The Report of the OAS Secondary Education Meeting February 2009 - Trinidad and Tobago

Report of the Final

Meeting of the Organization of

American States (OAS) Sub-regions’

Hemispheric Project for Secondary

Education

"School Management and Educational Certification for

Development and Accreditation of Key and

Basic Labour Competencies at the Upper Secondary

Level"

FEB 5 & 6, 2009 NORMANDIE HOTEL, PORT OF SPAIN

TRINIDAD AND TOBAGO

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LIST OF ABBREVIATIONS ASSS - All Saints Secondary School

ABICE - Antigua Barbuda Institute of Continuing Education

ABNTA - Antigua Barbuda National Training Agency

BCCP - Basic Competency Certificate Programme

CIDA- Canadian International Development Agency

CARICOM - Caribbean Community

CBET – Competency Based Education and Training

COHSOD - Council (of CARICOM Ministers) for Human and Social Development

CSEC - Caribbean Secondary Education Certificate

CVQ - Caribbean Vocational Qualifications

CXC - Caribbean Examinations Council

EU – European Union

GTZ - Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ)

GmbH - German Agency for Technical Co-operation (Ltd)

HRD - Human Resource Development

IDB - International Development Bank

ILO - International Labour Office

LMIS - Labour Market Information System

NCTVET - National Council for Technical & Vocational Education & Training (Jamaica)

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NTA - National Training Agency(s)

OAS - Organisation of American States

OECS - Organisation of Eastern Caribbean States

OERS - Education Reform Strategy

RACTVET - Regional Advisory Committee for TVET (CARICOM)

RCMTVET - Regional Coordinating Mechanism for TVET (CARICOM)

TVET - Technical and Vocational Education and Training

USAID - United States Agency for International Development

UNESCO - United Nations Educational, Scientific and Cultural Organisation

UWI - University of the West Indies

VTDI - Vocational Training Development Institute (Jamaica)

WB - World Bank

GLOSSARY OF TERMS Appeal - A formal request for the review of assessment outcomes

Assessment context - This refers to the environment in which the assessment will be carried out. This includes the purpose of the assessment, the duration and location of the assessment, the physical and operational factors, the assessment system used and the opportunities for gathering the evidence.

Competency - A competency is a skill that is acquired to successfully carry out a job. It does not mean expertise in the area but implies that the successful performance is reliable.

Competency Based Assessment – The assessment of knowledge, skills and attitudes that is based on the recognition of competencies from pre-determined standards

Competency/Occupational Standards - A specification of performance that is determined by industry and which consists of elements of competence, performance criteria, a range of variables and an evidence guide.

Evidence Guide - This specifies the context of the assessment, the critical aspects of the evidence and the underpinning knowledge and skills that are to be demonstrated. The Evidence Guide is closely aligned to the Performance Criteria and the Range Statements in the Competency Standards.

Monitoring – The periodic examination of assessment procedures to ensure compliance with quality management standards and to ensure that assessment decisions are consistent and fair.

NVQ—The National Vocational Qualifications - A nationally recognised award that is made at a specified level in recognition of the achievement of competence based on established criteria for that level

On the Job assessment - This is the assessment that is conducted while the person is actively employed in an enterprise. The assessment activities must comply with meet the quality standards.

Performance criteria - These describe the performance of the competence. They indicate the quality of the performance and are used by the assessor to evaluate and determine attainment of the competence.

Quality Management - The policies and procedures that guide the training and assessment activities within training institutions and enterprises to ensure consistent application and maintenance of the requirement for registration.

Recognition of Prior Learning – The acknowledgement and formal recognition of the skills and knowledge attained through work or life experiences and through formal and informal training programmes. Registered Assessor – A registered assessor is trained and certified by an Awarding Body (eg. NCTVET) to assess candidates for the National Vocational

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J U S T I F I C AT I O N F O R P RO J E C T A D A P T E D F R O M O R G A N I Z A T I O N O F A M E R I C A N S T A T E S

INTER-AMERICAN AGENCY FOR COOPERATION AND DEVELOPMENT (IACD) 2006 Report

At the III Meeting of the Ministers of Education, held in Mexico City in August of 2003, ministers of education agreed “ to make the necessary efforts to expand the coverage of secondary and high-school education, particularly in the technical arena, including the elements necessary for preparing our young people for life, citizenship, and the workplace, and incorporating into that learning process broad elements of creativity, innovation, and the development of entrepreneurial skills, together with an understanding of economic and educational realities, free enterprise, the role of the state, civil society, and the media, and the development of skills and virtues for their incorporation into those realities. All this must be accompanied by a system to certify the knowledge and skills of those students who graduate from these levels of education. (CIDI/RME/DEC. 4 (III-O/03), point 16)”. These priorities have emerged from an evolving economic and political context that includes free trade agreements, multilateral accords, rapid flows of financial capital, migrations, and the changing nature of economic production. This context requires not only national but also regional and hemispheric initiatives in linking school to work. The relationship between school and work should strive to become more complementary. Integration between what schools do and need and what the labor market does and needs is vital for sustaining economic and social development. In this context, a more dynamic system of certification of labor competencies becomes critical. This project focuses on transforming current school management to become more responsive and flexible to the external environment that surrounds the school. School management refers to an integrated process of curricular, pedagogic, and administrative strategies. The project does not pretend to reinvent components, such as curriculum, but rather emphasizes the need to revise and update them with a more coherent and integrated vision of what goes on inside and outside the school. This integrated management process involves identifying the different places in any given curricular “map” from which to develop basic labor competencies in a trans-disciplinary and collaborative way. The dynamic nature of today’s productive order has made traditional secondary, vocational and technical training solutions obsolete in many contexts. As Wolff and de Moura Castro point out, the pedagogies being used in the schools of our Hemisphere do not respond to the new “arrangements” in the workplace. In the past, traditional workplaces required obedient workers who performed individual and routine tasks under direct supervision. Today’s workplace requires those basic core competencies such as writing, research, problem-solving, communication and teamwork skills that respond more effectively to a changing context. The present challenge is for secondary education to ensure these core competencies are developed regardless of the alternatives each system offers youth and adults. This implies a

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fundamental change in the way curricular and pedagogic models for upper secondary; both general and technical/vocational, are developed. Increased specialization in education systems has promoted a culture of segmentation within the school and between sectors outside. The economic and social demands placed on countries in the hemisphere require that a more integrated approach to educational development be implemented. The project School Management and Certification for Development and Accreditation of Labor Competencies at the Upper Secondary Level embodies the desire of countries in the hemisphere to strengthen the connection, both vertically and horizontally, between secondary education and the world of work. The concept refers not to one blueprint for action, but to a process whereby a mechanism of dialogue and cooperation between the education sector and labor/economic sector is designed and established.

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Participating Countries (Original)

CENRAL AMERICA

Costa Rica (Hemispheric Coordinator and Sub-regional), El Salvador, Guatemala, Honduras, Nicaragua, Panamá, República Dominicana,

MERCOSUR Brasil (Sub-regional coordinator), Argentina, Bolivia, Chile, Paraguay, Uruguay,

CARICOM Trinidad and Tobago y México. Antigua and Barbuda, Barbados, Belice, Dominica, Grenada, Guyana, Haití, Jamaica, Bahamas, St. Kitts and Nevis, St Vincent the Grenadines, St. Lucía, Suriname, MEXICO (Hemispheric Technical Coordinator)

Perú, Ecuador, Colombia and Venezuela form part of this Hemispheric Project but their component has been presented separately by Peru.

Date of execution.

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6.1 Starting date 1 1 2004 6.2 Completion date 12 31 2007 Month Day Year Month Day Year

Project Objectives and Targets

Objectives Indicators Means of Verification Assumptions

Goal To develop in youth basic and certified competencies that allows them to successfully transit between secondary school and the world of work.

% Graduates from the secondary level that transition successfully into the world of the work at a regional and global level. N ° Graduates from the educational participant centers with labor certification % Graduates from the educational participant centers that are successfully integrated by the labor market.

Polls that detect the satisfaction grade of the personnel with the formation that they received in the secondary education. Official statistics of education and employability of every country. Record of companies that accept the certificates conferred by the average formation

Each country will designate representatives in the work groups and directors of each of the areas of the work. This will be done punctually. Technical criteria will be used for the selection. The representatives and directors will have the necessary power of decision to ensure the implementation of the assigned tasks.

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Objectives Indicators Means of Verification Assumptions

Purpose

Of the 4 year project: Based on a consensus between the school community and employers, the school management of the secondary participant schools will be transformed with the purpose of developing and certifying basic labor competencies.

N ° of educational centers that apply a model of management developing labor competencies (defined by consensus) and create the aptitudes to certify them.

Follow up of the graduates in the labor market. Observation of school dynamics in the participant schools.

Each of the participating countries will assign on time the necessary resources needed for the execution of the different stages of the project. The active and responsible participation of the different groups involved in each country, from the education and labor market, will be managed.

YEAR 1: hemispheric design of a school management model , a guide of curricular adjustments and a certification model of basic labor competencies for secondary education YEAR 2: design of sub-regional adjustment plans and implementation of the models. Participant secondary schools’ pilot project guide. YEAR 3: Pilot project implementation in secondary schools of participant countries. YEAR 4: Pilot project implementation in secondary schools (the first semester). Conclusion of the systemization of the learned lessons and formulation of sub-regional generalization strategies (the second semester).

Starting from year 2, the hemispheric project will be able to integrate the sub-regional multilateral mechanisms of Education MERCOSUR, Education and Culture Coordinator of Central America , the Andean Community, CARICOM etc.) to benefit from the general work guidelines and mechanisms that already exist for generating consensus around sub-regional coordination..

Participants of Port of Spain February 2009 Meeting

Country Name Institution Institution's Address Position at Institution Office Phone Fax E-mail

Antigua and Barbuda Glenford Knight

Ministry of Education, Sports

Government Complex, Queen Elizabeth Highway, St John's

Assistant Director of Education: Technical Vocational and 268-462-4959 268-462-4970 [email protected]

and Youth Affairs Antigua 268-782-2222

Bahamas Foster Dorsett Department of Education P.O. Box N 3914 Nassau, Bahamas

Senior Education Officer (242) 502- 8209 (242) 322- 7233 [email protected]

(242) 427- 3883

Barbados Laurie KingMinistry of Education and

Elsie Payne Complex, Constitution Road, St Michael, Barbados

Deputy Chief Education Officer 246-430-2740 246-436-2411 [email protected]

Human Resource Development 246-256-4766

Belize Margarita Gomez Employment Training and

Mohogany Street Extension, Belize City, Belize Director (501) 222-4096 (501) 222- 4109 margomez2001yahoo.com

Education Services (501) 600- 4821

Brasil Marcia Teresinha Moreschi

Ministerio da Educacao do Brasil

Explanada dos Ministerios, Bloco L, 4 Andar 400- A,

Assessora Internacional e Coordenadora Adjunta do projeto 55 61 2104-9615 55 61 2104-9744 [email protected]

Brasilia- DF_ Brasil Hemnisferico Sub Region Mercosur

Chile Vanessa Arevalo Sciaraffia Ministerio de Educacion

Alameda 1146, Sector B, Piso 7, Santiago

Coordinadora equipo curriculum tecnico profesional 56-2-3904385 56-2-3904378 [email protected]

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mailto:[email protected]






Costa Rica Wilfredo Gutierrez Gomez

Ministerio Educacion Publica,

San Jose, San Francisco de Goicoechea, Costa Rica Asesor de Educacion 506-22219107 ext 153 506-22332816 [email protected]

Departamento: Direccion de

Educacion Tenica y Capacidades

Emprendedoras

Gabriela Hernandez Nunez


San Jose, San Francisco de Calle Blancos, Costa Rica Asesora 506-22219107 506-22332816 [email protected]

