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PRIVATE SECTOR COMMISSION &

NATIONAL WORKING GROUP ON MDGs

FINAL REPORT

MANPOWER NEEDS ANALYSIS

Denise Murray-Beresford Local Consultant

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Contents

• Introduction

• Objectives of consultancy & major activities of study

• Review of previous capacity assessment

studies and reports.

• Gap Analysis – Needs Assessment - Private sector companies

• Analysis & Recommendations – Private sector a. Public – Private models b. Apprenticeship placement opportunities

• Analysis & Recommendations – Education sector

• Analysis & Recommendations – Labor

• TVET – A vision for the future A National public – private initiative a. Comparative approaches b. Assessment of skills c. National Vocational Qualification (NVQs) d. Life-long learning & Career Counseling

• New Directions & Approaches - recommendations to

the PSC on Technical and Vocational Training • Conclusion, Bibliography and Appendix

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Introduction

The overall objective of the project is to identify and characterize critical capacity constraints relevant to effective training environment and management in Guyana. Develop a plan of action to address these constraints in a coordinated and collaborative manner. This will be accomplished through several activities which will identify and confirm priority capacity issues for action within the overall TVET-driven framework. In addition, the project will explore capacity needs within and across diverse industries to produce, in the final result, a national and unified strategy and action plan. This will outline capacity building priorities and specific opportunities relevant to national training development and management strategies. Objectives of the consultancy The objective of the consultancy is to conduct a capacity-building needs assessment with respect to the National TVET policy. The consultant will also draw on experience and lessons learned from similar efforts conducted in the recent past and those of other Caribbean countries. The main areas explored are a review of the skills in the private sector, numbers and types of skills needed now and over the next 5-10 years. Also, the role the Private sector is willing to play in fostering public – private partnerships to reduce poverty and fuel economic growth. The Private Sector Commission (PSC) in collaboration with the National Working Group on the Millennium Development Goals (MDGs) has begun to address the existing gap between the national education/training institutions and the world of work. This interconnected relationship has been disconnected for several years. One of the avenues that offer a reconnection in the partnership – relationship is the implementation of a vibrant Technical Vocational Education and Training (TVET) framework and system that will serve to address pertinent issues in the public as well as the private domains. The following information gives a

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tentative outlook of some of the critical areas surrounding the involvement (or lack thereof) in training and their skills needs both now and in the near future. Review of Literature There exists a limited amount of literature (reports) on the issue of TVET in Guyana, particularly as it relates to the addressing issues affecting the private sector and education jointly. Further, literature that addresses training needs and methodologies within the private sector are very limited. Nonetheless, for the purposes of this report a few are highlighted below.

Technical and Vocational Education and Training Project Profile, TVET Secretariat, 2003

This profile gives information on seven post-secondary TVET institutions across the country. Their needs, challenges and successes are discussed in a general fashion. Further, the profile outlines specific objectives and goals at the secondary level within the TVET system and funding for the TVET in public institutions.

Analysis and Recommendations – Institutional and Organizational arrangements – TVET

This study is the most comprehensive and informative of the reports reviewed for this assessment. It discusses the training environment in Guyana, the current performance of TVET, public/private sector partnership issues, an assessment and evaluation of the (former) Guyana Training Agency, skills for employability, challenges in reforming TVET and funding for TVET.

Guyana National Report on Technical and Vocational Education and Training (TVET), ILO, 2005

This report reviews Guyana’s economic competitiveness and employment, the TVET institutional structure, the National TVET objectives and priorities, the advantages of government funding for

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TVET, the Board of Industrial Training, and the impact evaluation and sustainability of the TVET system.

Delegation of the European Commission, “Final Evaluation of the Programme,” Guyana Training Agency, 2005

The comprehensive evaluation reviews the programme preparation, design and concept of the former GTA. The report highlights the competency-based approach, the role of the several stakeholders supporting the project (i.e. government and private sector) the relevance and effectiveness of the project.

