100080 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Saint Lucia SABER Country Report WORKFORCE DEVELOPMENT 2013 Dimensions Status Strategic Framework Workforce Development (WfD) is a growing priority among government leaders as it is recognized as a key factor in promoting social and economic development. The engagement of non-government stakeholders in policy dialogue is encouraged at the Technical and Vocational Education (TVET) Council. The country has taken steps towards identifying skills gaps but these efforts are yet to be routine or institutionalized. Other measures to foster a demand-driven approach to WfD are rather scarce. Coordination among government agencies and ministries responsible for WfD is mostly ad hoc, which has occasionally led to overlaps in mandates and initiatives. System Oversight The impact of funding for WfD on beneficiaries is assessed for certain programs, but this practice has yet to be systemic and institutionalized. The government has established a National Qualifications Framework and competency standards in an effort to assure relevance and quality of training. However, not all training facilities are required to make use of these standards. Learning pathways are limited; graduates of TVET programs have few opportunities to pursue further studies and little attention has been paid to the recognition of prior learning. Various initiatives offer training services that are targeted to the disadvantaged. Service Delivery The country provides limited incentives for private provision; TVET institutions are mostly government-owned. Training providers are not expected to meet specific targets and limited measures are in place to incentivize good performance. Partnerships with employers to enhance training provision are rather limited and mostly informal; they tend to concentrate around the development of curricula and the specification of facility standards. Arrangements for collecting, analyzing and using data to improve WfD policies and practices are yet to be developed. SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 TableofContents ExecutiveSummary.................................................................................................................................................3 1. Introduction....................................................................................................................................................4 AnalyticalFramework.........................................................................................................................................4 ImplementingtheAnalysis.................................................................................................................................5 2. CountryContext..............................................................................................................................................6 3. KeyFindingsandPolicyImplications............................................................................................................ 10 OverviewoftheSABERͲWfDAssessmentResults............................................................................................ 10 PolicyImplicationsoftheFindings................................................................................................................... 11 4. AligningWorkforceDevelopmenttoKeyEconomicandSocialPriorities.................................................... 13 KeySocioeconomicAspirations,PrioritiesandReforms.................................................................................. 13 SABERͲWfDRatingsontheStrategicFramework............................................................................................. 14 ImplicationsoftheFindings.............................................................................................................................. 16 5.GoverningtheSystemforWorkforceDevelopment........................................................................................ 18 OverallInstitutionalLandscape........................................................................................................................ 18 SABERͲWfDRatingsonSystemOversight........................................................................................................ 19 ImplicationsoftheFindings.............................................................................................................................. 22 6.ManagingServiceDelivery................................................................................................................................24 OverviewoftheDeliveryofTrainingServices.................................................................................................. 24 SABERͲWfDRatingsonServiceDelivery........................................................................................................... 25 ImplicationsoftheFindings.............................................................................................................................. 27 Annex1:Acronyms...............................................................................................................................................29 Annex2:TheSABERͲWfDAnalyticalFramework................................................................................................. 30 Annex3:RubricsforScoringtheSABERͲWfDData.............................................................................................. 31 Annex4:ReferencesandInformants................................................................................................................... 39 Annex5:SABERͲWfDScores.................................................................................................................................42 Annex6:AuthorshipandAcknowledgements..................................................................................................... 43 SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 ExecutiveSummary Saint Lucia, a developing island with a growing unemployment rate, has experienced fluctuation in economic stability due to its vulnerability to external economic conditions. The Island, while relatively resilient, has numerouschallengesincludingsignificantlevelsofpoverty,highunemploymentratesevenamongtheeducated youth, and critically underdeveloped human capital. To grow sustainably, a skilled workforce is required not only to advance the performance of the private sector but to create an economic climate ideal for local and foreignprivateinvestment. Overthelastdecade,thegovernmentofSaintLuciahasrealizedtheimportanceofdevelopingitsworkforceas a fundamental condition to improve its economic prospects and socioeconomic status. In an effort to aid the government in this endeavor, the World Bank has provided a diagnostic tool for the assessment of the institutionalbottlenecksthatmaybehinderingprogress.ThisassessmentwasintendedbytheWorldBankasa step towards deepening dialogue on Saint Lucia’s challenges in workforce