T. A. MARRY SHOW COMMUNITY COLLEGE … program- institutional partnership . institution’s profile...

C-EFE PROGRAM- INSTITUTIONAL PARTNERSHIP

INSTITUTION’S PROFILE AND TERMS OF REFERENCE

T. A. MARRY SHOW COMMUNITY COLLEGE (TAMCC)

GRENADA – CULTURAL INDUSTRIES AUGUST 2012

REF: CAR-03

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TABLE OF CONTENTS Table of Contents .............................................................................................................. i-ii 1.0 Institutional Mandate .....................................................................................................1 1.1 The State of Grenada ...............................................................................................1 1.2 Socio-economic landscape of Grenada ....................................................................2 1.3 Government of Grenada Policy Directives ..............................................................3 1.4 T.A. Marryshow Community College .....................................................................3 1.4.1 Legal Establishment, Vision, and Mission Statements ..................................3 1.4.2 Campuses and Schools ...................................................................................4 1.4.3 Students’ Profile.............................................................................................5 1.4.4 Strategic Focus ................................................................................................6 2.0 Institutional Needs and Expectations .............................................................................7 2.1 Project Goal .............................................................................................................7 2.2 Project Purpose ........................................................................................................7 2.3 Project Outcomes .....................................................................................................7 2.4 Matriculation requirements ......................................................................................7 2.5 Target Group ............................................................................................................8 2.6 Sector for Program Development ............................................................................8 2.7 NVQ/CVQ Standards...............................................................................................8 2.8 Advisory Committee/ Industry Lead Body ..............................................................8 2.9 Curriculum Development and Lesson Planning ......................................................8 2.10 Assessment Tools...................................................................................................8 2.11 Institutional Leadership and Management .............................................................8 2.12 CBET Approach to Teaching.................................................................................9 2.13 Gender Policy.........................................................................................................9 2.14 Environment Sustainability and Community Engagement ....................................9 2.15 Career Guidance.....................................................................................................9 2.16 TVET Certified ......................................................................................................9 2.17 Academic Calendar ................................................................................................9 3.0 Project Context.............................................................................................................10 3.1 Culture and the Performing arts .............................................................................10 3.2 Culture and Education ...........................................................................................11 3.3 Training ..................................................................................................................12 3.4 Cultural Industries ..................................................................................................12 4.0 Data and Statistics on Staff and Students ....................................................................14 4.1 Enrolment for the Academic Year 2011- 2012 ......................................................14 4.2 Staff Assigned to Schools ......................................................................................18 5.0 Program Sector Development for C-EFE ....................................................................20 5.1 Program to be Developed .......................................................................................20 5.2 Program Demand ...................................................................................................20

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5.3 New Program .........................................................................................................20 5.4 Matriculation Requirements...................................................................................20 5.5 Remedial Support...................................................................................................20 5.6 Current Involvement in Program Preparation ........................................................20 5.7 Infrastructure Support ............................................................................................20 5.8 International Partnerships ......................................................................................21 6.0 Supporting and Background Documentation ...............................................................22 6.1 Academic Calendar – August 2012 – July 2013 ....................................................22 6.2 Terms of Reference for Advisory Committee .......................................................25

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1.0 INSTITUTIONAL MANDATE

1.1 The State of Grenada

The State of Grenada is made up of three islands, namely, Grenada, Carriacou and Petite Martinique. It is the most southern of the Caribbean island chain known as the Windward Islands.1 Figure 1 provides a summary of some useful facts on Grenada.2

Facts about Grenada Official Name: Grenada Dependencies: Carriacou & Petite Martinique Area: 3 islands, 133 sq. miles total (344 km2 ) Population: 104,000 Capital: St. George's Location: 12.07° North 61.40° West Time zone: EST+ 1; (GMT - 4:00) Currency: Eastern Caribbean dollars (XCD) Major Languages: English Nationality: Grenadian

Figure 1: Facts about Grenada

1.2 Socio-economic landscape of Grenada The impact of this project is to be appreciated as critical facet of a strategy to significantly improve the socio-economic landscape of Grenada. Firstly, Figure 2 graphically illustrates the demographic structure of Grenada in which the majority of Grenadians are under the age of forty (40) years.

1 http://www.gov.gd/about_grenada.html 2 http://www.gov.gd/about_grenada.html

http://www.gov.gd/about_grenada.html

http://www.gov.gd/about_grenada.html


Figure 2: Showing the demographic structure of Grenada3 In 2007/08, a Country Poverty Assessment4 was conducted in Grenada and its findings elucidated the need for a focused strategy to improve the general well-being of the citizens of the Country. Figure 3 reveal some of the findings of the Assessment. It is to be noted that the almost 55% of our population is deemed to range from being indigent to vulnerability. Moreover, the unemployment rate among ‘poor’ persons is as high as 34.9%. When one takes into consideration that this assessment was done prior to the global economic crisis, it is frightening to conceive what the present circumstances are. The Indigence Line estimated at EC $2,394 per annum per adult. The Poverty Line estimated at EC $5,842 per annum per adult. The Vulnerability line was EC $7,302 per annum per adult. 2.4% of population Indigent; 37.7% Poor; 14.6% Vulnerable (Total 54.7%). 39.5 % of males and 36.2% of females were deemed poor. 40.3 % of Females had their first child between the ages of 15-19. The average number of individuals living in a household in the poorest

quintile was 5, compared to the national average of 3 persons per household across all consumption groups.