Departamento: Direccion de

Educacion Tenica y Capacidades

Emprendedoras

Gerardo Avila Villalobos


San Jose, San Francisco de calle Blancos, Costa Rica Jefe 506-22332852 506-22332816 [email protected]

Dominica Lucina La Fond Charles Ministry of Education

Cornwall Street, Roseau, Dominica Education Officer 767-245-6464 [email protected]

767-315-1091

Grenada Leo Cato Ministry of Education Botanical Gardens, St Georges , Grenada

Head of Information Technology 473 440 2737 473 440 7701 [email protected]

473 418 4170

Guyana Sydney R. Walters Council for TVET

113 Woolford Avenue, GTI Compound, Georgetown, Guyana Director 592-227-8784 592-227-8784 [email protected]

592-624-8268

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Jamaica Carole Powell Ministry of Education 37 Arnold Road, Kingstown, Jamaica Country Coordinator (876) 9316868 (876)9483248 [email protected]

(876)3787614 St Kitts and Nevis Ruth Thomas

Curriculum Development Unit

Lockhart Street, Basseterre, St Kitts Director 869-467-1330 869-466-3322 [email protected]

869-765-3038

St. Lucia Estellita Rene Ministry of Education and Culture

Francis Compton Building, Waterfont, Castries, St Lucia

Education Officer:TVET and Accreditation 758-468-5263 758-453-1787 [email protected]

758-287-8670 St. Vincent and the Susan Dougan Ministry of Education

Halifax Street, Kingstown, St Vincent Chief Education Officer

1 784 457 1104/ 1 784 456 9393 1 784 457 1114 [email protected]

Grenadines and the Grenadines [email protected]

Suriname Leonel Johan Soetosenojo

Ministry of Education and

Passiebloemstraar #2, Paramaribo,

Deputy Permanent Secretary for Technical Vocational Education

597 403720/ 400715/401411 597402400 [email protected]

Community Development Suriname 597 8650745

Trinidad and Tobago Cheryl Caesar

East Mucurapo Secondary School Mucurapo Road, St James Head of Department 1-868-622-6446 1-868-628-9510 [email protected]

1-868-622-1264

Judy M. Hinkson E.T.C International 9 Cravat Street, Samaan Gardens, Consultant 1-868-640-6954 1-868-640-8568 [email protected]

Trincity, Tacarigua 1-868-775-2603

Zena Ramatali National PTA President 868-674-5512 868-674-5512 [email protected] 868-763-1292

Dr. Paula Mark 5 King Street, Arima Teacher Education 868-664-2565 868-664-2565 [email protected]

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Country Name Institution Institution's Address Position at Institution Office Phone Fax E-mail Consultant

Dipwatee Maharaj Curriculum Planning and Development Mc Bean, Couva Director 868-679-4119 ext 1001 868-636-9296 [email protected]

Division 868-481-4034

Joanne Dolly Ministry of Education 45 Pembroke Street, Port of Spain

Curriculum Coordinator 868-627-4370 868-627-7227 [email protected]

868-730-2772

Melca Alexander Ministry of Education 45 Pembroke Street, Port of Spain

Curriculum Coordinator 868-627-4370 868-627-7227 [email protected]

868-370-1745

Anthony Chin Poy Ministry of Education 45 Pembroke Street, Port of Spain School Supervisor 1 868-627-4370 868-627-7227 [email protected]

868-777-8042

David Kent Ministry of Education 45 Pembroke Street, Port of Spain School Supervisor 1 868-627-4370 868-627-7227 [email protected]

868-720-1030

Khalel Mohoyodeen Ministry of Education

45 Pembroke Street, Port of Spain Curriculum Officer 868-627-4370 868-627-7227 [email protected]

868-474-8291

Dr. Bernard Tappin Ministry of Education

18 Abercromby Street, Port of Spain School Supervisor 111 868-624-6412 868-624-6412

868-357-0322

Elma Joyeau- Campbell

North Eastern Education District

18 Savi St, Boodooville, Sangre Grande

School Supervisor 11, NEED 868-668-2240 868-668-2240 [email protected]

868-353-5421

Zabeedah Hosein- Abid Ministry of Education

Victoria Education District, Sutton Street. School Supervision 653-0035/7118

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Phulmatie Bhimull Ministry of Education

St Patrick Education District, Farah Street, San Fernando School Supervision 868-657-9286 868-657-9286 [email protected]

868-344-7936

Cipriani Davis Metal Industries Company Limited P.O Bag 121 B, Port of Spain Chief Executive Officer 868-663-1269 868-663-6056 [email protected]

868-687-8231(M)

Elphege Joseph National Training Agency

115 Endeavour Road, Chaguanas Chief Executive Officer 868-672-9409 868-672-2171 [email protected]

868-9167 (M)

Joyce Debideen National Training Agency

115 Endeavour Road, Chaguanas Education Specialist 868-672-7107 ext.226 868-672-2171 [email protected]

868-787-9391

Allan S. Noreiga Ministry of Education, Caroni Educational 14 Camden Court, Couva School Supervisor 111 868-636-1289 868-636-4839 [email protected]

District 868-679-3715

868-481-2013

Pauline Whiteman National Training Agency

115 Endeavour Road, Chaguanas Programme Manager

868-672-7107 ext 274 or 229 868-672-2171 [email protected]

Ashram Deoraj Ministry of Education St George East Education District Office, School Supervisor 111 868-645-7516 868-645-7520 [email protected]

868-732-1191

Dr Marva Ribeiro

International Cooperation Initiatives Unit

18 Abercromby Street, Port of Spain Programme Director 868-625-8900 868-625-8900 [email protected]

Ministry of Education

Uruguay Rita FerrariConsejo de Educacion Tenico San Salvador 1674 Montevideo

Directira Planeamiento Educativo Consejo De Educacion Tenico

005982-4194300/4198919 00582-4198919 [email protected]

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Country Name Institution Institution's Address Position at Institution Office Phone Fax E-mail Professional

Experts Fitzroy Marcus CXC The Garrison

Assistant Registrar (Measurement and Evaluation) 246 436 6261 [email protected]

246 8243010

Paul A. Payne Montserrat Community College P.O Box 67, Salem, Montserrat Principal (664) 491-9009 (664)491-9010 [email protected]

(664)492-1721 [email protected]

Jaime Biella Universitario- Departmanto

Campus Universitario- Departamento de Filosofia

Experto Del Proyecto Hemispherico 55- 84-3653.1137 [email protected]

de Filosofia 55-84-9421.7817

Otavio Augusto de

Centro Federal de Educacao

Avenida Salgado Filho, 1559 - Morro- Natal- RN- Brasil

Experto del Proyecto en Sub - Region del Mercosul 55-84-4005-2670 55-84-4005-2671 [email protected]

Araujo Tavares Technologica do Rio Grande

do Nortel/ Ministerio da

Educaccao do Brasil

Observers Mary Markowsky E.T.C. International 24 W Railroad Avenue, Suite 224 Tenaflg, New Jersey Consultant 201-567-9183 201-567-6935 [email protected]

Organizers Ryan Kurbanali UICI, Ministry of Education

18 Abercromby Street, Port of Spain Technical Assistant 868-625-8900 868-625-8900 [email protected]

Kathy Ann Guy Ministry of Education 18 Abercromby Street, Port of Spain On the Job Trainee 868-625-8900 868-625-8900 [email protected]

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Sonja Sahadeo Ministry of Education 18 Abercromby Street, Port of Spain Research Officer 868-625-8900 868-625-8900 [email protected]

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AGENDA Final Meeting of the Organization of American States (OAS) Sub-regions’ Hemispheric Project for Secondary Education – Port of Spain Trinidad

DAY 1

09: 00 – Opening

Opening remarks and welcome: CARICOM Coordinators

Remarks: Coordinators of CENTRAL AMERICA and MECOSUR

09:20 – Presentation and discussion of the results of the Project for the fours in each sub-region including methodologies, successes and challenges:

CENTRAL AMERICA

MERCOSUR

CARICOM

10:45 – Presentation of the results of the Project for the four years in each sub-region including methodologies, successes and challenges:

14:00 – Presentation of the results of the Project for the four years in each sub-region including methodologies, successes and challenges: (continued)

16:30 – Closing remarks with summary of Day 1 proceedings

Exchange of experiences and strategies integrated in the implementation of the sub-projects between the three regions

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DAY 2 09: 00 – Where do we go from here?

Issues of Sustainability:

Funding

Capacity Building

The Certification process

Sharing of information with stakeholders

Maintaining the momentum of the initiative

• Level of support for school management

• Level of support for teachers

• Other

10:45 – Group discussion and development of sustainability plan for each sub-region and country:

14:00 – Presentation of country plan:

16:00 – Closing remarks with summary of Day 2 proceedings

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HEMISPHERIC PROJECT REPORTS

P R E S E N TAT I O N O F T H E R E S U LT S O F T H E P RO J E C T F O R T H E F O U R

Y E A R S I N E AC H S U B - R E G I O N I N C LU D I N G M E T H O D O L O G I E S

( AC T I O N S TA K E N ) , AC H I E V E M E N T S A N D

C H A L L E N G E S

HEMISPHERIC PROJECT REPORTS 2

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THE CENTRAL AMERICAN REGION REPORT – COSTA RICA 7

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Presented by Wilfredo Gutiérrez Gómez - 7

Asesor De Educación Técnica Y Capacidades Emprendedoras (Technical Skills Education Advisor). 7

THE CENTRAL AMERICAN REGION REPORT 10

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Presented by Gabriela Hernandez Nunez - Ministerio Educacion Publica, Departamento: Direccion de Educacion Tenica y Capacidades Emprendedoras (Director of Technical Skills Education - Ministry of Education) 10

MERCOSUR REGION REPORT 13

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Presented by Marcia Teresinha Moreschi - Coordinación de la Subregión, Assessora Internacional e Coordenadora Adjunta de projeto, Ministerio de Educacao de Brasil 13

MERCOSUR REGION REPORT - CHILE 17

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Presented by Sra. Vanessa Arévalo Sciaraffia – National Coordinator of Chile Ministerio de Educación (MINEDUC)- 17

MERCOSUR REGION REPORT - URUGUAY 19

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Presented by Coordinación del Proyecto: Directora de Planeamiento Educativo (Project Coordinator: Director of Educational Planning) Prof. Rita Ferrari 19

Asesores de Gestión (Management Advisors): Profesores (Teachers) Silvia Saccone – Werner and Pablo Meyer 19

CARICOM REGION REPORT - EXPERT 22

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Presented by Paul A. Payne, Montserrat Community College 22

CARICOM REGION REPORT - EXPERT

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Presented by Fitzroy Marcus – Assistant Registrar, Caribbean Examination Council (CXC) – Key issues of CVQ and Certification 25

CARICOM REGION REPORT – ANTIGUA & BARBUDA

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Presented by Glenford Knight – Assistant Director of Education: Technical and Vocational, Ministry of Education, Sports and Youth Affairs 27

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CARICOM REGION REPORT – BAHAMAS

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Presented by Foster Dorsett – Senior Education Officer, Department of Education 29

CARICOM REGION REPORT – BARBADOS

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Presented by Laurie King – Deputy Chief Education Officer, Ministry of Education and Human Resource Development 31

CARICOM REGION REPORT – BELIZE

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Presented by Margarita Gomez – Director, Employment, Training and Education Services 33

CARICOM REGION REPORT – DOMINICA

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Presented by Lucinda La Fond Charles –Education Officer, Ministry of Education 35

CARICOM REGION REPORT – GRENADA

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Presented by Leo Cato – Head of Information Technology, Ministry of Education 37

