A systematic approach in the management of training at the HEART/NTA

During the workshop "Training for the Management of Training Institutes" held at Kingston, Jamaica (March, 2000) the HEART/NTA presented its systemic approach which includes five main steps:

• Identification and assessment of needs
• Grounding (preparation)
• Delivery of training
• Evaluation
• Follow-up

The Assessment process is based on the recognition that training must be aimed at meeting the needs of the demand and that it should be cost-efficient. This calls for an analysis of the labour market and the current situation of firms and enterprises, as well as their future prospects. The existing training capacity to meet demands should also be studied; this includes available teachers, curricula and facilities. A result of all this may be the necessity to develop new materials or appoint educators with the proper qualifications.

In the Preparation phase training curricula are fashioned that make it possible for participants to go from their initial situation to that required for their entry into the labour market. Curricula should comprise definition of training objectives, evaluation methods, contents and teaching methods proposed.

Besides curricula, training materials are required such as textbooks, manuals, audio-visual aids. Other training aids are also necessary (posters, transparencies, etc.).

Teachers must be prepared to make full use of curricula, teaching materials and aids, apart from being technically competent to impart training. The right kind of physical facilities must also be contemplated, and the possibility for trainees to get experience in real-life work conditions.

Actual Delivery of the training may be effected through a combination of methods. Training contents may thus include self-training, distance training, and on-the-job practice; the combination chosen should consider cost-efficiency criteria.

The purpose of Evaluation is to weigh the results attained by the programme against its initial objectives. The reasons that may have caused detected deviations are identified in order to take corrective measures. Evaluation has a training ingredient when it is carried out from the beginning and throughout the programme to keep it in line with the proposed objectives. A final evaluation is implemented at the end of the programme to check out whether training achievements coincide with initial objectives, and assess the efficiency and effectiveness of the whole process.

Impact evaluation is carried out some time after the end of the programme (at least six months later), to check on its effects on participants’ performance, cost-benefit criteria, quality and productivity upgrading, labour satisfaction amelioration, etc

The results of evaluation lead to a review and improvement of future programmes, as well as to decisions about the implementation of new programmes.

Follow-up is an ongoing process to ensure that the results of evaluations are effectively taken into account in all decisions regarding the modification, cancellation, improvement or design of new programmes. Corrective measures ensure the efficiency of programmes; although they often require additional funding, it is usually more costly not to correct than to do so when necessary..

Source: Training: a Systematic Approach. Management of Technical and Vocational Education and Training. HEART/NTA. March 2000.

A number of changes have taken place over the past few years to challenge vocational training institutions in the Caribbean. The results have led to a more proactive TVET system which is being reflected at both national and regional levels in vocational skill delivery, skill qualification recognition, and the promotion of greater institutional linkages.

Major changes include a shifting of training delivery from the public sector to the private sector; lessening of opportunities for low skill low income jobs; strengthening of policies on human resource development that encourage people to participate in their own development; and a move to a CARICOM single market and economy. Each of these issues is not only redefining the workplace but is also changing the way people are preparing themselves for employment.

• The impetus behind the changes in the operation of technical vocational education and training (TVET) institutions is part of a broadening strategic vision in areas related to employment-driven training. Such a vision is being articulated in the way people seek meaningful work through support from TVET institutions. The view in the region suggests that jobs need to offer both economic rewards and life fulfillment, through self-expression and dignity.
• In particular, this influence is being shaped by major organizational activities reflected in the development of TVET coordinating units, i.e. National Training Agency (NTA). Such Governmental organizations at the national level are created with a purpose of narrowing the skill gap by promoting a seamless educational infrastructure in collaboration with trade unions and employers' organizations. Such agencies are represented in the Caribbean by the HEART Trust/NTA in Jamaica, the National Training Agency in Trinidad and Tobago, and the Technical Vocational Education and Training Council in Barbados. The establishment of similar NTA type agencies is under discussion in Saint Lucia and Guyana.

In addition to the formulation of NTAs in Jamaica, Barbados, and Trinidad and Tobago, the agencies are in the process of developing a competent workforce through establishing national vocational qualifications that are competency-based. Developed through tripartite initiatives, competency-based vocational qualifications are benchmarked internationally to ensure the end product meets the performance requirements of industry. The NTAs are also collaborating to formally recognize each other's national skill competencies/qualifications and have entered into discussions on formulating at some point a regional Caribbean Vocational Qualification (CVQ). Together, these innovative initiatives have anticipated the current discussion by CARICOM member states regarding the free movement of skills and the implementation of Protocol II, while focusing on common vocational standards and accreditation.

Other selected actions and good practices by TVET providers in the region to address the HRD issues identified above include:

• Thirteen national Occupational Standards launched in April 2001 in such areas as Welding, Food and Beverage Services, Information Technology, Industrial Instrumentation, and Process Operators. To date over 22 draft standards have been prepared by industry training organizations;
• A web page enabling readers to search for information on vocational qualifications, industry partners, and accreditation standards among other topics has been established.
  Contact < www.ntatt.org >;
• A national skills bill to facilitate funding for workers wishing to improve their knowledge and skills is currently being planned for introduction to Parliament.

• The Council plans to introduce shortly Barbados' National Vocational Qualifications and is working with lead bodies in occupational areas of Information Technology, Tourism, Hospitality and Customer Service. The outcome is expected to result in National Vocational Qualifications that meet the local needs in Barbados while benchmarked against international requirements as well.
• The Council administers the Employment and Training Fund (ETF) that provides a grant and loan programme to support comprehensive labour force training and skill upgrading.

• Heart Trust/NTA serves as a model in developing and implementing competency-based skill standards and qualifications in the Caribbean. A list of curriculum packages and ordering information can be obtained via e-mail at heart@uwimona.edu.jm

Web page <www.heart-nta.org>

• Heart Trust/NTA, through its instructor training institution, Vocational Training and Development Institute (VTDI), will in September launch a four year Bachelors Degree in Education specializing in Technical and Vocational Education and Training. For additional information, fax (806) 977-4303.

• Sharing of information and expertise to vocational agencies in the region has helped to make the Heart Trust/NTA a regional focal point on TVET issues. An example of this support was recently typified in the visit of a St. Lucian delegation to the HEART Trust /NTA to experience the Jamaica's tech-Voc model for adaptation in St. Lucia.

• Plans are underway to expand Technical and Vocational Education through a network of National Skills Training Centers by recent legislation of the TVET Council.

A source of TVET information in the Caribbean is the International Labour Organization's Caribbean Office web site. With over 100 TVET publications listed and still expanding, the site is worth a monthly visit. <www.ilocarib.org.tt>