development. The SABERͲWfD assessment classifies the workforce development system according to four stages of maturity in policy and institutionaldevelopmentas(1)latent,(2)emerging,(3)establishedand(4)advanced. TheSABERͲWfDassessmentresultsrateSaintLucia’ssystemattheemerginglevelinthefunctionaldimensions ofStrategicFrameworkandSystemOversightandatthelatentlevelinServiceDelivery.Theseresultshighlight thatgovernmentleadersaregraduallybecomingcommittedtoWfDasshownbyrecenteffortstowardssetting a national strategy that is aligned with the strategic goals of the Island. The lower score when we shift from strategy to implementation, more so in the dimension of Service Delivery shows that, while WfD is surely becomingasignificantpoliticalpriority,trainingprovisionpracticesareyettobeimproved. TheSABERͲWfDassessmentpointstoparticularareasofSaintLucia’sWfDsystemwhichrequireattentionand improvement, including: (a) developing a national skills development strategy that is aligned with the Island’s economicprospectsandsocioeconomicgoals;(b)developing,withthecollaborationoftheMinistryofFinance, abudgetplanthatallowstheeffectiveimplementationofsuchstrategyandsustainablefinancingmechanisms; (c) increasing and improving coordination between relevant ministries and government agencies; (d) encouraging more institutionalized partnerships between training providers and industry; and (e) developing, alongsidetheprivatesectorandindustryspecialists,reliableassessmentsofthedemandforskills. The government has taken steps to address some of these challenges, such as the creation of the National Productivity Council consisting of government ministries, agencies and other stakeholders to identify productivityhindrancesandprovidesolutionalternatives.SaintLuciahasalsoincludedinitsfourͲyearMedium TermDevelopmentStrategydispositionssothatstudentsandemployeescandeveloptheircapacitytocompete intheirproductiveendeavorsregionallyandglobally. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 1. Introduction (2) SystemOversight,whichreferstothearrangements governing funding , quality assurance and learning Saint Lucia is a Small Island Developing State, whose pathwaysthatshapetheincentivesandinformation economy suffered a significant setback after the signals affecting the choices of individuals, devastationofitsoncesolidbananaindustryintheearly employers, training providers and other 2000s. The Island’s economy has also experienced stakeholders;and anemic growth since the global financial crisis in 2008. The country is now highly dependent on tourism, the (3) Service Delivery, which refers to the diversity, main source of employment and income, which makes organization and management of training provision, up 39 percent of GDP approximately. As internal both state and non state, that deliver results on the consumption of commodities and industrial inputs also ground by enabling individuals to acquire marketͲ relies heavily on imports, Saint Lucia is vulnerable to andjobͲrelevantskills. externaleconomic,politicalandclimaticconditions. Over the last decade, the country has witnessed Taken together, these three dimensions allow for increased unemployment, especially within the youth systematicanalysisofthefunctioningofaWfDsystemas bracket.Inaneconomywithsuchlimiteddiversification, a whole. The focus of the SABERͲWfD framework is on unemployment has become structural. Understanding the institutional structures and practices of public the threat that unemployment poses to the stability of policymakingandwhattheyrevealaboutcapacityinthe the Island, the government has noted the urgency of system to conceptualize, design, coordinate and developingstrategiesforprovidingrelevanttrainingand implementpoliciestoachieveresultsontheground. educational opportunities necessary to create a strong Each dimension is composed of three Policy Goals that workforce. correspond to important functional aspects of WfD systems (see Figure 1). Policy Goals are further broken AnalyticalFramework down into discrete Policy Actions and Topics that reveal Toinformpolicydialogueontheseimportantissues,this moredetailsaboutthesystem. report presents a comprehensive diagnostic of Saint Figure 1: Functional Dimensions and Policy Goals in the Lucia’s workforce development (WfD) policies and SABERͲWfDFramework institutions. The results are based on a World Bank tool designed for this purpose. Known as SABERͲWfD, the tool is part of the World Bank’s initiative on Systems Approach for Better Education Results (SABER) whose aim is to provide systematic documentation and assessment of the policy and institutional factors that influence the performance of education and training systems. The SABERͲWfD tool encompasses initial, continuing and targeted vocational education and training that areofferedthroughmultiplechannels,and focuses largely on programs at the secondary and postͲ secondarylevels. The tool is based on an analytical framework that identifies three functional dimensions of WfD policies Source:Tanetal.2013 andinstitutions: (1) Strategic Framework, which refers to the praxis of advocacy, partnership, and coordination in relation to the objective of aligning WfD in critical areas to prioritiesfornationaldevelopment; SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 ImplementingtheAnalysis Information for the analysis is gathered using a structuredSABERͲWfDDataCollectionInstrument(DCI). The instrument is designed to collect, to the extent possible, facts rather than opinions about WfD policies and institutions. For each Topic, the DCI poses a set of multiple choicequestions whichareansweredbasedon documentary evidence and interviews with knowledgeable informants. The answers allow each Topic to be scored on a fourͲpoint scale against standardized rubrics based on available knowledge on global good practice (see Figure 2).1 Topic scores are averaged to produce Policy Goal scores, which are then aggregated into Dimension scores.2 The results are finalized following validation by the relevant national counterparts,includingtheinformantsthemselves. Figure2:SABERͲWfDScoringRubrics Source:Tanetal.2013. Therestofthisreportsummarizesthekeyfindingsofthe SABERͲWfD assessment and also presents the detailed results for each of the three functional dimensions. To puttheresultsintocontext,thereportbeginsbelowwith abriefprofileofthecountry’ssocioeconomicmakeup. 1SeeAnnex3fortherubricsusedtoscorethedata.Asinothercountries,the 2 Since the composite scores are averages of the underlying scores, they are data are gathered by a national principal investigator and his or her team, rarely whole numbers. For a given composite score, X, the conversion to the basedonthesourcesindicatedinAnnex4;andtheyarescoredbythe World categoricalratingshownonthecoverisbasedonthefollowingrule:1.00чX Bank’sSABERͲWfDteam.SeeAnnex5forthedetailedscoresandAnnex6for ч1.75convertsto“Latent”;1.75<Xч2.50,to“Emerging;”2.50<Xч3.25, alistofthoseinvolvedindatagathering,scoringandvalidationandinreport to“Established;”and3.25<Xч4.00,to“Advanced.” writing. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 2. CountryContext Saint Lucia’s economy is primarily dependent on the tourism and hospitality sector, which has experienced Saint Lucia is a Middle Income Small Island Developing considerablefluctuationsoverthelastdecade.Afterthe State(MIͲSIDS)situatedintheEasternCaribbeanregion. eventsof9Ͳ11theindustrysufferedsignificantlybutwas The country has a high Human Development Index recovering until the 2008 economic downturn caused (0.725 in 2012), generally attributed to significant the industry to suffer further due to a drop in arrivals investmentsinsocialdevelopmentthathaveresultedin from the United States and the Caribbean. As the relatively low levels of maternal and infant mortality, predominant economicsectoroftheIsland,thetourism attainment of universal primary and secondary and hospitality industry accounts for more than 39 education, and increasing life expectancy. However, percentofGDP.5Othersectorssuchasfinancialservices, recentenvironmentalandeconomicshockshaveputthis transport, construction, trade, manufacturing and andotherhistoricalachievementsatrisk.3 services are also regarded as critical contributing Like many other Small Island Developing States, Saint economicsectors.Theagriculturalsector,onceapillarof Lucia is confronted by exogenous risk factors such as theeconomy,nowcontributeslessthan4percentofthe economic volatility and environmental/climactic Island’s GDP due to a loss of preferential access to the hazards. The economic volatility stems primarily from EuropeanUnionmarket(seeFigure4). the Island’s reliance on a narrow range of exports and limited government revenues. Environmental and Figure4:SaintLucia’sGDPbysector climacticriskspresentanotherdimensionofvulnerability that can affect the nation’s ability to provide education, reduce poverty, and ensure personal safety. These present a number of economic and social costs associated with preemptive measures to reduce vulnerability and restore vital infrastructure compromisedbyenvironmentaldisaster.4 EconomicTrends Overthelastdecade,economicgrowthinSaintLuciahas fluctuated greatly, which can be explained by the country’sdependenceonafeweconomicsectorsandon theconditionsofexternalmarkets(seeFigure3). Figure3:GDPGrowthinSaintLucia Source: Economic Commission for Latin America and the Caribbean (CEPALStat) Source: Source: Economic Commission for Latin America and the Caribbean (CEPALStat) 3AFutureforSIDS:ThePostͲ2015DevelopmentAgendaͲSt.Lucia,May2013 4 SaintLuciaMediumTermDevelopmentStrategicPlan,2012Ͳ2016 5 WorldTravel&TourismCouncil.SaintLuciaReport,2013.Notethatother sourcessuggestthatthehospitalitysectorcanaccountforupto69%ofSaint Lucia’sGDP. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 DemographicTrends In 2011, the predominant sources of employment were the sectors of wholesale, retail and repair services (15 According to the 2010 Census Report, Saint Lucia’s percent); accommodation and food services (14 estimated resident population is 166,526, and its percent); and agriculture, forestry and fisheries (11 population growth rate is 0.8 since 2004.6 A large percent). As shown in Table 1, regardless of the Island’s proportion of the population resides in the districts of macroeconomic conditions, the predominance of these Castries (40 percent) and Gros Islet (15 percent). Saint sectorsintermsofemploymentcreationhaveremained Luciaisalsopredominantlyrural,withapproximately28 unchanged:in2001theywereresponsiblefor32percent percent of the population living in urban areas. The ofemployeesintheprivatesector,in2009for27percent country’s population is relatively young, with andin2011for40percent. approximately43percentbetweentheagesof25and54 and16percentbetweentheagesof15and24. The unemployment rate in 2011 was 21 percent. As shown in Figure 5, unemployment appears to affect EmploymentTrends youthdisproportionately(definedasthegroupbetween In Saint Lucia, unemployment is partially considered the ages of 15 and 29). Official statistics showed that at structural and reflects the lack of economic the end of 2010 the unemployment rate for young diversification. However, the high and increasing peoplewasabout34percent.Womenalsoseemtohave unemployment rate is steadily threatening the stability moredifficultiesthanmeninfindingemployment,which oftheIsland.Thesizeofthelaborforceisdeterminedby is probably explained by the fact that female underlying demographic factors and participation rates participationintheeducationsystemandlabormarkets in the country.7 Although the population has been isrelativelyrecent. growingatarelativelyslowpaceinthelasttwodecades, The unemployment rate in 2011 was 21 percent. As theparticipationratesinthelaborforcehavebeenrising shown in Figure 5, unemployment appears to affect aswomenhavebecomemoreactiveinthelabormarket. youthdisproportionately(definedasthegroupbetween This trend is expected to continue over the next five theagesof15and29).Officialstatisticsshowedthatat years. Table1:Labourforcebyindustrygroup2001Ͳ11 2001* 2002** 2009** 2010*** 2011** Sector Count % Count % Count % Count % Count % Agriculture,forestry,fisheries 5,445 8.7 7,440 11.2 3,831 5.5 6,532 4.1 8,000 10.9 Miningandquarrying Ͳ Ͳ Ͳ Ͳ 139 0.2 128 0.1 460 0.6 Manufacturing 4,544 7.3 4,700 7.6 3,215 4.7 3,762 2.4 4,491 6.1 Electricity,gas,steamandAC 627 1.0 630 1.0 1,946 2.8 454 0.3 256 0.3 Watersupply,sewerage Ͳ Ͳ Ͳ Ͳ Ͳ Ͳ 407 0.3 451 0.6 Construction 4,454 7.2 4,650 7.6 5,883 8.5 7,390 4.6 5,416 7.4 Wholesale,retail,repairservices 8,238 13.3 8,850 14.4 7,235 10.5 10,724 6.7 11,143 15.2 Transportandstorage 3,543 5.7 3,120 5.1 3,306 4.8 3,675 2.3 4,168 5.7 Accommodation&foodservices 6,092 9.8 6,490 10.5 7,953 11.5 9,505 6.0 10,130 13.8 Informationandcommunication Ͳ Ͳ Ͳ Ͳ Ͳ Ͳ 1,268 0.8 1,600 2.2 Financialandinsuranceactivities 1,184 1.9 1,020 1.7 1,025 1.5 1,899 1.2 778 1.1 Arts,entertainment&recreation Ͳ Ͳ Ͳ Ͳ Ͳ Ͳ 798 0.5 1,299 1.8 Othersectors/industries 27,994 45.0 24,540 39.9 33,327 49.1 112,740 70.8 25,157 34.3 Total 62,111 100 61,440 100 67,860 100 159,282 100 73,349 100 Source:SaintLuciaLaborMarketSkillsAssessment,2013 Note:*CSO:Census2001;**CSOLabourForceSurveys2002,2009and2011;***CSO:Census2010 WorldDevelopmentIndicators.VisitedonOctober,2014 6 7SaintLuciaLabourMarketNeedsAssessmentMay2013 SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 the end of 2010 the unemployment rate for young educational programs, the government of Saint Lucia peoplewasabout34percent.Womenalsoseemtohave devotes a relatively important proportion of its GDP to moredifficultiesthanmeninfindingemployment,which recurrent funding for education (see Figure 6). While, is probably explained by the fact that female onaverage,between2000and2011theIslandallocated participationintheeducationsystemandlabormarkets 5.4percentofitsGDPtoeducation,theregionalaverage isrelativelyrecent. forthesameperiodwas4.3percent.9 InordertobetterunderstandSaintLucia’slabormarket Figure6:ExpenditureonEducationasapercentageofGDP dynamics,in2013thecountryundertookaLaborMarket 7 Needs Assessment. Regarding the causes of 6 unemployment, data collected revealed that only 7 5 4 percent of job seekers have a higher education degree, %ofGDP 3 33percenthavecompletedsecondaryeducation,and60 2 percent have below secondary level education, which 1 0 severelydecreasestheirchancesofgainfulemployment. 