A Strategy for Human
Resource Development in
Barbados
Presented by:
Ms Wendy McClean , Manager, Technical Services,
Technical and Vocational Education and Training Council, Barbados
At the Education for Employment International Forum : Global
Perspectives
Held on June 14th 2011, Edmonton, Alberta, Canada
Format
• Background
• Principal ‘bottlenecks’ in TVET System
• Barbados’ Human Resource Development Strategy
2011-2016
• Priorities and Opportunities for Assistance from
Canadian Colleges and Employers
2
Island of sun,
sea and sand
Located in the Atlantic Ocean
most easterly of all the Islands.
166 sq miles of land
Gained INDEPENDENCE in
Capital is
1966
BRIDGETOWN
Main foreign exchange earner
TOURISM
Main export is SUGAR
Home to RIHANNA 
3
Who’s who in the TVET System
Regulatory agencies
• Ministry of Education and
Human Resource
Development
• Ministry of Labour
• TVET Council (National
Training Agency)
• Barbados Accreditation
Council
Training providers
• Barbados Vocational
Training Board
• Samuel Jackman Prescod
Polytechnic
• Erdiston Teachers Training
College
• Barbados Community College
• University of the West Indies
• Private training institutions
SUMMARY OF PRINCIPAL ISSUES
AND BOTTLENECKS IN THE TVET
SYSTEM
Source: Barbados Education Sector Studies “Analysis and
recommendation for strengthening of Barbados’ secondary
and post-secondary TVET system” March 2011
5
Principal bottlenecks in TVET
system
1.Putting in place a
• Delivery of the new HRD strategy
strategic national TVET
in line with TVET sector needs
and employment strategy,
the lack of which has
• Implementation of an active ,
hampered a cohesive
ongoing and close collaboration
approach to the financing
between MEHRD, MOL and TVET
Council
and delivery of TVET in
line with economic needs
6
Principal bottlenecks in TVET System
2. Addressing the
lack of engagement
of employers in the
formal education
and training system
• Non-formal and employer training is
extensive with some excellent practice but
there is some fragmentation and limited
formal accreditation of learning
• Direct marketing of N/CVQs to businesses
largely absent
• Instigation of the NQF process that allows
ease of access to formal recognition within
a cohesive quality assurance process
• Formal creation of sector bodies with
mandate for promoting skills development
in their sector
7
Principal bottlenecks in TVET System
3. Promoting and
expanding formally
accredited
workplace learning
• Presently there is no system of Prior
Learning and Assessment Recognition
(PLAR) in place for N/CVQs
• There is a need to support SME s with
the provision of theoretical training
• Promotion of N/CVQs to those outside
of the school system needs to be more
effective
8
Principal bottlenecks in TVET
System
• Perception that approval procedures are
complex and difficult to implement
4. Increasing the
number of N/CVQs
offered in tertiary
institutions and the
approval of the
schools to deliver
N/CVQs
• The process of recruiting and training
teachers/instructors, assessors and verifiers
is limited
• Schools and other training institutions are
hampered by lack of knowledge of N/CVQs,
access to resources and facilities, flexibility
of systems and curriculum
• Achieving quality assurance with an
appropriate balance between procedural
compliance, and quality of teaching and
instruction
• To what extent is what is being introduced
representative of real and future labour
market needs
9
Principal bottlenecks in TVET System
5. Recognition of
the importance of
general education
to TVET courses to
provide
underpinning
knowledge and the
development of
clear pathways to
qualifications
• Low standards of literacy and numeracy
will adversely affect the success of any
N/CVQ programmes
• There is a need to develop general
employability skills alongside the
specific vocational skills
• Professional development opportunities
in developing literacy and numeracy are
needed for staff to enable them to
better remediate difficulties and
enhance standards
10
Principal bottlenecks in
TVET System
6. The need for an
effective careers
guidance system to
enable those
seeking to make the
right career choices
through training
provision as well as
guiding those most
vulnerable in
society into work or
training
• Opportunity for the development
of a national strategy for careers
guidance
11
BARBADOS HUMAN
RESOURCE
DEVELOPMENT
STRATEGY 2011- 2016
DEVELOPING NATIONAL, INSTITUTIONAL AND
HUMAN CAPACITY FOR SUSTAINABLE GROWTH
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Human Resource Development Programme
• Objective: To increase competitiveness to allow
sustainable growth and poverty alleviation.
• Human capacity
• Improving employability of Barbadians
• Reduced vulnerability among youth
• Improvement overall productivity.
• Technical Ministry: Ministry of Education and Human
Resource Development + Ministry of Labour
• Budget: € 21,782,000 (BDS $56 mil)
• Funding Agency: European Development Fund
• Project Duration: 3 years
13
SOUND BASIC EDUCATION AND FOUNDATIONAL SKILLS
HIGHLY DEVELOPED CULTURAL, HEALTH, AND SOCIAL ENVIRONMENT
Barbados Human Resource Development Strategy 2011-2016
Strategic Pillar 1 - Enabling Environment For
Human Resource Development
STRATEGIC OBJECTIVE
Creation of an enabling environment for human resource development
through institutional strengthening and capacity building.
ACTIVITIES