Gamerdinger, George, “Trends in skill Recognition and Certification: The role of Competency-based Training Frameworks from a Caribbean Perspective”, paper, 2003

The paper describes some of the trends affecting skills recognition in the English and Dutch speaking Caribbean. It discusses the establishment of national TVET coordinating bodies, national TVET agencies as an enabling force in the development of public and private sector partnerships. Further, the concept paper highlights the prevalence of sharing knowledge enriched by TVET best practices and the growth in TVET reform as a direct result of private sector acknowledgement of skill standards.

GAP ANALYSIS – PRIVATE SECTOR COMPANIES (attached)

Due to the comprehensive and detail nature of the gap analysis, a document was prepared separately for your review. The analysis clearly reveals the gaps that exist in areas of assessing on-the-job skills, the presence of a training facility within the company, having a staff person assigned to lead training within the company, identifying skills needed in the future and hearing and/or understanding TVET.

Please take a moment and turn to its contents for a comparative analysis of all the private sector companies interviewed.

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Visits and interviews were pre-arranged with thirty medium to large companies/umbrella organizations. These organizations were located within the capital as well as out of town. The Assessment Survey was conducted with senior executives of these companies/organizations (i.e. the Chief Executive Officer, Human Resource Manager, Chief Financial officer or the Plant/Operations manager).

The sectors from which the companies were chosen were:

• Agriculture • Manufacturing • Tourism and Hospitality • Engineering and Construction • Mining and Quarrying • Agro-processing and Agriculture • Transport and Communication • Garment Industry

Analysis – Private Sector “We need to change the culture when technical people are being looked down upon in comparison to white collar jobs…to support and grow our economy we need technical people”, Ronald Webster, Chairman of the GGMC Board. “Private sector officials stress need for technical skills”, stated at the launching ceremony of the former Guyana Training Agency.

In the first instance, the analysis found that in almost all private sector companies, females in technical areas are significantly under-represented. Most companies do not have separate training facility on-site, however almost all companies were training their employees continuously (i.e. instant training on the floor). Within large companies, a training manager is on staff. In medium-sized companies, the Human Resource manager, CEO or plant supervisor absorbed the functions of the Training Manager.

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The analysis revealed that more than half of the companies interviewed did not have a formal instrument to identify training needs for their employees. Many companies used an informal assessment (i.e. verbal method) or by just simply observing the staff. 100% of the Private Sector companies viewed training in a positive way. However, approximately 50% are training their employees consistently while others were not. Roughly, 80% of the companies participated in the public sector led Apprenticeship Placement or Work Study programmes. The programmes varied from three months, six months or one year stints within many companies. Some of the programmes appeared un-structured, lack proper management and follow-up.

Migration of skills is anissue for some companies but not for those with specialized areas of service. Training people to leave Guyana was a popular perception within the private sector. Also, several companies are importing foreign skills from India.

The main deficiencies observed by employers was the ability to read, write, communicate effectively and analytical skills. Further, with regards to technical skills, most employees are ill-equipped to handle their jobs. The reason being, most of them received far too much theoretical knowledge rather than practical skills.

Several companies did not possess a forward planning method (i.e. business or strategic plan) at present nor for the future. Thus, these companies conducted training based on their daily business needs.

A growing number companies relied on the use of a headhunter agency to locate and screen potential employees. The use of an internet placement service was used by one large company.

Several companies had mixed feelings on whether Guyana have the skills to support their company's business plan for the future. Some expressed that they would have to continue importing the skills they need from the regional and international markets.

More than half of all the companies interviewed did not have knowledge TVET nor understood its benefits. Thus, positions

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advertised are not based on accepted industry standards nor their on the job training conducted are competency-based.

Most companies are ready to embrace CSME, however some were negative with regards to the outflow of skills to the Caribbean region.

Over 80% of the companies are in favor of having a closer relationship with the national education/training institutions in the area of curriculum development. Also, several companies suggested that, the need for practical training within the curriculum and throughout the student’s course of study should be adopted.

In conclusion, the analysis revealed that organized Private sector training is critical for the employee and the company. Also, companies should continue to play a critical role both in the pre-employment training of youth through informal and organized apprenticeship and on-the-job training. Yet, despite its economic importance, the role of the private sector in the provision of skills has been largely overlooked in official policy making and TVET. Further some tentative directions that needs the input of the an effective system are in areas of:

• Large investments in new hotels, oil, gold and diamond, roads, etc. - industry-wanting certified workers.

