Patricia McPherson, CARICOM Secretariat Robert Gregory, Education Specialist ACCC Conference
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Transcript of Patricia McPherson, CARICOM Secretariat Robert Gregory, Education Specialist ACCC Conference
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Quality-Assured Certification: THE KEY TO GREATER WORKFORCE MOBILITY IN
THE CARIBBEAN AND INTERNATIONALLY
Patricia McPherson, CARICOM SecretariatRobert Gregory, Education Specialist
ACCC Conference June 2, 2013
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PRESENTATION OUTLINE• PART 1: SETTING THE CONTEXT
• CARICOM (What is it, Why in existence)• The Birth of the CARICOM Single Market• Caribbean –Canada Relations
TVET IN THE REGION• In formal and non formal education• Its portability within the Free Movement of skills
Regime• TVET –The Answer?
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PRESENTATION OUTLINE• PART 2: ROBERT’S PART
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CARICOM The Caribbean Community
Established by the Treaty of Chaguaramas signed at the historic Chaguaramas Convention Centre,
Trinidad and Tobago4 July 1973
CARICOM
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CARICOM: The Original Signatories
Barbados Hon Errol Barrow
GuyanaHon Forbes Burnham
JamaicaHon Michael
Manley
Trinidad & Tobago
Dr the Hon Eric Williams
CARICOM
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CARICOM
Antigua& Barbuda
The Bahamas
Barbados
Belize Dominica Grenada
Guyana Haiti Jamaica
Montserrat St. Kitts & Nevis
Saint Lucia
St. Vincent &
Grenadines
Suriname Trinidad & Tobago
Fifteen Member States CARICOM
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CARICOMFive Associate Members
1. Anguilla2. Bermuda3. British Virgin Islands4. Cayman Islands5. Turks and Caicos Islands
CARICOM
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CARICOM CARICOM
OBJECTIVES OF THE COMMUNITY include
Improved standards of
living and work
Full Employment of labour & other factors of production
Enhanced levels of international competitiveness
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CARICOM CARICOM
OBJECTIVES OF THE COMMUNITY include
Enhanced co-ordination of
foreign economicpolicies
Enhanced functional co-operation
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CARICOM
• THE BIRTH OF THE CARICOM SINGLE MARKET
AND ECONOMY (CSME)
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CARICOM CARICOM
The Treaty of Chaguaramas was revised to include the CARICOM Single Market and Economy, and signed by Heads of Government on July 5, 2001
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January 2006 - The CSM became operational; six Member States signed the Agreement
January 2006 - Revised Treaty of Chaguaramas entered into force through ratification by twelve Member States
July 2006 – Six other Member States signed the Agreement
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- The Bahamas is not a part of the CSM-
Montserrat is awaiting entrustment
February 2008 –
Haiti ratified CSMAgreement
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CARICOM The CSME:-A single enlarged economic space
Functional
cooperation
Macro-
economic and
sectoral
policy
coordination Free movement of goods, services,
capital, technology,
labourCommon external trade policy
Non- discriminatoryaccess to the region’s resources & markets for CARICOM nationalsThe Single Market
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The CARICOM Community CARICOM
•The Member States of the (CARICOM) have responded to the economic challenges of globalisation and trade liberalisation by deepening the integration process through the creation of the CARICOM Single Market and Economy (CSME).
The free movement of skilled persons one of the main pillars of the CSME. Issues of skill development through TVET and the portability of qualifications, have assumed renewed importance in positioning the Region for competitive participation in the global economy.
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The CARICOM Community CARICOM
common system and understanding
of quality assurance issues
all levels of Education and
Training, including TVET
In order to achieve this, there must be:
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The CARICOM Community CARICOM
•committed themselves to free movement of nationals within the Community
Member
States• required to put in place
mechanisms to ensure full and complete complianceMembe
r States
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CARICOM CARICOM
University GraduatesMedia WorkersSports persons
MusiciansProfessional Nurses
TeachersArtisans
ArtistesHolders of associate
Degrees or equivalent quals
Household Domestics with a
(CVQ) or equivalent qualification
Persons eligible for Movement
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• Robert Gregory’s part
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The Regional Strategy
The Process• Bottom up - 12 National 3 Regional
Consultations• Ensure integrity, respectful of contributions• Verification, ratification• Advocacy Strategy, lobbying• Importance of ownership and accountability
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“Regional TVET Strategy for Workforce Development and Economic Competitiveness:
Skills and Credentials--the New Global Currency”
• Vision Statement: Sustainable economic prosperity through the creation of a globally competitive regional workforce enabled by a market-responsive education and training system
• Difference from Previous Strategy– Economic not social domain– Focus on Credentials– Accountability– Implementation
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7 Pillars of the Strategy
1. TVET redefined and promoted as an agent of Workforce Development and Economic Competitiveness
2. TVET Integrated with General Education for life and livelihood
3. A CARICOM Training System4. Labour Market Intelligence for Workforce Development5. Career Guidance and Counselling6. Instructor Training7. TVET Financing: Public Private Partnerships
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1. TVET redefined and promoted as an agent of Workforce Development and Economic Competitiveness
• Shift from supply to demand-driven• High level skills, not ‘dunces’• Innovation and entrepreneurship• Focusing on practical skills, greater
socioemotional development• Positive Marketing
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2. TVET Integrated with General Education for Life and Livelihood.
• Stop marginalization of TVET as ‘less than’• Ensure students graduate with some practical
skills
• Not dead-ended
• “Education makes you trainable and Training makes you employable, while attitude keeps you employed”
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CARICOM Training System
• Need to develop the regional Training system so each country can deliver CVQs
• Need to train and capacitate smaller countries
• Diagram
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A CARICOM TRAINING SYSTEM
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4. Labour Market Intelligence for Workforce Development
• LMI needs to drive planning, evaluation, new program development
• Modeled on ‘just in time, good enough’ –Predictive– Sectoral
• Involves multitude of means of collecting intelligence including priorities of gov’t, investment community, etc.
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5. Career Guidance and Counselling
• Almost non-existent in Caribbean• Mostly personal, academic• Need new kind of counsellor– Knowledge of Labour Market– Self assessment tools and strategies
• Unbiased towards academia• Service to workforce and students
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6. Instructor Training
• Instructors with current knowledge, skills and credentials from industry
• “It’s easier to teach a plumber to teach than to teach a teacher to plumb”
• Student-centred, competency-based • Standards• Flexible hiring practices
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7. TVET Financing: Public Private Partnerships
• Need new models of financing• Ministry of Education can no longer carry entire
burden• Strategies to engage industry• Applied Research, joint undertakings, contract
training• Need Sector-driven public private partnerships– Industry, line ministries, education ministries and
sector leaders and investors join forces– E.g. Megaprojects
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C-EFE Project
• Synergy between C-EFE and Regional Strategy• Project is assisting to:– Strengthen regional capacity– Develop 16 Canadian Caribbean institutional
partnerships in sectors/programs of high priority in labour market
– Model Canadian best practices
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Next Steps
• Implementation• Accountability• Roll out of the Regional Strategy• Regular reporting and monitoring• Accountability
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