The national unemployment rate was 24.9 percent, but the unemployment rate among the poor was 34.9 percent.

Primary level education was most likely to be the highest level of education attained (65.2%) among heads of households in 2008.

Figure 3: Outlining some findings of the Country Poverty Assessment of Grenada. Nevertheless, crisis presents opportunity! With a highly trained youthful population, Grenada will be on the threshold of unprecedented economic prosperity. Many policy markers have recognised that now is the time for action. This realization is reflected in the Government of Grenada policy directives.

1.3 Government of Grenada Policy Directives

The Minister for Finance, in his 2012 Budget Statement5, promoted the Government’s vision to transform Grenada’s economy into one that is more diversified, resilient to external shocks, and capable of generating higher employment and income opportunities for the citizens of Grenada. In this regard, five ‘pillars’ have been chosen. These are:

Education, Health and Wellness and Services Tourism and Hospitality Energy Development (renewable and non-renewable) Agribusiness

3 http://www.nationmaster.com/country/gj-grenada/Age-_distribution 4 http://www.gov.gd/egov/docs/reports/Grenada_CPA_Vol_1_Main_Report_Submitted.pdf 5 http://www.gov.gd/egov/docs/budget_speech/budget_statement_2012.pdf

http://www.gov.gd/egov/docs/reports/Grenada_CPA_Vol_1_Main_Report_Submitted.pdf


Information Communications Technology He went on to assert that “within our Nation’s schools, we must ensure that our curriculum at secondary and post secondary levels together with our scholarship programme is fully aligned with these transformational sectors thereby avoiding a mismatch between our education system and the new economy”.

It should not be a surprise then that the Ministry of Education (MOE) has indicated in its Strategic Plan for Educational Enhancement and Development 2006 – 20156 that it sees education as playing a key role in Grenada’s economic and social development. It avows that education is central to social mobility and a quality education system is central to a well performing country. In this regard, the MOE promotes that every citizen should attain a certain minimum level of achievement. It works to produce students that are well prepared for the world of work in areas where there are opportunities present. It seeks to ensure that there is adequate provision for continuing education. Lastly, it endeavours to promote and reinforce those values that lead to personal and societal advancement, especially learning to live together.

1.4 T.A. Marryshow Community College

1.4.1 Legal Establishment, Vision, and Mission Statements

T. A. Marryshow Community College (TAMCC) was established in 1995 by the T. A. Marryshow Community College Act, 1995 (Act No. 17 of 1995). This Act was further amended by the T. A. Marryshow Community College Act, 1996 (Act No. 41 of 1996). These enactments facilitated the amalgamation of ten (10) pre-existing post-secondary and tertiary entities into one publicly funded institution with a robust mandate. A review of the founding institutions as outlined in Figure 4 will reveal that from its inception, TAMCC has been guided by this vision:

“to be Grenada’s premier tertiary institution, providing locally and internationally relevant, acceptable, quality education”

Moreover, its mission is to provide:

“accessible, quality, educational and training opportunities to help individuals achieve their personal and professional goals and to cater to the changing needs of the labour market in our developing society”

6 http://planipolis.iiep.unesco.org/upload/Grenada/Grenada%20Speed%20II.pdf

http://planipolis.iiep.unesco.org/upload/Grenada/Grenada%20Speed%20II.pdf


The Grenada Teachers’ College; The Grenada Technical and Vocational Institute; The Institute for Further Education; The National Institute of Handicraft; The Mirabeau Agricultural Training School; The Domestic Arts Institute; The Continuing Education Programme; The School of Pharmacy; The Grenada School of Nursing; The St. Patrick’s Multipurpose Centre. Figure 4: List of the founding institution of TAMCC

Moreover, the T. A. Marryshow Community College Act, 1996 (Act No. 41 of 1996) gives the College the legal authority to grant Diplomas, Certificates, and Baccalaureate Degrees. 1.4.2 Campuses and Schools

TAMCC serves its full-time clients at the Tanteen Campus (St. George), Mirabeau Campus (St. Andrew), St. Patrick’s Campus (St. Patrick), Division of Nursing Education (St. George), and the Six Roads Campus (Carriacou). Figure 5 shows the location of the campuses. Nevertheless, to further reach into the community, the College has implemented a strategy of using community-based facilities to offer part-time skills training, foundation and access programmes, and professional development courses to target specific population segments. These programmes, particularly the skills training, are offered in conjunction with local and international funding agencies and projects.