• Work-based training: over 300,000 workers have skills and some training but no certification.

• Participation in regional initiatives-CANTA

• High investment by employers in training

• Private sector participation on Boards, industry standards committees, etc.

• Sensitizing companies on TVET, standards and certification.

KEY CHALLENGES FACED BY PRIVATE SECTOR COMPANIES

CURRICULUM – TRAINING INSTITUTIONS – OUTDATED MIGRATION OF SKILLS LITERACY SKILLS & COMMUNICATION SKILLS RE-TRAINING COSTS SIGNIFICANT IMPORTATION OF SKILLS LACK OF NATIONAL ‘VISION’

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PUBLIC – PRIVATE MODELS The programs listed below exist within approximately 80% of the companies interviewed:

Apprentice Training programs Work study programs Part-time work

Fewer than five companies have established (recognized) training centers, mostly catering to the skills upgrade of their own employees. The same amount of companies have an on-going partnership with the University of Guyana. Recently, the Guyana Geology and Mines Commission signed a Memorandum of Understanding with the University of Guyana to train more students in technical areas and provide UG with equipment for specialized programs.

With regards to partnering with the Technical Institutes, only one company had an on-going relationship. Most companies expressed disappointment with the slowness of the education administration in agreeing on partnership arrangements. Less than three companies have an established in-house apprenticeship program for their employees. More than half of the companies interviewed have a partnership with a government-based educational program to train students through an apprentice training program, work study program or part-time arrangement. In some instances, the student is given a stipend by the company.

The analysis revealed that most companies are practicing an “old-fashioned” way of apprentice with potential employees. These programs are managed in an ad hoc way and no evaluative instrument exists for the employer nor employee. With regards to hiring the apprentee, only some companies offer employment to former trainees at the end of their course of study.

In general, to fuel meaningful public/private collaboration, the establishment of structured and regulated apprenticeship systems must be a priority. The combination of on-the-job training by enterprises with vocational education and training in schools and institutions has to be an important step in public/private collaboration.

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The presence of a combination of workstudy, internships and part-time work can produce a well-rounded potential employee prepared for any technical field.

Analysis – Education sector The analysis revealed an important gap between what is taught at the educational institutions and the skills brought to the world of work. In fact, most companies attested to huge sums of monies spent to re-train the recent graduate, particularly those in technical areas. Some companies expressed concerned that specialized technical skills are not taught at the technical institutes. More that 80% of the companies interviewed agreed that the technical curriculum offered at the Technical Institutes are outdated and needs upgrading towards industry accepted norms. Also, more interaction and partnership between companies and educational institutions should be continuous so as to collaborate on accepted industry standards.

Important Recommendations for the Education Sector: • Continuous dialogue with all shareholders; • Harmonisation of intra-regional vocational

qualifications for skills training; • A technical and vocational education curriculum for

all secondary students which is endorsed by industry;

• Improve capacity to collect labour market information;

• Redesign teacher education; • Inculcate, assess and certify the soft skills valued

by industry; • Development of pool of TVET teachers • Assessment that is more performance-based; • Broaden the pathways open to transition to work • Promote ongoing learning through appropriate

appropriate career guidance

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• Sound basic and secondary education an important;

• Reorientation to competency based approaches based on occupational standards;

• Benchmarking to international standards; • Seamless certification system.

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Analysis – Labor sector Several companies interviewed for the analysis used a form of job placement agency to find employees. The Ministry of Labor’s job bank is an important resource whereby companies can use instantly to fill their human resource needs. Most companies were not aware the Ministry’s job bank.

Important Recommendations for the Labor Sector:

• Focused preparation for job market; • Bridging skill gaps through demand-driven TVET; • Development of occupational standards; • Occupational certification; • Ensuring internal and external efficiency; • Coordination of training at national and regional

levels; • Training as joint responsibility of providers and end

users and also a strategic component of labour relations systems;

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TVET - A National public – private initiative

What is TVET

The world of work is evolving and with it, the role of the state and private sector in TVET. The far-reaching transformation of the global economy is compelling governments and the private sector to rethink their development strategy in general, and TVET in particular. For TVET to be effective based on the analysis above, there is need to have participation/involvement from the wider stake-holder group at all levels. Involvement of the Private Sector should include but not limited to:

• Policy – Council for TVET - The Private Sector should seek to

be better represented at the level of the TVET Council.

