TVET Task Force Report

October 2007

Terms of Reference1. The structure of the secondary school to improve

efficiency to support TVET (include the status of Technology Education in the first three (3) years of secondary school and the status of TVET in the secondary schools).

2. The organization and management of the secondary school sub-system in the areas of staffing/vacancies, procurement of equipment and resources, placement of students, counselling and career guidance for students.

3. The overhauling of all TVET laboratories/workshops and making recommendations for new equipment and materials.

4. The professional development of teachers presently in the TVET area.

5. Teacher education for new additions to the Teaching Service in the TVET area.

Terms of Reference (Cont’d)6. Work attachments for students who are completing

CVQ Level II.

7. Quality assurance for all aspects of the implementation since this is the basis for the integrity of the qualification and the system (National Qualification Framework).

8. Stipends for students who choose to complete the CVQ Level II at the Sixth Form of the secondary schools and the fiscal incentives for employers who will accept students from the schools.

9. Stakeholder support which could include a national campaign and extensive, focused marketing of the qualification.

TVET Task Force Representatives Allison Sarjeant,

Trinidad and Tobago Unified Teachers Association

Angela Sobrian Employers’ Consultative Association of Trinidad & Tobago

Ashford Sankar Ministry of Labour and Small and Micro Enterprise

Development

Chandrabhan Sharma, The University of the West Indies

Cipriani Davis Metal Industries Company Limited

Ian E. Welch (Chairman), Trinidad and Tobago Chamber of Industry & Commerc

TVET Task Force Representatives (Cont’d)

Janel P. Phillip Human Resource Management Association of T&T

Lynette Payne The University of Trinidad and Tobago

Marlene Smart Association of Principals of Public Secondary Schools

Marva Ribeiro Ministry of Education

Mikey Joseph Contractors Association of Trinidad and Tobago

Myrna Thompson Ministry of Energy and Energy Industries

TVET Task Force Representatives (Cont’d)

Nizam Ali Ministry of Science, Technology and Tertiary Education

Pauline Dowlath Ministry of Agriculture, Land and Marine Resources

Pauline Whiteman National Training Agency

Peter O’Neil Ministry of Education

Peter Smith Trinidad and Tobago Manufacturers’ Association

Raphael Jones National Energy Skills Center

TVET Task Force Representatives (Cont’d)

Reshma Mahabir, Ministry of Trade & Industry

Sharon Mangroo Ministry of Education

Walter Coppin Tobago House of Assembly

Zena Ramatali National Parent Teacher Association

Sub-CommitteesSub-Committee Terms of ReferencePhase 1

TVET Structure 1.The structure of the secondary school to improve efficiency to support TVET (include the status of Technology Education in the first three (3) years of secondary school and the status of TVET in the secondary schools).

Human Resource & Infrastructure

2.The organization and management of the secondary school sub-system in the areas of staffing/vacancies, procurement of equipment and resources, placement of students, counselling and career guidance for students.

3.The overhauling of all TVET laboratories/workshops and making recommendations for new equipment and materials.

Sub-Committees (Cont’d)

Sub-Committee Terms of ReferencePhase 1 (Cont’d)Teacher Training & Development

4.The professional development of teachers presently in the TVET area.

5.Teacher education for new additions to the Teaching Service in the TVET area

Student Services & Career Development

6.Work attachments for students who are completing CVQ Level II.

8.Stipends for students who choose to complete the CVQ Level II at the Sixth Form of the secondary schools and the fiscal incentives for employers who will accept students from the schools.

Sub-Committees (Cont’d)

Sub-Committee Terms of ReferencePhase 2Implementation & National Campaign

7.Quality assurance for all aspects of the implementation since this is the basis for the integrity of the qualification and the system (National Qualification Framework).

9.Stakeholder support which could include a national campaign and extensive, focused marketing of the qualification.

TVET Structure

Presented by

Sub-Committee Member

TVET Structure

The structure of the secondary school to improve efficiency to support TVET (include the status of Technology Education in the first three (3) years of secondary school and the status of TVET in the secondary schools)

TRAINING, ASSESSMENT AND CERTIFICATION FOR CBE

The TVET Model

The Model

Competency-based education (CBE) is built on the philosophy that “almost all learners can learn equally well if they receive the kind of instructions they need.”

