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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)

                                 16th July 2009

Navin Boodhai
Manager - Research, Planning & Development
   11:40 AM
National Training Agency
                  Overview of TVET
             Technical 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.

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                                                    * UNESCO Definition
       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

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           Current Labour Market
• 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

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               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

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       Regional TVET Milestones
             …met since 1990

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       Regional TVET Milestones

 Three established National TVET Apex
            the Heart Trust NTA (Jamaica, 1991)
            the TVET Council (Barbados, 1998)
            the National Training Agency (T&T, 1999)

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        Regional TVET Milestones
 The development of a 5-level Regional
  Vocational    Qualifications Framework
             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

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       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

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       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)

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       Regional TVET Milestones
 The recent setting up of TVET Agencies and
  Competency Based Systems in countries such
            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)

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    Role of a National TVET Apex Agency
      A Vehicle for Competency Based Education & Training (CBET)

• National TVET Apex Agency
    – Coordinating body for all TVET
    – Interface between the industry and the training
           • Development of Industry set Occupational Standards (KSA)
             based on Industry demands
           • Integration of these Standards into General Education
    – Awarding the Caribbean Vocational Qualification
    – Developing models for:
           • Institutional Based Training
           • Community Based Training
           • Enterprise Based Training (Apprenticeships)

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           Background to C.V.Q.
• 1990 – CARICOM Regional TVET

• 2003 - in response to COHSOD XI
  mandate, CANTA documented the model -
  “Regional Process for Workforce Training,
  Assessment and Certification”

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       Decisions of COHSOD XV – Oct 2006
1. Approved the establishment of a scheme for the award of
   Caribbean Vocational Qualification (CVQ)
2. Authorized the National Training Agencies which had
   approved arrangements for issuing National Vocational
   Qualifications to offer the CVQ;
3. Requested National Training Agencies, Ministries of Education
   and the CXC to collaborate with regard to the award of the
   CVQ in the school System
4. Urged Member States which had recently established Training
   Agencies to establish mechanisms for the award of Vocational
   Certification; and
5. 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

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           CVQ – Caribbean Vocational
• Competency-based
• Assessment is against occupational standards defined by
  industry (as standards change, need for recertification)
• It contains 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

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                  Regional Competency Based Model

  CARICOM                 Labour Market Needs & Analysis
 Process for
  Training,                     Occupational Analysis
Assessment &
                                  Development of
                               Competency Standards

                                                          Development of
             Development of                              Training Materials
            Assessment tools

                                                           Training Intervention

      Assessment of Learners

 11:40 AM                       Award of Certification
   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

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    Examples of Occupational Standards
           approved 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                       See

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CVQ Level I General Office Administration (Office Clerk)
Unit Code     Unit Title                                   Core/Elective
BSBCOR0171A   Deliver quality customer service                 Core
BSBCOR0161A   Handle telephone calls                           Core
BSBBAD0081A   Develop keyboarding skills                       Core
BSBBAD0671A   Type and copy routine documents                  Core
BSBCOR0091A   Receive visitors                                 Core
BSBBAD0681A   Locate and store file in paper base system       Core
BSBCOR0071A   Operate a personal computer                      Core
BSBCOR0201A   Participate in workplace safety procedures       Core
BSBFIN0721A   Prepare routine financial documents            Elective
BSBBAD0181A   Provide information to clients                 Elective
ITCCOR0081A   Sell products and services                     Elective

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                 What is P.L.A.R.?
• Prior Learning Assessment and Recognition
    – 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

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           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

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           ACTION PLANS

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           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

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    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:
    (i) formulation of programmes for TVET;
    (ii)expansion of education and training opportunities;
        optimization of use of available resources;
    (iv)increase in impact of resources allocated for education and
    (v) Consolidation and rationalization of TVET.