Figure 5: Showing the location of the campuses of TAMCC7 The programmes of the College are offered in three (3) Schools namely, the School of Arts, Sciences and Professional Studies, (SASPS), the School of Applied Arts and Technology (SAAT), and the School of Continuing Education (SCE). Each School is administrated by a Dean and an Associate Dean. The programmes offered by each School are coordinated within departments which are supervised by Chairs and assisted by Programme Coordinators. 1.4.3 Students’ Profile For the academic year 2011 – 2012, two thousand five hundred (2,500) full and part-time students have successfully enrolled in the programmes offered by the three Schools. Disaggregated by Schools, the student population is distributed as follows: School of Arts, Sciences and Professional Studies – 1437 students; School of Applied Arts and Technology - 507 students, and School of Continuing Education – 556 students.

7 http://www.forts.org/map.htm

The St. Patrick’s Campus

The Mirabeau Campus

The Tanteen Campus

The Six Roads Campus

The Division of Nursing

http://www.forts.org/map.htm


1.4.4 Strategic Focus In its quest to provide ever increasing accessible quality educational and training opportunities to help individuals achieve their personal and professional goals and prepare for the changing needs of the labour market, the College will target greater numbers of:

High school graduates and school leavers ambitious for further education to prepare for further studies, and/or the job market;

Working adults wanting to raise their level of education and training on a part time basis;

Business and industry by providing a diversity of accessible and affordable academic and technical post-secondary and tertiary programmes and opportunities for secondary school completion through continuing education; and

The public sector by providing custom designed training programmes for specific job requirements as required by the public sector.

Figure 6: Students Graduating from TAMCC


2.0 INSTITUTIONAL NEEDS AND EXPECTATIONS

2.1 Project Goal To provide the opportunity for perspective students to fulfil their creative potential by pursuing an Associate Degree (CVQ Level III) in Creative/cultural industries that reflects the Grenadian/Caribbean culture and heritage, developed and offered by the T.A. Marryshow Community College.

2.2 Project Purpose To develop the competency standards and accompanying training materials, as well as to ensure that the physical amenities and human resource requirements are available to enable the delivery of an Associate Degree (CVQ Level III) by the T.A. Marryshow Community College.

2.3 Project Outcomes 2.3.1 A fully developed programme to deliver an Associate Degree (CVQ Level

III) in Creative/cultural industries.

2.4 Matriculation requirements The College endeavours to serve the educational needs of persons who desire to pursue courses or programmes within and outside of the formal education system. In this regard, prospective students may matriculate into programs at various levels as outlined: Associate Degrees Five (5) CSEC Subjects including English (some programs require a

special subject as part of the other four, e.g. Chemistry for Nurses) Level II Certificates Three (3) CSEC Subjects including English (some programs require a

special subject as part of the other two) Level I Certificates Two (2) CSEC Subjects including English

Competency-based Training Have strong numeracy and literacy skills (Must pass a diagnostic

numeracy, literacy and attitudinal evaluation) Have completed secondary education or standard-based training in the

specific area at a recognized institution Have already successfully completed Level 1 in the occupational

standards or, Have worked in industry in the occupational area for a minimum of one

year cumulatively. Preference is given to persons with a minimum of two (2) CSEC passes

including English/mathematics or the equivalent for the higher level programmes

The competency-based approach will be the preferred mode of instructional delivery for this arrangement.


2.5 Target Group

High School graduates; Persons currently employed in related industries that need to be certified

and upgraded; and Out of School youth.

2.6 Sector for Program Development

TAMCC has identified as the sector for programme development “Creative/Cultural Industries”.

2.7 NVQ/CVQ Standards There are currently no NVQ / CVQ standards in the sector existing which begs the need for the development of such to be included in the partnership package.

2.8 Advisory Committee/ Industry Lead Body The College presently has advisory committee for the following programs: Computer System Engineering, Electrical Engineering, Refrigeration/Air Condition, Mechanical Engineering Technology and Building Engineering Technology. Whereas, at the moment no advisory committee has been established in this area, it will be done as a matter of urgency.

2.9 Curriculum Development and Lesson Planning The College does not have the expertise available to develop the curriculum and lesson plans for this program. In this regard, we will benefit enormously from the intervention of a Canadian partner.

2.10 Assessment Tools The assessment tool for PLAR is as critical as that for in-class or continuous assessment of learners. We welcome assistance in developing the same for the greater good of the initiative.

2.11 Institutional Leadership and Management As previously mentioned, the programs of the College are offered in three (3) Schools namely, the School of Arts, Sciences and Professional Studies, (SASPS), the School of Applied Arts and Technology (SAAT), and the School of Continuing Education (SCE). Each School is administered by a Dean and an Associate Dean. The programs offered by each School are coordinated within departments which are supervised by Chairs and assisted by Program Coordinators. Every means to ensure sustainability of the programme to be developed will be appreciated. In fact the capacity of our institutional leaders to manage this programme is severely lacking and would need development.


2.12 CBET Approach to Teaching The CBET approach is just finding its way among sections of our faculty. The ones who would need this most, as it relates to this programme, have not yet bought in. There is an urgent need to build instructors capacity in this regard.

2.13 Gender Policy There is no written policy but marketing strategies are used to encourage gender equality.

Figure 7: showing the distribution of male and female students in the College

2.14 Environmental Sustainability and Community Engagement The College conducts an outreach programme to enhance access into its TVET and professional education programmes.

2.15 Career Guidance The College offers a comprehensive system of academic advising through the faculty and heads of departments of the Schools. Limited career guidance services are offered through the Department of Student Affairs.