• Training needs – To meet its workforce requirement the Private

Sector should assist in determining the areas of emphasis, and

the numbers to be trained to offset present and future needs of

the sector/country. The sector has a greater flexibility than the

government sector, with regards to embracing non-traditional

sphere of activities. Hence, the possible need for a new

emphasis on training that would evolve from within the Private

Sector. This need not be achieved only at the policy formulation

level but as far down as the level of school boards.

• Curriculum should be based on industry-wide accepted

standards in areas of:

Mode of delivery

Content

Evaluation methodologies

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Work attachments/Internships/apprenticeship

programs

• Financing - Training is an expensive venture and in small

economies like ours, its successful implementation would

require the financial support of beneficiaries. Thus the private

sector should see itself as a significant sponsor of TVET

programmes.

• Management of the TVET Council’s Secretariat – The Private

Sector should seek to establish that its full involvement in the

Council’s affairs which would only be possible if the Council

operates as an autonomous body.

Caricom and TVET

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.

Employment Changes

• 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

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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.

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

Trinidad & Tobago - The National Training Agency

• 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 national skills bill to facilitate funding for workers wishing to improve their knowledge and skills is currently being planned for introduction to Parliament.

Barbados - The TVET Council

• The Council plans to introduce Barbados' National Vocational Qualifications and is working with lead bodies in occupational areas of Information Technology,

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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.

Jamaica - The Heart Trust/NTA

• 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>

• Heart Trust/NTA, through its instructor training institution, Vocational Training and Development Institute (VTDI), will launch a four year Bachelors Degree in Education specializing in Technical and Vocational Education and Training.

• 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.

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.

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Important Trends and Activities - TVET

• Improving progression routes for TVET in further education and in higher education;

• Modernised qualifications; • Parity of standing between vocational and academic routes; • Promoting transparency, comparability, transferability and

recognition of skills and qualifications; • A Qualifications framework which covers the entire of the

education and training system

PROFILE OF HEART/TRUST - JAMAICA

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NNational Trational Training aining AAgency gency

Financing Regulating Operating

QA Standards

Development Accreditation Certification

Financed by 3% Payroll Levy

Planning

Financing

Enabling

National Council on Technical and Vocational Education

Planning Division &

HEART Trust Fund

Technical Services Division

(VTDI, PROGIS, LMS) Informatio

n Technology

•HEART Trust Institutions

Corporate Servic s e

(HRPD, Audit, etc.)

•Accreditation •Certification •Standards Development •Assessment D l t

Career GuidanceJob Placement Training Needs Assessment Work-Based Training Assistance

•Trainer & Instructor Training •Learning Materials

What is the National Training Agency?

•Private Sector Training Providers

•Secondary Schools

•NGO, Church and CBO Training Providers

•Special Needs Groups Training Providers

Accredited Training Organisations (ATOs)

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Training Programs

Four components of content: Skills training Educational & employability

components Information Technology Entrepreneurship

• Core + Electives to customize

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HEART Trust/NTA Financing 3% payroll levy + earnings + interest and grants finances:

10 Academies and Institutes: 28,000 served

16 Vocational Training Centres: 20,500 served

>100 Community-Based Training projects: 9,400 served

On-the-Job Training: 5,000 served, 1600 firms

Productivity training: 80 firms, 20,000 workers/year

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HEART Trust/NTA Financing

Instructor training and upgrading, and professional programmes: 3,800 served

Training at 13 SDC and MOEYC facilities

14 Technical High Schools assisted (2,400)

National Council for TVET (Standards, accreditation, certification, QA)

Kevin Smith Mason for 5 years, no certification

3 units through assessment of prior learning + 5 units through On-the-Job training & assessment + 3 units through institutional training and assessment

NVQ

Flexible Pathways

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Technical and vocational skills:

The way to go in a globalised labour market BY JUNIOR ROSE Sunday, January 08, 2006

THE advent of globalisation has posed several new challenges to the Jamaican economy.