Activity 1.1: Development and Implementation of HRD Policy and
Guidelines
Activity 1.2: Capacity Building
15
Strategic Pillar 2 - National Qualifications
Framework
STRATEGIC OBJECTIVE
Development and implementation of an internationally-recognised national
qualifications framework.
ACTIVITIES
 Activity 2.1: Development of NQF Policy, Procedures, and Guidelines

Activity 2.2: Development of National Qualifications Framework

Activity 2.3: Expanded development of N/CVQs
16
Strategic Pillar 3 - Demanddriven Educational System
STRATEGIC OBJECTIVE
Development of demand-driven educational
services including improved educator preparation
programmes, career planning, quality assurance,
and improved provision of second chance
education and training.
ACTIVITIES

Activity 3.1: Enhancement of labour market
information systems to provide relevant HRD
related information

Activity 3.2: Enhancement of career planning
services for students and the labour force

Activity 3.3: Enhancement of second-chance
educational system
17
Strategic Pillar 4 - Knowledge Management
Systems
STRATEGIC OBJECTIVE
Rationalisation of knowledge management systems and improved
information access.
ACTIVITIES

Activity 4.1: Development of a comprehensive knowledge
management action plan

Activity 4.2: Enhancement of HRD related systems
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Strategic Pillar 5 - Research, Innovation, and
Entrepreneurship Capacity
STRATEGIC OBJECTIVE
Enhancement of research to
improve innovation, and
entrepreneurship capacity.
ACTIVITIES

Activity 5.1: Promotion of
strong research culture

Activity 5.2: Creation of
opportunities for the
development of innovative
goods and services

Activity 5.3: Enhancement of
opportunities for
entrepreneurship
19
Priorities and Opportunities for Assistance from
Canadian Colleges and Employers
• CBET Curriculum Development and dissemination
• Prior Learning Assessment and Recognition
• Training of instructors and teachers in CBET( instructional delivery
and assessment)
• Public relations/promotional strategies for rebranding TVET
• Sharing of models for ‘Second chance’ programmes and
interventions for youth at risk
• Management training in vocational training administration
20
Priorities and Opportunities for Assistance from
Canadian Colleges and Employers
• Strategies for employer engagement (development of
occupational standards, LMI, apprenticeships/attachments)
• Capacity building in innovation and research
• Establishment of career planning services
• Development of framework for knowledge management
21
The Ideal Caribbean
Worker
•Demonstrates
multiple literacies &
critical thinking
•Can create and take
advantage of economic
opportunities
•Can contribute to the
welfare of the
community and country
22
THANK YOU!
wmcclean@tvetcouncil.com.bb
Tel: 1(246)228/3383/84