1. TVET PROGRESS IN THE CARIBBEAN EDUCATION SYSTEM
Carolyn Hayle, Ph.D., Executive Director, HEART Trust/NTA
Wyndham Kingston Hotel, October 6, 2010

2. Millennium Development Goals
The ILO, as a member of the UN, has put forward the objective of achieving, by 2015, the Goal of poverty reduction.
Training is the vehicle for its accomplishment.
The work of the National Training Agencies worldwide is in support of this simply stated goal: poverty reduction through decent work (Rec. 195).
Source (unknown 2010)

3. ILO Rec. 195 includes inter alia:
Framework for recognition and certification of skills, training providers, career guidance and training support services, research in the development of human resources and education and training as well as the promotion of international cooperation.
Developing capacity for social dialogue and partnership building in training;
Promote nationally and internationally, recognition AND portability of skills, competencies and qualifications.

4. Development
Development, against this backdrop, is equal to easily discernible improvements in the quality of life of an average person. For example, access to water, health, education, sanitation etc. This is measured by the United Nations Human Development Index (HDI).
The HDI can be used to determine whether a country’s training system is contributing to the quality of life in a country.
It can therefore help to monitor the achievement of poverty reduction by 2015.

5. Strategic Choices
Development in a country is translated through the use of strategic economic choices. In Jamaica as well as in its neighbouring Caribbean island, for example, these choices are agriculture, tourism, services, mining, energy, petroleum and manufacture.
These choices are accessed, for the most part, through a training systems.

6. Externalities
In 1982 Jamaica was faced with some harsh economic realities. These included high unemployment and low education levels.
To solve several of the problems an agency focused on Human Employment and Resource Training was created. HEART Trust.
This Agency is a legal person with its own ACT and a dedicated source of funds. A 3% levy is applied to all employers whose payroll is at or above a specified sum.

7. HEART Trust
HEART Trust was founded in It was the brainchild of the Most Honourable Edward Seaga, former Prime Minister of Jamaica.
In its early days HEART created training opportunities for disadvantaged youth.
HEART Trust in an effort to remain relevant has reviewed its work against the functions of the ACT. It continues to focus on disadvantaged youth but has expanded its role to that of the National Training Agency.

8. National Training System
A model mechanism to manage and coordinate TVET at the national level. The TVET Strategy recommends that each Member State establish such a mechanism called the National Training Agency (NTA) or National TVET Council. (Source : Regional TVET Strategy circa 1997)
HEART Trust was the pioneer National Training Agency in the Region.
Barbados and Trinidad and Tobago also have National Training Agencies.

9. Early Years
The approach used to build the Jamaican National Training Agency was based on extensive research and investigation worldwide.
The objective was to create a unique developmental tool for building the Jamaican human capital.
Many partnerships were formed and much knowledge gained.
The result is an approach that supports Jamaica’s economic development.

10. Evolution of HEART Trust into the NTA
In 1991, its mandate expanded to include the assessment, accreditation and certification components. It evolved into the National Training Agency of Jamaica.
Throughout the metamorphosis it continued to maintain its implementation arm (the training institutions) for which it has become World renowned.
In 2004 the National Training Agency changed its modus operandi and introduced what it called the new business model. This was a modular approach to training.
In 2009 the National Training Agency once again revisited its operation and brought it in line with the mandate from the Government of Jamaica.

11. Reaching Out!
HEART Trust/NTA appreciated that it was not good enough to build just the Jamaican human capital and so from the early 1990s several meetings of bodies responsible for training were held throughout the Region.
It is important to note that training is housed not just in the Ministry if Education but also in some countries in the Ministry of Labour. So the participants at these meetings were from both Ministries, they had different focal points. Many of those meetings were stormy!

12. Changes in the Trading Environment
In early 2000 it became evident that the Caribbean had to change its modus operandi in relation to trade.
Decisions were made that forced the Governments to establish the Caribbean Single Market [and Economy] (CSME).
One of its mandates was to allow for the free movement of people throughout the region.
The move cemented the need for an umbrella organisation for training within the Region.