2.16 TVET Certified Grenada’s National Training Agency8 has pre-qualified the College and has eventually completed assessment of the institution with a view to certifying it deliver training for NVQ / CVQ.

2.17 Academic Calendar

A copy of our academic calendar is attached in Section 6 of this proposal. It will show all significant dates and events including holidays during the academic year 2012-13.

8 http://grenadanta.gd

417

294 248

1020

213 225

1437

507 473

0

200

400

600

800

1000

1200

1400

1600

SASPS SAAT SCE

Male

Female

Total

http://grenadanta.gd/


3.0 PROJECT CONTEXT 3.1 Culture and the performing arts

There is in place a Grenada Cultural Foundation established to support, among other things, culture and the performing Arts in their efforts to sustain and promote cultural awareness and activities throughout the State. One of its primary functions is to play a pivotal role in the formulation of a National Cultural Policy, operate as guardians of that policy, oversee the day to day implementation and to initiate annual projects and events. To facilitate this, the Foundation works in collaboration and consultation with stakeholders, individuals, groups and institutions. The objectives of the Foundation are9: • to assist in the formulation of a National Cultural Policy; • to stimulate, develop and promote cultural and artistic capabilities and

expressions of the Grenadian people; • to provide the necessary managerial and organizational infrastructure for the

efficient and effective development, presentation and marketing of Grenada’s cultural industries and products;

• to develop, maintain and manage all cultural facilities and equipment provided by the Government;

• to play a substantial role in the organization and production of the annual carnival festival with the objective of making it a viable, national, cultural and commercial enterprise;

• to organize and produce other festivals, celebrations and events; • to assist in the setting up of a cultural information system; • to facilitate ongoing research and documentation of cultural history of Grenada

with the objective of preserving and conserving the cultural heritage; and • to provide the necessary support and facilities to assist persons interested in the

development of cultural expression.

There are two types of festivals recognized in Grenada, National and Grand. National Festivals include Independence, Thanksgiving, Carnival, Fisherman’s Birthday and the Arts Festival. Grand Festivals include, Carriacou Carnival, Carriacou Parang, Carriacou Regatta, Rainbow City Festival, St Mark’s Day Celebrations and St Patrick’s Day Celebrations.

9 http://culture.gd/Portals/59/docs/GCF%20act%2023%20of%201998.pdf

http://culture.gd/Portals/59/docs/GCF%20act%2023%20of%201998.pdf


3.2 Culture and Education

Education must be about the creation of a citizen and must therefore be cultural or, some would say, multi-cultural. It must be based on the recognition of the needs of the society and the development of a programme to meet those needs. It must take into consideration that learning must ultimately and deliberately lead to a better and richer understanding of ones self, abilities, shortcomings, ambitions and strengths. It must empower us to participate fully in national development. The Government of Grenada recognizes the critical and irreplaceable role of education in developing the creative imagination, not only for artistic interest but problem-solving in general and the importance of education in developing self reliance and an awareness of the possibilities of the cultural heritage for stimulating self-reliance and self realization.

The Government of Grenada will seek to:

• Promote greater coordination and coherence between the culture and education policies.

• Encourage and promote the recognition of cultural expression and excellence in the measurement of the quality of education provided by educational institutions.

• Provide opportunities for the people, especially the young, to experience directly the excellence of our cultural traditions, by encouraging the teaching of our cultural heritage in schools and higher education institutions.

• Support and encourage research into and analysis of the body of folk wisdom for the insights it may provide into present individual and social issues.

• Strengthen the Performing and Visual Arts offerings of secondary and primary schools, providing and guaranteeing spaces for cultural production and opportunities for artistic and cultural excellence.

• Promote and encourage the use of existing public resources such as museums, libraries and national collections by school children and tertiary level students, so as to complement existing and future syllabi and by so doing create a unique synergy between culture (as manifested in cultural objects) and education.

• Provide resources to strengthen existing institutions engaged in research on the nation’s cultural history, traditional fold and contemporary cultural practices and programmes in culture.

• Encourage and facilitate the development of new research projects and programmes in culture.

• Provide spaces in schools for enrichment of the cultural, performing and visual arts offered.

• Encourage the development of programs, that reinforce the attitudes and values relevant and necessary for social cohesion and peaceful co-existence,


• Encourage and support the promotion of cultural and spiritual values as important in the planning of education curricula.

• Develop special programmes to assist children and youth in mastering and adapting to new media and technologies.

• Give direction and support to programmes that encourage children and youth to think creatively and to learn about diverse cultures in order to encourage national pride and openness to other cultures, nurture a sense of national identity and awareness and foster tolerance, respect and faith in one’s own culture.

3.3 Training

• Encourage and support the upgrading of centre’s and institutions responsible for professional training, in the highest quality, here in Grenada so as to enable them to create new dynamic works.

• Give priority to programmes and projects that seek to promote cultural exchange, apprenticeships, internships and job opportunities for young people in cultural heritage, performing and visual arts institutions, in the public and private sectors, regionally and internationally.

