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A Strategy for Human Resource Development in Barbados

A Strategy for Human Resource Development in Barbados. Presented by: Ms Wendy McClean , Manager, Technical Services, Technical and Vocational Education and Training Council, Barbados At the Education for Employment International Forum : Global Perspectives

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A Strategy for Human Resource Development in Barbados

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  1. A Strategy for Human Resource Development in Barbados Presented by: Ms Wendy McClean , Manager, Technical Services, Technical and Vocational Education and Training Council, Barbados At the Education for Employment International Forum : Global Perspectives Held on June 14th 2011, Edmonton, Alberta, Canada

  2. Format • Background • Principal ‘bottlenecks’ in TVET System • Barbados’ Human Resource Development Strategy 2011-2016 • Priorities and Opportunities for Assistance from Canadian Colleges and Employers

  3. Barbados Island of sun, sea and sand Located in the Atlantic Ocean most easterly of all the Islands. 166 sq miles of land Gained INDEPENDENCE in 1966 Capital is BRIDGETOWN Main foreign exchange earner TOURISM Main export is SUGAR Home to RIHANNA

  4. Who’s who in the TVET System Regulatory agencies Training providers Barbados Vocational Training Board Samuel Jackman Prescod Polytechnic Erdiston Teachers Training College Barbados Community College University of the West Indies Private training institutions • Ministry of Education and Human Resource Development • Ministry of Labour • TVET Council (National Training Agency) • Barbados Accreditation Council

  5. SUMMARY OF PRINCIPAL ISSUES AND BOTTLENECKS IN THE TVET SYSTEM Source: Barbados Education Sector Studies “Analysis and recommendation for strengthening of Barbados’ secondary and post-secondary TVET system” March 2011

  6. Principal bottlenecks in TVET system • Delivery of the new HRD strategy in line with TVET sector needs • Implementation of an active , ongoing and close collaboration between MEHRD, MOL and TVET Council 1.Putting in place a strategic national TVET and employment strategy, the lack of which has hampered a cohesive approach to the financing and delivery of TVET in line with economic needs

  7. Principal bottlenecks in TVET System • Non-formal and employer training is extensive with some excellent practice but there is some fragmentation and limited formal accreditation of learning • Direct marketing of N/CVQs to businesses largely absent • Instigation of the NQF process that allows ease of access to formal recognition within a cohesive quality assurance process • Formal creation of sector bodies with mandate for promoting skills development in their sector 2. Addressing the lack of engagement of employers in the formal education and training system

  8. Principal bottlenecks in TVET System • Presently there is no system of Prior Learning and Assessment Recognition (PLAR) in place for N/CVQs • There is a need to support SME s with the provision of theoretical training • Promotion of N/CVQs to those outside of the school system needs to be more effective 3. Promoting and expanding formally accredited workplace learning

  9. Principal bottlenecks in TVET System • Perception that approval procedures are complex and difficult to implement • The process of recruiting and training teachers/instructors, assessors and verifiers is limited • Schools and other training institutions are hampered by lack of knowledge of N/CVQs, access to resources and facilities, flexibility of systems and curriculum • Achieving quality assurance with an appropriate balance between procedural compliance, and quality of teaching and instruction • To what extent is what is being introduced representative of real and future labour market needs 4. Increasing the number of N/CVQs offered in tertiary institutions and the approval of the schools to deliver N/CVQs

  10. Principal bottlenecks in TVET System • Low standards of literacy and numeracy will adversely affect the success of any N/CVQ programmes • There is a need to develop general employability skills alongside the specific vocational skills • Professional development opportunities in developing literacy and numeracy are needed for staff to enable them to better remediate difficulties and enhance standards 5. Recognition of the importance of general education to TVET courses to provide underpinning knowledge and the development of clear pathways to qualifications

  11. Principal bottlenecks in TVET System • Opportunity for the development of a national strategy for careers guidance 6. The need for an effective careers guidance system to enable those seeking to make the right career choices through training provision as well as guiding those most vulnerable in society into work or training

  12. Barbados Human resource development strategy 2011- 2016DEVELOPING NATIONAL, Institutional AND HUMAN CAPACITY FOR SUSTAINABLE GROWTH

  13. Human Resource Development Programme • Objective: To increase competitiveness to allow sustainable growth and poverty alleviation. • Human capacity • Improving employability of Barbadians • Reduced vulnerability among youth • Improvement overall productivity. • Technical Ministry: Ministry of Education and Human Resource Development + Ministry of Labour • Budget: € 21,782,000 (BDS $56 mil) • Funding Agency: European Development Fund • Project Duration: 3 years

  14. SUSTAINABLE GROWTH AND ECONOMIC DEVELOPMENT NATIONAL, INSTITUTIONAL, AND HUMAN CAPACITY DEMAND-DRIVEN EDUCATIONAL SYSTEM RESEARCH, INNOVATION AND ENTREPRENEURSHIP NATIONAL QUALIFICATIONS FRAMEWORK KNOWLEDGE MANAGEMENT SYSTEM ENABLING ENVIRONMENT SOUND BASIC EDUCATION AND FOUNDATIONAL SKILLS HIGHLY DEVELOPED CULTURAL, HEALTH, AND SOCIAL ENVIRONMENT Barbados Human Resource Development Strategy 2011-2016

  15. Strategic Pillar 1 - Enabling Environment For Human Resource Development

  16. Strategic Pillar 2 - National Qualifications Framework

  17. Strategic Pillar 3 - Demand-driven Educational System

  18. Strategic Pillar 4 - Knowledge ManagementSystems

  19. Strategic Pillar 5 - Research, Innovation, and Entrepreneurship Capacity

  20. Priorities and Opportunities for Assistance from Canadian Colleges and Employers • CBET Curriculum Development and dissemination • Prior Learning Assessment and Recognition • Training of instructors and teachers in CBET( instructional delivery and assessment) • Public relations/promotional strategies for rebranding TVET • Sharing of models for ‘Second chance’ programmes and interventions for youth at risk • Management training in vocational training administration

  21. Priorities and Opportunities for Assistance from Canadian Colleges and Employers • Strategies for employer engagement (development of occupational standards, LMI, apprenticeships/attachments) • Capacity building in innovation and research • Establishment of career planning services • Development of framework for knowledge management

  22. The Ideal Caribbean Worker Demonstrates multiple literacies & critical thinking Can create and take advantage of economic opportunities Can contribute to the welfare of the community and country

  23. THANK YOU!wmcclean@tvetcouncil.com.bbTel: 1(246)228/3383/84

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