Presentation on theme: "Quality-Assured Certification: The Key to Greater Workforce Mobility in the Caribbean and Internationally Patricia McPherson, CARICOM Secretariat Robert."— Presentation transcript:
1 Quality-Assured Certification: The Key to Greater Workforce Mobility in the Caribbean and Internationally Patricia McPherson, CARICOM SecretariatRobert Gregory, Education SpecialistACCC ConferenceJune 2, 2013
2 PRESENTATION OUTLINE PART 1: SETTING THE CONTEXT TVET IN THE REGION CARICOM (What is it, Why in existence)The Birth of the CARICOM Single MarketCaribbean –Canada RelationsTVET IN THE REGIONIn formal and non formal educationIts portability within the Free Movement of skillsRegimeTVET –The Answer?-
4 CARICOM The Caribbean Community Established by the Treaty of Chaguaramas signed at the historic Chaguaramas Convention Centre, Trinidad and Tobago4 July 1973
5 CARICOM: The Original Signatories JamaicaHon Michael ManleyBarbadosHon Errol BarrowTrinidad & TobagoDr the Hon Eric WilliamsGuyanaHon Forbes Burnham
6 St. Vincent & Grenadines CARICOMCARICOMFifteen Member StatesAntigua& BarbudaThe BahamasBarbadosBelizeDominicaGrenadaGuyanaHaitiJamaicaMontserratSt. Kitts & NevisSaint LuciaSt. Vincent & GrenadinesSurinameTrinidad & Tobago
7 British Virgin Islands Cayman Islands Turks and Caicos Islands CARICOMCARICOMFive Associate MembersAnguillaBermudaBritish Virgin IslandsCayman IslandsTurks and Caicos Islands
8 CARICOM OBJECTIVES OF THE COMMUNITY include Improved standards of living and workFull Employment of labour & other factors of productionEnhanced levels of international competitiveness
9 Enhanced co-ordination of foreign economic policies CARICOMCARICOMOBJECTIVES OF THE COMMUNITY includeEnhanced co-ordination of foreign economicpoliciesEnhanced functional co-operation
10 The birth of the caricom single market and economy (csme)
11 CARICOMCARICOMThe Treaty of Chaguaramas was revised to include the CARICOM Single Market and Economy, and signed by Heads of Government on July 5, 2001
12 January 2006 - Revised Treaty of Chaguaramas entered into force through ratification by twelve Member StatesJanuary The CSM becameoperational; six Member Statessigned the AgreementJuly 2006 – Six other MemberStates signed the Agreement
13 Montserrat is awaiting entrustment February 2008 –Haiti ratified CSMAgreement- The Bahamas is not a part of the CSM-Montserrat is awaiting entrustment
14 capital, technology, labour CARICOMThe CSME:-A single enlargedeconomic spaceFunctionalcooperationMacro-economic andsectoralpolicycoordinationFree movementof goods, services,capital, technology, labourCommon externaltrade policyNon- discriminatoryaccess to the region’s resources & markets for CARICOMnationalsThe Single Market
15 CARICOMThe CARICOM CommunityThe Member States of the (CARICOM) have responded to the economic challenges of globalisation and trade liberalisation by deepening the integration process through the creation of the CARICOM Single Market and Economy (CSME).The free movement of skilled persons one of the main pillars of the CSME.Issues of skill development through TVET and the portability of qualifications, have assumed renewed importance in positioning the Region for competitive participation in the global economy.
16 CARICOMThe CARICOM Communitycommon system and understanding of quality assurance issuesall levels of Education and Training, including TVETIn order to achieve this, there must be:Regional Qualification Framework – articulates qualification and certification at all levels of Ed and Training
17 Member States Member States The CARICOM Community committed themselves to free movement of nationals within the CommunityMemberStatesrequired to put in place mechanisms to ensure full and complete complianceMember StatesThese steps are critical to the smooth operation of the free Movement of persons in which CARICOM Skilled Nationals can exercise the key principle rights to which they are entitled.
