The Caribbean Vocational Qualifications Framework & CANTA

1. The Caribbean Vocational Qualifications Framework & CANTA OAS/Ministry of Education, T & T Workshop for the Caribbean Educational Sector on: “The Development and Certification of Basic & Labour Competencies.” 17 August 2004 Crowne Plaza Hotel Port of Spain, Trinidad & Tobago

2. The History of the Regional Workforce • A workforce of slaves. • Hardy, resilient stock who endured the horrors of the Middle Passage. • Working under horrendous working conditions

3. The History & Evolution of the Regional Workforce…Lord Howick, the British Abolitionist, (1764-1845) • Also known as the Lord Earl Grey, after whom ‘Earl Grey Tea” is named. • An influential abolitionist, British statesman and Prime Minister, who lobbied for the abolition of slavery.

4. The Great Howick ContradictionLord Howick, the British Abolitionist, (1764-1845) “The great problem to be solved in drawing up any plan for the emancipation of the slaves was to devise some mode of inducing them when relieved from the fear of the slave driver and his whip, to undergo the regular and continuous labour which was indispensable in carrying on the production of sugar.” -Lord Howick British House of Commons, 1833

5. The Howick LegacyLord Howick, the British Abolitionist, (1764-1845) • Slavery would be abolished but the plantocracy would be maintained at all costs. • “Controlling” elementary education only for the freed slaves. • Secondary education was a privilege for the children of the ruling classes to administer the affairs of the colony. • Higher education opportunities only available in England.

6. The Howick LegacyLord Howick, the British Abolitionist, (1764-1845) Much has changed since the 19th and 20th Centuries, but the remnants of our colonial past are still entrenched in our collective regional psyche and educational systems. MOST, IF NOT ALL OF OUR REGIONAL EDUCATIONAL LEGISLATION IS GOVERNED BY THE ACTS OF PARLIAMENT DATING BACK TO THE MID-1800’s.

7. The History & Evolution of the Regional Workforce • “Unshackling” from chattel slavery to abolition and emancipation. • From Emancipation to Independence. • From Independence to Globalization. • From Globalization to the Value of Work and Workers.

8. Requires unshackling from the precepts of the British Plantation Colonial Education Systems. Move towards universal secondary education as the basic educational platform. Make the transition from from a paradigm of Comparative Advantage to one of Competitive Advantage. Breaking Free!

9. Education is the Basis for a Competitive Regional Workforce Education is the process that enables and empowers our people to create value and to compete. And where education makes you trainable, training makes you employable!

10. Education is the Basis for a Competitive Regional Workforce…CARICOM has long agreed. CARICOM’s 1990 TVET Strategy is a major part of the region’s response to the accelerating processes of globalization and liberalization, in the face of uncompetitive regional workforces, first by creating National Training Agencies in the region.

11. CANTA,The Caribbean Association of National Training Agencies launched in Nov. 2003 to facilitate Movement of Certified Workers within the CSME.

12. Creating A Competitive Caribbean Workforce Every Caribbean worker whatever his/her occupation competes with his/her counterpart everywhere in the world. The Caribbean worker must be “world-class or no-class.”

13. CANTA is an association of national training agencies & other TVET apex bodies in CARICOM states Established November 2003 Founding Members Barbados: TVET Council Jamaica: HEART Trust / NTA Trinidad & Tobago: NTA Endorsed as the implementation arm of the CARICOM Regional Coordinating Mechanism for TVET To promote the development of a competitive regional workforce To facilitate free movement of certified skilled workers within the CSME What is CANTA?