13. National TVET Council
Effective and sustained national leadership for TVET as a function of economic development
National (Apex) Management and Coordination Body for TVET: Ministries of Education, Labour & Finance, Training Institutions, & Professional & Private Sector Organisations -
Source: CARICOM Strategy Document circa 1997.

14. Caribbean Movement
In 2003, at the National WorldSkills Competition in Jamaica, the Caribbean Association of National Training Agencies (CANTA)was launched. The purpose of this body is to operate as that Apex body for TVET, as defined in the CARICOM Strategy document. CANTA reports to the RCMTVET which in turn reports to the Council on Social and Human Development (COSHOD) as sub-Committee of CARICOM.

15. Convergence
The demand for free movement means there must be a common qualification to facilitate such movement.
Trade is dominant factor.
Competition requires both education and training.
Single accepted unit of certification for purpose of movement.
Issue: regional and international acceptance of a framework for equating different learning interventions (articulation and matriculation mechanisms).

16. Orientation And Purpose Occupational Competence
REVISED REGIONAL QUALIFICATIONS FRAMEWORK
Type/Level of
Programme
Orientation And Purpose
Credits
Entry Requirements
Occupational Competence
Academic Competence
Level 1/
Certificate
Completion of a preparatory programme leading to further study in a given academic or vocational area or entry qualification for a particular occupation
Minimum
10 Credits
To be determined by the local training
Institution
Semi-skilled, entry level.
Supervised worker
Grade 10
Level 2/
To prepare a skilled independent worker who is capable of study at the next level (post-secondary)
20 Credits
Grade 11 or Equivalent
Skilled Worker
Unsupervised Worker
Grade 11
Level 3/
Diploma and
Associate Degree
A post-secondary qualification emphasising the acquisition of knowledge, skills and attitudes (behavioural competencies) to function at the technician/supervisory level and pursue studies at a higher level.
Diploma: Minimum
50 Credits
Associate Degree:
Minimum 60 Credits
4 CXC’s,
Level 2 Certification
or Equivalent
Technician,
Supervisory
Entry to Bachelor’s Degree programme with or without advanced standing
Level 4/
Bachelor’s Degree
Denoting the acquisition of an
academic, vocational , professional qualification, who can create, design and maintain systems based on professional expertise
Minimum 120 Credits
5 CXC’s , Level 3 Certification or Equivalent
Competence which involves the application of knowledge in a broad
Range of complex, technical or professional work activities performed in a wide range of contexts. This includes Master Craftsman, Technologists, Advanced Instructor, Manger, Entrepreneur
Level 5/
Post Graduate/
Advanced Professional
Denoting the acquisition of advanced professional post-graduate competence in specialized field of study or occupation.
Level 4 Certification or Equivalent
Competence which involves the application of a range of fundamental principles at the level of chartered, advanced professional and senior management occupations.***
Source: Unknown (undated).

17. Caribbean Vocational Qualifications
The Caribbean Vocational Qualifications (CVQ) has been proposed as the process of certifying the occupational competencies of the region’s workforce. This qualification system is based on the Competency-Based Education & Training (CBET) certification process (Source: McLean, (2010).

18. Contending Forces
CARICOM has mandated that the Caribbean Examination Council (CXC) is the official awarding body for Caribbean Vocational Qualifications in Schools.
CXC certification has international recognition and therefore provides portability.
CXC is now beginning to examine in technical areas.

19. Externalities as Catalyst
International competitiveness for the Caribbean is based on its ability to develop the human capacity.
Trade as a driving force has created the opportunity for industry to participate in a more significant way in the creation of its own inputs to production.
TVET provides the vehicle for stable economies geared to achieve.

20. TVET Progress at the Regional Level
It is evident from the foregoing that in the Caribbean many countries have achieved the goals set out by the ILO (portability, accreditation, certification, etc.).
Some Regional Governments have created the legal and political framework for movement of their people.
The ILO poverty reduction goal can be measured by country using the HDI.

21. What’s next? A National perspective
Mrs. Grace McLean, Chief Education Officer, in the Ministry of Education will take you through Part Two of this presentation which explains Jamaica’s approach to mainstreaming TVET.
Thank you for your time and attention!