CARICOM REGION REPORT – GUYANA

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Presented by Sydney R. Walters – Director, Council for TVET 38

CARICOM REGION REPORT – JAMAICA

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Presented by Carole Powell – Country Coordinator, Ministry of Education 40

CARICOM REGION REPORT – ST. KITTS & NEVIS

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Presented by Ruth Thomas –Director, Curriculum Development Unit 42

CARICOM REGION REPORT – ST. VINCENT & THE GRENADINES

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Presented by Susan Dougan – Chief Education Officer, Ministry of Education 45

CARICOM REGION REPORT – ST. LUCIA

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Presented by Estellita Rene – Education Officer: TVET and Accreditation, Ministry of Education and Culture 50

CARICOM REGION REPORT – SURINAME

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Presented by Leonel Johan Soetosenojo - Deputy Permanent Secretary for Technical Vocational Education, Ministry of Education and Community Development 52

CARICOM REGION REPORT – TRINIDAD AND TOBAGO

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Presented by Pauline Whiteman – Programme Manager, National Training Agency 55

ISSUES OF SUSTAINABILITY – TRINIDAD AND TOBAGO

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Where do we go from here; Funding, Capacity Building, The Certification process, Sharing of information with stakeholders, Maintaining the momentum of the initiative, Level of support for school management, Level of support for teachers 61

CENTRAL AMERICA – SUSTAINABILITY PLAN

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CARICOM – SUSTAINABILITY PLAN

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MERCOSUR – SUSTAINABILITY PLAN

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CONCLUSION – SUSTAINABILITY PLAN

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Dr. Marva Ribeiro – Programme Director, International Cooperation Initiatives Unit, Ministry of Education 67

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THE CENTRAL AMERICAN REGION REPORT – COSTA RICA

Presented by Wilfredo Gutiérrez Gómez -

Asesor De Educación Técnica Y Capacidades Emprendedoras (Technical Skills Education

Advisor).

BACKGROUND: Costa Rica has ninety (90) technical institutions at national level. At a national level they are in their fourth intake cycle offering forty-nine (49) Specialized Subjects Areas with forty-nine 49 Workshops/laboratories to support. They also offer daytime classes for students enrolled on a full time basis and part-time (evening) classes for the adult learners or working professionals. There are currently 65, 607 students enrolled in Technical Education in Costa Rica, 1470 Daytime Teachers and 87 Teachers attached to the part-time Programme. Existing Educator population stands at twenty five (25) Advisors, Ninety (90) Directors, One hundred and eighty (180) Coordinators and Seven hundred (700) Teachers.

ACTIONS TAKEN: Gaining endorsement of the project by meeting and having discussions with Senior Officials of Education was the first step. The following represents the results and actions taken based on the approval given:

Promulgation of the project ensuring to outline key objectives and strategies to all involved and to be involved

Consultation and training with technical education advisors and teachers ensuring that they are certified so they could take ownership of the process. Groups of teachers with expertise in training were utilized to conduct assessor training.

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60% of Administrative staff, directors, and coordinators were trained to understand how the model works to understand what support they needed to give in each sector.

Consultation with the business sector employers and unions to sensitize them about the project using “enterprise tables” (DACUMS) Employers were simply asked what they wanted from graduates to ensure that graduates would be useful, to prevent retraining and to satisfy the requirements of the sector.

A system to evaluate the current programme was also completed to determine the relevance and to enhance to meet current project objectives.

The process was not a linear one. All consultations and feedback received was featured in some way in the actual training programs design and content. Curricula was then developed based on the skills based model

A training unit responsible for designing and implementing at a national level is still ongoing; however, the project has been implemented in various provinces to encourage mobility and access for teachers for training. They are well equipped with necessary strategies and tools to deliver the various programmes

The programme was piloted, successes shown and then final approval was sought.

ACHIEVEMENTS The final curricula design was a great achievement that shaped what and how the programmes were delivered and evaluated.

The drop out rate has fallen. This is one of the greatest benefits.

Competencies of our young persons have improved. Students must show evidence that they have applied their studies. They feel that their skills are more significant

Reports have shown that students are performing in an outstanding manner.

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Students are becoming bilingual. This area has been emphasized a lot of attention because the employers have demanded it.

The business sector has reported that the young people are more committed, they see the correlation and the relevance of the programme. Employers see a benefit in that they do not have to invest in more training in the workplace.

It has facilitated the insertion of students in the business sector after their 10th year of school.

There has been a vast improvement in the delivery methods as teachers now are more “up to date”. Lessons have become more dynamic and exciting.

There is a Greater recognition of the importance of the technical education in society

CHALLENGES Equipment challenges still exist. Expense and Access is an inhibitor.

An Accreditation and certification system still has not been developed but it is a process that is currently in great focus

Improvement and sustainability is another challenge. The learning must be lifelong, not just in time so as to become world citizens

A System to ensure that the curricula constantly develops as the sector evolves is also gaining attention

CONCLUSION: Costa Rica holds to the adage that “Technical Education is the basis for development in a country”. Most importantly in the schools students graduating from these technical schools are on the same level as those graduating from academic schools. There is no intermediate certification. One final certificate avoids drop out. Only after you have completed the 12th year of secondary school you will be awarded a certificate.

THE CENTRAL AMERICAN REGION REPORT

Presented by Gabriela Hernandez Nunez - Ministerio Educacion Publica, Departamento: Direccion de Educacion Tenica y Capacidades

Emprendedoras (Director of Technical Skills Education - Ministry of Education)

BACKGROUND

For this sub-region, 2009 is the 4th year of implementation of the project. The report summarizes the experiences and current status of the following participating countries:

1. El Salvador, 2. Costa Rica, 3. Guatemala, 4. Honduras and 5. Nicaragua

OBJECTIVE: The objective of the Sub-region was to in the main, transform the school management of the participating secondary schools to be able to certify technical competencies. The results of the four years of pursuing this objective have resulted in the following:

Meetings and workshops for national coordinators to attempt to create homogeneity

Development and maintenance of a hemispheric website Visits to the participating countries and agencies to assess best practices and assess the extent of the work to be carried out

Training of education authorities, assessors and teaching staff An action plan which outlines the implementation of the various instruments and materials associated with the curricula

Compilation of an external evaluation of each country was conducted. The purpose of this evaluation was to ensure an objective report on the capacity of each country to facilitate the project.

$68,433. was allocated to each participating sub-region but only $44, 04, 21 was distributed for the project

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ACTIONS TAKEN:

Widespread consultation with the Business Sector Consultation with Education Advisors and Teachers Facilitating training workshops for teachers and administrative officers Development of Curriculum Maps Development of Occupational profiles Validation of documents that existed to obtain relevance Creating study programmes Implementation of technical specialization programmes

ACHIEVEMENTS: Costa Rica

This system has the potential to lead to the institutionalization of the model a the Technical Educational Level

The pilot led to a change in the entire approach and standards of pedagogy at the secondary level

Process was supported and led by the Ministry and officials responsible Technical Education.

Managed the process by approving all study plans. All ministries, teachers and students are using the competency model.

El Salvador

Developed a phased methodology for implementation. Created Vocational Educational Institutes. It established an aggressive process of curricula design of competences in the secondary education, which consolidated other programmes that existed before.

Standardized all their processes Developed the forum for technical education for competency based model in the ‘MegaTec’ (vocational) institutes.

Guatemala

This country decided to initiate the process of CBET and curricular design for primary education first. They are currently working on CBET models for the secondary level

There CBET programmes in all primary schools with the private sector being more successful in implementation than the public sector

The Business and Private sector has been brought on board with national marketing campaigns.

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They have qualified teaching personnel in processes of identifying the context and concept of curriculum design.

Nicaragua & Honduras

Recent change of government meant a change in the officers responsible for implementation of the project.

The persons who are now in charge are not familiar with the system and process and it has not been possible to achieve the objective of the sub region

CHALLENGES:

Consolidation of the project and the model is required. Each country needs to foster the project. It is not a fad or a fashion, it is an ideology for the country to benefit in country transformation

Adaptation to the needs of the country development

CONCLUSION: The project has developed a model of CBET in the region The project has identified that students must have specialization of tasks to move to at the highest level of education

The greatest lesson is that we have adopted a flexible model with portability between countries.

Beyond what the region is experiencing, the project has established that the teacher must be able to transfer information that is relevant.

The major challenge was the administrative problems experienced by individual countries in attempting to implement this project

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MERCOSUR REGION REPORT

Presented by Marcia Teresinha Moreschi -

Coordinación de la Subregión, Assessora Internacional e Coordenadora Adjunta de projeto,

Ministerio de Educacao de Brasil BACKGROUND

National Coordinators: 1.Argentina: Instituto Nacional de Educación Tecnológica (INET)-Monica Silvestri – participo em el año 1 2. Brasil: Ministério de Educación (MEC) -Moises Sobrinho 3. Bolivia: Ministério de Educación (MINEDU)-Freddy Sossa Solíz 4. Chile: Ministerio de Educación (MINEDUC)-Vanessa Arévalo Sciaraffia 5. Paraguay: Ministério de Educación y Cultura (MEC)-Oscar Alcides Molas Genez 6. Uruguay: Ministério de Educación y Cultura (MEC) y Universidad del Trabajo del Uruguay (UTU)-Rita Ferrari Consultores: Otavio Augusto Tavares y Jaime Biella

ACTION TAKEN: In the Project Pilot, thirteen (13) schools participated Two (2) schools in each country was selected However, in Uruguay only one (1) school participated, Consejo de Educación Técnico Profesional offering Mechanical Maintenance, Electrician, Bricklayer, Painter and Nursing among others

Brazil: 2 schools participated, Technical College of Rio Grande and Federal center of Technological Education of Saint Catarina. Areas assessed were Mechanical and Electrical Maintenance etc.

In Bolivia five (5) schools participated; (1) Colegio Técnico Humanístico Mcal. José Ballivián – Metal Works & Auto Mechanics (2) Instituto Tecnológico Superior Puerto Mejillones - Office Management (3) Tecnológico Tarija – Tourism Management (4) Tecnológico “José Luis San García” – Domestic Electircal Installation (5) Centro de Educación Alternativa “CEA Culpina” – Domestic Electrical Installation

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In Chile two (2) schools participated Liceo industrial de Electrotecnia Ramón Barros Luco - Telecommunications and Liceo Industrial de la Construcción “Víctor Bezanilla Salinas” - Construction.

In Paraguay two (2) schools participated; Colegio Técnico Nacional de la Capital and Centro de Formación Profesional de Loma Plata both offering Auto Mechanics

SURVEY RESULTS:

In the third year after a Hemispheric meeting MECOSUR decided to determine the indicators that would determine success. Therefore a study in all countries was conducted. The following represents the results of that study:

584 students were matriculated 330 students found jobs 291 were working on certification 129 was in process of working on certification 57 dropped out of the programme 40 were certified 131 teaching professionals are specifically trained for this area 5 National Coordinators meetings were convened which placed the sub-region in a strong position

10 Regional Coordinators meetings were convened 2 Hemispheric Expert meetings were convened 22 sessions for instructors across the region was convened 367 instructors were trained 13 regional school visits were conducted 24 National Coordinator visits to schools were conducted 23 reports based on semester activities were submitted – using internet to determine standards

7 evaluations on experiences during the pilot was conducted, 3 consultants were employed to study the impact of the project.

The objective of the meetings was to sensitize those in the world of work. A web page was designed (www.redenet.edu.br) and used a resource during the project and a way to link all of the participants to the established standards. Unfortunately, the website has not been maintained. A new site was developed last week and the information of the results will be made available there. The guidelines identifying the models proved to be a huge struggle. The Ministers of Education resisted and they determined that a single CBET model for so many countries could not be developed. Each sub-region was given the responsibility to develop its own model.