18 Household Domestics with a (CVQ) or equivalent qualification CARICOMCARICOMUniversity GraduatesMedia WorkersSports personsMusiciansProfessional NursesTeachersArtisansArtistesHolders of associate Degrees or equivalent qualsHousehold Domestics with a (CVQ) or equivalent qualificationPersons eligible for MovementThe institutionalisation of a regional system of Caribbean Vocational Qualifications (CVQ) is seen as a crucial element in facilitating the free movement of workers while also contributing to the enhancement of skills training in both institutional as well as on-the job settings. Such a scheme also facilitates the credentialing of skills for experienced persons already in the workforce.
20 The Regional Strategy The Process Bottom up - 12 National 3 Regional ConsultationsEnsure integrity, respectful of contributionsVerification, ratificationAdvocacy Strategy, lobbyingImportance of ownership and accountabilityBottom up, consulted with 12 countries, then ratified with 3 regional consultations, total of over 350 persons from all groups: industry, education, government, youth, all social partners: Employers, labour, Govt. (Education, Labour, Finance, Investment and Commerce) plus NGOsBottom up design to ensure integrity of content, respect and recognition of contribution made to Strategy’s content, verification and ratification of Country reports, ratification and endorsement of Strategy Framework and content with a higher level stakeholder community includingMinisters, University Heads, Lead Employers, Union Leaders and NGOs.Design of a country level advocacy and lobbying strategy prior to COHSOD, an implementation plan with detailed accountabilities in each country and the Region.The facilitating impact of a carefully cultivated and broad-based stakeholder ownership and accountability for “their strategy” and success at COHSOD and the implementation to come.
21 Difference from Previous Strategy “Regional TVET Strategy for Workforce Development and Economic Competitiveness: Skills and Credentials--the New Global Currency”Vision Statement: Sustainable economic prosperity through the creation of a globally competitive regional workforce enabled by a market-responsive education and training systemDifference from Previous StrategyEconomic not social domainFocus on CredentialsAccountabilityImplementationOverview of StrategyTitle of Strategy: Regional TVET Strategy for Workforce Development and Economic CompetitivenessByline: Skills and Credentials: the New Global CurrencyVision Statement: Sustainable economic prosperity through the creation of a globally competitive regional workforce enabled by a market-responsive education and training systemDifference from previous Strategy:Solidly set in the economic rather than social domainFocus on credentials as critical to international competitivenessExample of Red Seal: how Caribbean workers were able to work in Canada with Red SealWith Implementation Plan, accountability measures,The plan is that each country would develop its own strategy based on the Regional one
22 7 Pillars of the Strategy TVET redefined and promoted as an agent of Workforce Development and Economic CompetitivenessTVET Integrated with General Education for life and livelihoodA CARICOM Training SystemLabour Market Intelligence for Workforce DevelopmentCareer Guidance and CounsellingInstructor TrainingTVET Financing: Public Private PartnershipsThis is an overview: I will now go through these one by one.
23 1. TVET redefined and promoted as an agent of Workforce Development and Economic Competitiveness Shift from supply to demand-drivenHigh level skills, not ‘dunces’Innovation and entrepreneurshipFocusing on practical skills, greater socioemotional developmentPositive MarketingTVET redefined and promoted as an agent of Workforce Development and Economic CompetitivenessShift from supply to demand driven trainingRecognition that TVET requires high level skill developmentTVET is for everyone, not for ‘dunces’Focus on innovation and entrepreneurship(TVET model, with its focus on practical skills, as research Pat pointed to, leads to greater socioemotional development (employability skills) thus is more desirable to employersMarketing of TVET needs to change, to show TVET in a modern light, leading to high skill acquisition and often, high paying jobs, and often lucrative self-employment
24 2. TVET Integrated with General Education for Life and Livelihood . Stop marginalization of TVET as ‘less than’Ensure students graduate with some practical skillsNot dead-ended“Education makes you trainable and Training makes you employable, while attitude keeps you employed”TVET Integrated with General Education for life and livelihoodStop marginalization of TVET as ‘less than’Ensure students graduate from Secondary school with practical skills related to an area of demand in the labour market as well as necessary academic preparation for graduation.“Education makes you trainable and training makes you employable, while attitude keeps you employed”Ensure that TVET is not dead-ended; that there is a qualifications framework in place that allows students to move thr0ugh the education system
25 CARICOM Training System Need to develop the regional Training system so each country can deliver CVQsNeed to train and capacitate smaller countriesDiagramA CARICOM Training SystemNeed to develop the regional training system so that each country can deliver CVQs and they are transferable across the regionNeed to train and capacitate the smaller countries so that they are not disadvantaged in the development and delivery of CVQs
27 4. Labour Market Intelligence for Workforce Development LMI needs to drive planning, evaluation, new program developmentModeled on ‘just in time, good enough’PredictiveSectoralInvolves multitude of means of collecting intelligence including priorities of gov’t, investment community, etc.Labour Market Intelligence for Workforce DevelopmentLabour Market Intelligence needs to drive TVET planning, evaluation and new program developmentModeled on Canadian ‘just in time, good enough’ labour market intelligence that is predictive, based on a sectoral approach and involves a multitude of means of collecting intelligence, knowledge of priorities of government, investment community, etc.