Over the years, the region has been faced with a number of difficulties as a result of exogenous factors such as changes in the Eastern Bloc and the consequent diversion of development funding, the growth in the Japanese Economy, the strengthening of the Asian Grouping, the rapid advances in technology, information and communication, as well as competitiveness in the manufacturing and processing industries.

Skills training should be rebranded as the elite and optimal type of education.

Furthermore, the continued dependence on limited agricultural and industrial activities and the escalation of crime and violence in Jamaica collectively have had a debilitating effect on national development.

These problems are, however, not germane to Jamaica. The International Labour Organisation (ILO) has calculated that approximately 24 million people, particularly in developing countries, would have been unemployed by the end of 2005.

In actual fact, the world is rapidly changing in response to a gradual shift in our educational paradigm. This shift includes massive attitudinal and behavioural changes toward the technical and the vocational areas. There is a re-education of our way of thinking, feeling and acting in a global environment.

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Technical and vocational (Tech/Voc) education is a critical way forward in transforming or reshaping our idiosyncrasies toward the global environment. There should be a seamless interweaving between general education and Tech/Voc education. The emphasis ought to be on the articulation and recognition of previous learning within this spectrum. This education sector has a responsibility to ensure a sound education and training for young Jamaicans.

Tech/Voc education should be re-branded, repositioned, de-stigmatised and promoted among educators as the elite and optimal type of education which should be accessible to all students and that which will achieve the quality, relevance and equity goals which are all desired for the education system in Jamaica.

In countries such as Germany and Cuba, technical and vocational education has produced world-class individuals. In fact, those involved in these studies are seen as the proverbial 'creme of the crop'. These countries provide young people with scientific knowledge, technical versatility and a cluster of core competencies and generic skills required for youth to be competitive internationally.

According to the Caricom Survey, "Technical education covers all programmes and schemes that contribute towards the development of knowledge and skills required for work.

It transcends the education systems provided by the 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."

It is therefore imperative that Jamaica provide training and certification for the over 850,000 persons in the labour force that have no formal certification or qualification.

Based on the statistics from the Learning/Certification Employment Status Report 2000, a total of 186,000 trained individuals are employed with degrees, diplomas and vocational training while 738,000 employed individuals have no training.

The report also stated that 131,000 unemployed individuals have no training. It is against this background that a number of changes have been taking place over the past few years to challenge vocational training institutions in Jamaica and the Caribbean.

The results have led to a more proactive Tech/Voc system, which is being reflected at both the national and regional levels in vocational skill delivery, skill qualification recognition, and the promotion of greater institutional linkages.

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Prospects from employment The driving force behind the changes in the operation of technical and vocational education is part of a broadening of the strategic vision in areas related to employment-driven training. The aim of the government has been to narrow the skill gap by promoting a seamless educational infrastructure in collaboration with agencies such as the HEART Trust/NTA and employers.

It is through Tech/Voc education that Jamaicans will redefine the workplace and change the way people are preparing themselves for employment. The private and public sectors are indeed important in strengthening policies on human resource development that encourage people to participate in their own development.

One area of particular challenge is how to effectively include small and micro enterprises in this process. This is the sector in which most new jobs are being created. Critical to meeting this challenge is the need to better understand how these enterprises operate, what motivates them, and how skills are transferred within this setting.

Essentially, it is now time to increase the funding for programmes available to the micro-business sector as well as to community enterprises. An examination of the quality of work being done by our HEART/NTA graduates, as well as those from other Tech-Voch training centres such as our automotive school, coupled with an observation of the quality of production by persons empowered by agencies such as the Jamaica Business Development Centre, have revealed the tremendous potential which exists in this country to develop successful micro-enterprises.

CARICOM Single Market and Economy Inherently, too many young people are seeking to enter the Caribbean job market with poor basic skills, with little understanding of the job demands and limited understanding of how to get a job or how to access available training.

Jamaica should seek to compete on the basis of a quality workforce, which will be determined, in part, by levels of productivity. Unless the Government and the private sector are prepared to invest in the continuous enhancement of our human capital, then young Jamaicans will not be in a position to successfully compete in the increasingly globalised economy.

