Transcript Development of a CARICOM Strategic Plan for Vocational

Concept Paper
for the Development of a
CARICOM Strategic Plan
for Vocational Education Services
in the CARICOM Single Market & Economy (CSME)
16th July 2009
Navin Boodhai
Manager
- Research, Planning & Development
11:46 PM
National Training Agency
Overview of TVET
Technical and Vocational Education and Training
• TVET is the acquisition of practical skills, attitudes and
knowledge relating to workplace competence.
• TVET* is understood to be:
(a) an integral part of general education;
(b) a means of preparing for occupational fields and for
effective participation in the world of work;
(c) an aspect of lifelong learning and a preparation for
responsible citizenship;
(d) an instrument for promoting sustainable development;
(e) a method of facilitating poverty alleviation.
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* UNESCO Definition
Outline of the Presentation
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Challenges in the Labour Market & TVET
Regional TVET milestones
Current TVET Models
Action Plans
Constraining Factors
Model of Regional Seamless System
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Current Labour Market
Challenges
• Transition challenges with the changing economy…
• Unresponsive training system to meet current
industry demands
– High cost for training & retraining within industry
– Informal apprenticeships / internships
– Highly skilled but about 60% uncertified workforce
– Emerging sectors – yachting, marine, printing etc…
• Training of persons without assessing and
identifying their skills gaps
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Current Challenges in
Education & Training
• Vast number / different types of certifications
– Different types of assessment processes
• Some cases largely theoretical assessment process
• Different curricula for similar courses
– Deficiencies among trainers in their specialist areas
– Inadequate equipment & facilities within the classroom
• Lack systems for articulation
• Lack of industry standards
• Lack of basic literacy & numeracy proficiency / “right
attitudes” / life skills
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Regional TVET Milestones
…met since 1990
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Regional TVET Milestones
 Three established National TVET Apex
Agencies
 the Heart Trust NTA (Jamaica, 1991)
 the TVET Council (Barbados, 1998)
 the National Training Agency (T&T, 1999)
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Regional TVET Milestones
 The development of a 5-level Regional
Vocational
Qualifications
Framework
representing…
 the different levels of skill, autonomy and responsibility that
correspond to levels of employment in the labour market (2003)
• Definition of CVQ levels
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Level 1: Craftsman Assistant
Level 2: Skilled Worker / Craftsman
Level 3: Technical / Supervisory Worker
Level 4: Graduate Professional
Level 5: Managerial Profesional
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Regional TVET Milestones
 The setting up of the Caribbean Association of
National Training Agencies (CANTA)
 as the implementation arm of the Regional Coordinating
Mechanism for TVET (RCMTVET) (2003)
 Comprises all the CEOs/Heads of the NTAs
 The agreement by COHSOD for the Caribbean
Vocational Qualification (CVQ) to be used for the
movement of “artisans” (2007)
 The CVQ allows you to apply for a CARICOM Skills
Certificate
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Regional TVET Milestones
 The setting-up of regional processes for
 the development of Occupational Standards
&
 the Quality Assurance of TVET (2007/08)
– 133 regionally approved occupational
standards developed (2008)
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Regional TVET Milestones
 The recent setting up of TVET Agencies and
Competency Based Systems in countries such
as
 Antigua & Barbuda, Bahamas, Belize, Grenada, St. Kitts &
Nevis, St. Lucia. St. Vincent & Grenadines and Guyana,
most of which are in the formative stages (2007-2009)
• The award of the Caribbean Vocational
Qualifications (CVQ) by CXC
• Launched in the T&T Secondary School system with over
1800 students graduating with unit awards and/or full
certification (2007/08)
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Role of a National TVET Apex Agency
A Vehicle for Competency Based Education & Training (CBET)
• National TVET Apex Agency
– Coordinating body for all TVET
– Interface between the industry and the training
providers
• Development of Industry set Occupational Standards (KSA)
based on Industry demands
• Integration of these Standards into General Education
– Awarding the Caribbean Vocational Qualification
(CVQ)
– Developing models for:
• Institutional Based Training
• Community Based Training
• Enterprise Based Training (Apprenticeships)
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Background to C.V.Q.