Necessary Requirements 1. A variety of teaching/instructional methods and aids are used2. Adequate materials, space and equipment are available for

training3. For work-based and institutional training, an environment

that simulates work-place and work experience opportunities must be provided

4. Students/learners are informed about criteria and attitude important to the occupation

5. Each student’s/learner’s programme should be individualized and self-paced

6. Learning activity is reinforced until competence is achieved7. Programme completion is based on satisfactory achievement

of all specified competencies8. Individual student/learner records are maintained and should

reflect student/learner progress9. Continuous and detailed feedback is given to

students/learners of their progress

OUTPUTS

1) Assessment of Competency

2) Certification

3) Quality Assurance

Forms 1-3

GCE/ Cape A’ Level

Units Level 1 [Introductory]

CXC

O’ Level

Academic

A Seamless Education & Training SystemA Seamless Education & Training System

CVQ Level 1

Form 4

Form 5

CVQ L2

Tertiary / Post Secondary Vocational Education and

Training Institutions

Education SystemSchool to School

Training SystemSchool to Work

CVQ L3

CVQ L2

CVQ L1

WorkWork

Apprenticeship

WorkForm 6

Weaknesses in the current TVET System

Timely labour market information

Comprehensive manpower needs analysis

Deficiencies among teachers in their own specialist areas

Inadequate equipment and facilities for training

Shortage of consumables which can severely affect the acquisition of practical skills

Insufficient career guidance and counseling officers in the technical area

Human Resource & Infrastructure

Presented by

Sub-Committee Member

Human Resource & Infrastructure

The organization and management of the secondary school sub-system in the areas of staffing/vacancies, procurement of equipment and resources, placement of students, counselling and career guidance for students

The overhauling of all TVET laboratories/workshops and making recommendations for new equipment and materials

Human Resource The model for the TVET manpower plan must include

an assessment of: - Workforce Supply Forecast Workforce Need Gap Analysis Strategies Evaluation Automation of information gathered

Increase the supply of qualified teachers by requiring UTT, UWI, COSTATT to establish goals for increasing the number of graduates qualified to teach in shortage areas.

Human Resource (Cont’d) The Ministry of Education should implement and make

mandatory Psychometric testing as part of the recruitment process for all new teachers.

The Ministry should embark on attracting teaching resources from all available sources including within and outside of the CARICOM region.

TVET should implement its own substitute teacher system. This pool would include retired or unemployed Subject Matter Experts (SMEs) and other industry professionals. These professionals should be offered attractive, short-term, or part-time/flexi-time contracts where they may be paid by billable hours.

Human Resource (Cont’d) Heads of Departments (HODs) should act as

coordinators. They are responsible for ensuring the programme is integrated and seamlessly coordinated between departments and areas.

The HOD must focus on the immediate support and supervision of teacher instruction. She/he must provide leadership by motivating and sustaining the efforts in pursuit of ensuring proper implementation of the TVET Curriculum.

To allow for the smooth delivery of the components of the curriculum each department should include: 1) Workshop Attendant 2) Lab Instructor 3) Teacher

Counseling and Career Guidance The widespread placement of Career Guidance officers

in all schools.

The Ministry of Education with the NTA must develop a Career Development Strategy Plan.

The committee recommends that the NTA develops District Work Placement offices staffed by two or more qualified placement officers (SMEs).

The Employability, Workplace & Maturity skills programme should extend beyond the school and into community centres presented through the social development programme. This community ‘outreach’ should include lectures and workshops by Subject Matter Experts (SMEs) i.e. JA, Contractors Associations, ECA, HRMATT, APETT etc.

Equipment Overhaul and Materials The Ministry should strongly consider, in the infant

stages, centralizing the competency and equipment capability in school districts where the relevant capacity exists.

The Central Stores and Purchasing Departments in school districts should be staffed with qualified Stores Managers trained in procurement.

A full audit of all schools should be pursued and a project plan be developed for the immediate upgrade of all the facilities. Upon the completion of the audit a Fixed Asset Register must be handed over to each principal, the District School Supervisors and the Permanent Secretary and CEO of the Ministry of Education.

Equipment Overhaul and Materials (Cont’d)

The Ministry of Education must establish Tech Ed labs in all schools earmarked for CVQ awards such as those that exist at Mucurapo and Fyzabad.

The Electrical Systems at all schools must be reviewed including an assessment of the ventilation and lighting.