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After many meeting, after one year and half a reference, a general guideline was developed which each country would use to develop their own model. Therefore, in the 2nd year a methodology was published. In the 3rd year it was recognized working with experts in the various countries was not going to be a success due to the many differences in vision, ideas and educational structures. Moreover, a criteria for the selection of schools was established and a manual for the implementation of the pilot project Jaime Biella, Maria do Rosário da Silva Cabral, and Otávio Augusto de Araújo Tavares guide the implementation of the project throughout the region developing curricula and evaluation of the first phase of the project.

CHALLENGES: The diversity of models and lack of standardization was a huge issue

Promoting a common language in the region, dealing with and promoting mobility of graduates, integrating social inclusion through accreditation, achieving accreditation through the education system, education continuity and labour involvement were major obstacles.

Resistance in conceptual terms proved to be a continued challenge. It implementation was top down and the educational experts are not usually involved and this is not good. It is a complicated issue.

There were many political changes, with these changes brought divergent views of education and its implementation. CBET was talked about in the context of socialism.

Change of experts in Bolivia was a real challenge. The concepts had to be continually repeated. Bolivian officials resisted talk about competency as it was viewed as a counter step to socialism

There was a cut in the OAS budget allocation for the project because the sub-region did not implement all of the activities within the timelines.

Argentina left the project. They did not want to participate due to changes in their laws.

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Throughout the sub-region there were legal problems. However, many were able to change legal structures to arrive at a certification system,

accreditation and life long learning programs. .In Brazil, Guatemala and Bolivia there is a new law to provide for accreditation in schools. There is a new mentality of the concept of certification. In the school community, there is greater acceptance and some degree of progress.

ACHIEVEMENTS

It was important to define the framework to develop the concept palatable to all. A social constructivist approach was adopted which sought to deal with the diversity issues

The business, labour, legal, and education sectors were mobilized to sensitize them of the flesh out the practical nature of the methodology so everyone could find their place in the model wit a view of accepting it. Seeking legitimacy and credibility of the project became the main focus. Moreover, whatever was to be adopted must be rooted to transform the social landscape that cannot be manipulated with change in governments.

All plans needed to consider that the education system was in the main, in some countries operated and controlled by the private sector, some more in the public sector, while in some countries it was more balanced.

For the pilot the institution had to have 10 years experience in Technical Vocational experience while consultants, had to have specific exposure and qualification in the vocational area.

In countries with no legal framework, the schools selected, fulfilled the criteria. The students obtaining certification was issued “technical assistant certificates and diplomas the latter being a higher degree. All the participating countries have agreed to adopt this model of certification.

Experts in the sub-region visit and train the assessors of competency, related to instrument, assessment, relationships with business sector, identification of skills, professional profile, looking at societal needs. There are key competencies for each area because it is a need in the specific country.

Education being so dynamic, there is a need to create a reference, institutional assessment for the infrastructure, teaching which has a relationship with the world of work.

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MERCOSUR REGION REPORT - CHILE

Presented by Sra. Vanessa Arévalo Sciaraffia –

National Coordinator of Chile Ministerio de Educación (MINEDUC)-

OBJECTIVES:

Institutionalize Industrial Schools: – To design model of skill certificate for secondary students and workers in the productive sector (construction, telecommunication)

To reinforce key skills to assess development of those skills based on educational and productive sectors. These skills must to be recognized and be a common language

Develop a culture of certification of competence, with a focus on industry and teaching standards

ACTION TAKEN This focus on competency -gave birth to 46 technical specialties.

At the Industrial Liceo Industrial de la Construcción “Víctor Bezanilla Salinas” – Construction School participated in the pilot. The Students were required to do internships or industry attachment programmes.

Liceo industrial de Electrotecnia Ramón Barros Luco - Telecommunications school students spent part of the time in school receiving formal instruction and part of the time telecommunication classes.

Due to the structure of the internship (attachment) coordinators get a sense of the needs of the industry and this had a direct effect on the curriculum.

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The Construction and Building Works programme and Cable Installation and Maintenance, Broadband and Satellite were certified by employers but not all the in telecommunications area as the framework was not there to assess these skills on the job.

ACTIONS TAKEN

Meeting with Students who were involved in the project Meeting with Families and school community Meeting with Chilean Chamber of commerce Technical Lectures to members of the Business Sector Diagnosis of skills gaps of Teachers and assessment of training required Employed recognized techniques in vocational skills training Revised of the tools for assessment The specific students were selected to participate in the project Specific employers selected to host internships (attachment) The employers awarded certificates to students

ACHIEVEMENTS

There was previous experience with skills training and assessment so there was optimism that CBET was possible (skills could be identified and assessed and certified).

Changing legal framework has been slow, the law was approved in 2008 and the regulation developed. This framework would allow for links between organizations offering certificates.

The skills training now relate to productive sector There is an apparent motivation and commitment of the participating schools. This makes it possible for this project to be sustained..

CONCLUSION

The teachers and trainers in the various in industry achieve great satisfaction

The certified workers are proud of the recognition of their skills. This creates a lot of satisfaction and allows them to carry out their work with greater quality.

There is a Standardization of delivery methods and teaching tools. We have a vision of standardizing the quality of CBET with a view to replicate in other industries

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MERCOSUR REGION REPORT - URUGUAY

Presented by Coordinación del Proyecto:

Directora de Planeamiento Educativo (Project Coordinator: Director of Educational Planning)

Prof. Rita Ferrari

Asesores de Gestión (Management Advisors): Profesores (Teachers) Silvia Saccone – Werner

and Pablo Meyer

ACTIONS TAKEN:

Phases of the project: Diagnostic – Phase I (information gathering at workplace level and individual level to determine the groups, and level of knowledge)

Design – Phase II (Collaborated with teachers to define the system) Planning – Phase III Implementation – Phase IV Certification- Phase V

The University of Labour – Uruguay sphere heads the project.

The project began, very slowly, in Uruguay in 2005 and the idea of CBET was not seen as possible in a constructivist framework. This was a major challenge to resolve, two years was spent in this exercise. Ultimately the deliberations with officials were fruitful.

In 2007, the project began to take root. It was renamed “The Accreditation of Knowledge for Lifelong Development”. The idea was to encourage social inclusion and accreditation of knowledge for certification. Technical education is offered by the state which is public but only in small private institutions.

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It was identified that there are many variables that affect a person’s decision to seek accreditation. These variables were defined and included in the model.

After a budget for implementation teacher training was conducted

Social institutions already engaged in technical education were validated to accredit skills. Learners previously certified were enrolled in ‘traditional schools’ to continue lifelong learning.

The University of Labour has 134 technical schools which include Agriculture, maritime affairs etc. This project was aimed at adults and young persons working but without diplomas. Employees (persons were experienced in vocational areas) of municipal authorities were also invited to participate; they were already working and were encouraged to follow this path of accreditation.

Forty-one (41) persons were trained and certified. Average age group was 38 – 44 years old not including those already within the secondary school systems. An integrated approach was adopted;.

The model gained quick acceptance as it was developed through a public institution with thirty (30) year charter. Most workers already graduated from this school so there was great social credibility.

The pilot group was treated as a special group with the curriculum focused on an adult pedagogic approach.

ACHIEVEMENTS

Opportunity to advance/be promoted in the workplace Positive appreciation of their work Ability to overcome fear of assessment Overcome self esteem problems Promote self discovery of their own skills Relocating themselves in the formal system Continuation in formal education There was a repeat of the programme in other regions. 2008 was a year of strengthening and consolidating the project.

A Unit dedicated to skill recognition was developed to centralize the process, to promote education materials and to embark on a continuing education campaign.

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The project brought various persons to the classroom who would not have otherwise ventured there.

Persons were able to study for a degree that recognized skills outside of the traditional education system

Good relationships were created with other countries in MERCOSUR region

CONCLUSION

The plan is to expand the project to new institutions and to ten (10) more schools involved and to strengthen the administration of the project.


Presented by Paul A. Payne, Montserrat

Community College BACKGROUND

CARICOM Sub-Region - Participating Countries 1. Trinidad & Tobago (Sub-regional Coordinador for CARICOM) 2. Antigua & Barbuda, 3. Barbados, 4. Belize, 5. Dominica, 6. Granada, 7. Guyana, 8. Haití, 9. Jamaica, 10. Bahamas, 11. St. Kitts & Nevis, 12. St. Vincent & Grenadines, 13. St. Lucia, 14. Suriname and 15. México (Hemispheric Technical Coordinator)

OBJECTIVES: “To develop in youth basic and certified competencies that allows them to successfully transit between secondary school and the world of work.”

The statistics show that only 30% of the CARICOM population achieves full certification at the end of Secondary School Education. The aim is to have this reversed. CARICOM goal was to address the incongruence of school leaving and preparation for the world of work.

CARICOM started the project late, in 2005 rather than 2004 after CARICOM head accepted the CBET model. The CBET Model is based on a Regionally accepted NVQ Certification Framework

ACTIONS TAKEN The first order of business was to do a gap analysis of each region against the model. The results of that study was presented on a compact

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disk and made available to the OAS participants. The document was titled

A second document defined the model and the methodology and integrated the model with CBET system and guidelines for implementation and sensitization of business sector. It provided a basis for dialogue and discussion on similar issues and challenges.

In 2006-2007, the activities included defining the standards, designing, printing and distribution of informative and didactic materials for pilot schools as approved by CARICOM. One hundred and one (101) standards were made available to the countries inclusive of instructor manuals and students’ manuals.

Pilot schools were selected based on school management, equipment needed, instruction needed, industrial immersion as outlined in the criteria in the “Coordinators guide to implementing CBET in Schools” and School Management and Educational Certification guide books.

During this time stakeholder consultations began in each area as well as the teaching and certifying of teachers.

In 2006 – 2008 the pilot began in Trinidad and Jamaica, St. Kitts and St. Lucia. A regional workshop allowed countries to express underground challenges. What was discovered was that things were not going as smoothly as anticipated.

The Heart Trust took up the challenge to assist in the delivery of assessor training & certification program in ten countries in five-day training workshops training teachers & assessors and consult on implementation.

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A decision was made to conduct one-day capacity building sessions in each country facilitated by an Expert from the Caribbean. This exercise is incomplete at the moment. However, meetings to discuss the challenges and solutions and build capacity to implement the pilot have been completed successfully with four (4) persons per country attending in Trinidad on November 22-23, 2007.

CONCLUSION Year 4 of the project began at the end of 2009. A New Project Proposal is anticipated following the end of the February 2009 meeting for January 2009 to December 2012

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Presented by Fitzroy Marcus – Assistant

Registrar, Caribbean Examination Council (CXC) – Key issues of CVQ and Certification

Model for implementation of CVQ: The purpose of observation is to obtain firsthand information in a work/training setting where on-the-job task performance, including procedures and work processes, can be visually observed and measured.

Observation is: - Seldom used alone as a method to collect data Under utilized in traditional classroom Best means for tutor verifier to learn about performance setting Means for instructor to observe actual performance A Quantitative and Qualitative inventory Must be planned Must be structured A direct method Relevant Cost effective Involves task listing Conforms to the generally accepted idea that “a picture is worth a thousand words.”

Time and motion Able to capture Algorithms Able to capture Artifact Analysis

CVQ and Critical Thinking: -

Critical thinking and decision-making skills are essential to the future of TVET. Students are expected to be able to think critically.

As more courses become technology-based and increased emphasis is placed on technology applications, educators need to strive to develop students' critical thinking skills.