• Facilitate collaboration and coordination among secondary and tertiary educational institutions in the development and expansion of appropriate training programmes for human resource development in the culture sector.

• Encourage our universities to establish instruments that will position culture at the highest levels of academic and career development.

• Provide additional resources for training in the arts, for using the arts as methodology in educational delivery.

The government of Grenada will encourage and promote both traditional and contemporary expressions of literature, music, dance, drama, film, art and craft will endorse and support the work and efforts of artistes, cultural groups and organizations in the country.

3.4 Cultural Industries

The government will give active support to the development of cultural industries which relate to traditional and contemporary forms of cultural manifestations. Further to the development of cultural industries is the need to foster and promote entrepreneurship within the wider community. This is directly related to the systematic facilitating of high levels of exportation and self sustenance/self reliance through the empowerment of our people toward self-employment, income generating activities, inventing and manufacturing, which are the goals of entrepreneurship.

The Government of Grenada will seek to:


• Give direction to activities geared at the development of cultural industries through the provision of incentives for private sector involvement in this area.

• Provide co-ordination and coherence among agencies and institutions offering programmes and activities centered on cultural industry promotion and development in order to foster clear and dynamic opportunities for the artists and the wider community involved in activities in this area.

• Provide administrative and financial support as well as resources for the promotion of actions and strategies aimed at the creation, production, distribution, exhibition and marketing of cultural products within the local, regional and global marketplace.

• Foster and promote measures, strategies and actions aimed at the development of cultural industries that take into consideration the particular nature of the products, through the provision of incentives for investment in the industry, co-production agreements, content requirements, or other form to be determined.

• Provide financial support, directly or indirectly, to individuals, artists, producers, institutions involved in the promotion and development of cultural expression, in particular those related to cultural industry development. Such financial support may be by direct transfer of funds, tax exemption or remittance or any other form and should only be accessible to domestic producers, or in special cases, to foreigners.

Currently the college only offers a course in cultural studies.