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 Figure5:UnemploymentRatebyAgeandGender(2010) 80% 70% Source: Saint Lucia’s Ministry of Education, Human Resource Development 60% andLabour 50% 40% 30% Male The educational level of the workforce has changed in 20% Female the last two decades. While in 1994 the majority of 10% workers had no certificates and had completed primary 0% education only, the proportion of the workforce with 65and… 15Ͳ19 20Ͳ24 25Ͳ29 30Ͳ34 35Ͳ39 40Ͳ44 45Ͳ49 50Ͳ54 55Ͳ59 60Ͳ64 diplomas and degrees has increased significantly (see Figure 7). However, even with the average level of Youth education improving, a great percentage of the youth Source:Authors’creationbasedoninformationfromthe2010Populationand HousingCensus stillenterthelabormarketwithoutobtainingmorethan aprimaryeducation.Thisisexpectedtochangewiththe EducationandTraining introductionofuniversalsecondaryeducation. The development of Saint Lucia’s human resource is a majorpillarintheMediumTermDevelopmentStrategic Plan.TheEducationSectorDevelopmentPlan2009Ͳ2014 plan shows that the country is prepared to go beyond whathasbeenmandatedbyinternationalcommitments in education, with an approach to “reorient the nature, formandcontentofprimaryandsecondaryeducationto ensure that students can master the foundations for early lifelong learning and the requirements for the effectiveparticipationlife”.8 EducationinSaintLuciareceivesthesecondlargestshare of funding in the annual budget. Although there are limited funds for capital expenditures and new 8SaintLuciaMediumTermDevelopmentStrategicPlan,Sept2012 9 CalculationsbasedoninformationfromSaintLucia’sMinistryofEducation, HumanResourceDevelopmentandLabor,andUNESCO’sInstitutefor Statistics. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 The small share of students completing tertiary education is a concern of the Island. Data from the Central Statistics Office (CSO) show that less than 10 percent of the population 15 years of age and older has an education that goes beyond secondary school certification and that less than 30 percent have an education beyond junior secondary school.10 CSO data alsoshowsthateveryyearcloseto400adolescentsdrop out or fail to progress to junior secondary school and close to 500 fail the Caribbean Secondary Education Certificate (CSEC). In 2011, the pass rate at the General andTechnicalProficiencylevelsintheCSECexaminations decreasedby6.1percentfrom2010,withalargenumber of failing students ending up in the informal sector as semiͲskilledworkers. Figure7:EducationAttainmentin2001and2011 45 40 35 2001 30 2011 25 20 % 15 10 5 0 Lower/juniorsecondary University(PhD) None Notstated Primary(1Ͳ3yrs) Primary(4Ͳ7yrs) Secondary(forms4&5) PostͲSec.,nonͲtertiary University(Masters) Other PreͲschool Infant University(Bachelor) PreͲUniv/PostͲSec./College Source: Adapted by the author based on information from the Saint Lucia LaborMarketSkillsAssessment,2013 10CSO:Census2010,preliminarydataApril2011 SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 3. KeyFindingsandPolicyImplications SkillsDevelopmentCentre(NSDC)toguidetheselection of training programs. Dedicated funding is required for This chapter highlights findings from the assessment of this activity to be mainstreamed into the annual work Saint Lucia’s WfD system based on the SABERͲWfD program of the Labour Department. Other efforts to analytical framework and tool. The focus is on policies, foster a demandͲdriven approach to WfD are still in the institutions and practices in three important functional developmental stages and not at a level for dimensions of policymaking and implementation: implementation. Coordination among government strategic framework, system oversight and service agenciesandministriesresponsibleforWfDismostlyad delivery. Because these aspects collectively create the hoc, which has occasionally led to overlaps in mandates operational environment in which individuals, firms and andinitiatives. training providers, both state and nonͲstate, make Figure8:DimensionͲLevelScores decisionswithregardtotraining,theyexertanimportant influence on observed outcomes in skills development. Strong systems of WfD have institutional processes and practices for reaching agreements on priorities, for collaboration and coordination, and for generating routine feedback that sustains continuous innovation and improvement. By contrast, weak systems are characterizedbyfragmentation,duplicationofeffortand limitedlearningfromexperience. The SABERͲWfD assessment results summarized below provide a baseline for understanding the current status oftheWfDsysteminSaintLuciaanddiscussingideason howbesttostrengthenitinthecomingyears. OverviewoftheSABERǦWfDAssessment Results With respect to the Strategic Framework, the results of the assessment show that Saint Lucia has achieved an Note:SeeFigure2foranexplanationofthescaleonthehorizontalaxis. Emerging level. Although WfD is a growing priority Source:BasedonanalysisofthedatacollectedusingtheSABERͲWfD questionnaire. among government leaders to promote social and economic development, the engagement of nonͲ In terms of System Oversight, Saint Lucia scores at the government stakeholders inpolicydialogueislimitedto Emerging level. While the impact of funding for WfD on industry specialists on the TVET council. The beneficiaries is assessed for certain programs, this International Labour Organization (ILO), based on talks practicehasyettobesystemicandinstitutionalized.The with the government of Saint Lucia in August 2014, has government has established a National Qualifications attemptedtheintroductionofsectorcouncilswhichwill Framework(NQF)andcompetencystandardsinaneffort facilitate better articulation of needs within the sectors to assure relevance and quality of training. All training by way of possessing a wider range of sector/industry facilities are to make use of the standards provided by specialists. This articulation of needs will ensure that TVETandmustbeapprovedtrainingcentersinorderfor training is relevant to what each industry requires. The valid certification to be awarded to students and first sector council corresponds to the hospitality trainees. Learning pathways are limited; graduates of industry and operates with assistance from the Saint TVET programs possess a few opportunities to pursue Lucia Hotel and Tourism Association (SLHTA). The further studies and, while increased attention has been country has taken steps towards identifying skills gaps paid to the recognition of prior learning, initiatives such through the Labor Market Needs Assessment, but such as the Organization of Eastern Caribbean States (OECS) efforts