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Establish         Completed:
National TVET     -three established agencies
Apex Agencies
                  Processes Initiated:
                  -at least 4 countries have started to put
                  TVET apex structures in place

                  -all countries with TVET apex agencies
Appoint a         Completed:
Regional Advisory -established CANTA
                  -increasing the participation of countries
                  -use of technology to support communication
                  -launch of a CANTA Secretariat

11:40 AM                            CARICOM TVET Strategy (1990)
Develop Labour     Processes Initiated:
Market Information -CANTA Website –
Systems            -Caribbean Labour Market Information
                   System – an ILO project

                   -a Regional TVET data hub to capture all
                   approved standards, providers and awards
                   of CVQs
Develop and        Processes Initiated:
implement a        -National communication strategies
programme          Requirements:
                   -A Regional Communication and Marketing
                   plan supported by national strategies to be

11:40 AM                             CARICOM TVET Strategy (1990)
Organize          Requirements:
vocational and    -a Regional Dictionary of Occupations
career guidance   -Career Mapping linked to occupational
services          Standards

                  -Regional implementation of Prior Learning
                  Assessment and Recognition (PLAR) offered
                  to persons who do not have certification but
                  have the required competencies

11:40 AM                            CARICOM TVET Strategy (1990)
Review, Upgrade,   Completed:
Intensify and      -Developed a Regional Model for TVET
Extend TVET        implementation based on a Competency
offerings          Based System

                   Processes Initiated:
                   -the award of CVQs in the secondary school

                   -the award of CVQs within the post-
                   secondary system and the workplace
                   -the need to have all countries with
                   adequate resources and infrastructure to
                   implement the CVQs

11:40 AM                            CARICOM TVET Strategy (1990)
Create effective   Completed:
linkages among     -Developed a five-tiered regional qualifications
TVET               framework
programmes and
institutions and   Requirements:
employers          -Need for a Regional Qualifications
                   Framework representing pre-school to tertiary
                   education to allow for proper articulation

                   -Need for a regional accreditation mechanism
                   to quality assure and assess awarding bodies
                   against stated criteria to allow for backward,
                   lateral and forward linkages

                   -National and Regional Employer Groups to
                   get involved…

11:40 AM                               CARICOM TVET Strategy (1990)
Strengthen         Completed:
teacher training   -Vocational Training and Development
for diversified    Institute (VTDI)
and effective      -University of Technology (U Tech)
delivery           Processes Initiated:
                   -Through the OAS Project, a number of
                   teachers have been trained in competency
                   based assessment methods
                   -Scholarships to VTDI and UTech
                   -University of Trinidad & Tobago (UTT) - B.Ed.
                   TVET in conjunction with the MIC

                   -Retraining of teachers
                   -Need for distance learning strategies

11:40 AM                               CARICOM TVET Strategy (1990)
Rationalize,         Processes Initiated:
upgrade training     -Award of the CVQs
facilities and       -Processes for the development of
arrangements in      occupational standards and quality
keeping with         assurance/audits
projected industry   -Development of Occupational Standards
needs                based on industry requirements
                     -Development of Facility Standards and

                     -Implementation of Apprenticeship Schemes
                     -Widespread implementation of the
                     occupational standards in traditional

11:40 AM                             CARICOM TVET Strategy (1990)
• 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

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                           CVQ 5
   University            Semi-skilled        Prior Learning
    Higher                                   Assessment &
   Education                                  Recognition
                           CVQ 4
    Degrees                                        CVQ 1-5
                        Grad. Profess.

  Associate                CVQ 3
  Degrees &
  Diplomas               Supervisory           Workplace
                           CVQ 2                CVQ 2-3
 CAPE & CVQ 2            Craftsman

      CXC                   CVQ I
 CSEC & CVQ I            Semi-skilled        Training CVQ I

   TRADITIONAL                                     WORKPLACE
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       SYSTEM                                       TRAINING
                 …Thank you…


ADDRESS:      #115 Endeavour Road, Chaguanas
PHONE:        (868) 672-7107

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