4.0 DATA AND STATISTICS ON STAFF AND STUDENTS

4.1 Enrolment for the Academic Year 2011-2012 School of Arts, Science and Professional Studies 2011-2012

TANTEEN CAMPUS Year 1 (2011) Year 2 (2010) Year 3 (2009) Year 4 (2008) & Above

PROGRAMME

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l Total By Program

Agriculture and Food Science(AD) 6 3 9 5 2 7 0 1 1 0 0 0 17

Agriculture and Food Science(Cert) 5 7 12 0 0 0 0 0 0 0 0 0 12

Arts and Culture 4 3 7 3 4 7 0 0 0 0 0 0 14

Business 32 93 125 37 80 117 3 5 8 1 1 2 252

Physical Education 11 3 14 8 3 11 0 0 0 0 0 0 25

Environmental Studies 1 1 2 3 4 7 0 0 0 0 0 0 9

General Nursing 0 29 29 2 22 24 2 20 22 0 2 2 77

Midwifery 0 0 0 0 0 0 0 0 0 0 0

General Studies 32 78 110 14 42 56 6 7 13 0 1 1 180

Horticulture 4 5 9 1 2 3 1 0 1 0 0 0 13

Information Technology 22 8 30 32 14 46 8 3 11 0 2 2 89

Modern Languages 0 20 20 2 5 7 0 1 1 0 0 0 28

Natural Science 55 78 133 29 54 83 6 4 10 1 0 1 227

Office Administration 1 54 55 0 37 37 1 2 3 0 2 2 97

Social Science 18 66 84 13 38 51 1 6 7 0 5 5 147

Pharmacy 0 0 0 3 7 10 3 9 12 0 1 1 23

Social Work(Full Time) 7 36 43 1 27 28 0 1 1 0 0 0 72

Teacher Education (Secondary) 2 10 12 11 20 31 0 0 0 0 0 0 43

Early Childhood 0 16 16 0 1 1 0 0 0 0 0 0 17

Total 200 510 710 164 362 526 31 59 90 2 14 16 1342

Part-time Programmes

Paralegal Studies 0 12 12 0 2 2 0 0 0 0 1 1 15

Social Work(Part Time) 1 2 3 0 9 9 1 5 6 0 1 1 19

Total 1 14 15 0 11 11 1 5 6 0 2 2 34

Total Population at Tanteen Campus 201 524 725 164 373 537 32 64 96 2 16 18 1376

CARRIACOU CAMPUS These numbers have not been verified by Records

Business Studies 2 8 10 3 6 9 1 2 3 22

General Studies 0 2 2 0 2

Social Science 2 2 4 10 2 12 16

Information Technology 0 10 10 0 7 7 0 4 4 21

TOTAL 4 22 26 13 15 28 1 6 7 0 0 0 61

Total Students in the SASPS 205 546 751 177 388 565 33 70 103 2 16 18 1437


School of Applied Arts and Technology 2011-2012


PROGRAMME

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l Total By Programme

Automotive Service Technology 19 1 20 14 0 14 0 0 0 0 0 0 34

Building Technology 44 10 54 28 16 44 8 3 11 0 1 1 110

Computer System Engineering 26 7 33 29 3 32 1 0 1 1 0 1 67

Electronic Engineering Technology (AD) 15 0 15 0 0 0 1 0 1 0 0 0 16

Electrical Engineering Technology 18 0 18 17 1 18 1 0 1 0 0 0 37

Fabrication Engineering Technology 0 0 0 11 0 11 0 0 0 0 0 0 11

Food and Beverage (AD) 2 17 19 1 19 20 1 0 1 0 0 0 40

Food and Beverage (Cert) 2 13 15 1 0 1 0 0 0 0 0 0 16

Front Office Operations(Cert) 0 2 2 0 0 0 0 0 0 0 0 0 2

Culinary Arts 11 27 38 2 15 17 0 1 1 0 0 0 56

Nutrition and Food Management 2 16 18 1 18 19 0 0 0 0 0 0 37

Industrial Engineering Technology 0 0 0 9 1 10 0 0 0 0 0 0 10

Plumbing Technology 0 0 0 0 0 0 0 0 0 1 0 1 1

Welding Technology 0 0 0 0 0 0 0 0 0 0 0 0 0

Refrigeration and Air Conditioning 18 2 20 9 0 9 0 0 0 0 0 0 29

Hospitality Studies (AD) 0 22 22 1 18 19 0 0 0 0 0 0 41

TOTAL 157 117 274 123 91 214 12 4 16 2 1 3 507


School of Continuing Education 2011-2012


PROGRAMME (Full-time)

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l Total By Programme

Accounting Clerk 4 13 17 17

General Office Administration 3 17 20 20

Hospitality Services 0 1 1 1

Property & Facilities Maintenance 19 0 19 19

Total 26 31 57 0 0 0 0 0 0 0 0 0 57

Programme (Part-time)

Associate Degree in Marketing 0 0 0 0 0 0 2 3 5 5

Associate Degree in Business 5 16 21 3 7 10 2 5 7 1 3 4 42

Associate Degree in Media Studies 3 8 11 11

Media Studies (Courses) 1 1 2 2

Introduction to Industrial Relations 7 13 20 20

Taxi/Tour Operator 38 2 40 40

TVET - Air Conditioning & Refrigeration II 16 1 17 17

TVET - Electrical Installation II 14 0 14 14

TVET - Parenting Facilitation III 0 16 16 16

IYF - Office Attendant 1 14 15 15

IYF – Housekeeping 0 14 14 14

IYF – Plumbing 16 0 16 16

IYF - Air Conditioning & Refrigeration 13 0 13 13

IYF - Commercial Food Preparation 3 17 20 20

IYF – Poultry 8 13 21 21

NAWASA Plumbing Level III 21 0 21 21

Modern Management 8 21 29 29

Total 154 136 290 3 7 10 4 8 12 1 3 4 316

Evening Classes

CXC 24 0 24

SAT 2 3 5 5

Total 2 3 29 0 0 0 0 0 0 0 0 0 29

Total SCE Population at Tanteen Campus 182 170 376 3 7 10 4 8 12 1 3 4 402


ST. PATRICK CAMPUS

General Construction 0

Business Studies (AD) 4 13 17

Hospitality Services 3 17 20 20

Refrigeration & Air Conditioning 12 12 12

Furniture Making & Design 0 0

Information Technology (AD) 0 0

Food & Beverage Operations (AD) 3 5 8 8

General Office Administration 0 0

Accounting Clerk 0 0

Building Construction 10 1 11 11

Motor Vehicular Repair 12 12 12

Electrical Installation 14 1 15 15

Electronic Engineering Technology

BNTF - Electrical Installation I 21

BNTF - Livestock Rearing I 17

BNTF - Agro Food Processing I 21

0

Total 58 37 154 0 0 0 0 0 0 0 0 0 154

Total no. of Students in the SCE 240 207 530 3 7 10 4 8 12 1 3 4 556

Student Population of TAMCC

Year 1 (2011) Year 2 (2010) Year 3 (2009) Year 4 (2008) & Above

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l

Mal

e

Fem

ale

Tota

l

602

870

1555

303

486

789 49 82

131 5 20 25

Total Males 959

Total Females 1458

Total Students 2500


4.2 Numbers of Staff attached to the Schools

School of Arts, Sciences And Professional Studies Total PhD Masters Bachelors

FCCA/ ACCA

Tanteen Campus 73 3 21 48 1

Mirabeau Campus 2 1 1

Six Roads Campus 5 1 4

Nursing Education 7 7

Subtotal 87 3 23 60 1

School of Applied Arts And Technology Total PhD Masters Bachelors

Other – Diploma, Associate Degree, Certificate, A' Level

Subtotal 30 0 7 23


School of Continuing Education Total PhD Masters Bachelors

Other – Diploma, Associate Degree, Certificate, A' Level

Tanteen Campus 13 3 6 4

Six Roads Campus 0

St. Patrick’s Campus 15 1 1 13

Subtotal 28 0 0 6 22


5.0 PROGRAM SECTOR DEVELOPMENT FOR C-EFE

5.1 Program to be developed

The particulars expressed in the “Project context” are testimony of the Government’s commitment and constitute evidence enough to justify the demand for Creative and

Cultural Industries to gain permanence and prominence in the college’s core curriculum.