are yet to be routine or institutionalized except Skills Project did not have a prior learning component. fortheLabourMarketSurveycarriedoutbytheNational SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Targeted training services are provided to the employers to assess, forecast and communicate their disadvantagedthroughvariousinitiatives. skillsneedscouldgreatlyenhancetheabilityoftheWfD system to adapt and respond to these needs more SaintLuciascoresthelowestundertheServiceDelivery rapidly. Dimension where it is rated at the Latent level. The countryprovideslimitedincentivesforprivateprovision; Partnerships with employers: A deeper engagement on TVET institutions are mostly governmentͲowned. the part of employers in the WfD system is a Training providers are not required to meet specific fundamental condition to address the skills mismatch. targets regarding pass rates of students/trainees, and Although some instances of collaboration between the limited measures are in place to incentivize good government and employers were identified, these tend performance. Partnerships with employers to enhance tobeadhocandinformalasthereisnoclearpolicywhen trainingprovisionarecontinuousinanefforttotrainand it comes to establishing partnerships with firms. employ trainees, especially under NSDC programs, Collaboration can take place at multiple levels. At the projectsliketheOECSSkillsprojectwhichcalledonmany strategiclevel,employerscanhelpdefinethevisionand employers to provide training, or other programs under national priorities for WfD, participate in the which employers offer apprenticeships. Arrangements identification of skills needs, take advantage of for collecting, analyzing and using data to improve WfD opportunities to upgrade the skills of their employees, policiesandpracticesareyettobedeveloped. andprovidefundingfortheWfDsystem,amongothers. At the service delivery level, collaboration can include PolicyImplicationsoftheFindings firm input into the design of program curricula or the InterͲagencycoordination:Institutionalcoordinationcan establishment of facility standards, provision or training have a direct impact on the quality and relevance of of instructors, and establishment of onͲtheͲjob learning TVET. Increased collaboration and coordination among programsforstudents. the Ministry of Education, Human Resource and Labor, Funding:Fundingdecisionsareassociatedwithhistorical and the Ministry of Finance and Economic Planning can figures and leave little room to cover anything beyond facilitate the alignment between the strategies for WfD recurrentoperationalcosts.AsisthecasewiththeNSDC and the midͲterm economic plans by outlining the Donor, funding has on occasion become an alternative educational needs of the country and charting a path means of launching and running educational programs towards strategically pumping resources into a National and projects. As a result of the uncertainty of funding Development Goals Plan which will assist economic typical of these kinds of arrangements, many programs growth. Although some steps have been taken in this mayfunctionforonlyalimitednumberofcycles.Funding direction, it is not clear what the incentives are for WfD criteria could take into consideration additional factors actors (e.g. training providers and employers) to suchasenrolment,completionorjobͲplacementrates. circumscribetheiractionstothenationalvisionforWfD. These two ministries should continue to conduct Diversity and excellence of training provision: Private consultations, with particular attention to the input of provision in Saint Lucia has increased over the last nonͲstateWfDactors,tobetterunderstandtheskillsthe decade, but public provision continues to be the main economy needs and ensure wide ownership of national and most affordable form of training available. As the strategiesforskillsdevelopment. government continues to provide training, measures should be taken to incentivize good performance. A set Assessments of skills needs: Although over the past of targets could be determined and used as a basis for decade some efforts have been made to assess skill regularreportingandmonitoring. needs, studies have been highly dependent on the availability of funds and, hence, are not part of an Perception of TVET: While there has been much institutionalized practice. Under the current discourseoverthedireneedforthedevelopmentofthe circumstances,unlessexternalfundingisobtainedorthe labor force, WfD is still a new concept to many on the importance of these assessments is understood, the Island. Despite the numerous attempts to diminish probability of receiving government funding for future negativeconnotations,TVETcontinuestocarryastigma. assessments is low. Initiatives to build the capacity of Besides improving the quality of training and ensuring SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 flexible pathways, outreach initiatives would be capability and availability of required resources to instrumental in informing St. Lucians about the initiate training programs and plans. At the time of this educational, training and career opportunities assessment, there was no final National Development associatedwithTVET. Plan. Documents on policy were difficult to access and acts like the Accreditation Act had been drafted but not When interpreting the results of the SABERͲWfD yet approved. The National TVET Policy document had assessmentitisimportanttotakeintoconsiderationthat notyetbeendraftedeither.Theaforementionedistobe SaintLuciaisasmallanddevelopingstateandthatpolicy noted when considering the available and existing adjustments are frequent as there is an increased documentsinformingtheresearch. attentiontoWfDmatters.Inconsequence,thetransition from policy to implementation is based on institutional SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 4. AligningWorkforceDevelopmenttoKey Enrichment (CARE) and the National Skills DevelopmentCentre(NSDC); EconomicandSocialPriorities x The increased attention to previously underserved WfDisnotanendinitselfbutaninputtowardsbroader communities by the Sir Arthur Lewis Community objectivesͲofboostingemployabilityandproductivity;of College;and relieving skills constraints on business growth and x Free online courses available from primary to tertiary development;andofadvancingoveralleconomicgrowth educationlevels. andsocialwellbeing.ThischapterbrieflyintroducesSaint The Plan also identifies some of the challenges of Lucia’ssocioeconomicaspirations,prioritiesandreforms country’sWfDsystem: before presenting the detailed SABERͲWfD findings on StrategicFrameworkandtheirpolicyimplications. x The generalized negative perception of TVET that discourages students from pursuing this path and KeySocioeconomicAspirations,Prioritiesand makesacademicͲorientedprogramsmoreattractive; Reforms x The inadequate conditions of facilities, equipment, toolsandotherkeytrainingresources; As in most of the Eastern Caribbean, the socioeconomic x TheabsenceofsupportservicesforTVETstudentssuch