There should be full laboratory blocks for all trade skills including agriculture and Technical Drawing, (e.g. at Rio-Claro High) while schools requiring major upgrade and expansion to TVET labs should be upgraded now to meet the standard for the various subject areas.

Improvements are needed to all welding shops in the area of oxy-acetylene/oxy-propane. Gas distribution at the facilities should be facilitated by a manifold system.

Equipment Overhaul and Materials (Cont’d)

Non functioning school equipment should be assessed to determine whether they should be repaired or replaced. All equipment repairs and installation of new equipment should be completed by the middle of 2008.

All Standard safety equipment including fire extinguishers, first aid kits, eye bath etc. should be sourced and installed before the new school term.

The Ministry of Education must immediately assess effectiveness of National Maintenance and Training Security Company Limited (MTS).

School Principals must produce, on an annual basis a School Maintenance Project Plan that should be implemented and monitored by the School District Supervisor and by extension the Ministry of Education.

Teacher Training & Development

Presented by

Sub-Committee Member

Teacher Training & Development

The professional development of teachers presently in the TVET area

Teacher education for new additions to the Teaching Service in the TVET area

The Professional Development of Teachers Presently in the TVET Area

Conduct data gathering exercise to examine the profile/status and qualifications of current TVET teachers to determine needs based on pre-determined standards that every TVET teacher must possess.

Develop three (3) year Human Resource Development Plan based on needs/gaps identified.

Recertification of TVET teachers after a period of 3 – 5 years in both teaching methods and area of competence.

TVET teachers, opting to take professional courses/programs, as

approved by the Principal and HOD, should be issued credits for same and these considered for promotional opportunities.

Department heads or teacher/leaders should be provided with in-service professional training opportunities in the areas of instructional focus to include core technology content, teaching-learning principles.

In areas where large numbers of teachers may have to be trained, it is suggested that the MOE could directly invest in the technology to train its teachers or leverage off the volume of teachers to be trained to negotiate lower costs with service suppliers.

Expand the Curriculum Division to include a separate unit of TVET staff who are qualified in any of the following: Curriculum Development; Curriculum Implementation; Technology Education; Research; New and Emerging TVET skills re: Vision 2020.

The Professional Development of Teachers Presently in the TVET Area (Cont’d)

Implement pre-service teacher education as opposed to the present system of in-service teacher education.

For those currently pursuing a degree with the intention for entry into TVET, the curriculum needs to be reviewed to ensure alignment with TVET teaching needs/A Bachelor’s degree should be specifically developed for the delivery of TVE.

A structured probationary period should be introduced following entry into the service.

Teacher Education for New Addition to the Teaching Service in the TVET Area

Recruitment and selection processes for TVET teachers and other personnel of technical vocational areas should be reviewed to ensure suitability in terms of attitude and competency requirements.

Total rewards associated with TVET must be upgraded to a level that is competitive with other comparable professionals in the industry to attract good caliber individuals to the profession and address the shortage of qualified and experienced TVET teacher educators.

Provide scholarship opportunities to develop a strong team of TVET teacher educators.

Teacher Education for New Addition to the Teaching Service in the TVET

Area (Cont’d)

Student Services & Career DevelopmentPresented by

Sub-Committee Member

Student Services & Career Development

Work attachments for students who are completing CVQ Level II

Stipends for students who choose to complete the CVQ Level II at the Sixth Form of the secondary schools and the fiscal incentives for employers who will accept students from the schools

Work Attachments for Students completing CVQ Level II

Internships should be for a minimum of 1 month and a maximum of 6 months, broken into 2 three-month placements depending upon sector.

The attachment should count for a percentage of the final assessment of the CVQ award, perhaps 20-30%, however, the final amount should be left to the CVQ assessors.

Legally scheme applies to students over 16 years old under present legislation, see addendum. (Noted that under the training act, the minimum age for apprentices is 15).

Work Attachments for Students completing CVQ Level II (Cont’d)

Identify potential companies.

Build employer commitment to the scheme.

At the beginning of the placement: Students attend an orientation briefing on the

“World of Work”, given by prospective employers, which includes the role of foreman, supervisors, timekeeping, OSHA, safety and conduct, rules, unions, industrial relations, pay, etc.

Develop clear learning objectives for each student Provide logbooks for the employer to fill out for

each student whilst on attachment.

