Transcript Workshop for the Caribbean Educational Sector on the Development

The CARICOM
Single Market and Economy
and Workforce Development
Presentation to:
Workshop for the Caribbean Educational Sector on the Development
and Certification of Basic and Labour Competencies
Trinidad and Tobago
August 17 – 20, 2004
Myrna C. Bernard
Programme Manager
Human Resource Development
CARICOM Secretariat
Focus on Workforce
Development: Context
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Global and hemispheric liberalisation
The increasingly important role of knowledge as a
factor of production
Emergence of new economic activities based on
information and knowledge
Demand for higher quality of goods and services to
enable competition in the global market
New jobs associated with higher technology
occupations requiring higher entry-level skills.
Rapidly changing skill sets required for jobs
Existence of high youth unemployment alongside skill
shortages in key areas
The Context –
Challenges for CARICOM

Small countries with limited leverage
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Not able to exploit preferential markets
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Not producing enough
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Not competitive enough
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Combination of lack of, or inadequate
resources at the same time that there are
unused resources
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Continued outward migration,
unemployment , social restlessness and
lack of social cohesion
THE RESPONSE
The Conference of Heads of Government of
the Caribbean Community, at its tenth
meeting in Grande Anse, Grenada in 1989,
decided to deepen the integration
movement through the establishment of the
CARICOM Single Market and Economy
(CSME)
The Rationale
In deciding to establish the CARICOM Single
Market and Economy (CSME). The Conference of
Heads of Government noted the :

‘need to work expeditiously together to deepen
the integration process and strengthen the
Caribbean Community in all of its dimensions
to respond to the challenges and opportunities
presented by the global economy.’
The Opportunities

Globalisation presents enormous challenges for small
economies such as ours in the Caribbean
 It also simultaneously presents several opportunities
to those countries and regions geared to take
advantage of it
 The most important and urgent requirement for
seizing the opportunities presented by the global
environment is the transformation from a labour
intensive to a highly trained knowledge -based
workforce
CARICOM Single Market and
Economy (CSME)
A single enlarged economic space achieved by:
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free movement of goods, services, capital
technology and labour
non-discriminatory access to the region’s
resources and markets for CARICOM nationals
common external trade policy
Main Focus of the CSME
The CSME is intended to provide the framework for:

greater opportunities for employment, investment,
production and trade
 competitive products of better quality and prices
 improved services provided by enterprises and
individuals
 greater opportunity for travel for nationals to study
and work in CARICOM countries
 increased employment and improved standards of
living
LEGAL ARCHITECTURE
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The Treaty
 Inter-governmental Agreements
 Implementing Laws
 Regulations, Orders And Rules
 Dispute Settlement Regime
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Enforcement Under Domestic Law
Enforcement Under Caribbean Court of
Justice
CARIFTA
Removal of barriers
to regional trade
in goods
Common
External
Tariff
Removal of barriers
to regional trade
in goods
Token provision for
Est. of business
Services
Movement of capital
Co-ord. of econ. Policy
Common Market
- Devpt. of capital markets
- Standard setting
- Competition policy
Co-ordinated devpt
- Consumer protection
of productive and
econ. sectors
Removal of barriers
Single Market
and Economy
Goods, services,
capital flows
technology
Harmonisation
of macro-economic policy
Common external trade
Policy
Free movement
of skilled persons
Rights of
establishment of
enterprises
•
• Fully developed
and implemented
legal framework
• Stronger collective
governance framework
- CCJ, Standards (educ.,
goods & services)
Competition Policy
The full enjoyment of national
treatment by citizens
of all Member States
 trade in goods
provision of services
movement of capital
A creative,
productive
and competitive
knowledge - based
workforce
CSME:
Expected
product
Effective coordination
of macroeconomic,
sectoral and
foreign trade policy
The freedom to create a
company or other
legal entity and establish
and operate such an entity
in any part of the CSME
The freedom to:
• Move around to seek
work and compete for
employment in any
part of the CSME
•Travel within the Community
•Common passport
THE FREE MOVEMENT OF
LABOUR
Main Programme Elements:
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Elimination of work permits
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Facilitation of immigration points
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Legislation protecting
categories of skills
the
right
to work
of
approved
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Harmonisation and transferability of social security benefits
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Mechanisms for equivalency and accreditation
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Development of a skills register
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Coordination of social policies
THE EMERGING LABOUR
MARKET
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More integrated and competitive for high –level
skills
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Emphasis on ‘weightless goods’ with high
knowledge content
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New technical competencies required, which are
relatively less specific than in the past: languages,
data processing, logical reasoning, capacity for
analysis and interpretation of different codes, etc.
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Radical changes in occupational profiles, job
design and content
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Security derived from employability rather than
employment
Which Approach to
Competitiveness?
Girvan (1997) in examining the implications of global change
on the prospects for economic growth and human
development:
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' In the case of the passive approach, … competitiveness
tends to be defined as the ability to offer trans-national firms
lower production costs and higher returns on their
investment. The emphasis of Government policy is on
guaranteeing low-cost labour, low taxes, and a liberalised
economic environment.
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The active approach places greater emphasis on the
development of human skills and of technological,
entrepreneurial, and managerial capabilities as a basis for
developing competitive advantages.
Specific Challenges for
Workforce Development
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Changing nature of organisations and the nature and
organisation of work
 flexible, problem oriented, and collaborative in
contrast to the traditional work place in which work is
repetitive, routinised, and organized hierarchically.
Changed life plans of individuals – no longer linear,
education – work- leisure
"life-long employment" disappearing, the concept of "lifelong training" emerging.
Polyvalent training
Education /Training which facilitates rapid re-conversion
of skills
The Market is a
Social Institution
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Anchored in the skills, abilities, attitudes, perceptions,
motivations and expectations of people
The extent to which the provisions translate into real
opportunities depends on the adequacy of our Human
Resource / Workforce Development system
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Key Outputs include:
An informed public which understands and supports the
CSME and demonstrates this understanding and support by
active participation /competition in the markets of individual
interests.
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Stronger presence of the elements of Community and social
cohesion
WHAT CONCEPT OF HRD?
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An iterative process embracing three highly
interdependent elements:
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Enhancement of productive capabilities
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(Education /Training and Health)
Efficient utilisation of human resources
The participation of people in the benefits of
increased output through an enhanced quality of life
A Workforce Development System
Environment
CSME / Global
Economy
Education /
Training
Subsystem
Governance
Subsystem
Employment
Subsystem
Community
Participation
Subsystem
Pertinent Characteristics
of the WD system
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Is itself, part of a larger
system
 Includes the full spectrum of
education and training for all
levels of workers
 Encompasses several interdependent sub- systems
 Education and Training
 Health
 Labour relations
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Community development
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Is an open, sociotechnical system
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information, energy,
material exchanged with
environment
integrates human activity
around various
technologies
The development of
social and cultural capital
is therefore a integral
element
Who is involved?
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Ministries of Labour, Education, Industry and
Commerce, Youth Affairs
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National Training Agencies
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National and Regional Training Institutions
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Employers
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Employees (Trade Unions)
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Professional Organisations
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Community based Organisations
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Individuals
Governance
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The governance subsystem
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Spans the entire system, setting goals, developing
strategic and operational plans an establishing
control processes.