Tech/Voc education must therefore play an integral role in making this happen.

The vocational training system in Jamaica is moving towards meeting the needs of employers in the economy and in affording employees the chance to exhibit their skills in the region.

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It is therefore necessary that the institutions involved such as Heart Trust/NTA and the universities continue to improve the quality, relevance and efficiency of training and maintain the legacy of establishing workforce competitiveness needed for regional integration.

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Career Counseling and Lifelong Learning

Overall, the analysis revealed an absence of career guidance within the school system and within the private sector in relation job opportunities and career paths. Further, most of the large companies have instituted or are committed to life-long learning with their staff. However, many companies lack the understanding of both concepts – Career guidance and life-long learning competencies.

Establishing high quality career guidance and counselling programmes is important in any well-functioning TVET system. Utilising a career guidance and counseling system promotes improved course selection for students leading to benefits for learners, who are more pleased with their selection, and benefits for TVET institutions which experience a lower drop-out rate. Good career guidance can also help decrease the gap between education and un/underemployment, on the one hand, and productive livelihoods on the other and is thus considered an effective means of improving the status of TVET in the public perception.

Today, people should expect to make multiple career changes throughout their lives and continually upgrade their skills. The importance of establishing a quality career guidance programme is particularly important if today’s learners are to successfully adapt, and continue to adapt, to future labour market challenges.

Activities associated with career guidance and counseling programs typically include:

• Advising students and parents on high school programs and academic curriculum.

• Developing career portfolios, which include test and grades results, examples of student work, and resumes and cover letters to prospective employers.

• Arranging job shadowing, work placements, and community-based learning programs to allow students to directly experience workplace situations.

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• Sponsoring workshops, classes, focus groups, and special presentations that focus on job skills and personal development.

New Directions & Approaches - recommendations to the PSC on Technical and Vocational Training

The world is in the process of transition from an industrial era to one of information and communications - often referred to as the knowledge society. The new society requires a different kind of learning, one that enhances "trainability" thus employability. For the individual, learning for employability means developing the capacity to find, keep and change employment, or to generate self-employment.

Employable skills facilitate the vertical and horizontal mobility of workers in the labour market and their continuous adaptation to changing technology and new forms of work organisation. For the worker, learning for employability means life-long learning and the acquisition of competency in flexible skills that enhance mobility and job security. For the enterprise, employable skills mean that its workers are able to respond to changing workplace requirements and enhance enterprise competitivity and growth.

Public and private stakeholders and their comparative advantages

Because enterprises are market-driven and need to respond rapidly to change, they tend to possess precisely the qualities that are lacking in the state-driven TVET systems, their particular strength lying in their ability to provide practical, on-the-job skills that reflect market requirements. They are therefore in a position to make a strategic contribution to the relevance, effectiveness and efficiency of those systems by improving the quality, capacity and productivity of the training provided. Their concern with skills development, however, is primarily driven by the short-term objective of meeting their own needs of increased productivity and better-quality goods and services.

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Training provided by employers is often job-specific and focused on better skilled workers, and may not be systematic. It therefore does not necessarily enhance the flexibility and mobility of the individuals and it may not be provided in areas of long-term strategic importance to social and economic development. In addition, by its very nature, enterprise training leaves out those outside the formal employment structure, such as the unemployed, the self-employed and informal sector workers. The role of employers' organizations can be important in voicing enterprise concern and in influencing training policy and governance, drawing attention to the need for long-term investment in continuing training and encouraging learning within enterprises.

The state can contribute to enterprise effectiveness by creating a supportive environment through economic growth and employment creation. It can also promote a broader and longer-term perspective for national training policy and systems, as well as maintain a balance between considerations of efficiency and equity. Moreover, greater enterprise involvement in the provision of training can release more of the state's capacity in areas which otherwise receive little attention.

The comparative advantage of the non-profit voluntary sector lies in its ability to reach the grassroots level even in remote areas and to provide training for the poorest and most disadvantaged population that public providers have difficulty, and enterprises little interest, in reaching. Voluntary agencies, however, often fail to have a large-scale impact, and thought needs to be given as to how public policy and measures can support voluntary sector initiatives so as to make them more effective and increase their capacity.