• 1990 – CARICOM Regional TVET
Strategy
• 2003 - in response to COHSOD XI
mandate, CANTA documented the model “Regional Process for Workforce Training,
Assessment and Certification”
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Decisions of COHSOD XV – Oct 2006
1. Approved the establishment of a scheme for the award of
Caribbean Vocational Qualification (CVQ)
2. Authorized the National Training Agencies which had
approved arrangements for issuing National Vocational
Qualifications to offer the CVQ;
3. Requested National Training Agencies, Ministries of Education
and the CXC to collaborate with regard to the award of the
CVQ in the school System
4. Urged Member States which had recently established Training
Agencies to establish mechanisms for the award of Vocational
Certification; and
5. Also urged Member States which had not yet done so, to
establish national focal points through with which arrangements
for the CVQ could be developed
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CVQ – Caribbean Vocational
Qualification
• Competency-based
• Assessment is against occupational standards defined by
industry (as standards change, need for recertification)
• It contains core modules for Workplace Health & Safety
and Employability Skills assessments.
It can be Assessed via:
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Observation
Oral questioning
Written testing
Appraisal of a portfolio
Product / Presentation
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Regional Competency Based Model
CARICOM
Process for
Workforce
Training,
Assessment &
Certification
Labour Market Needs & Analysis
Occupational Analysis
Development of
Competency Standards
Development of
Training Materials
Development of
Assessment tools
Training Intervention
Assessment of Learners
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Award of Certification
Using Competency Standards
• A competency standard / occupational standard
– specifies in a structured format how people should perform a job
or work role. It defines the knowledge, skills & attitudes…
– Developed by industry
• minimum best practice,
• internationally benchmarked
– Developed into units of competency
• Organizations use competency standards:
– as a frame of reference for determining how they expect job or
work roles to be performed
– to judge whether people are competent at their job or work role
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Examples of Occupational Standards
approved by CARICOM/COHSOD
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Cricket Pitch and Field Maintenance
Steelpan Manufacturing
Fabric Design
General Construction
Jewelry Making
Agro-food Processing
Tour Guiding
Graphic Arts
Motor Vehicle Repair
Web programming
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See www.cantaonline.org
EXAMPLE:
CVQ Level I General Office Administration (Office Clerk)
Unit Code
Unit Title
BSBCOR0171A
Deliver quality customer service
Core
BSBCOR0161A
Handle telephone calls
Core
BSBBAD0081A
Develop keyboarding skills
Core
BSBBAD0671A
Type and copy routine documents
Core
BSBCOR0091A
Receive visitors
Core
BSBBAD0681A
Locate and store file in paper base system
Core
BSBCOR0071A
Operate a personal computer
Core
BSBCOR0201A
Participate in workplace safety procedures
Core
BSBFIN0721A
Prepare routine financial documents
Elective
BSBBAD0181A
Provide information to clients
Elective
ITCCOR0081A
Sell products and services
Elective
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Core/Elective
What is P.L.A.R.?
• Prior Learning Assessment and Recognition
(P.L.A.R.)
– recognizes an individuals acquired competencies; no
matter how, when or where the learning occurred.
– The persons skills and knowledge are assessed
against approved occupational standards.
• Skills GAPS are identified
• Full or partial qualification can be achieved
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Industry Example: EICDI
Energy Industry Competency Development Initiative
• Group comprising STCIC, NTA, UOATT, PLEA, TOCA, others
• Mission “to raise competency in the Energy Industry”
• Goal “to have common competency framework for Energy
Contractors’ workforces, recognized and accredited
processes, training bodies and assessors”.
• Framework, process, training and accreditation available to
ALL contractors
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ACTION PLANS
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Developing Action Plans
• A review of the CARICOM Regional TVET
Strategy (1990)
• A review of International Best Practices
• A review of Regional Success Models
• NTA Trinidad & Tobago / Vision 2020
• Heart Trust NTA Jamaica
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CARICOM TVET Strategy (1990)
•
intended to provide a framework, to identify
processes and to propose systems for
developing and improving TVET.
•
National TVET Apex Agencies setup for the:
(i)
(ii)
(iii)
(iv)
formulation of programmes for TVET;
expansion of education and training opportunities;
optimization of use of available resources;
increase in impact of resources allocated for education and
training;
(v) Consolidation and rationalization of TVET.