28 5. Career Guidance and Counselling Almost non-existent in CaribbeanMostly personal, academicNeed new kind of counsellorKnowledge of Labour MarketSelf assessment tools and strategiesUnbiased towards academiaService to workforce and studentsCareer Guidance and CounsellingCareer Counselling almost non-existent in Caribbean institutionsMost counselling is personal or academic counselling.Need new kind of Career Guidance counsellorKnowledge of the labour marketSelf-assessment tools and strategiesUnbiased towards academiaCareer Guidance Services provided to students in schools and tertiary institutions as well as to members of the workforce
29 6. Instructor TrainingInstructors with current knowledge, skills and credentials from industry“It’s easier to teach a plumber to teach than to teach a teacher to plumb”Student-centred, competency-basedStandardsFlexible hiring practicesInstructor TrainingInstructors with current knowledge, skills and credentials from industryLesson from the Canadians: “It’s easier to teach a plumber to teach than to teach a teacher to plumb”Need student-centred competency-based approachNeed standards for instructors, flexible hiring practices
30 7. TVET Financing: Public Private Partnerships Need new models of financingMinistry of Education can no longer carry entire burdenStrategies to engage industryApplied Research, joint undertakings, contract trainingNeed Sector-driven public private partnershipsIndustry, line ministries, education ministries and sector leaders and investors join forcesE.g. MegaprojectsNeed new models of financingMinistries of Education alone cannot carry the burdenNeed new strategies to engage industry, build trust, work towardsDonations of equipment (Naming opportunities), land and expertiseApplied research, joint undertakings, contract training, exchanges, etc.Need to develop sector-driven public private partnershipsIndustry, line ministries (mining, transportation, etc.) and Ministries of Education join forces to plan for skills training sector by sector e.g. training in mining, logistics, etc.Where megaprojects are planned, training should be identified upfront as a key component of the megaproject and funds should be set aside money to investMost often, training is a budget line in a megaproject: our job is to ensure it is used to invest in our citizens’ skill development to fill the positions
31 C-EFE Project Synergy between C-EFE and Regional Strategy Project is assisting to:Strengthen regional capacityDevelop 16 Canadian Caribbean institutional partnerships in sectors/programs of high priority in labour marketModel Canadian best practicesC-EFE ProjectSynergy between C-EFE and Regional Strategy (good timing, shared priorities)Project is assisting to:Strengthen the regional capacity to plan and implement TVET: setting standards, training assessors, building portal for LMI and CVQsDeveloping 16 Canadian-Caribbean projects that will advance the CVQ system of the Caribbean and at same time model Canadian best practices
32 Next Steps Implementation Accountability Roll out of the Regional StrategyRegular reporting and monitoringIn our consultations, the participants strongly insisted on increased emphasis on implementation and greater accountability for the new Strategy.Therefore, in developing the strategy, we included Implementation Steps (24 in all) for each of the pillars.In addition we set a five year time line to achieve the implementation.We recognized that each country is at a different stage of development and has different challenges; therefore we are encouraging each country to develop its own implementation plan, in line with the Regional one.The early results are most encouraging. Grenada has already done that and other islands are planning to.It is quite amazing, in a culture that is not accustomed to rapid action and accountability, how the Regional Strategy is making an impact. It was obviously timely and of great need.