14. Ensure uniform provision of standards/competency based training, assessment and certification Establish a regional certification scheme - Caribbean Vocational Qualification (CVQ) Promote career and vocational guidance throughout the CSME Support a regional labour market information system Promote lifelong learning and the image and status of TVET in the region Promote the development of national training agencies or TVET apex bodies What is CANTA?It’s Strategies

15. CANTA Partnerships National TVET Apex agencies National TVET focal Points CARICOM Learning & Skill providers

16. Governance • The General body of CANTA • All categories of membership • Annual meetings, presided by the Chairman • Executive Management Committee • The Committee meets twice a year & comprises: • CEO of each full member agency • CARICOM ex-officio member • CANTA Officers serve for two years: • Chairman, responsible for roving secretariat • Vice chairman • Secretary • Treasurer Sub-Committees Conduct the affairs of the CANTA CARICOM Reporting Obligations & linkage to COHSOD through the regional coordinating mechanism for TVET

17. Types of Membership & Requirements • Full Membership: Established national NTA and apex organizations within CARICOM • Provisional Membership: CARICOM member states intending to establish NTA or apex agency • Associate Membership: Institutions recommended by the national NTA • Honorary Membership: Individuals, institutions, organizations making distinguished contributions to TVET

18. National occupation standards Regional Clearinghouse Prior learning assessment Regional qualifications Cross-sector collaboration Targeted consultations CANTA’s Services • Caribbean Journal of TVET for Workforce Development • Updates on national & regional & international TVET best practices • Regional clearing house on workforce issues

19. CANTA’s Annual Costs Full membership Eligible to hold office & Full voting rights US$ 500 Provisional membership US$ 300 Eligible to hold some offices. No voting rights Associate membership US$ 200 No voting rights Honorary membership Free No voting rights

20. In Conclusion! • CANTA is a well-conceived idea whose time has come! • It provides the broad contextual and regional framework for the work and activities of the NTA’s of the region. • It has the potential to supply the “wheels and lubricant” for the CSME.

21. In Conclusion! The most practical vehicle of its kind, to create and sustain common regional qualifications that will facilitate the free movement of certified workers throughout the region, catalyzing regional workforce integration and global competitiveness.

23. The HEART Trust/NTA, Jamaica:20 Years Working in the Formal and Non-formal Education Systems. OAS/Ministry of Education, T & T Workshop for the Caribbean Educational Sector on: “The Development and Certification of Basic & Labour Competencies.” 17 August 2004 Crowne Plaza Hotel Port of Spain, Trinidad & Tobago

24. The HEART Trust/NTAToday… A statutory agency of the Government of Jamaica that is dedicated to achieving: “A Jamaican workforce trained and certified to international standards, stimulating employment- creating investments, contributing to the improved productivity, competitiveness and prosperity of individuals, enterprises, and the nation”

25. The HEART Trust/NTAToday… • Is vastly different from the organization created in 1982. • The organization has been structurally overhauled during its 22-year history, and continues to adapt and redefine itself. • The organization has ‘household recognition’ in Jamaica and is rapidly making a name for itself in the region and international TVET circles.

26. The History of HEART/NTA through its logos…1982-2004.

27. The History of HEART/NTA through its logos - 1982 Logo “An organization with a literal ‘heart’, saviour for ‘green, inexperienced” school leavers, creating a bridge from the classroom to the world of work.” Funded by a 3% training levy on employers’ wage bills.

28. The History of HEART/NTA through its logos- 1991-92 Logo HEART evolves by adopting the CARICOM TVET strategy to establish national coordinating bodies called NTAs, bringing under one umbrella all TVET institutions and programmes.

29. The History of HEART/NTA through its logos- 1993-94 Logo HEART Trust/NTA sharpens its focus, establishes the NCTVET, Certification & Accreditation based on standards, governance and quality assurance issues, the bedrock for all its work to develop the national TVET system.

30. The HEART Act was amended in 1994 to give birth to the NCTVET • Promote improvement in • the technical competence • and productive capacity • of the labour force by: • Approving standards for use in training and, • Certifying individuals who meet these competencies.

31. The History of HEART/NTA though its logos- 2000 and beyond Logo

32. The HEART/NTA Logo- 2000 & Beyond HEART/NTA is a responsive, evolving, dynamic, and technology-driven organization, striving to attain ever higher levels of impact & quality, through expanded training and certification for all working age Jamaicans.

33. Competency-based Education & Training (CBET) in Jamaica HEART/NTA’s Technical Operating Model recognizes the NCTVET as the quality assurance manager and certifying body for all competency-based (outcomes-based) training. Competency= Knowledge + Skills + Attitudes.

