A Strategy for Human Resource Development in Barbados Presented by: Ms Wendy McClean, Manager, Technical Services, Technical and Vocational Education and Training Council, Barbados At the Education for Employment International Forum : Global Perspectives Held on June 14 th 2011, Edmonton, Alberta, Canada

Format Background Principal ‘bottlenecks’ in TVET System Barbados’ Human Resource Development Strategy Priorities and Opportunities for Assistance from Canadian Colleges and Employers 2

3 Island of sun, sea and sand Located in the Atlantic Ocean most easterly of all the Islands. 166 sq miles of land Gained INDEPENDENCE in 1966 Capital is BRIDGETOWN Main foreign exchange earner TOURISM Main export is SUGAR Home to RIHANNA

Who’s who in the TVET System Regulatory agencies Ministry of Education and Human Resource Development Ministry of Labour TVET Council (National Training Agency) Barbados Accreditation Council Training providers Barbados Vocational Training Board Samuel Jackman Prescod Polytechnic Erdiston Teachers Training College Barbados Community College University of the West Indies Private training institutions

SUMMARY OF PRINCIPAL ISSUES AND BOTTLENECKS IN THE TVET SYSTEM Source: Barbados Education Sector Studies “Analysis and recommendation for strengthening of Barbados’ secondary and post-secondary TVET system” March 20115

Principal bottlenecks in TVET system Delivery of the new HRD strategy in line with TVET sector needs Implementation of an active, ongoing and close collaboration between MEHRD, MOL and TVET Council 1.Putting in place a strategic national TVET and employment strategy, the lack of which has hampered a cohesive approach to the financing and delivery of TVET in line with economic n eeds 6

Principal bottlenecks in TVET System Non-formal and employer training is extensive with some excellent practice but there is some fragmentation and limited formal accreditation of learning Direct marketing of N/CVQs to businesses largely absent Instigation of the NQF process that allows ease of access to formal recognition within a cohesive quality assurance process Formal creation of sector bodies with mandate for promoting skills development in their sector 2. Addressing the lack of engagement of employers in the formal education and training system 7

Principal bottlenecks in TVET System Presently there is no system of Prior Learning and Assessment Recognition (PLAR) in place for N/CVQs There is a need to support SME s with the provision of theoretical training Promotion of N/CVQs to those outside of the school system needs to be more effective 3. Promoting and expanding formally accredited workplace learning 8

Principal bottlenecks in TVET System Perception that approval procedures are complex and difficult to implement The process of recruiting and training teachers/instructors, assessors and verifiers is limited Schools and other training institutions are hampered by lack of knowledge of N/CVQs, access to resources and facilities, flexibility of systems and curriculum Achieving quality assurance with an appropriate balance between procedural compliance, and quality of teaching and instruction To what extent is what is being introduced representative of real and future labour market needs 4. Increasing the number of N/CVQs offered in tertiary institutions and the approval of the schools to deliver N/CVQs 9

Principal bottlenecks in TVET System Low standards of literacy and numeracy will adversely affect the success of any N/CVQ programmes There is a need to develop general employability skills alongside the specific vocational skills Professional development opportunities in developing literacy and numeracy are needed for staff to enable them to better remediate difficulties and enhance standards 5. Recognition of the importance of general education to TVET courses to provide underpinning knowledge and the development of clear pathways to qualifications 10

Principal bottlenecks in TVET System Opportunity for the development of a national strategy for careers guidance 6. The need for an effective careers guidance system to enable those seeking to make the right career choices through training provision as well as guiding those most vulnerable in society into work or training 11

BARBADOS HUMAN RESOURCE DEVELOPMENT STRATEGY DEVELOPING NATIONAL, INSTITUTIONAL AND HUMAN CAPACITY FOR SUSTAINABLE GROWTH 12

Human Resource Development Programme Objective: To increase competitiveness to allow sustainable growth and poverty alleviation. Human capacity Improving employability of Barbadians Reduced vulnerability among youth Improvement overall productivity. Technical Ministry: Ministry of Education and Human Resource Development + Ministry of Labour Budget: € 21,782,000 (BDS $56 mil) Funding Agency: European Development Fund Project Duration: 3 years 13

SOUND BASIC EDUCATION AND FOUNDATIONAL SKILLS Barbados Human Resource Development Strategy

Strategic Pillar 1 - Enabling Environment For Human Resource Development STRATEGIC OBJECTIVE Creation of an enabling environment for human resource development through institutional strengthening and capacity building. ACTIVITIES  Activity 1.1: Development and Implementation of HRD Policy and Guidelines  Activity 1.2: Capacity Building 15

Strategic Pillar 2 - National Qualifications Framework STRATEGIC OBJECTIVE Development and implementation of an internationally-recognised national qualifications framework. ACTIVITIES  Activity 2.1: Development of NQF Policy, Procedures, and Guidelines  Activity 2.2: Development of National Qualifications Framework  Activity 2.3: Expanded development of N/CVQs 16

Strategic Pillar 3 - Demand- driven Educational System STRATEGIC OBJECTIVE Development of demand-driven educational services including improved educator preparation programmes, career planning, quality assurance, and improved provision of second chance education and training. ACTIVITIES  Activity 3.1: Enhancement of labour market information systems to provide relevant HRD related information  Activity 3.2: Enhancement of career planning services for students and the labour force  Activity 3.3: Enhancement of second-chance educational system 17

Strategic Pillar 4 - Knowledge Management Systems STRATEGIC OBJECTIVE Rationalisation of knowledge management systems and improved information access. ACTIVITIES  Activity 4.1: Development of a comprehensive knowledge management action plan  Activity 4.2: Enhancement of HRD related systems 18

Strategic Pillar 5 - Research, Innovation, and Entrepreneurship Capacity STRATEGIC OBJECTIVE Enhancement of research to improve innovation, and entrepreneurship capacity. ACTIVITIES  Activity 5.1: Promotion of strong research culture  Activity 5.2: Creation of opportunities for the development of innovative goods and services  Activity 5.3: Enhancement of opportunities for entrepreneurship 19

Priorities and Opportunities for Assistance from Canadian Colleges and Employers CBET Curriculum Development and dissemination Prior Learning Assessment and Recognition Training of instructors and teachers in CBET( instructional delivery and assessment) Public relations/promotional strategies for rebranding TVET Sharing of models for ‘Second chance’ programmes and interventions for youth at risk Management training in vocational training administration 20

Priorities and Opportunities for Assistance from Canadian Colleges and Employers Strategies for employer engagement (development of occupational standards, LMI, apprenticeships/attachments) Capacity building in innovation and research Establishment of career planning services Development of framework for knowledge management 21

The Ideal Caribbean Worker Demonstrates multiple literacies & critical thinking Can create and take advantage of economic opportunities Can contribute to the welfare of the community and country 22

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