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15 th November 2010

The national apprenticeship system. 15 th November 2010. National policy formulation. Presenters: Mrs Elphege Joseph – CEO, The National Training Agency Mr Reynold John – Metal Industries Company Limited.

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15 th November 2010

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  1. The national apprenticeship system 15th November 2010 National policy formulation Presenters: Mrs Elphege Joseph – CEO, The National Training Agency Mr Reynold John – Metal Industries Company Limited

  2. Stakeholder ConsultationOn the Establishment of a National Apprenticeship System / Policy for Trinidad and Tobago

  3. Overview • International • Historical • Current perspectives on Apprenticeship training • Government’s thrust towards a certified and competent workforce

  4. International Context Apprenticeship Systems are tried and tested systems of learning that have been successfully implemented in a number of countries including: UK Germany Australia Canada Parts of Africa

  5. Historical Perspectives of Apprenticeship Training Royal Victoria Institute Board of industrial training San Fernando Technical Institute John Donaldson Technical Institute Government Vocational Center Metal Industries Company Ltd. Petrotrin/Texaco T&TEC PTSC CARONI TRINMAR

  6. What is Apprenticeship? A system of training regulated by law or custom which combines on-the-job training and work experience while in paid employment with formal off-the-job training. The apprentice enters into a contract of training or training agreement with an employer which imposes mutual obligations on both parties. Source: ILO

  7. Context • Global opportunities and challenges • Foreign markets and investment • Regional integration and agreements • Global knowledge and new technologies • Climate change and eco-efficiency (1) Upgrade technology and diversify production structure (enterprises, workplaces , value chains) (3) Collect and disseminate information on current and future skills requirements and the supply of skills National Development Strategy Technology policy Macroeconomic policy Trade and investment policy Labour market policy • Skills development policies • Responsive (current skills demand) • Mitigative (shocks) • Strategic (development) • Forward-looking (future skills demand) • Coordinated (effectiveness) • Attentive to target groups (social inclusion) (2) Build up individual competencies and social capabilities

  8. Key Outcomes of National Apprenticeship Systems Workforce Development – Structured Plan Skilled Workforce – Aligned to long term needs of the country. Benefits international competitiveness. A partnership between Government, Industry and Workers.

  9. What is a National Apprenticeship Programme (NAP)? • A NAP is a flexible, competence-based, employer-oriented structured skills training programme. • It involves: • Employers, Apprentices and Providers of Training • A Dual Training System – Employer and Institution • On-the-job or Workplace Training and off-site learning / Institution • Contract of Apprenticeship • The period of apprenticeship culminates in an industry-recognized qualification, e.g. Caribbean Vocational Qualification (CVQ)

  10. Modalities of Apprenticeship Training • Employer-Based • Training Provider-Based • Institution-Based

  11. APPRENTICESHIP MODALITIES MODALITY A EMPLOYER BASED APPRENTICESHIP PERIOD FROM 1 TO 4 YEARS EMPLOYER BASED APPRENTICESHIP Apprenticeship Programmes in Mechanical Maintenance, Instrumentation and Control. Certification - CVQ Level 2 Apprentices can obtain either CVQ Unit Awards or the full CVQ Qualification over their Apprenticeship period.

  12. MODALITY B MODALITY C TRAINING PROVIDER INSTITUTION FULL TIME / PART TIME ON EVENINGS APPRENTICESHIP MODALITIES

  13. MODALITY B MODALITY A MODALITY C DUAL SYSTEM OF TRAINING DUAL SYSTEM OF TRAINING DUAL SYSTEM OF TRAINING INSTITUTION EMPLOYER TRAINING PROVIDER APPRENTICESHIP PERIOD FROM 1 TO 4 YEARS FULL TIME, PART TIME ON EVENINGS APPRENTICESHIP MODALITIES AWARDING BODY (Certification) FULL TIME, PART TIME ON EVENINGS

  14. Benefits For Employers: Skilled workers trained to industry/employer specifications to produce quality results-new talent Increased productivity and knowledge transfer due to well-developed on-the-job learning- improve bottom line Enhanced retention. Research has shown that >80% registered apprentices were still employed nine months after registration as apprentices-Motivated workforce. An emphasis on safety training that may reduce worker compensation costs. A stable supply of new skilled workers-reduce skills shortages

  15. Benefits For Apprentices: Immediate employment in jobs that usually pay higher wages and offer career growth opportunities. Higher quality of life and skills versatility. Portable credentials recognized nationally and often globally. Formal articulation arrangements between apprenticeship training programmes and training institutions that create increased opportunities for credit and future degrees.