situation in Saint Lucia was affected by the global ascareerguidanceandcounseling; economic downturn which resulted in increased x The limited instances of collaboration between unemployment levels (particularly among the youth). employers and training institutions, for instance the Once dependent on agricultural production, the Island representatives on the industry advisory committees. has now identified several priority economic sectors in There needs to be deeper and greater levels of anattempttoaddressthevulnerabilityoftheeconomy. practicalinsightintoindustryneedstoinformrelevant These sectors include tourism and hospitality, trainingplans; construction, agriculture and fisheries, information x The underͲinvestment in training and upͲgrading of communication and technology (ICT), manufacturing, workers’skillsbyemployers;and andcreativeindustries. x Thehighcostofhumanresourcesintheeducationand Saint Lucia’s national socioeconomic priorities are trainingsector. outlined in the fiveͲyear Medium Term Development Strategic Plan (MTDSP), geared at providing a blueprint Parallel to the development of the MTSDP, the Ministry of the strategies, targets, deliverables and estimates of of Education, Human Resource Development and implementation costs. The Plan has five priority areas: Labour, has implemented several skills development Macroeconomic and Fiscal System; Key Productive initiatives. The most important perhaps has been the Sectors; Human Resource Development, Science and TVET Chapter under the Education Sector Development Technology; Physical Planning and Infrastructure (PostͲ Plan2009Ͳ2014(ESDP).Theconstantandpresentgoalis Thomas); Environment Protection and Preservation. to provide a national TVET framework with: i) a system Regarding human resource development, the MTDSP for continuous learning, ii) secondary schools properly focuseson threespecificaspects:i)adulteducation and equipped to offer TVET programs, and iii) national training, ii) development administration in education, certification/accreditation skills that are based on andiii)secondchancesystems. approvedoccupationalstandards. TheMTDSPexplicitlyrecognizesthatthecountry’sability Also, under the Ministry of Education, the TVET and to diversify the economy, improve growth and enhance AccreditationUnitleadseffortstoimprovetherelevance competitiveness rests primarily on the knowledge and and quality of training. These include a) developing skillsofthelaborforce.Italsopresentsanassessmentof occupational and facility standards for qualitative the current status of the TVET system and identifies training and certification, b) training instructors, positiveongoinginitiativessuchas: assessors and verifiers, c) developing and disseminating assessment guidelines, and d) approving centers for x The second chance systems being institutionalized receipt of financing for TVET programs. This Unit is the through the Centre for Adolescent Rehabilitation and primaryoperationalarmoftheSaintLuciaTechnicaland SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 13 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Vocational Education Council (SLCTVET), which provides circumstances and opportunities. Their advocacy and overalldirectionfortheTVETsystem. commitment attracts partnership with stakeholders for the common good, builds public support for key The NSDC, a quasiͲnonprofit statutory body founded in prioritiesinWfD,andensuresthatcriticalissuesreceive 2001, has implemented several skills development due attention in policy dialogue. Taking these ideas into initiatives, including the World BankͲfunded OECS Skills account,PolicyGoal1assessestheextenttowhichapexͲ for Inclusive Growth project, the Single Mothers in Life level leaders in government and in the private sector Enhancement Skills project, and the Caribbean Youth provide sustained advocacy for WfD priorities through Empowerment project. Under the Education Sector institutionalizedprocesses. Development Plan, NSDC has played a critical role in ensuring that secondary schools deliver quality TVET Saint Lucia scores at the Emerging level on this Policy programs. Goal (2.5), which reflects an increased attention to WfD matters by government and nonͲgovernment leaders. Other government agencies have also developed skills Policy dialogue has, however, not yet led to the development initiatives. Such is the case of the Small completionofafinalNationalStrategyPlanforWfD. Enterprise Development Unit (SEDU) and the Office of Private Sector Relations (OPSR) which have provided AttentiontoWfDatthestrategiclevelhasincreasedasa training programs for small and mediumͲsized firms to result of the findings of the Labor Market Skills improve their competitiveness in areas such as quality, Assessment which uncovered important skills standards,innovation,andmarketing. mismatches and gaps in several priority economic sectors. In an effort to address these gaps and the high SABERǦWfD Ratings on the Strategic level of unemployment, government leaders have Framework focusedonincreasingthequalityandrelevanceofInitial Vocational Education and Training (IVET). Continuing IntheSABERͲWfDframework,theroleofWfDinrealizing Vocational Education and Training (CVET) has received Saint Lucia’s socioeconomic aspirations materialize moreattention,specificallyontheissueofrecognitionof through actions to advance the following three Policy prior learning with the introduction of few measures to Goals: (i) setting a strategic decision for WfD; (ii) facilitate the identification and recognition of skills and fosteringanapproachguidedbyactualsystemdemands informaltrainingobtainedafterleavingtheformalpublic in WfD ; and (iii) ensuring coordination among key WfD primaryandsecondaryeducationsystem. leaders and stakeholders. The ratings for these Policy Goalsarepresentedandexplainedbelow,followedbya The continued attention to WfD is seldom planned or reflectionontheirimplicationsforpolicydialogue. strategized.Therearenationalstrategicdocumentsthat Figure9:SABERͲWfDRatingsoftheStrategicFramework outlinegeneralgoalsfortheWfDsystem(i.e.MTDSPand Dimension ESDP), but a concrete agenda with direct approved measures to ensure that the system provides graduates withtheknowledgeandskillsneededbytheeconomyis nonͲexistent. The Ministry of Education, Human Resource Development and Labour is currently at the forefront in developing such strategy with support from the Ministry of Finance. The Labor Department, while linkedtothisMinistry,isnotintrinsicallyresponsiblefor, or overly active in the development of policy towards Note:SeeFigure2foranexplanationofthescaleonthehorizontalaxis improving the quality of the skills of the workforce; its Source: Based on analysis of the data collected using the SABERͲWfD current role extends to administrative issues and work questionnaire conditions. PolicyGoal1:SettingaStrategicDirectionforWfD WhiletheWfDstrategyisnotdeveloped,theMinistryof Leadersplayanimportantroleincrystallizingastrategic