5.2 Program Demand

The demand for this program by the Government of Grenada through the Grenada Cultural Foundations is comprehensively outlined in Section 3.

5.3 New Program

This new programme will be sustained and eventually extend to encompass primary through secondary to tertiary level education.

5.4 Matriculation Requirements

Matriculation into our College’s programmes is five CSEC/GCE subject passes including English Language and a related subject. In this case the entry-level qualification will remain the same.

5.5 Remedial Support

The School of Continuing Education provides opportunities for persons to undertake bridging courses to secure access into programmes.

5.6 Current Involvement in Program Preparation

Industry advisory groups constitute a significant role in shaping programmes. This is especially so in the School of Applied Arts and Technology. Besides, throughout the College programmes industry persons are utilized as part of our team teaching scheme or to deliver entire courses. It is our intention to have one established instructor along with a cross section of industry experts participate in the development and delivery of the programme.

5.7 Infrastructure Support

The institution does not currently have an established mechanism for the release of faculty to develop programmes. Nonetheless, systems can be put in place spontaneously to address such concerns. The College has identified space and has been working with the local Ministry of Culture to have equipment installed. This has


been constrained by the lack of available funding. However we rely on the said ministry in the mean time to access it studio while at the same time utilizing local private and national media houses and other private cultural centres.

5.8 International Partnerships

T. A. Marryshow Community College currently has no other international partnership or donor agency arrangement.

Please see supporting documents for the CARICOM-EFE at

http://www.accc.ca/xp/index.php/en/programs/int-partnerships/efe-intro/efe-caricom -

Related Documents and Institutional Partnerships

http://www.accc.ca/xp/index.php/en/programs/int-partnerships/efe-intro/efe-caricom


6.0 Supporting and Background Documentation

6.1 Academic Calendar August 2012-July 2013

Date Event

August 2012

August 6, 2012 HOLIDAY- Emancipation Day

August 13, 2012 HOLIDAY- Carnival Monday

August 14, 2012 HOLIDAY-Carnival Tuesday

August 20-22, 2012 INTERVIEW – School of Arts, Science & Professional Studies (SASPS) New Students

August 20-21, 2012 INTERVIEW – School of Applied Arts & Technology (SAAT) New Students

August 20-21, 2012 INTERVIEW – School of Continuing Education (SCE) New Students

August 22 – 23, 2012 Registration School of Applied Arts & Technology (SAAT) New Students

August 22 – 23, 2012 Registration School of Continuing Education (SCE) New Students

August 23, 24 & 27, 2012 Registration – School of Arts, Science & Professional Studies (SASPS)

New Students

August 28 , 2012 ORIENTATION FOR ALL SCHOOLS (New Students)

August 29, 2012 ALL Semester 1 Classes Commence

September 2012

September 11, 2012 Deadline for ADDING a course(s). Approval MUST be obtained from DEANS

September 20, 2012 Academic Board Meeting @ 1:00pm, Principal’s Office

October 2012

October 2, 2012 Deadline for DROPPING a course(s) Approval MUST be obtained from DEANS

October 18, 2012 Academic Board Meeting @ 1:00pm, Principal’s Office

October 22 – November 02, 2012

CSEC and CAPE – Registration Period

October 25, 2012 HOLIDAY-Thanksgiving Day


November 2012

November 15, 2012 Academic Board Meeting @ 1:00pm, Principal’s Office

November 16, 2012 Deadline for submission of Examination papers for General Education Courses

November 23, 2012 Deadline for the submission of end of first semester Examinations papers, resist Examinations papers (for core

courses) by Deans to Examination Officer

November 23, 2012 Deadline for DROPPING a course(s) (for the Second Nine Week Session)

Approval MUST be obtained from DEANS

December 2012

December 7, 2012 End of First Semester (fifteen week session)

December 10-21, 2012 Final Examinations (fifteen week session) begin on December 10 -

21, 2012 for ALL Students

December 10-14, 2012 Registration for the Second Semester in ALL Schools

December 17, 2012 – Jan 4, 2013 Christmas Vacation (three weeks)

December 24, 2012 Christmas Eve

December 25, 2012 HOLIDAY- Christmas Day

December 26, 2012 HOLIDAY – Boxing Day

December 28, 2012 Deadline for the submission of grades by ALL Deans January 2013

January 7, 2013 Semester two begins for fifteen weeks session January 7 - April 19, 2013

January 17, 2013 Academic Board Meeting @ 1:00pm, Principal’s Office

January 18, 2013 Deadline for ADDING Courses. Approval MUST be obtained from the DEANS

February 2013

February 7, 2013 HOLIDAY-Independence Day (No Classes)

February 8, 2013 Deadline to DROPPING a course. Approval must be obtained from DEANS

February 21, 2013 Academic Board Meeting @ 1:00pm, Principal’s Office

March 2013

March 21, 2013 Academic Board Meeting @ 1:00pm, Principal’s Office

March 29 , 2013 HOLIDAY- Good Friday (No Classes)


April 2013

April 1 , 2013 HOLIDAY- Easter Monday (No Classes)