Has an important role to play in ensuring
congruence between the system and its
environment an among the various subsystems.
Triggers and sustains the inter-sectoral systems
approach to policy and programme development
and execution.
Key Components of the WDS
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Externally efficient formal education system
Diverse opportunities for lifelong learning by youth
and adults
Incentives for sustained public and private sector
investment in skill development
Strategic linkages among employers, unions,
educators, government, NGOs, and individuals
Mechanisms for continuous improvement and
results-based accountability
Labor market information, job placement, work
support services
Strategies for certifying knowledge and skills
however acquired
Pathways for continued learning in the informal and
formal learning systems.
Imperatives for WDS
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Education and training for citizenship of the
region from the earliest levels
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A demand-led system
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Clear governance framework
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Stimulating employer demand
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Stimulating individual demand
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Increasing capacity on the supply side and raising
quality
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Tackling the barriers of time and money that
prevent individuals taking up opportunities
Technical and Vocational Education
(TVET)
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Sound basic and secondary education an important
enabler
Reorientation to competency based approaches
based on occupational standards
Benchmarking to international standards
Enterprise development
Seamless certification system
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
Mainstreaming Key Elements
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Culture
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Gender
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Technology
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Information and research
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Application of ICTs
Quality Assurance
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Systems for certification and accreditation
are integral to the functioning of integrated
markets such as the CSME
 Importance of providing a seamless system
that integrates the vocational and traditional
academic tracks
 Systems for credentialing of skills
 Portability of qualifications
COHSOD
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The Revised Treaty of Chaguaramas outlines specific
responsibilities for the Council for Human and Social
Development (COHSOD):
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COHSOD, in consultation with the competent Organ, shall
establish common standards and measures for accreditation
or when necessary for the mutual recognition of diplomas,
certificates and other evidence of qualifications of the
nationals of the Member States in order to facilitate access to,
and engagement in, employment and non-wage-earning
activities in the Community.
(Article 35)
Regional Accreditation
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Model developed and approved for Regional
Accreditation Authority
 Functioning National Accreditation Bodies a key
pre-requisite
 Sub-regional body for the OECS
 Common approach to workforce development
and recognition of occupational qualifications in
CARICOM
 Support the management of free movement of
skilled labour, a key feature of the CSME.
Regional Co-ordination
of TVET
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Regional Strategy
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Regional Co-ordinating Mechanism for TVET
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CANTA
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Endorsed by COHSOD as the implementation arm
of the CARICOM Regional Coordinating
Mechanism for TVET
Type/Level
of
Programme
Orientation And Purpose
Credits
Entry
Requirements
Occupational
Competence
Academic
Competence
Level 1/
Certificate
Completion of a preparatory
programme leading to further study
in a given academic or vocational
area or entry qualification for a
particular occupation
Minimum
10 Credits
To be determined by
the local training
Institution
Semi-skilled, entry
level.
Supervised worker
Grade 10
Level 2/
Certificate
To prepare a skilled independent
worker who is capable of study at
the next level (post-secondary)
Minimum
20 Credits
Grade 11 or
Equivalent
Skilled Worker
Unsupervised Worker
Grade 11
Level 3/
Diploma and
Associate
Degree
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.
Diploma:
Minimum
50 Credits
Associate
Degree:
Minimum 60
Credits
4 CXC’s,
Level 2 Certification
or Equivalent
Technician,
Supervisory
Associate Degree
Entry to Bachelor’s
Degree programme
with or without
advanced standing
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
5 CXC’s , Level 3
Certification or
Equivalent
Competence which involves the application
pf 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, Manger,
Entrepreneur
Level 5/
Post Graduate/
Advanced
Professional
Denoting the acquisition of
advanced professional postgraduate
Competence in specialized field of
study or occupation.
Level 4 Certification
or Equivalent
Competence which involves the application
of a range of fundamental principles at the
level of chartered, advanced professional and
senior management occupations.
Towards the Development
of CVQs
 Vocational
Qualifications already being
offered through Training Agencies
 Mechanisms
 COHSOD
being developed for CVQ
has already endorsed several
regional occupational standards
 CANTA to spearhead development process
The CSME
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Providing the legal and administrative
framework to facilitate regional co-operation in
building capacity for developing and
sustaining an adequate WDS
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A beneficiary of the WDS through the
availability of a wide pool of skilled human
resources
Beyond Competitiveness
and the CSME
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There are several theatres of integration beyond the
CSME for which the region needs to be prepared
through guaranteeing the competitiveness of its
workforce, e.g. the FTAA, WTO etc.
Beyond this however, we should not lose sight of the
strategic objective of our HRD efforts:
 ‘Improved quality of life for all’
Viewed in this way, HRD becomes the means to, as
well as the end product of our development
Real Opportunities
or Mirage?
The benefits to be derived from the provisions made
in the CSME will remain a mirage for many of our
citizens, unless:
 the
necessary
legal
and
administrative
arrangements are put in place at the national level

systems for Human Resource Development at both
national and regional levels ensure that labour
force participants at all levels, in all member states
are equipped not only with
 the information and skills, but also
 the attitudes and orientations necessary to
convert these provisions into real opportunities.
Partnerships

Co-ordination and facilitation of Workforce
Development activities in support of the CSME could
not be achieved without significant partnerships with
regional and international agencies
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Important partners in the present context include
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CANTA
Training Agencies in Latin America
CXC
Universities in the region
ACTI
ILO
OAS
Thank You