Education(MoE)hastakenactionstoimprovethequality vision for WfD appropriate to the country’s unique of training such as the creation of the TVET and SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 14 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Accreditation Unit, whose responsibilities focus on objectives were to identify skills gaps, potential sectors setting and enforcing quality standards (see previous for economic growth, specific occupational needs in section). This Unit also operates in conjunction with growing sectors, and job opportunities for vulnerable NSDC,akeyWfDleader,tofindmeasurestoimprovethe youth. The results, released in 2013, made the skills trainingprovidedtotheyouthandtheunemployed. mismatchesandgapsinprioritysectorsmorenoticeable thanever(seeFigure10).Theassessmentalsoidentifies The participation of nonͲgovernment actors in policy programs to assist in providing skills and employment, dialogue on WfD is limited. However, some actors provides a list of occupations with newly employed occasionally collaborate with government agencies in persons, and presents a snapshot of the training and the implementation of particular programs or projects. educationalfacilitiesavailableinthecountry. The donor community has an important role in Saint Lucia’s WfD system. For example, the World Bank Figure10:HighestLevelofCompletedEducationRequired supported the establishment of a competitive training forJobOpeningsvs.AttainmentofJobSeekersin2012 scheme to finance private sectorͲdriven training and 100% traineeships,aswellasthedevelopmentofanimproved 7% policy framework for delivering training. The European 80% 44% 33% Union and the InterͲAmerican Development Bank have 60% alsofundedvariousskillsdevelopmentprograms. 40% 31% Policy Goal 2: Fostering a DemandǦDriven 60% ApproachtoWfD 20% 25% Effective advocacy for WfD requires credible 0% assessments of the demand for skills, engagement of Requirementforjobopenings Attainmentofjobseekers employers in shaping the country’s WfD agenda, and Belowsecondarylevel SecondarywithCXC TertiaryEducation incentives for employers to support skills development. Policy Goal 2 incorporates these ideas and benchmarks Source:SaintLuciaLaborMarketSkillsAssessment,May2013 thesystemaccordingtotheextenttowhichpoliciesand Although employers were consulted for the Labor institutional arrangements are in place to: (i) establish Market Needs Assessment, they do not set WfD clarity on the demand for skills and areas of critical priorities; in fact, their participation does not extend constraint; and (ii) engage employers in setting WfD much further than their positions on the industry prioritiesandenhancingskillsͲupgradingforworkers. advisory committees and the TVET council. Their input SaintLuciascoresattheEmerginglevelforPolicyGoal2 level has been primarily attributed to the limited (2.0).ThegovernmentandotherWfDstakeholdershave availability of opportunities to exercise higher roles of madeeffortstoassesstheeconomicprospectsandskills leadershipinWfDstrategydevelopment. implications for a few industries. Employers have a The government currently does not provide any limitedroleinsettingthenationalprioritiesforWfDand incentives to encourage employers in the formal sector receive few incentives to engage in training or upgrade to engage in training and support, for example, theskillsoftheiremployees. appropriate curriculum development, training delivery Saint Lucia assesses its economic prospects through orcontinuousqualityassurance.There isalsonoknown annualandmidͲtermeconomicreviews,butthesedonot significant incentive in the form of grants or direct measure specific demands for skills. These assessments government assistance given for firms to upgrade the do provide an indication of the skills mismatches in skills of their employees beyond the capacity building various sectors through data on unemployment and activitiesofferedbytheOfficeofPrivateSectorRelations unfilledvacancies. (OPSR)forsmallandmediumͲsizedenterprises(SMEs). An important step in fostering a demandͲdriven Despite the lack of incentives, many businesses have approach to WfD was the implementation of a Labor demonstrated an interest in training their staff due to MarketNeedsAssessment,ledbyMoEandtheCSO.The efforts by the Prime Minister and the Governor General scope of the assessment was significant; its main indicating the importance of a wellͲequipped workforce SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 15 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 for economic growth and national stability. The Prime industryupdates.NonͲgovernmentstakeholdersarealso Minister, who is also the Minister of Finance, has able to voice their opinions at the National Training emphasized the idea that small island economies must Committee, where representatives of the government, constantly upgrade to compete in a regionally and employers, unions and training institutions are globallydevelopingenvironment. responsiblefordecidingtheareasofpriorityfortraining. While these platforms are a good practice, the public is The government provides support to enterprises in the not always aware of where to obtain information and informal sector through the National Enrichment and reportsonachievementsandoutcomes. Learning Program under the Ministry of Education. This program affords businesses or individuals within the Most businesses and business agencies are consulted in informal sector the opportunity for skills training and an effort to aid the preparation of national planning careerbuildingviashortͲtermtrainingprograms. documents or assessments. Within the Ministry of Education, the TVET Unit also collaborates with firms Policy Goal 3:StrengtheningCriticalCoordination during the preparation of training and skills initiatives forImplementation cateringtoneedsofthepriorityeconomicsectors. Ensuring that the efforts of multiple stakeholders While nonͲgovernment stakeholders (particularly involved in WfD are aligned with the country’s key employers) do attempt to articulate their needs and socioeconomicprioritiesisanimportantgoalofstrategic advocateaccordingly,theeffectoftheseeffortsisleftto coordination. Such coordination typically requires be seen. Some of these stakeholders still seek to have a leadership at a sufficiently high level to overcome more relevant level of contribution; hopefully, this will barrierstocrossͲsectororcrossͲministerialcooperation. come to pass with the implementation of the sector Policy Goal 3 examines the extent to which policies and councils. Groups like Saint Lucia Industrial and Business institutionalarrangementsareinplacetoformalizeroles Association (SLISBA) advocate significantly for the and responsibilities for coordinated action on strategic development of the business community which they priorities. represent but have limited say in the actual creation of Saint Lucia scores at the Latent level for Policy Goal 3 policiesforWfD. (1.7). The Ministry of Finance and the Ministry of Education, Human Resources and