April 12, 2013 Last Day of the second Semester (Jan- April, 2013)

***April 22 2013 Deadline for the submission of end of Second (II) Semester Examinations papers / resist Examinations by Deans to

Examination Officer

April 15-26 2013 End of Semester

April 18- 2013 Academic Board Meeting @ 1:00pm, Principal’s Office

April 19th, 2013 Graduation Packages Distributed All Second Year Students

April 22- 26, 2013 Registration for second year students for the Summer Session in ALL Schools

April 29 , 2013 Application Forms for the Academic Year to be sent to ALL Secondary Schools

April 30, 2013 Deadline for payment of fees for second year students

May 2013

May-June, 2013 CAPE Unit 1& 2 Examinations Conducted (Examinations)

May 1, 2013 HOILDAY- Labour Day (No Classes)

May 10, 2013 Deadline for the submission of grades by ALL Deans, in respect of Semester II

May 6, 2013 Summer Session Begins (six weeks) and Ends June 14, 2013

May 20, 2013 Whit Monday Holiday (No Classes)

May 23, 2013 Academic Board Meeting @ 1:00pm, Principal’s Office

May 30, 2013 Corpus Christi Holiday (No Classes)

May 24, 2013 Deadline for the submission of end of Summer Session examinations papers / resist Examinations by Deans to

Examination Officer

May 31, 2013 Deadline for Submission of Nursing and Nursing Assistant Applications

June 2013

June 20, 2013 Academic Board Meeting @ 1:00pm, Principal’s Office

June 17- 21, 2013 Summer Session Examinations in ALL Schools

June 28, 2013 Deadline for the submission of grades by ALL Deans, in respect of Summer Session

June 28, 2013 Deadline for the submission of Application Forms for the Academic Year 2012-2013 (Late Fee becomes applicable after this date)


July 2013

July 10-14, 2013 Academic Board Meetings @ 1:00pm, Principal’s Office to finalize Graduation List

July 8, 2013 Graduation List to be posted on ALL Notice Boards

July 12, 2013 Deadline for payment of Graduation Fees

July 8, 2013 General Meeting with ALL Second Year Students - Department of Teachers Education

July 9th -12, 2013 Distribution of Gowns

July16th , 2013 Graduation Rehearsal

July 18th , 2013 24th Annual Graduation Exercise

July 22nd – 23rd , 2013 Graduation Certificate Distribution /Return of Gowns

6.2 Terms of Reference for Advisory Committees

1.0 COMPOSITION OF THE ADVISORY COMMITTEE

The Advisory Committee shall include representatives the T. A. Marrryshow Community College

and the

Industry.

2.0 FUNCTIONS

Members of the Advisory Committee are expected to contribute to the success of the

programme. They

should be responsible, productive and articulate. They should be cooperative and willing to work

with

others, but be willing to voice individual ideas or opinions in a productive manner.

The Advisory Committee shall assist with: 1. t StmutSr ur t nSd utSr-r promote the programme when speaking at student, community or

industry events.

2. tSemut Slp t nud ut Sl-l direct students to job opportunities throughout the industry.

3l_weccrne ed lmur u opd ut Slt t mlcur ruCl-l help the program adapt as industry needs

change.

4. tu necrtold t Sucrt lt t mlu erpd ut Slmot t Srot Sl 5. se mouSlt t mlpecn t Srt olcunod d ut mt Srot Sl-l suggest schedule for replacement or

repair of


equipment; provide instructors and administrators with information on the need and value of

acquiring certain equipment, tools or supplies.

6. tu necrtolt t mld t rt St rt rt olSn oo lt md rt rSSctSrot lSeppocSl-l administrators can

hear about the

needs of the industry directly from those involved in it. Committee members can help

instructors justify new equipment or changes in curriculum or staffing.

7. suumut nrl ot lnod puSut nolonloctmet SuSl-l give information on how the programme is

serving the

industry.

8. tt SScenSoclt t mlSSt nnlSu unSrot lt t mlmur u opd ut Sl-l can provide information on

potential

instructors; can provide opportunities for instructors to receive update training or experience

through vendor and manufacturer demonstrations and training, etc.

9. tSemut Slmur u opd ut Sl-l student scholarships; awards for outstanding students; field trips;

guest

lectures from industry personnel.

10. got olct t oulp t t t rt ol-l can help administration address future needs.

11. Advisory Committee members shall be informed of meetings at least two (2) weeks prior to the

date, and shall be provided with meeting reports two (2) weeks after the meetings have been

held.

0.4l RESPONSIBILITIES OF OFFICERS

Chairperson 1. To call meetings of the Advisory Committee.

2. To chair meetings.

3. To oversee the actions of the committee.

4. To liaise with the members of the Committee and the Administration of the School of Applied

Arts and Technology.

5. To keep members of the Executive informed of the status of actions of the Committee. Deputy Chairperson

1. To assist the Chairperson, as needed.

2. To deputize in the absence/unavailability of the Chairperson. Secretary

1. To notify members of meetings.

2. To produce and circulate the minutes of the meetings.

3. To keep members of the committee informed of the status of actions of the committee.

4. To be a communication link between the Executive and the members.

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