The responsibility for developing the critical thinking skills shifts from the student to the teacher

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Educators must develop these skills. Developing critical thinking skills in delivery of TVET is a challenge for teachers.

The role of the teacher will be modified to emphasize leading and guiding over the giving of information

Critical thinking is a composite of KSAs {Competency} which must be adopted for the model to work.

CONCLUSION:

Marcus asserts that “we make the claim that CBET/CVQ is about skills, this is a fallacy there is much more to it”. We must prepare teachers to make students think. CBET does not replace the pencil paper test, neither are the standards are not cast in stone so there is constant evolving. CXC has developed a Taxonomy of Socratic Verbs/Terms and is focusing on competency and performance

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CARICOM REGION REPORT – ANTIGUA & BARBUDA

Presented by Glenford Knight – Assistant

Director of Education: Technical and Vocational, Ministry of Education, Sports and Youth Affairs

ACTIONS TAKEN:

In January, 2007 the project was “implemented and piloted at three institutions encompassing three disciplines; Carpentry, Electrical Installation and Welding”. The schools selected were two secondary schools- ASSS and PMS, and a TVET institute – ABICE with the latter having a better experience because of its history of offering TVET programmes. ABICE was somewhat more prepared than the others.

Both curriculum, the CSEC and the TVET/CBET were integrated and the latter was offered to students in the in the 10th year of school. However, many students graduated without completing the CBET programme. We are now looking at introducing at 9th year or from form three (3).

Carpentry was linked with Building Technology curriculum and Welding was coupled with Mechanical Engineering Technology. Electrical Installation did not match any of the subjects done at the pilot secondary schools, so it was not offered.

CHALLENGES:

Firstly, a broad based approach to this project proved to be a stumbling block.

The restricted period of the school’s timetable proved to be a challenge as CSEC and TVET requirements in terms of hours did not fit seamlessly into normal school hours. Therefore one hopes that offering the programme at a lower form will ensure that students finish the programme.

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There has also been a lack of critical resources at the two schools. The existing labs in both are set-up to facilitate CSEC not CVQ really. In the end both schools have resolved to exchange and share equipment where applicable to ensure that the project continues.

ACHIEVEMENTS Despite the challenges ABICE is “ready to have its first batch of cohorts certified, during this academic year. The candidates will be assessed not only in the piloted disciplines, but other areas of the curriculum that was inaugurated at the same time. The certification will be at Level 1 for the CVQ award”.

The Ministry of Education, Sports and Youth Affairs of Antigua and Barbuda has signed an agreement with CXC to “verify the quality assurance of the programme and award the CVQ certification to deserving candidates. The contract was endorsed in November, 2007 and the Council has consequently sent two senior officers to visit the pilot schools in January, 2008”.

There is new legislation which proposes to ABNTA – The Antigua Barbuda National Training Agency and NQF- National Qualification Framework. Which are integral in the development of competency-based vocational education driven by industry?

There has been a closer alliance with industry and commence stakeholders and regional and international partners.

The project has allowed more TVET teachers to be trained in their field, which has improved the morale of the TVET Department at the Ministry of Education.

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CARICOM REGION REPORT – BAHAMAS

Presented by Foster Dorsett – Senior Education

Officer, Department of Education

OBJECTIVES:

The goal of the region and that of the Bahamas are similar in regard to the competency base curriculum and the need for it to have local and international creditability.

ACTIONS TAKEN:

As the Project began to develop it became apparent to the Bahamas Department of Education that this regional initiative was aligned with the goals and objectives of the Department’s CTE (Career & Technical Education) Division.

In the beginning there were some challenges to get the Career & Technical Education Teachers to buy into this initiative. To sell this to the skeptical teachers numerous meeting and workshops were held over the past three years.

The biggest case study was to convince the CTE Teachers that CTE was the most effective method to impart career enhancing knowledge to our students. When the teachers saw the Heart Trust programme they found it to be very comprehensive. The fact that it was industry driven played a major roll.

The Pilot schools reported that the programmes allowed for students to follow their successes. As the Teachers made adjustments to the pilot curriculum they made notes as to how it could infused with the ongoing revision of the local curriculum.

As the Pilot continues and there is a possibility of implementing the programme in the family Islands.

CHALLENGES:

Lack of total buy-in by the Career & Technical Education teachers 29

Industry personnel still to review pilot curriculum There were inadequate supplies and equipment in time to effectively run the pilots

Selecting the right schools for the pilots Inadequate contact hours for the pilot programmes students Finding the adequate class sizes

ACHIEVEMENTS:

New positive attitude of teachers and principal for pilot programmes Principals requesting that their school be chosen for pilot programmes Non-Pilot school teachers expressing support for pilot curriculum and adaptation

During on-going curriculum revision, members of the teams express desire to incorporate pilot curriculum

Industry advocating for total competency base curriculum and the willingness to participate in its development

Hosting of the first assessor workshop and teachers The Education Department’s acceptance of the competency base format and support for the pilot.

CONCLUSION

The Bahamas is onboard fully with this project, and are beginning to see more student graduating the programmes with more positive attitude and job ready skills for local and international Businesses.

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CARICOM REGION REPORT – BARBADOS

Presented by Laurie King – Deputy Chief

Education Officer, Ministry of Education and Human Resource Development

OBJECTIVES:

The OAS Hemispheric Project is running parallel to this national initiative and has served as a catalyst for the execution of this project

A delegation from Barbados visited Trinidad between June 18 – 22, 2007 on a study tour to observe the implementation of the CVQ Programme in schools

The pilot project will be implemented over a two-year period and commenced in September 2008.

ACTIONS TAKEN

Year 1 will involve the planning, orientation, assessor/verifier training, curriculum mapping, facilities preparation, Public Relations, teaching and simulation of assessment (practice)

Year 2 will involve the preparation of students for assessments and certification and verification.

The nine (9) schools would be involved in the pilot phase

1. Coleridge & Parry 2. Combermere School 3. Grantley Adams Secondary 4. Princess Margaret Secondary 5. St. George Secondary 6. St. Leonard’s Boys’ 7. St. Lucy Secondary 8. Parkinson Secondary 9. Alleyne School

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A special committee with membership from the Ministry and the TVET Council has been established within the Ministry of Education to coordinate the pilot.

The Ministry of Education has commenced the curriculum mapping exercise. Provision has been made for the procurement of adequate resources to ensure that the schools are in a state of readiness. In addition, schools and subject areas to be piloted were selected based on the degree of readiness both in terms of physical and human resources.

Schools also received the facilities standards in the following areas:

Carpentry Electrical Installation Tiling Masonry Plumbing Auto Mechanics

Fourteen (14) teachers from pilot schools have been trained as assessors through training initiatives hosted by the TVET Council in collaboration with the Jamaica Heart Trust Foundation.

CONCLUSION:

Barbados is better positioned to successfully implement our Caribbean Vocational Qualifications (CVQ’s) which are based on key labour competencies at the upper secondary level.

The Government of Barbados extends thanks to the Organization of American States (OAS), the Government of Trinidad and Tobago, the Heart Trust Foundation and Project Coordinator, Marva Ribeiro PhD for the assistance and interest shown in the development of this project.

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CARICOM REGION REPORT – BELIZE

Presented by Margarita Gomez – Director,

Employment, Training and Education Services

OBJECTIVES:

At the inception of the OAS Hemispheric Project, Belize was engaged in the implementation of an Enhancement of TVET Project that aimed overall to restructure the country’s TVET system and introduce the NVQs

Through the policy framework, a National Council for Technical and Vocational Education and Training was established. In 2005, the Ministry of Education in Belize developed its National Plan of Action for period 2005-2010. One of the goals within this plan of action was the rationalization of TVET within the secondary level

As a result, the OAS Hemispheric Project on Secondary Education tied neatly within this goal of the Ministry of Education in Belize

ACTIONS TAKEN:

Discussion and presentations to officials of the Ministry of Education to obtain support

Meetings with secondary school and Principals Use of existing OS and curricula and instructional materials Orientation and training with instructors and assessors Mapping of curricula materials with our existing programmes Began the pilot in late 2007 Identified 2 pilot school – they did not meet the criteria for pilot school, however, the schools were chose based on interest of principals and the availability of funds

The two schools (1) Escuela Mexico – Food Preparation, Carpentry and (2) Ladyville Technical – Food Preparation, Building Construction

Secondary technical education was strongly ‘academic oriented’ so both did not have the required tools and equipment to implement the project.

Programs piloted at Ladyville Technical High School were Food Preparation and Building Construction while at Escuela Secundaria

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Tecnica Mexico, it was Food Preparation and Carpentry with thirty students enrolled in each program.

At Ladyville Technical twenty students were enrolled in Food Preparation and fifteen students in Building Construction

Instructors at the pilot schools reviewed the curricula and were expected to deliver it alongside the CSEC programs presently being delivered at both pilot schools with students at the third form level.

CHALLENGES:

Lack of resources The project was introduced for the last 2 years of schools so students could not complete

When government changed and principals changed we lost continuity There was not complete buy-in from all stakeholders It seemed that persons felt that making a commitment would mean providing financing and stakeholders did not want to do that

There was also a need for more training of teachers in assessment.

CONCLUSION

Administrators and Instructors and Teachers need to be oriented and involved from the beginning

Instructors needed to have material from early to assist with mapping the NVQ with CSEC

Administrators did not have full understanding in order to plan, schedule and offer the programme at an earlier time in the school system.

Ensure that there is an adequate workshop, and availability of materials, tools and equipment.

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CARICOM REGION REPORT – DOMINICA

Presented by Lucinda La Fond Charles –

Education Officer, Ministry of Education ACTIONS TAKEN:

Two schools were selected to be part of the project. Sensitization meetings were held with the principals and staff of both schools. They assumed that the project of that magnitude would assist with equipment and material for it to be successful

Curriculum, instructors and students guides were supplied by the project. These were distributed to both schools in the following areas:

electrical installation, carpentry and joinery, auto mechanics, garment construction, food preparation and housekeeping

Some 25 facilitators/teachers from the pilot and other schools were trained as assessors to ensure adequate number of assessors for the students of the pilot schools.

CHALLENGES

The lack of initial funds to begin the project Insufficient teachers/facilitators Inadequate equipment and resources Inadequate physical space to accommodate large number of students Insufficient time for both programmes (CXC&CVQ) on the timetable e.g. Electrical Installation

ACHIEVEMENTS

Teachers indicated that they prefer the project to the CXC since it and that students would benefit more from CVQs than CXC as skills must be mastered and assessed before moving on.

Teachers reiterated that they prefer the hands on approach of the project.

Teachers adopted the project’s guides and found them very useful in planning for their regular CXC classes

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Assessors’ training was deemed beneficial and gave a broader view of what is expected of the students and in the workplace

RECOMMENDATIONS

It is recommended that the CVQ programme should begin in form one (1)

The schools should be sufficiently equipped with the resources recommended in the guides

Funds need to be allocated and applied Assessor training for teachers/facilitators need to be offsite

CONCLUSION

The Ministry of Education is committed to the implementation of the programme in Dominican schools. As a result a Technical Vocational Council has been recently established to steer the way forward.

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CARICOM REGION REPORT – GRENADA

Presented by Leo Cato – Head of Information

Technology, Ministry of Education

ACTIONS TAKEN: Two schools met the criteria for the pilot and were approached. However, only the Principal of Grenville Secondary took ownership of the project and the activities seen as critical to the success of the programme. On the other hand the other school’s principal was somewhat apathetic towards the project and did not give much support.

Initially in the minds of the officials there was confusion between the CCLSC and CVQ but this was cleared up and the project was commenced.

