, perform well on measures of verbal ability and poorly on some non-verbal measures.
It is suggested that the abilities, associated with language and education, are those most highly prized by society. Abilities, important in a technological society, may therefore lack recognition and be undervalued by ‘policy makers’ with traditional educational and social backgrounds.
The political will needed to improve the provision of technical education and training has in general only been apparent during periods of crisis brought about by increased unemployment. The lack of will at other times may be rooted in social and psychological factors identified by this and other studies.