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Concept Paper for the Development of a CARICOM Strategic Plan for Vocational Education Services in the CARICOM Single Market & Economy (CSME). 16 th July 2009. Navin Boodhai Manager - Research, Planning & Development National Training Agency.

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Concept Paperfor the Development of aCARICOM Strategic Plan for Vocational Education Servicesin the CARICOM Single Market & Economy (CSME)

16th July 2009

Navin Boodhai

Manager - Research, Planning & Development

National Training Agency

Overview of tvet technical and vocational education and training
Overview of TVETTechnical 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.

* UNESCO Definition

Outline of the presentation
Outline of the Presentation

  • Challenges in the Labour Market & TVET

  • Regional TVET milestones

  • Current TVET Models

  • Action Plans

  • Constraining Factors

  • Model of Regional Seamless System

Current labour market challenges
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

Current challenges in education training
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

Regional tvet milestones met since 1990

Regional TVET Milestones…met since 1990

Regional tvet milestones
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)

Regional tvet milestones1
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

    • Level 1: Craftsman Assistant

    • Level 2: Skilled Worker / Craftsman

    • Level 3: Technical / Supervisory Worker

    • Level 4: Graduate Professional

    • Level 5: Managerial Profesional

  • Regional tvet milestones2
    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

  • Regional tvet milestones3
    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)

    Regional tvet milestones4
    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)

  • Role of a national tvet apex agency a vehicle for competency based education training cbet
    Role of a National TVET Apex AgencyA 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)

    Background to c v q
    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”

    Decisions of cohsod xv oct 2006
    Decisions of COHSOD XV – Oct 2006

    Approved the establishment of a scheme for the award of Caribbean Vocational Qualification (CVQ)

    Authorized the National Training Agencies which had approved arrangements for issuing National Vocational Qualifications to offer the CVQ;

    Requested National Training Agencies, Ministries of Education and the CXC to collaborate with regard to the award of the CVQ in the school System

    UrgedMember States which had recently established Training Agencies to establish mechanisms for the award of Vocational Certification; and

    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

    Cvq caribbean vocational qualification


    Assessment is against occupational standards defined by industry (as standards change, need for recertification)

    Itcontains core modules for Workplace Health & Safety and Employability Skills assessments.

    It can be Assessed via:


    Oral questioning

    Written testing

    Appraisal of a portfolio

    Product / Presentation

    CVQ – Caribbean Vocational Qualification

    Regional Competency Based Model

    Labour Market Needs & Analysis

    Skills Registry &

    Industry Demand

    CARICOM Process for Workforce Training, Assessment & Certification

    Occupational Analysis

    Industry Harmonization


    Naming of Occupations

    Knowledge & Understanding

    (Theory & Know-how)

    Performance Criteria

    & Employability Skills

    Development of Competency Standards

    Development of

    Training Materials

    Development of

    Assessment tools

    Training Intervention

    Assessment of Learners

    OJT, Apprenticeships,

    Skills Centres & MoE


    Award of Certification

    Prior Learning

    Assessment &

    Recognition (PLAR)

    Using competency standards
    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

    Examples of occupational standards approved by caricom cohsod
    Examples of Occupational Standardsapproved by CARICOM/COHSOD

    • 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





    Example cvq level i general office administration office clerk

    BSB10103 NVQ Level I General Office Administration (Office Clerk)

    EXAMPLE:CVQ Level I General Office Administration (Office Clerk)

    What is p l a r
    What is P.L.A.R.? Clerk)

    • 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

    Industry example eicdi
    Industry Example: EICDI Clerk)

    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

    Action plans


    Developing action plans
    Developing Action Plans Clerk)

    • 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

    Caricom tvet strategy 1990
    CARICOM TVET Strategy (1990) Clerk)

    • intended to provide a framework, to identify processes and to propose systems for developing and improving TVET.

    • National TVET Apex Agencies setup for the:

      • 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;

      • Consolidation and rationalization of TVET.

    Constraints Clerk)

    • 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


    CVQ 5


    Prior Learning Assessment & Recognition

    CVQ 1-5

    University Higher Education


    CVQ 4

    Grad. Profess.

    Associate Degrees & Diplomas

    CVQ 3



    Apprenticeships CVQ 2-3

    CVQ 2



    CAPE & CVQ 2

    Pre-employment Training CVQ I


    CSEC & CVQ I

    CVQ I







    Thank you

    …Thank you… Clerk)



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