  16. Best Practices

  17. The Dual System of TVET in Germany

  18. Training steps in the dual system (handicraft sector) School examination Journeyman examination Practical training theory Inter- plant v.t. Vocational School Company 4th year of apprenticeship Int.pl. v.t. Vocational School Company 3rd year of apprenticeship Intermediate examination Vocational School int.pl. v.t. Company 2nd year of apprenticeship BiA Inter-plant Vocational Training-center Vocational School Specialized Vocational School (Imparting of theory and practice) Company 1st year of apprenticaship

  19. Training steps in the Canadian apprenticeship system Practical / theory School examination Practical training Log Book Verification Inter- plant v.t. Company CommunityCollege 4th year of apprenticeship Int.pl. v.t. CommunityCollege Company 3rd year of apprenticeship int.pl. v.t. Company CommunityCollege 2nd year of apprenticeship BiA Inter-plant Vocational Training-center Company CommunityCollege 1st year of apprenticaship

  20. Towards a National Apprenticeship System for Trinidad and Tobago

  21. Vision of the National Apprenticeship Policy To ensure that a structured and harmonized Apprenticeship System is developed to continuously supply the nation with individuals who have the requisite skills and competencies, to face the demands of constant change and technological advances within the world of work and other productive endeavours.

  22. Key Functions Of The National Apprenticeship System • A unified National Apprenticeship System • Demand driven, producing an excess pool of skilled labour. • Emphasis on ‘practical learning’ rather than talk and chalk lectures. • Students have the opportunity continue to further education. • Participatory; involving all concerned, especially the social partners • The training provided will aim primarily at nationals of Trinidad and Tobago in the first instance. • The system will be modular in design. • The financing of the system will be based on: • Government financing / incentives • Employers’ Contributions

  23. Goals of the National Apprenticeship System • To forge an active joint-venture Apprenticeship System between the private and public sectors. • To produce the human resource requirements with the requisite competencies. • To bridge the gap between ‘school’ and the world of work • To provide the environment enriched with opportunities for all citizens.

  24. The National Apprenticeship System The National Apprenticeship System is the overarching framework for the implementation and coordination of Structured Apprenticeship Training Programmes in Trinidad and Tobago, leading to the award of the Trinidad and Tobago National Vocational Qualification (TTNVQ) / Caribbean Vocational Qualification (CVQ).

  25. The National Apprenticeship System The National Apprenticeship System as an integral component to TVET and the National Training System should be: -Flexible -Equitable -Efficient -Sustainable -Effective -Relevant

  26. What do we require?

  27. What do we have in place?

  28. Present Status Of Apprenticeship Training in T&T No legal authority Industrial training act National Training Agency Private apprenticeship programmes Training providers apprenticeships (MIC, NESC) MSTTE Programmes (OJT, MUST & RETRAINING) Other Ministries (YAPA, FSAP)

  29. TVET Operating Model using CBET Approach Caribbean Vocational Qualifications TVET Registry & Industry Demand Labour Market Needs & Analysis Regional Harmonization including Naming of Occupations Occupational Analysis Knowledge & Understanding (Theory & Know-how) Performance Criteria & Employability Skills Development of Standards & Qualifications Development of Assessment tools and Instruments Development of Instructional Materials Training Intervention Assessment of Learners Apprenticeships, MuST, MIC/HYPE NESC, MoE, SERVOL & YTEPP... Award of Certification (Unit Awards & CVQs) CBA, PLAR 29

  30. Key Objectives The CVQ encourages and sustains a positive attitude towards lifelong learning, while focusing on foundation skills, health and safety, literacy and numeracy and the work environment. It is a competency based certification with focus on knowledge, skills and attitudes. The CVQ caters for varied learning styles and capabilities-including the disable. The CVQ will stimulate creative, innovative and entrepreneurial skills in students

  31. Key Objectives It also Allows for the flexible articulation of students within the general education system & smooth transition to the world of work (seamless system of education) It supports the units of competence by recognizing institutional training and structured workplace placements Supports re-entry as well as the deferral of individuals within the system

