|
Labour competencies |
| 40 Questions on labour competency | |
 |
|
|
|
Observatory of experiences |
|
|
| Publications | |
| |
|
| Links | |
| |
|
| Home | |
| |
|
|
Write your e-mail address to receive news from this site
Last
update:
|
|
Regional Strategy for Technical and Vocational Education and Training
Caribbean Community Secretariat Competency - based
Curriculum Design
TVET Council, Barbados - Ministry of Labour and Social Security,
Barbados, 19 to 23 November 2001
Introduction
The advent of the new century poses several new challenges to the Member States of the Caribbean Community (CARICOM). Factors external to the region such as the changes in the Eastern Block and the consequent diversion of development funding, the consolidation of the European Market, the growth in the Japanese Economy, the strengthening of the Asean Grouping, the rapid advances in technology, in information and communications, in manufacturing and processing, all combine to create several constraints to the development of the region. Internally, continued dependence on limited agricultural and industrial activities also constrain development.
A key requirement for development in the modern technological age is a population that is well educated and trained in science and technology and capable of being readily mobilized to meet changes in technology. The prime example of this is seen in the technological and industrial might of Japan.
If the Region is to meaningfully compete in the coming decades in the world market place for its development, it is essential that it puts in place a comprehensive Human Resources Development Programme aimed at strengthening its capability in Science and Technology. Technical/Vocational Education and Training (TVET) forms a cornerstone of such a programme.
TVET may be seen both as a vehicle for the development of marketable and entrepreneurial skills and as an engine for development. Within the context of TVET may be developed those life skills and attitudinal disciplines so essential in today's highly competitive world.
|
TVET covers all programmes and schemes that contribute towards the development of knowledge and skills required for work. It transcends education systems provided by Ministries of Education and includes many additional non-formal programmes, provided by other Government Ministries and Departments, by private colleges and by informal in-plant and on the-job training. CARICOM Survey P. 48 |
It is with such considerations that this Regional Strategy for TVET is being presented. It proposes the framework and the processes necessary for the delivery of TVET to meet the needs of the Member States and of the Region.
Audience
The Strategy is addressed to:
-Ministers of Government -Policy-makers
-National Planners
-Programme Leaders -Heads of Institutions -Teachers/lnstructors -Employers
-Decision-makers in both public and private sectors
-Technical cooperation and development assistance organizations.Background to the Strategy
The CARICOM Survey of Technical and Vocational Education and Training
The Standing Committee of Ministers responsible for Education (SCME), at its Sixth Meeting in Saint Lucia, May 1986 mandated the Caribbean Community to conduct a survey and prepare a report on TVET in the Region. The report was presented to the SCME at its Seventh Meeting in Guyana, May 1988.
The CARICOM Survey is a comprehensive report on TVET across the Region. It details many issues and high- lights areas of concern for the development and improvement of TVET. Some areas of concern mentioned are as follows:
| Technical / Vocational Education is defined as an orientation
and exposure to the subject which gives the knowledge and skills upon
which students could build for a future career. As an education course
the main aim is not to build marketable skills, though upon completion,
some students may have acquired sufficient knowledge and skills to
gain employment.
Technical/Vocational training is defined as a programme aimed at applying the necessary knowledge and skills for specific occupations. CARICOM Survey p. 127 |
(i) Status of TVET
TVET often suffers from low status and a negative community perception.
(ii) Agriculture
Negative perceptions about Agriculture still exist. This is a concern that needs to be addressed in developing education and training programmes that are congruent with economic development policies.
(iii) Gender Biases
Role stereotyping and gender biases are concerns that need to be addressed. Counselling, opening up job opportunities and equal opportunity activities are some of the strategies needed to address these concerns.
(iv) Institutional and In-plant Training
Both school and the work place have a role in skill development and training. The harmonization of education and training activities in both sectors is necessary for effective delivery of TVET.
(v) Variety of Certification in TVET
Institutions across the Region offer a wide range of courses certified in a variety of ways. This causes problems for determining equivalencies, transfer from one institution to another and validation of programmes.
(vi) Coordination and Management
The delivery of TVET often takes place through complex mechanisms. Therefore, effective coordination and management of TVET is necessary for an efficient national training system.
(vii) The Disabled Person in TVET
Special provisions need to be made for the development of programmes to meet the needs of the disabled.
| TVET are key elements in National Development and in
the Productive process. Thus the capability of emerging nation status in Science and Technology is a critical element to future growth and development. In a world increasingly dominated by Science and Technology, lip service to these branches of knowledge can not not suffice. The impact of developments in:
challenge us to develop the capabilities of our own Caribbean people' Technical and vocational education and training is a method of developing these capabilities. CARICOM Survey P.5 |
Mandate to be CARICOM Secretariat
Based on the findings of the Survey and the discussions at the Seventh Meeting of the SCME, the CARICOM Secretariat was given the responsibility to prepare Regional Strategy for TVET.
In consultation with a Working Party comprising key persons in TVET, Chief Education Officers and other persons involved in TVET, the Secretariat prepared a draft Document which was submitted to the Eighth Meeting of the SCME held in Trinidad and Tobago from 30 April to 4 May 1990. At that meeting Ministers of Education endosed the proposal and recommended that it be called the Regional Strategy for Technical and Vocational Education and Training since the document provides the framework within which specific activities at the national level could be identified and developed.
Purpose of the Strategy
This Strategy is intended to provide a framework, to identify processes and to propase systems for developing and improving TVET within each Member State and throughout the Region. It should facilitate the:
(i) formulation of programmes for TVET;
(ii)expansion of education and training opportunities;
(iii) optimization of use of available resources;
(iv) increase in impact of resources allocated for education and training;
(v) consolidation and continued development of TVET.In constructing this Regional Strategy, it was recognised that various arrangements for and varying levels of development in TVET obtain within the Member States. These arrangements and activities, formal and informal, national and regional, manifest a high degree of complexity.
The Strategy thus focusses on the processes or systems required within each country and at the regional level which, when in operation, will enable the appropriate minute decisions and actions to be identified, as well as a more systematic approach to further development of TVET.
Organization of the Strategy
The Strategy consists of eleven (11) sections. Section 1 discusses the pre-requisites for TVET. Specific actions for obtaining those pre-requisites are outside the scope of this Strategy. However, Member States are urged to attend to the interventions and reform necessary for students to acquire an adequate foundation for TVET. Sections 2 to 10 deal with specific aspects of TVET. Each of those sections provides a rationale and proposed actions. The final section -Section II -deals with the implementation of the Strategy.
The Inter-American Centre for Knowledge Development
in Vocational Training (ILO/Cinterfor)
Avda. Uruguay 1238 - Montevideo - Uruguay - Tel: (5982) 908 6023 - 902 0557
- 908 0545 - Fax: (5982) 902 1305
webmaster@cinterfor.org.uy
Copyright © 1996-2008 International Labour Organisation (ILO) - Disclaimer