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MAJOR ACTION
Establish
National TVET
Apex Agencies
IMPLEMENTATION
Completed:
-three established agencies
Processes Initiated:
-at least 4 countries have started to put
TVET apex structures in place
Requirements:
-all countries with TVET apex agencies
Appoint a
Completed:
Regional Advisory -established CANTA
Committee
Requirements:
-increasing the participation of countries
-use of technology to support communication
-launch of a CANTA Secretariat
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CARICOM TVET Strategy (1990)
MAJOR ACTION
IMPLEMENTATION SUCCESS
Develop Labour
Processes Initiated:
Market Information -CANTA Website – www.cantaonline.org
-Caribbean Labour Market Information
Systems
System – an ILO project
Requirements:
-a Regional TVET data hub to capture all
approved standards, providers and awards
of CVQs
Develop and
implement a
promotional
programme
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Processes Initiated:
-National communication strategies
Requirements:
-A Regional Communication and Marketing
plan supported by national strategies to be
developed
CARICOM TVET Strategy (1990)
MAJOR ACTION
Organize
professional
vocational and
career guidance
services
IMPLEMENTATION SUCCESS
Requirements:
-a Regional Dictionary of Occupations
-Career Mapping linked to occupational
Standards
-Regional implementation of Prior Learning
Assessment and Recognition (PLAR) offered
to persons who do not have certification but
have the required competencies
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CARICOM TVET Strategy (1990)
MAJOR ACTION
Review, Upgrade,
Intensify and
Extend TVET
offerings
IMPLEMENTATION SUCCESS
Completed:
-Developed a Regional Model for TVET
implementation based on a Competency
Based System
Processes Initiated:
-the award of CVQs in the secondary school
system
Requirements:
-the award of CVQs within the postsecondary system and the workplace
-the need to have all countries with
adequate resources and infrastructure to
implement the CVQs
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CARICOM TVET Strategy (1990)
MAJOR ACTION
IMPLEMENTATION SUCCESS
Create effective
linkages among
TVET
programmes and
institutions and
employers
Completed:
-Developed a five-tiered regional qualifications
framework
Requirements:
-Need for a Regional Qualifications
Framework representing pre-school to tertiary
education to allow for proper articulation
-Need for a regional accreditation mechanism
to quality assure and assess awarding bodies
against stated criteria to allow for backward,
lateral and forward linkages
-National and Regional Employer Groups to
get involved…
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CARICOM TVET Strategy (1990)
MAJOR ACTION
Strengthen
teacher training
for diversified
and effective
programme
delivery
IMPLEMENTATION SUCCESS
Completed:
-Vocational Training and Development
Institute (VTDI)
-University of Technology (U Tech)
Processes Initiated:
-Through the OAS Project, a number of
teachers have been trained in competency
based assessment methods
-Scholarships to VTDI and UTech
-University of Trinidad & Tobago (UTT) - B.Ed.
TVET in conjunction with the MIC
Requirements:
-Retraining of teachers
-Need for distance learning strategies
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CARICOM TVET Strategy (1990)
MAJOR ACTION
Rationalize,
upgrade training
facilities and
arrangements in
keeping with
projected industry
needs
IMPLEMENTATION SUCCESS
Processes Initiated:
-Award of the CVQs
-Processes for the development of
occupational standards and quality
assurance/audits
-Development of Occupational Standards
based on industry requirements
-Development of Facility Standards and
checklists
Requirements:
-Implementation of Apprenticeship Schemes
-Widespread implementation of the
occupational standards in traditional
academia
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CARICOM TVET Strategy (1990)
Constraints
• Administrative Framework
– CANTA Secretariat
• Technology Framework
– Regional Database
• Human Resource Framework
– Training of Teachers / Administrators
• Legislative Framework
• Financing Framework
– Fiscal Support / Business Venture
• Stakeholder Commitment
– Political will
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SEAMLESS EDUCATION & TRAINING SYSTEM
CVQ 5
University
Higher
Education
Degrees
Associate
Degrees &
Diplomas
Semi-skilled
CVQ 4
Grad. Profess.
Prior Learning
Assessment &
Recognition
CVQ 1-5
CVQ 3
Supervisory
Workplace
CXC
CVQ 2
Apprenticeships
CVQ 2-3
CAPE & CVQ 2
Craftsman
CXC
CVQ I
CSEC & CVQ I
Semi-skilled
TRADITIONAL
11:46EDUCATION
PM
SYSTEM
Preemployment
Training CVQ I
WORKPLACE
TRAINING
…Thank you…
CONTACT INFORMATION – NAVNEET BOODHAI
COMPANY:
ADDRESS:
PHONE:
EMAIL:
WEBSITE:
11:46 PM
NATIONAL TRAINING AGENCY
#115 Endeavour Road, Chaguanas
(868) 672-7107
[email protected]
www.ntatt.org & www.cantaonline.org