CHALLENGES:

Inadequate trained personnel (teachers and assessors) Lack of Public Relations to all stakeholders involved There was generally a lack of funding Space and Infrastructure was in high demand but was significantly lacking

ACHIEVEMENTS:

1700 students completed their National Training Programme in 2008 Chamber of Commerce has endorsed the programme fully

CONCLUSION:

CVQ to be used as means of poverty alleviation in Grenada Public Education campaign would launched to highlight CVQ

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CARICOM REGION REPORT – GUYANA

Presented by Sydney R. Walters – Director,

Council for TVET OBJECTIVES: The Ministry developed a Level One competency-based modularized Technical and Vocational Education Programme to be delivered at Grade Ten of the Secondary and Community High Schools. It is entitled “The Basic Competency Certificate Programme” (BCCP).

ACTIONS TAKEN: Implementation arrangements for the BCCP were being finalized when the Organization of American States Hemispheric Project for Secondary Education was being implemented. BCCP objectives are: -

provide an opportunity for secondary school students to develop technical competencies, functional literacy and numeracy at Grade 10;

equip students with life, citizenship and vocational skills to support national development;

expose students to a modularized career education programme with emphasis on supervised work experience/attachments and/or, individual work related projects;

develop students potential in good occupational and environmental health and safety practices;

develop problem solving and creative-thinking skills through project work.

BCCP was pilot tested in seven Secondary Schools and four Practical Instruction Centres

Students who successfully complete the BCCP may continue in one of the pathways at the secondary level; pursue a level two programme at a Post-Secondary Institution; enter the apprenticeship system or seek employment in industry.

The Council for Technical and Vocational Education and Training is in the process of establishing a system of Competency-Based Education and Training on a national basis.

The objective is for all students and uncertified workers to be awarded a complete Caribbean Vocational Qualification.

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Training of Education Officers, Principals/ Head teachers and their Deputies, Heads of Departments and Technical Teachers/Instructors must be successfully undertaken.

Training of Assessors and other aspects of Assessment; the delivery of Competency-Based Instructions and Workshop/Laboratory Organization and Management would be untaken.

ACHIEVEMENTS:

This programme got its genesis as a result of a study that was conducted on the Secondary School dropouts in the village of Beterverwagting on the East Coast of Demerara.

The study found that training of the young people in the community in specialized areas based on the skills needs of that community will be beneficial to the graduates of the programme as well as the community.

At the end of the pilot project, all fifty seven graduates of the programme gained employment.

CARICOM REGION REPORT – JAMAICA

Presented by Carole Powell – Country

Coordinator, Ministry of Education

OBJECTIVES: IDB made an assessment of Jamaican experience and shared it with the rest of the Caribbean. Jamaica has been doing CBET for a long time but has always experienced resource deficiency, so they wanted to rationalize TVET to optimize resources

ACTIONS TAKEN:

The formation of secondary school clusters operational by integrated timetables ensuring equity, quality, and relevance. Quality was not always present in the existing CBET system

To end the age-old practice of relegating to the Technical/Vocational areas those students who are perceived as not being able to manage the academic subjects

To put an end to negative stereotyping of certain occupational skills by insisting that appropriate numeric and language skills be a precondition for entry to grades 10 and 11 programmes

To attract and retain quality instructors by establishing well equipped training laboratories and provide them with skills and upgrading opportunities

To better equip the nation’s workforce for development Make TVET mainstream (every child should graduate with a CBE certificate)

Complete physical upgrade of plant and equipment Embedding of the TVET policy throughout the education system Create an enriched school curricula Key is parity to general education and TVET, they are complementary this must be measured

Marketing the project to all stakeholders to drive enrollment Promote the message of the new Minister of Education, The Honorable Andrew Holness “Youth Man” using new terms such as “clusters in education” and fully supports TVET

Ensure consensus building and embark on change management and awareness of Safety Health and the Environment effects.

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Training, upgrading, recruiting, placement and upgrading of staff to support institutional strengthening and capacity Building

Implementation of cohort of Career Guidance and Counselors – This is key to the TVET process

Ensure Education Ministry’s support Implementation of the “Strategy 2012” vision plan in collaboration with ministry of labour and social security to foster national development

Host seminars to update and advise the publics Establish an organization structure to lead the process in line with the IDB recommendation

Implement the “TVET LOGFRAME PLAN” to identify the activities for a phased plan. A Steering Committee has been appointed to develop the plan and must submit the final plan by end of March 2009

ACHIEVEMENTS:

One student Natoya Smith placed first on the Island in NVQ/CVQ Front Desk Operations 2007 and traveled by “Cluster Shuttle Bus” (based on timetable) to gain access to an available lab. This service is provided to other students enrolled in CVQ to gain access to better resources and facilities where they are available to ensure success.

Five boys from Munro school was certified NVQJ in Auto mechanics Level 1 in the 10th grade and also traveled by “Cluster Shuttle Bus” to gain access to the resources to complete their programme.

The two examples prove that it is possible, once the facilities are available for students to complete the programme in the 10th grade.

CARICOM REGION REPORT – ST. KITTS & NEVIS

Presented by Ruth Thomas –Director,

Curriculum Development Unit OBJECTIVES:

This OAS project was introduced in the Caribbean when there was an appetite for reform. It was a way to show CARICOM that there was a need for action and less talk. CARICOM wanted to harmonize all systems of Government- One Currency, Education System and Teacher Education System as the model in terms of Secondary education, adopted from Britain, was elitist and was not good for us. It was also separatist but “No hand could work without help”. The Caribbean needs to forget secondary entrance examination and follow a comprehensive education system to show the world that all students had abilities and multi-intelligent.

ACTIONS TAKEN: Appointment of a National Coordinator and develop a plan of action for the Ministry of Education

To sensitize principals and education officers who raised several pertinent questions on the project and its implementation such as:

How the programme would fit into the structure of secondary schools where the focus is on CXC examinations?

Whether schools needed to be involved in vocational training or concentrate on the development of basic skills and leave vocational education to post-secondary institutions?

Ensured the full participation at all OAS meetings by releasing officers from duty and giving whatever support was needed. Overseas meetings with respect to the Secondary Education Project were attended by several persons:

The national coordinator Principal or their representatives of the pilot schools The coordinator for measurement and evaluation Education officers/supervisors responsible for TVET Representatives of the TVET Council

Training of teachers and private sector workers

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Organize a study tour for key persons involved in education management

Spearheaded the establishment of a national TVET council Developed a TVET Policy for the Ministry of Education Appointed persons to manage/supervise the implementation of the Programme

Secured Funding for training and upgrading school facilities Heart Trust standards were adopted and the Ministry sent several Technocrats from MOE to Jamaica to study Heart Trust to assess successes and failures

2 schools were selected; Cayon high School (rural) and the Basseterre High School (urban)

In the beginning, the criteria for selection was based on the Principals’ willingness, Willingness of teachers to pursue training and undertake the tasks involved and the availability of facilities needed to deliver the programmes selected. However, after a visit to Jamaica the Ministry subsequently directed that

The project must be implemented in all schools, to Make provision for students who do not complete the programme in secondary schools to continue in post-secondary institutions

Funding must be secured to purchase equipment and materials identified.

A two week training programme (forty hours per week) was organized by the ministry for instructors. This was followed by on the job practical assignments which had to be completed for certification.

Sixty –two persons completed the two week training programme Fifty seven received certification as instructors Twenty-nine persons attended a one week training programme organized under the OAS Project

Twenty six persons received certificates Twenty five persons were also trained to serve as internal and external verifiers

Training was conducted in the following areas: Agriculture/horticulture Building Construction (Electricity, carpentry) Business Studies ( Accounting and Secretarial Studies) Information Technology Food Preparation Garment Construction

The MOE was able to secure funding from the European Union (EU) for additional teacher training.

ACHIEVEMENTS: An agreement was signed with CXC to certify the students. TVET has been implemented in all schools – 70% write CXC towards obtaining CVQ. “One must remember that reform is not business as usual”.

In 2 weeks all TVET teachers had training – 57 were certified and 26 under OAS programme

Business people were happy to participate Teachers with experience in CXC were trained in TVET The MOE appointed two officers to work full time on supervision of the delivery of the level I programme n schools and continuing educational institutions

Schools offered subjects based on infrastructure in place but students were looking for other options as well

Students continued the programme at Post Secondary institutes. Therefore, students were able to transfer credits and this ensured student completion of the programme.

Schools partnered with private sector for On the job attachment/placement in the vacation periods and this was a huge success.

CHALLENGES

The Programme demanded record keeping, and so this is proving a problem on the “worksite” because this is not the focus for employers.

The solution is to develop more flexible working hours for teachers to assist the students while on the OJT

Balancing the attempts to prepare students for CXC examinations within a specified time frame with ensuring mastery of the standards as required by the CBET model

While a structure was in place to allow students to continue to complete standards in post- secondary institutions, the post secondary institutions had to deal with students at different levels

CONCLUSION Given the expense involved in securing facilities, schools should specialize in a few areas and organize for movement of students between schools for instruction (Cluster Shuttle Bus). There should be a review to allow more flexibility in teacher time so that work especially practical work that might require extended time periods can be done outside of the regular school hours

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CARICOM REGION REPORT – ST. VINCENT & THE GRENADINES

Presented by Susan Dougan – Chief Education

Officer, Ministry of Education

OBJECTIVES: TVET programme within the secondary school system was inadequate and was aimed academically towards CSEC qualifications and prerequisites for entering the higher learning instead of towards the requirements for entry level employment. Statistics showed that in St. Vincent and the Grenadines only about 15% percent of the students leaving secondary school made it to tertiary institutions. “Addressing post secondary school needs without significant input and emphasis on the development of quality TVET programmes was likely to augment the already serious socio-economic problems and issues facing the country”.

ACTIONS TAKEN: In 2000, the government of St. Vincent and the Grenadines with funding from the EU, St Vincent sought to transform the TVET. The OAS came on the heels of that initiative. By 2005, St. Vincent and the Grenadines had done a significant amount of work in reforming its TVET system by:

Conducting a Manpower and National Skills needs survey Developing and adapting national occupational standards Establishing Sectors Skills Development Advisory Groups Establishing the framework for the establishment of a National Training Agency

Rehabilitating the training facilities of two major TVET institutions to commence competency-based training

Training instructors and administrators of TVET institutions to facilitate competency based programmes at levels 1 and 2

Conducting and assessing CBET Level 1 programmes at the Campden Park Technical Institute in building construction, Hospitality and cosmetology trades

Based on the OAS project St. Vincent and the Grenadines pursued the following activities:

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Selection of the School - In St. Vincent and the Grenadines TVET programmes are done in what were previously called Multi Purpose (TVET) Centres (MPCs). The Campden Park and Georgetown Technical Institutes were two of the training providers that were previously involved in competency-based programmes and best met the criteria for schools (centres) selection. These two schools participated in the pilot

Selection of CBET Programmes: basic computer, mathematics, communication (language and graphics) entrepreneurship and problem solving

Selection of CBET programmes was based on: Access to school learning resource centre/library/ computer laboratories with materials or programmes relevant to each course of skills training. basic computer, mathematics, communication (language and graphics) entrepreneurship and problem solving

The condition of the training shop/lab relative to HEARTTRUST, Jamaica facility standard

The availability of qualified and experienced instructors and assessors Instruction manuals for each area (Instructor guides, student guides and assessment materials)

Selection of Secondary School Participants - Form 4 students of the Campden Park and Georgetown Secondary school were targeted to be the participants in this project.