Individual workers and trainees play a vital role in managing their own learning and investing in personal development. Workers' organizations can do much to ensure access to broad-based and portable skills that enhance worker mobility. They can also give a voice to those who are outside formal employment structures - the unemployed, the self-employed, the informal sector workers - and play a critical role in creating a learning culture among workers.

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Old paradigm New paradigm

Supply-driven approach Search for demand-driven approaches

Training for employment Learning for employability

In-service training Concept of continuing life-long learning

Training and focus on the teacher/trainer Self-learning and focus on the learner

One-time learning Continuing recurrent life-long learning

Education and training separated

Education and training integrated (a sound general education and broad-based initial training are essential bases for life-long continuing learning)

Specialization in one skill A search for multi-skilling

Skill recognition based on training period and examination

Recognition based on competency and prior learning

Rigid and fixed entry and exit Flexible and multiple entry and exit

Focus on formal sector Recognition of the need to focus both on formal and informal sectors

Training for wage employment Training for wage and self-employment

Centralized system Decentralized system requiring both strongnational and decentralised institutions

Policy and delivery dominated by state Policy and delivery separate, market-driven

Governance dominated by the state Participatory governance, recognition of multiple actors, social dialogue

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KEY CONCLUSIONS FROM THE ANALYSIS

1. Continuously meet with Private Sector companies in an effort to sensitize, introduce and discuss TVET issues.

2. Take an active interest in the work of the TVET Council.

3. Lobby for better organized Apprenticeship programs, work study and part-time arrangements.

4. Work closely with government bodies and institutions to review technical courses and programs.

5. Initiate and promote the continuous needs for companies to adopt formal training assessment for their staff.

6. Lobby for a national training needs assessment involving all private sector companies and training institutions.

7. Understand and promote TVET within Guyana’s context and challenges.

8. Promote strong pre-vocational studies, career guidance and life-long learning arrangements within the private sector as well as within educational institutions.

9. Lobby for the institution of lead group to certify industry-wide standards in every sector.

10. Maintain a strong presence in Caricom TVET-based programs and activities.

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BIBLIOGRAPHY

C:\Documents and Settings\Owner\My Documents\TVET\UNESCO Education - Career Guidance and Counseling.htm

C:\Documents and Settings\Owner\My Documents\TVET\Technical and vocational skills - JAMAICAOBSERVER_COM.htm

C:\Documents and Settings\Owner\My Documents\TVET\Selected TVET Highlights from the Caribbean.htm

C:\Documents and Settings\Owner\My Documents\TVET\Presentations & Related Documentation Tabled During the Forum.htm

C:\Documents and Settings\Owner\My Documents\TVET\National Training Agencytt.htm

C:\Documents and Settings\Owner\My Documents\TVET\Welcome to the TVET COUNCIL Onlinebb.htm

C:\Documents and Settings\Owner\My Documents\TVET\HEART Trust NTA.htm

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-“The Millennium Development goals and the Private Sector – The Caribbean Business Experience, UNDP, Institute of Business, 2005

-Delegation of the European Commission, “Final Evaluation of the Programme,” Guyana Training Agency, 2005

-Government of Guyana legislation, Technical and Vocational Education Bill, 2004

-Government of Guyana, Guyana National Development Strategy 2001-2010

-Guyana Millennium Development Goals 2007, GOG and UNDP, 2007

-Guyana National Report on Technical and Vocational Education and Training (TVET), ILO, 2005

-Annual Report, The Private Sector Commission of Guyana, 2006

-Annual Report, TCL Group, 2006

-Gamerdinger, George, “Trends in skill Recognition and Certification: The role of Competency-based Training Frameworks from a Caribbean Perspective”, paper, 2003

-Technical and Vocational Education and Training Project Profile, TVET Secretariat, 2003

Stabroek News:

-Ministry seeking Caricom recognition for youth skills training programme, October 21, 2007

-121M Flour plant opened, September 8, 2007

-Council to ensure quality education, November 8, 2005

-PNCR questions structure of Tech/vocational councils – but welcomes bills, July 24, 2004

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-Parliament meets today on accreditation, training bills, July, 2004

