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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
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





what is p l a r
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
industry example eicdi
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
developing action plans
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
caricom tvet strategy 1990
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.
  • 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




Prior Learning Assessment & Recognition

CVQ 1-5

University Higher Education



Grad. Profess.

Associate Degrees & Diplomas




Apprenticeships CVQ 2-3





Pre-employment Training CVQ I










thank you

…Thank you…



ADDRESS: #115 Endeavour Road, Chaguanas

PHONE: (868) 672-7107