Students Application and Selection of Courses - This activity involved the selection of participants, having them fill out the pilot application form and letting them select (with counseling) the course of study

Selection and Preparation of Course Material - The course material used in the pilot were adapted from those used by HEARTTRUST, Jamaica, and were bought under the STATVET project. The course materials used include:

instructor Guides Students manuals

Preparation of Staff for Pilot - Workshops were held with the staff of the institutions involved in the pilot to deal with issues of:

commitment to the goals and objective of the pilot implementation of the pilot the NVQ and CVQ arrangement Laboratories organization, management, maintenance Occupational health and safety(OHS)

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Work attachment/on-the-job-training Competency-Based Assessment Other related issues

Fostering Private Sector Partnerships/Relationships - An important aspect of the pilot was to solicit working relationships with external establishments. This is to facilitate:

a close working relationship with the related industries for the sharing of experiences, knowledge and expertise, and to collaborate on issues related to the occupational areas

To provide a venue for on the job experiences for trainees in the pilot to supplement and or improve amplify the institution-based training.

To create a link to entry level employment opportunities for trainees participating in the programme

To create an avenue for financial and other material support for institutional-based programmes.

Implementation, Management and Monitoring of Pilot Each instructor was responsible for the implementation of each course

Principal was be responsible for the institutional management of the pilot

The National Co-coordinator had general oversight of the pilots Careful provision for Assessment and evaluation of piloted programmes

CHALLENGES:

Students attending the Campden Park Secondary school and contingency measures had to be engaged to conduct the pilot at the school. Some of the issues involved include:

Most of the students were more interested in CSEC qualifications to which they were more familiar.

Parents wanted students to focus on CSEC studies and were apprehensive in giving permission for students participation in the pilot

The nature of the activities of the pilot required students to spend significant time away from the normal classroom environment. Students and parents had problems grasping the concept involved in CBET in comparison to the classroom scholastic environment.

There is a stigma still attached to TVET programmes within the formal school system. This became evident when a number of students refused to participate or were forced to drop out of the programme because TVET was considered a programme of lower status in the secondary schools.

Financing TVET is expensive when compared to the classroom type academic programmes and does not attract the kind of financial support to make them effective

The lack of timely resources and facilities reduces the impact of CBET. This frustrates both instructors and trainees and devalues the practical experiences characterized by CBET

The pre-requisite academic levels in numeracy, literacy and communication skills are critical for success in CBET programmes. Students with low academic abilities find difficulty coping with the demands of CBET requirements.

ACHIEVEMENTS:

79 students participated in the pilot To date, 29 students have been successfully assessed at level 1 and are currently employed.

Twenty nine (29) students are still involved in the pilot which is due to be completed in June 2009.

Forty five (45) instructors and occupational practitioners have been trained as skill assessors for levels 1 and 2 assessment.

Sixty(60) instructors have been assessed, trained and certified as CBT instructors

Through the pilot a number of relationships have been forged with private sector companies especially in the hospitality and building construction industries.

The teachers who participated in the pilot have experience in: planning, delivering and managing a competency-based courses conducting CBT assessment working with the private sector in employment training Data management Understanding of the nature employment training and the issues

which affect training 40% of Funding was from Public Donations 50% of Funding was from Donor funds Today in St. Vincent and the Grenadines every student with their traditional academic qualification must take at least one vocational programme.

There has been a decentralization of the project New Staffing has been retained and trained for new programmes

“Autotronics” boat building, marine, construction and

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fisheries

CONCLUSION Plans are in place to institute the establishment of a National Training Agency to ensure that the reformation of TVET continues. Moreover, the Ministry of education will continue to adapt policies to address the critical issues which prevent TVET system from responding quickly to the countries urgent training needs. Plans are also afoot to ensure a massive public relations campaign is pursued to provide information to principals, teachers, students, parents and other members of the public about the importance of TVET as an integral part of the total education system and its contribution to both individual and national development. There are also plans to diversify TVET offerings to include areas of business, pedagogy, hospitality, building construction, maintenance, security, cosmetology, agriculture, data operations, legal assistant, inter alia as this broadening of the scope of TVET offerings under the CVQ programme will attract a wider cohort of students who are not attracted to the traditional offerings.

CARICOM REGION REPORT – ST. LUCIA

Presented by Estellita Rene – Education

Officer: TVET and Accreditation, Ministry of Education and Culture

OBJECTIVE:

“To develop in youth, basic and certified competencies that allows them to successfully transit from school to work”.

ACTIONS TAKEN Selected two (2) pilot schools - The Ciceron Secondary School and The Vieux Fort Technical Secondary School

Acquisition of Project booklets and distribution to schools, including schools not participating in the Pilot.

Establishment of management Committee comprising senior persons from the two schools as well the Ministry of Education.

Acquisition of Standards Establishment of Industry Advisory Committees – five Committees have been established in the following areas:

Food Preparation, Electrical Installation, Carpentry, Crop Production and Auto Mechanics.

Validation of Standards. Selection and training of Assessors.

ACHIEVEMENTS:

There was acceptance and buy in from employers TVET is now at the front burner as a mechanism to prevent the impact of current and future economic downturn

Training of internal and external verifiers was conducted A TVET council is in place and persons appointed Collaboration with a hotel to establish all CVQ projects, close to Vieux-Fort Technical School proved to be an effective measure and the

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relationship is a healthy one. A press release was done highlighting this relationship and CVQ .

CHALLENGES: St. Lucia has not signed an official agreement with CXC to award CVQ There was a constant need for funding and teachers. There was a need for harmonization between CXC syllabus and CVQ curricula mainly because of timetabling issues

Curriculum officers have looked at standards bought from Jamaica to determine harmonization.

Only 3 modules of he Assessor Training was completed therefore, they did not feel they were fully prepared.

One school chose too many subjects and should have chosen 2 instead of 4

CONCLUSION

The thrust is to formalise all aspects of system, including certification, ensure participation of the Ciceron Secondary School and explore “rolling out” to more schools (5 additional in the short term).

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CARICOM REGION REPORT – SURINAME

Presented by Leonel Johan Soetosenojo -

Deputy Permanent Secretary for Technical Vocational Education, Ministry of Education and

Community Development

OBJECTIVES: Stimulate critical thinking of the Surinamese people in general and the youth in particular e.g. Youth Parliament etc.

Provide the youth the best possible intellectual and social skills, taking into account the physical education as well

Provide for a skilled labor force, enough to carry out the planned social, cultural and economic development

Provide the opportunities to gain the needed competencies through a flexible education system supporting lifelong education (sustainability)

Reform The Institute for Natural Resources and Engineering Studies (NATIN) vocational programme selected as pilot school.

2008-2012 is the base for the reform of the 14 Major courses of NATIN to a Competency Based Education learning system will be laid out and put in place in order to get all 14 Major courses to be reformed towards CBET learning.

Execute a Baseline Assessment of the NATIN Management System connected to the ISO 9001-2000 norm.

ACTIONS TAKEN:

Continuous consultations with stakeholders has been a major factor in the implementation of CBET and executing the Hemispheric Project

Goals are linked to allocated finance and donor funds e.g. IDB, VVOB, OAS, Dutch International Development Fund, etc.

Regional consultation and dialog in harmonizing national systems e.g. Labor certification, trade promotions and standardization, CCJ, Regional Accreditation, Knowledge Exchange etc.

Proposed Roadmap BEIP is in place. The project steering group is in place with explicit TOR’s, Agenda, minutes by December 2007

The Curriculum Task Force has been renormalized Agreement on the BEIP organization management

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Stakeholders Platform formalized Principals and Teachers were trained in Education Management to facilitate autonomy of schools.

All above and more lead to the implementation of the new 11 year cycle of Basic Education by October 2008.

The Law to facilitate these innovations will be passed by the parliament. The project dealing with school mapping linked to the education management and information system ‘EMIS’ is ongoing

Within the TVET Department action has been taken to start mapping the actual competencies of the current curriculum and so match them with the CVQ’s.

The restructuring of the TVET Teacher College to facilitate the innovations in teaching and accreditation is a fact.

The Government took action to restructure the current system by linking salaries to job descriptions

The Bureau of Standards Suriname is now fully operational. The Hemispheric Project provided for trainers to train 27 CBET- assessors, who are an asset in the path of transforming the conventional curricula into the standards base CBET curricula.

NATIN as the Pilot school for this project will draw up a plan to implement the CBET system.

NATIN proposed their strategic plan to have CBET fully implemented within four year

New programs, i.e. ICT and Process Technology, will be introduced by October 2009 according to the CBET Model.

New upper secondary schools has been established or are in the process of being established in TVET according to the CBET model.

There is ongoing preparation to ensure seamless articulation. The Hemispheric Project will fit perfectly in the thrust for innovativeness.

The Hemispheric Project can help in not inventing the wheel again by using the experiences of partners for enhancement

The Hemispheric Project can be used as a mean to compare and accredit the education of graduates from the current system

NATIN as the pilot school, has been a leading school for decades, with an organizational structure to support and pilot he innovation on upper secondary level

NATIN is currently in the process of being ISO certified NATIN found partners through twinning projects with institutes in both education and industry

The Hemispheric Project serves as a bridge between stakeholders national and international and

The decision was made to start a NATIN in the western district of Suriname by October 2009

ACHIEVEMENT

The Bureau Nijverheids Onderwijs (The Bureau for TVET) received an UNESCO-UNEVOC CENTRE AWARD in recognition of being a UNEVOC Centre dedicated to furthering UNESCO goals in the area of technical and vocational education and training

Suriname is also taking necessary steps towards accreditation and recently the National Bureau for Accreditation (NOVA) was set up. Specialist from the Quality Assurance Unit at the University of the West Indies came to acquaint a selected group from tertiary / higher educational institutes with quality assurance.

Another remarkable outcome of these efforts is the development of the “School Milieu Beleids Plan” (“The Strategic School Environmental Document”) that is now coming into effect and has as its objective to achieve that the school facilities and locations are environmental friendly and safe for everyone.

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CARICOM REGION REPORT – TRINIDAD AND TOBAGO

Presented by Pauline Whiteman – Programme

Manager, National Training Agency

OBJECTIVE Implementation of CBET in secondary school was based on a Cabinet Minute No. 906 dated April 7th 2006 – Introduction of TTNVQ into secondary school system.

A TVET system that encourages and sustains a smooth transition from school to the world of work.

Promote and facilitate a coherent system of quality TVET in secondary schools

Ensure that all students who demonstrate accepted competence in a skill area will leave school with regionally accepted evidence of certification of that skill

Offer TVET specialization to students who express an interest in a specialized Technical-Vocational area and who have completed 5 years of secondary school

Promote the opportunity for students to have an experience of a Technical-Vocational education as part of General Education.

Facilitate movement of persons along the levels of the TVET framework.

The mandate of the CVQ is not just to implement CVQ in schools but in other agencies or companies in the community.

CVQ offers broad based option for employment, apprenticeships with experience, alternative higher education route, recognized and portable.

ACTION TAKEN:

The Ministry of Education in collaboration with the Caribbean Examinations Council (CXC), the National Training Agency (NTA) and the Ministry of Science, Technology and Tertiary Education (MSTTE) officially launched the Caribbean Vocational Qualification (CVQ) at the Trinidad Hilton Conference Centre on Friday May 18th 2007.