-Parliament approves bill to broaden general education, July, 2004

-US $10M boost for tech/voc areas, July 23, 2004

-Private Sector officials stress need for technical skills, March 7, 2002

Chronicle Newspaper

“More than half of our 16-24 years olds functionally illiterate”, December 12, 2004

Observer Reporter - Jamaica

“CANTA helping to synchronise Caribbean training standards”, October 23, 2005

APPENDICES

SECTION 1 1. Name of Company: -

______________________ 2. Date :- _____________

3. Type of Company: -

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Agriculture

Tourism and Manufacturing

Engineering and Construction

Transport and Communication

Hospitality

Agro-processing Mining and Quarrying and Agriculture

Garment Industry

Construction

4. Number of Employees within the company: -

(a) Number of females:- (b) Number of Males:-

5. Region located : - 6. Is the Company Guyanese owned and operated Yes No If not, who is it owned by?

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7. Do you have on – site Training Facility?

Yes No Section 2 – Training Organization 1. How does your company view training and what Apprenticeship

Placement opportunities are available within your organization?

2. Do you view training as an investment and why?

3. What type of training is your company involved in?

In – House

Out – Sourced

Consultant Experts from abroad

4. Were there any training courses offered in 2006 and 2007? If so, what type of training courses was it?

5. How many employees were trained in:

2006 2007

6. What was the last training of the company?

7. What type of deficiencies do you observe or evaluate with employees?

8. How do you identify training needs for your staff?

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9. What methodology is used to identify the staff that needs training?

10. Do you have a training manager or staff? If so, who does he/she report to?

Section 3 – Institutional Strengthening

1. Does your organization have a business or strategic plan for the next 5 (five) years?

2. What new areas or existing areas will you concentrate on for the next five years?

3. Do you think that Guyana have the skills for which your business plan needs?

4. How do you recruit new staff?

5. Where do you see the potential employee coming from U.G GTI Other company Other, please specify

6. Do you advertise your position based on accepted industry standards?

7. Have you ever heard of TVET competency – based approaches or DACUM?

8. Is your company ready to embrace CSME?

9. Once the new employee is hired, are they fully ready for the

position for which they were hired?

10. If not, how do you fill their gaps – how are they evaluated?

11. What is critically needed in Guyana’s training environment?

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40

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

5 Advanced professional

Senior manager

Master Craftsman

Advanced professional Senior manager

Technologist Master Craftsman

Technologist

Technician

Technician Supervisor

Skilled Worker Skilled Worker (Unsupervised )

Entry level

Entry level worker

(Supervised )

Grade 10 Semi-skilled, entry level. Supervised worker

To be determined by the local training Institution

Minimum 10 Credits

Completion of a preparatory programme leading to further study in a given academic or vocational area or entry qualification for a particular occupation

Level 1/ Certificate

Grade 11 Skilled Worker Unsupervised Worker

Grade 11 or Equivalent

Minimum 20 Credits

To prepare a skilled independent worker who is capable of study at the next level (post-secondary)

Level 2/ Certificate

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Associate Degree Entry to Bachelor’s Degree programme with or without advanced standing

Technician, Supervisory

4 CXCs, Level 2 Certification or Equivalent

Diploma: Minimum 50 Credits Associate Degree: Minimum 60 Credits

A post-secondary qualification emphasising the acquisition of knowledge, skills and attitudes (behavioural competencies) to function at the technician/supervisory level and pursue studies at a higher level.

Level 3/ Diploma and Associate Degree

Competence which involves the application of a range of fundamental principles at the level of chartered, advanced professional and senior management occupations.

Level 4 Certification or Equivalent

Minumum 110 credits

Denoting the acquisition of advanced professional post-graduate Competence in specialized field of study or occupation.

Level 5/ Post Graduate/ Advanced Professional

Competence which involves the application of knowledge in a broad range of complex, technical or professional work activities performed in a wide range of contexts. This includes Master Craftsman, Technologists, Advanced Instructor, Manager, Entrepreneur

5 CXC’s , Level 3 Certification or Equivalent

Level 4/ Bachelor’s Degree

Denoting the acquisition of an academic, vocational , professional qualification, who can create, design and maintain systems based on professional expertise

Minimum 120 Credits