  32. NTA Career Map ModelCareer Mapping for TVET Career Development/ Workforce Development Students Organizations Workforce Articulate Career Paths GuidanceOfficers General Public Web Presence Provide Career Guidance Assessors NTA In-house users Sector Wide Industry Alignment TVET Practitioners Career Map National Training Agency Occupational Standards Development • NTA Career Maps: • To provide a comprehensive resource in Career Development / Workforce Development geared towards the TVET Community • To establish a comprehensive data map, which identifies key job roles and an overview of the skills required across various sectors of industry • To assist TVET Professionals by illustrating the options for professional development via progression along a career path in selected sectors of industry CBET Approach Career Tools Labor Market Information Informed Strategic Planning

  33. Management Information System to Support a National Apprenticeship System To effectively manage the National Apprenticeship System a Management Information System would be required The Management Information System should provide the following: The mechanism to easily collect data from all users within the system A central storage for all data related to apprenticeship The ability to process the data collected to support the various apprenticeship model (Employer based / Institution based) Reports and other output that would aid in effective decision making

  34. Management Information System to support the National Apprenticeship System Internet MIS Files Employer Details ManagementReports Employer Registration and Certification Info. MIS Stakeholders Apprentice -Approved Employees-Approved Training Providers-Registered Apprentices-Registered Trainers, Assessors and Verifiers-Apprentice Assessment Results etc Training Provider, Assessor and Verifier Details TrainingProvider Processing Output Input

  35. SEAMLESS APPRENTICESHIP ACCESS AND SUPPORT SYSTEM

  36. MODEL FOR APPRENTICESHIP TRAINING IN TRINIDAD AND TOBAGO MSTTE Legislation & Financial Support Social Programmes Further Education NTA Co-ordination & Regulation Employment within current organization Secondary Schools PLAR/ Diagnostic Testing CVQ Certification INSTITUTION TRAINING Off-the-Job Training Assessment Dual Mode of Training Public/ Private Sector Training Providers Other Employment EMPLOYER On-the-Job Training INPUT THROUGHPUT OUTPUT

  37. KEY STAKEHOLDERS National Training Agency (Awarding Unit) Industry / Unions Employers Apprentices Apprentices NATIONAL APPRENTICESHIP SYSTEM MuST OJT Apprentices Apprentices Government Training Providers / Retraining Institutions

  38. Critical Success Factors - Government • Legislation • Legal Agreements • Communication Strategy • Regulating and Monitoring (Quality Assurance Mechanism) • Financial and fiscal incentives • Vision and Economic policy-National Plan • Policy on Tertiary Education, TVET and lifelong learning

  39. Critical Success Factors – NTA • MOU with Training Providers, Institutions and Universities • Qualifications Framework • Registration Criteria • Center Approval Criteria • Apprenticeship Standards • Registry of Employers, Trainers and Apprentices • Training (Assessor/ Train The Trainer) • Occupational Standards

  40. Critical Success Factors – Awarding Body (NTA) • Certification

  41. Critical Success Factors - Industry • OJT-information, placement, mentoring. • Occupational standards-SAC, Lead Bodies • Apprenticeship contracts and record keeping • Financial contribution • Supportive workplace environment • Monitoring/Assessment and evaluation • Resources (Human and non human)

  42. Critical Success Factors – Training Providers • Registration • Curriculum – General & Industry Specific (aligned to needs) • Instructional/Training Materials (Instructional & Learner Guides For Trainers And Trainees) • Structured classroom training • Continuous assessment • Apprenticeship Implementation Instruments • Human Resources • Financial Resources • Physical Resources

  43. Critical Success Factors Agreement between Government and Employers An agreement between apprentice and employer/institution/training provider. Training Plan /Budget Secretariat Community based support-church, school, industry. Evaluation/Feedback Process

  44. KEY CONSULTATION DISCUSSION POINTS • What legislation is required for the National Apprenticeship System? • What arrangements should exist between government and employers? • What should be the contractual arrangements for the Apprentices? • What incentives are required be it fiscal or otherwise for the system? • What should be the standard duration period for Apprenticeships? • What should be the stipulated minimum age for an Apprentice

  45. THANK YOU

  46. THE END

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