Work Attachments for Students completing CVQ Level II (Cont’d)

A feedback mechanism should be implemented to elicit feedback from both employers and students, for both career planning, and to determine the quality of the apprenticeship.

Introduce official complaints procedure for students and employers.

The Ministry of Education should extend the provision of accident insurance coverage of students whilst on training outside of the school compound. Currently, this only caters for coverage on the school premises.

Stipends for Students and Other Fiscal Incentives for Employers Offer a stipend for students only for the period of

attachment.

Fixed amount for all students independent of sector or distance from home (Bus passes should also be provided. This will assist especially those students who travel long distances and are unable to meet this cost).

The stipend is paid by the employer.

The employer is reimbursed by the MOE for 100% of the stipend.

The Ministry would also provide the basic safety and work equipment required by students. The employer should provide specialized equipment.

Implementation & National Campaign

Presented by

Sub-Committee Member

Implementation & National Campaign

Quality assurance for all aspects of the implementation since this is the basis for the integrity of the qualification and the system (National Qualification Framework)

Stakeholder support which could include a national campaign and extensive, focused marketing of the qualification

Quality Assurance and Audits The Ministry of Education should oversee the formation of

an independent (implementation) Standing Committee. The implementation committee should comprise of two or more members from each Task Force sub-committee.

The responsibility of the standing committee would be to:1. Monitor implementation process (T.I.N.C)

2. Audit implementation in schools

3. Conduct survey to assess awareness of CVQ & TVET among national community

4. Complete reports to update the Ministry

5. Make recommendations

The Standing Committee (SC) Implementation Audit Schedule will be in four phases: Initiation, Development, Reinforcement, and Evaluation.

Quality Assurance and Audits (Cont’d)

The Audit schedule will incorporate by January 2009, in Phase 2, of an audit of:

1. Work Placement and Monitoring

2. Student Stipend & Employer Reimbursement

The standing committee will use an “Audit Rating Scale” to rate each aspect of the implementation process. The scale will range from 1 (lowest) to 5 (highest).

Quality Assurance and Audits (Cont’d)

RATING DESCRIPTOR

5 NO GAPS IDENTIFIEDAll quality specifications are met plus staffing, equipment, counsellor, log books and stakeholder involvement.

4 FEW GAPSMost of the quality specifications are met plus staffing, equipment, counsellor, log books, stakeholder involvement and other resources. Improvement gap small.

3 MEETS MINIMUM REQUIREMENTSKey quality specifications are met including staffing, equipment, counsellor, logbooks, stakeholder involvement and other resources. Immediate attention required.

2 SIGNIFICANT GAPSFew of the quality specifications are met. Immediate planning and implementation needed. Risk of losing accreditation.

1 None of the quality specifications installed. Immediate MOE and NTA involvement required.

Programme Management and Resourcing

The Ministry of Education should appoint a TVET/CBET Department at the Ministry level staffed with a Programme Manager and support staff.

The NTA , CANTA/CARICOM, and the school management team (Principal, Assistant Vice Principal, Heads of Department, School Deans, School Career Counsellor) will also play a key role in ensuring its effectiveness.

National Campaign The National Campaign should be based on a strategic

marketing plan following the S.O.S.T.A.C.® Planning Model1. Situation Analysis. An evaluation as to how much the public

knows about or perception of CVQ/TVET.

2. Statement of Objectives of the campaign and the type of visibility

3. Strategy. How we are going to get there

4. Tactics. Details of strategy and marketing components

5. Action. Putting the plan to work

6. Control. Measuring the activities of the plan

The National Campaign must include: A Simplified, harmonized message across all media Target marketing to: Students, Parents/NPTA, and Employers Appropriate branding (logo, colours etc.) Budget/Financial Resources and Human Resources to implement

the campaign

National Campaign (Cont’d) Campaign Components would include:

School District and Community outreach programme In school displays and information desks Presentations to NPTA, PTA and TTUTA Annual Exhibition and NTA Career Fair Mall presentations and displays Printing and distribution of brochures, flyers, bookmarks and

exercise books Revision of existing NTA DVD presentation on the CVQ Television Presentations and Radio Ads (targeted stations) National launch of Website Launch of Annual TVET Employer/Student Awards Programme Signage on School Transport Buses and in various locations

Conclusion

Thank You