34. Competency-based Education & Training (CBET) in Jamaica All training is industry-driven (demand-driven), governed by occupational standards developed by industry lead groups and the NCTVET.

35. Competency-based Education & Training (CBET) in Jamaica A 5-level certification framework known as the National Vocational Qualifications of Jamaica (NVQ-J) was introduced, covering levels from semi-skilled, to skilled, to technician supervisor, etc.

36. The Progress of Competency-based Education & Training (CBET) in Jamaica In the last half of the 1990’s, the NVQ-J Framework was implemented in all HEART institutions in entry-level and higher-level training programmes.

37. The Progress of Competency-based Education & Training (CBET) in Jamaica TVET programmes in over 100 secondary schools have begun participating in the NVQ-J Framework, despite facilities and equipment constraints.

38. The Progress of Competency-based Education & Training (CBET) in Jamaica Uptake by tertiary institutions has included some programmes at community colleges, articulation in agricultural programmes and in university programmes such as engineering and IT.

39. The Progress of Competency-based Education & Training (CBET) in Jamaica Certification rates on assessments under the early NVQ-J model were low, and not all programmes functioned within the model. That has changed since; certification rates are high at 85% and above.

40. The Progress of Competency-based Education & Training (CBET) in Jamaica Employers are very supportive of the competency-based model. (HEART/NTA enjoys a 97% approval rating by Jamaican employers-2002 Stone Poll.) HEART/NTA & NCTVET have forged over 40 industry training lead groups in every major sector of the Jamaican economy.

41. The Progress of Competency-based Education & Training (CBET) in Jamaica The Jamaican training system also expanded beyond traditional vocational training to higher-level IT training in software design and network engineering at the Caribbean Institute of Technology. Over 500 software developers have been trained and certified at CIT.

42. The Progress of Competency-based Education & Training (CBET) in Jamaica Nevertheless, the NVQ-J framework did not achieve wide-spread recognition and use in the workplace. The framework was best suited for institutional-based delivery, and was not as flexible for delivery and certification in the workplace.

43. HEART/NTA’s New Competency-based Education & Training (CBET) Model (Our New Business Model) • In 2001, we began to examine how we could make the framework more flexible and accessible, particularly to working adults. • We studied and modeled the CBET systems of Australia and New Zealand.

44. HEART/NTA’s New Competency-based Education & Training (CBET) Model (Our New Business Model) We now have a system that has created more flexible pathways for the learner, who can now acquire & accumulate certifiable competencies over time (unit competencies)

45. Features of the New Competency-based Education & Training (CBET) Model (Our New Business Model) • The New CBET Model recognizes learning and skill acquisition as it occurs. • The New CBET Model provides a platform for the development of a culture of life-long learning in Jamaica.

46. Features of the New Competency-based Education & Training (CBET) Model (Our New Business Model) The New TVET Model is based on NVQ-J Framework Levels I-V: • LEVEL I: Directly Supervised Worker • LEVEL II: Supervised Skilled Worker • LEVEL III: Independent or Autonomous Skilled Worker • LEVEL IV: Supervisory Specialist Worker • LEVEL V: Managerial, Professional Worker

47. Features of the New Competency-based Education & Training (CBET) Model (Our New Business Model) • Firms can become accredited training and assessment providers • Workers can be assessed on each competency and certified. Competencies accumulate into a qualification • A bigger market is being created for training and certification services in Jamaica.

48. Features of the New Competency-based Education & Training (CBET) Model (Our New Business Model) Benefits to Employers: • Able to ensure workers have required competencies, focusing HRD programmes on required skills • Basis for Job Description & Performance Appraisal, allowing employer to tie compensation to skills • Improves worker performance, involvement and commitment

49. HEART/NTA Philosophy on Education & Training The dichotomy between general and vocational education is artificial. Both modalities complement each other. Education makes you trainable. Training makes you employable.

50. The Vision for Education in Jamaica Each Child can learn Each one must!