CVQ offered: Inland Aquaculture Art & Craft Productive Textile and Fiber

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Accounting Electrical Installation Delivering Customer Service Garment Construction Data Operations Cosmetology

Articulation Pathways: “Bridges and Ladders” Students pursue CVQ Level 1, as well as CSEC subjects (4th & 5th year)

Level II- CAPE, CXC & CVQ (6th year), institution CVQ L2, Industry work-based Apprenticeships

Level III – Bridging Programs/Work based apprenticeships Role of MOE:

Transforming the Standards into Curriculum Equipping schools with the resources Defining schools curriculum Teacher Training Stakeholder Orientation Marketing Financing Staffing Monitoring and reviewing of the project

Role of CXC: Review of documentation • Assessment of the following…

♦ Structure ♦ Procedures ♦ Standards of Practice for Centres & Verifiers ♦ Appeals & Awards Mechanism ♦ Training materials & resources

Assessors Internal Verifiers External Verifiers

Procedures for Selecting Training & Monitoring Award of the CVQ level I / Unit Awards Participation in the annual Review of Project

Role of National Training Agency – NTA Labour Market information to advise curriculum offerings and so focus these offerings to meet the demands of industry

The development of National Occupational Standards with the local Industry Training Organizations (ITOs) to submit to CANTA

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Orient Curriculum Writers from MOE to use Occupational Standards to develop Curriculum documents for use in schools to award the CVQ

Document system of Training & Certification of Teachers, Assessors and Verifiers

The training and certification of teachers as assessors / verifiers to effect a competency based approach to TVET

Register employers with the National Apprenticeship Programme to provide opportunities for students to specialize in an occupational area.

Facility Audit of all schools that implement the CVQ to ensure resources are maintained and available.

Annual review to be conducted by Industry through External Verification.

Maintain Database of all student competencies Managing Career Guidance Center Yearly Review & Evaluation of the system

ACHIEVEMENT: 64 Secondary schools now offer CVQ. 128 Principals oriented on the qualification and process 1320 teachers trained Assessors 787/ 64 schools 697 Assessors certified

897 students matriculated 7895 units awarded 385 full CVQs awarded

Teacher Testimonials: CVQ “caters for students of varying abilities” CVQ encourages “more marketability and currency in the workplace” Students “confidence and self-esteem boosted” CVQ will foster “true lifelong learning in action” “CXC certification brings parity of esteem to TVET” There has been higher success rates in academic subjects in some schools e.g. Physics

CHALLENGES:

Failure of schools to implement the CVQ Programme Misconception of CVQ Programme among Ministry of Education Officials

There has been resistance from teachers, parents and other stakeholders

Generally there is inadequate Human Resources and high absenteeism among teachers has affected the project

Lack of Shop Attendants Timetabling (limited time allocated for CVQ) Curriculum guides limited Physical Resources:

Funding – some schools did not receive funding for CVQ Programme

Inadequate consumables and requisite tools & equipment Physical Plant & Equipment / HSE New labs under construction Limited Information Communications Technology (ICT) (to complement skills training)

ICT was supposed to encourage a blended approach but the slow implementation of the labs in most schools has hindered this objective

Unavailability of CANTA regional standards RISKS TO SUSTAINABILITY

Policy changes at regional and/or national level Lack of support from chief stakeholders in all contributing bodies Lack of appropriate managerial and administrative support Changes in key personnel Poor documentation practices Changes in industry practices Rapid obsolescence of machinery, tools and equipment Poor planning of programme strategies Not managing the change process well Non-cooperation or late compliance from partnering entities High staff turnover

(TO CREATE) SUCCESS STRATEGIES

A Policy statement is needed from the Ministry of Education Organize and manage staff, fill vacancies Attract more TVET officers Provide adequate funding Implement Career Counseling Programme immediately Retrain teachers in pedagogy Ensure quality assurance and employ a system Provide fiscal incentives from business sector to encourage participation Develop a Marketing Plan and execute

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Undertake proper planning for each stage of the Programme Maintain proper records management and promulgate Upgrade physical plants Train school administration on budget management Develop a substitute teachers system Ensure timely allocation of monies to schools Develop and maintain a Website with teacher and student portals Explore the implementation and marketing of a skills competition Showcase student abilities and successes to the general public through media campaign

CONCLUSION Professor Brian Copeland – Chairman of NTA, presented at an Education Conference (2009) that “The CVQ complements the traditional mode of education to create a system that is better empowered to generate the kind of skilled and creative individual required to drive a fully functional wealth generation pyramid, a key component of a developed nation”

Wealth Generation-The Pyramid Model

Cutting edge/Scientific Enquiry

$

Product & process creation Product Development Production and services

Funding

Knowledge

Commercial Activity

In Prof. Copeland’s words “The Caribbean has little or no product and process creation so our pyramid is disjointed”. For the country to achieve developed nation status it must close the gaps in the wealth generation pyramid and then proceed to maintain its integrity. This is the single most important raison d'être for our education system.

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ISSUES OF SUSTAINABILITY – TRINIDAD AND TOBAGO

Where do we go from here; Funding, Capacity Building, The Certification process, Sharing of information with stakeholders, Maintaining the

momentum of the initiative, Level of support for school management, Level of support for teachers

IDEAS GENERATED FROM OPEN DISCUSSIONS

Zena Ramatali of the National Parents Teachers Association (NPTA) of Trinidad and Tobago commented that the national PTA and in general parents must be made part of this process or else it will fail. She commented that only in very few of the presentation did she hear that coordinators actually involved parents. “Parent involvement is important to the success of TVET”. She also commented that the selection of schools should not be left to the whims and fancies of the principals.

An independent assessment (audit) is needed at this time. All regions must subject themselves to this in order for us to determine country and regional need for human Resources, infrastructure and funding.

It was time to start to move the project beyond the project phase to the wider education system. In this case there should be a determined period of consultancy to help countries to move the project forward; if it cannot be moved beyond this phase then the consultant should report same. Most importantly the region needs to determine the priorities of the continuation.

A concern is that there has been a plethora of assessor training but we have not convinced the assessors nor teachers of the value of CBET.

There is a misconception that training teachers as teachers meant you are training them for CBET also. You need to develop a system of CBET trainers to create continuity. Train the trainer cannot be a cascading model,

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they will not train other teachers unless it is a community environment. We need to constantly train teachers at all levels, and the trainers need refresher.

People are also wary of using checklist while most countries do not have experts trained in assessment. The universities are not in alignment to needs of the teacher standards. In Trinidad there are good practices and bad practices but there are no standards in teacher trainer and assessment.

Cipriani Davis, CEO of Metal Industries Company (MIC) of Trinidad and Tobago commented that his institution has previously done a Train the Trainer programme for teaching disabled persons. In the session in the three days programme, most commented that they learnt a lot more about teaching than in the 2 years they spent at the Teacher Training College. Teachers must graduate with the competency to perform the task they are about to teach. What we must as is who is validating the assessors.

A strategic plan should be developed to implement CVQ with clear objectives of what each country must do to succeed; critical success factors. These plans need to align with the strategic plan and development plan of each country/territory.

CANTA has been working to harmonize the quality assurance standards, there is a standard for the territory, Jamaica’s standard is as Trinidad’s for instance.

Critical to sustainability is the question of training, retraining using the fan model, to fully understand CBET to sustain the project. The region must seek to develop mindsets that will flourish the thing. Some believe that the region and some countries are not doing anything new, however, new strategies have been employed and must be employed, the quality standards must be enhanced but there won’t be tangible change until all the strategies are consistently streamlined and utilized.

Developing a National Awareness Programme must be brought into focus,

Resource simulations, media riche technology, Computer Based Training must be part of the resource base.

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CENTRAL AMERICA – SUSTAINABILITY PLAN

1. Standardization of school assessment and skills certification. The process is ongoing and not yet standardized but will be pursued aggressively.

2. Part of the role of the National council will be to carry out an

evaluation of the project. This requires contact consultation with stakeholders to update specialization, redevelopment of curricula, training and update of instructors. Teachers must have capacity to offer programmes.

3. Open communication with the business sector is key and will be

ongoing.

4. School assessment is part of the process of sustainability. There will be a strengthening of the administrative process, strengthening of teaching and learning, a review of the equipment resources required and whether the desired results is being acquired.

5. The OAS will be approached for more funding

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CARICOM – SUSTAINABILITY PLAN

1. Independent Assessment should be conducted to determine who needed assistance

2. To move the project to a phased process there should be consultation,

to show “where we are and what we need to do”.

3. There is a need for a regional organization to manage TVET in the various countries

4. There is need for a strategic plan for implementation to go forward.

5. CXC must work with various NTA(s) to ensure trainees are certified.

6. Industry will be approached to assist with the sourcing of resources.

7. Teacher training in skills training and pedagogy and is critical to the

entire project and should be ongoing. We need to develop a pool of SMEs in the area to train teachers charged with delivering TVET.

8. Strategic public relations and marketing plan – PTA is a good place to

start. Regional plans should be integrated or aligned to national plans.

9. Trinidad must create incentives to attract and recruit TVET teachers

10. Teachers should have industry attachment or experience

11. Issue of facilities must always be addressed immediately 12. The Use of ICT and Networking has been identified as a benefit and

there should be some focus on getting this resource implemented in the schools.

13. All teachers should also be certified in project management (PMBOK)

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MERCOSUR – SUSTAINABILITY PLAN

1. This region’s limitations are quite unique; however, interest is high to continue with this work beyond the OAS project. The work will continue in an integrated way.

2. Individual countries must continue independently and outline their

plan to move forward.

3. Uruguay has an accreditation office, a law has been enacted and they have legal framework. With respect to skills accreditation, Uruguay has a structure, they have to increase the working team and training and extend it to other teachers.

4. Chile already has a policy and laws and structure in place for a

certificate and school base management programme. They will develop the technical learning in other regions incorporating not just schools but workers.

5. Paraguay passed a ministerial resolution which allows them to work

on this project until 2010.

6. In Brazil, a law was passed in 29th of December 2008 which created a Federal Institute of Technical Schools which is responsible for carrying out the accreditation process. It allows Brazil to also work on a certification process. With this law, thirty-eight (38) institutes will be involved in an effort to receive federal certification. However, there is a problem with an integrated certification process as there is no harmonization of laws and policies to facilitate this.

7. In Brazil, only have two (2) schools participated but they need to

expand into the interior. There is an interest to talk to Venezuela and Argentina to include them and change their attitude towards this concept of CBET.

8. The region has a very good record of implementing things but laws

can cripple progress. The region needs support for meetings, more follow-up, training, inclusion of more institutions (schools) so that the methodological reference will not detour. All the

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accomplishments must not be “shoved into a desk”, the work must continue with the same direction.

9. Latin American integration and education inclusion diversity will be

discussed at a Brazilian conference in November 2009. We will invite all the persons from each region to participate.

10. The advisors Haime and Octavia should be supported in order to

train our teachers and support the hemispheric project in general. The MERCOSUR area needs funding to sustain this project and wishes to employ the support of Dr. Marva Ribeiro in advising on how to get this done.

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CONCLUSION – SUSTAINABILITY PLAN

Dr. Marva Ribeiro – Programme Director, International Cooperation Initiatives Unit,

Ministry of Education

Based on the request of MERCOSUR to continue the project and for funding, the coordinator must provide to FEMCD a project profile by July 31st 2009 and submit a project proposal by September 30th 2009. By March 2010, the OAS will then consider the proposal and respond as to the proposal amount that should be included. In the proposal one must determine the extent of any “counterpart funds in kind” and “counterpart funds in cash” that you expect to receive. Therefore, the region will get seed funding but must show what contribution it is willing to make to the project. More “counterpart funds in kind/cash” you submit, the better opportunity you have to get more money. After this stage the project will be set for approval and go through a committee before any monies are released. Dr. Ribeiro remarked that she was pleased with the outcome of the meeting and promised to work with all the regions to ensure that each provided good project profiles and good project proposals for future funding and support.

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HIGHLIGHTS OF THE MEETING - PICTURES

OAS HEMISPHERIC PROJECT DELEGATES 2009

4

RCOSUR DELEGATES

The Report of the OAS Secondary Education Meeting February 2009 - Trinidad and Tobago

Documents

Transcript of The Report of the OAS Secondary Education Meeting February 2009 - Trinidad and Tobago