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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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    1. 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

    2. 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

    3. 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

    4. 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

    5. 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

    6. Regional TVET Milestones…met since 1990

    7. 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)

    8. 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

    9. 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

    10. 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)

    11. 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)

    12. 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)

    13. 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”

    14. 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

    15. Competency-based 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: Observation Oral questioning Written testing Appraisal of a portfolio Product / Presentation CVQ – Caribbean Vocational Qualification

    16. Regional Competency Based Model Labour Market Needs & Analysis Skills Registry & Industry Demand CARICOM Process for Workforce Training, Assessment & Certification Occupational Analysis Industry Harmonization including 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 etc... Award of Certification Prior Learning Assessment & Recognition (PLAR)

    17. 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

    18. 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 APPROVED 133 Standards See

    19. BSB10103 NVQ Level I General Office Administration (Office Clerk) EXAMPLE:CVQ Level I General Office Administration (Office Clerk)

    20. 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

    21. 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


    23. 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

    24. 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: • 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.

    25. CARICOM TVET Strategy (1990)

    26. CARICOM TVET Strategy (1990)

    27. CARICOM TVET Strategy (1990)

    28. CARICOM TVET Strategy (1990)

    29. CARICOM TVET Strategy (1990)

    30. CARICOM TVET Strategy (1990)

    31. CARICOM TVET Strategy (1990)

    32. 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

    33. SEAMLESS EDUCATION & TRAINING SYSTEM CVQ 5 Semi-skilled Prior Learning Assessment & Recognition CVQ 1-5 University Higher Education Degrees CVQ 4 Grad. Profess. Associate Degrees & Diplomas CVQ 3 Supervisory Workplace Apprenticeships CVQ 2-3 CVQ 2 Craftsman CXC CAPE & CVQ 2 Pre-employment Training CVQ I CXC CSEC & CVQ I CVQ I Semi-skilled TRADITIONAL EDUCATION SYSTEM WORKPLACE TRAINING TRAINING SYSTEM