Labour are the main ImplicationsoftheFindings parties involved in WfD. Their roles and responsibilities The findings for Dimension 1 reveal that Saint Lucia’s aredefinedbylawandhighlightedintheEducationAct. WfDsystem could benefitfroma nationalstrategic plan TheMinistryofEducation,withtheMinistryofPlanning, to align its policies with the national goals for economic leadmeetingsandforumsfordiscussionwhenrequired, and social development. WfD leaders are crucial in but are working towards deeper coordination for the developingandbringingforththepoliciesandlegislation hostingofamoreinclusiveplatformwhereallministries toguidethedevelopmentoftheWfDsystem. can provide relevant and meaningful input regarding The SABERͲWfD assessment also shows that there is WfD.TheDepartmentofEducationandNSDChavebeen difficultyinfosteringademandͲdrivenapproachtoWfD. tasked with liaising with the Human Resource The main obstacles are the lack of assessments on skills Department to implement initiatives such as an needs and constraints in priority economic sectors, and accreditation process for training providers. NSDC has thelackofsufficientcontributionandparticipationfrom alsoundertakenthetasksofmanagement,financingand industry beyond internships and training partnerships. facilitationoftraining. While internships provide experience for trainees NonͲgovernment stakeholders do not have legally seeking further employment, many are faced with the defined roles or responsibilities but they are granted issueoffindingpermanentemployment.Therearemany representation in policy dialogue. The Education Act of similarlyͲskilled graduates in the same industry which 1999 includes provisions for the formation the TVET creates a smaller window of opportunity for those Council,anadvisorybodycomposedofgovernmentand seekingemployment. nonͲgovernment representatives who meet regularly to discuss and keep abreast of training needs and relevant SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 16 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Thepriorityeconomicsectorsshouldbeexaminedmore implementation of the policies, priorities and goals for closely in an effort to address the actual skills WfD. requirements that employers need to enhance the Finally, as a holistic approach towards the development growth and competitiveness of their businesses. Some of a skilled workforce is required to create a system fit assessmentshaveproducedimportantemploymentand for economic growth and sustainability, CVET should qualification statistics; however, they do not provide receive more attention. Initiatives to enhance and information on changes in skills demands in priority improve CVET are slowly increasing; they are important economicsectorsoronwhatmustbedonetoadjustand in ensuring that employees have an opportunity to meet these skills needs. Equally important is the active upgradetheirskillslocally. participation of employers not only in consultative processestoassesseconomicprospectsanddemandfor skills, but also in developing and monitoring the SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 17 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 the national regulations around TVET; ii) approving 5.GoverningtheSystemforWorkforce competencystandards;iii)accreditingcourses,programs Development and institutions; and iv) certifying skills. The Unit also An important function of WfD authorities is to foster functions as a technical partner with the SLCTVET, the efficient and equitable funding of investments in WfD. NSDC,NELUandothertrainingprovidersasitdetermines This facilitates effective skills acquisition by individuals the guidelines for the implementation of specific skills andenablesemployerstomeettheirdemandforskilled developmentinitiatives. workersinatimelymanner.Theobjectiveistominimize Data about expenditure on WfD in Saint Lucia is systemic impediments to skills acquisition and unavailable. The government, however, does provide a mismatches in skills supply and demand. This chapter breakdown on how much is spent on different beginswithabriefdescriptionofhowtheWfDsystemis educational programs and levels. The Education organized and governed before presenting the detailed Statistical Digest indicates that the highest percentages SABERͲWfDfindingsonSystemOversightandtheirpolicy arespentonprimaryandsecondaryeducation,withthe implications. secondary level receiving the most in the school year OverallInstitutionalLandscape 2011/2012 (see Table 2). Overall, there has been a substantial increase in the education budget from TheMoEistheoverarchingbodyforTVETinthecountry. $136.70 million in 2008/09 to $168.14 million in ItencompassestheSaintLuciaCouncilforTechnicaland 2012/13.11 Vocational Education and Training (SLCTVET) and Table 2: Percentage Distribution of Current Educational training institutions including the Sir Arthur Lewis ExpenditurebyLevelsofEducationandPrograms2008/09to Community College (SALCC), the National Enrichment 2012/13 and Learning Unit (NELU), and the NSDC. The MoE establishes the overall policy framework for TVET, %ofEducationalExpenditure EducationLevel allocates resources, serves as the primary provider of 2008Ͳ9 2009Ͳ10 2010Ͳ11 2011Ͳ12 2012Ͳ13 technicalsupportandcoordinationoftrainingprograms, and is responsible for the implementation of the Primary 36.18 36.54 34.48 34.72 35.04 Secondary 37.06 38.68 38.42 39.47 38.47 CaribbeanVocationalQualifications(CVQs)andNational Tertiary 10.14 9.08 9.95 9.61 9.40 Vocational Qualifications (NVQs). In addition, MOE’s EducationServices 6.55 6.13 6.45 6.21 7.23 Human Resource Department, along with the Training HumanResource Ͳ Ͳ Ͳ Ͳ 0.91 Department of the Ministry of Labour and the Ministry Development of Public Service, are responsible for coordinating Agency 3.99 2.62 3.22 2.79 3.17 trainingforgovernmentworkers/civilservants. Administration SpecialEducation 1.65 1.63 1.84 2.07 1.92 The MoE is a member of the SLCTVET, a consultative LibraryServices 1.01 1.01 1.03 1.04 1.00 body which also includes representatives from other NELP 0.46 0.45 0.47 0.44 0.43 government ministries and agencies, the private sector, EarlyChildhood 1.34 1.45 1.39 1.38 1.32 Education and training providers. The Council functions as the UNESCO 0.16 0.13 0.16 0.15 0.15 qualitymanagerfortheNationalTVETSystem.Itmeets LaborRelations Ͳ Ͳ Ͳ Ͳ 0.96 to discuss and establish training priorities and more Cultural 1.47 2.28 2.58 2.12 Ͳ generally plan and coordinate TVET matters at all levels Development Source:2012EducationStatisticalBudget ofeducation. Some programs with a national scope have had an The TVET and Accreditation Unit aids in meeting the important impact on the current landscape of the WfD goals of the Council. Housed under the MoE, its main system in Saint Lucia. One of them is the National responsibilityistomanageandprovidequalityassurance InitiativetoCreateEmployment(NICE)launchedin2012. measures for TVET, which entails i) supporting MoE in OneofthemainprogramsunderthisinitiativeistheJoint designing, implementing, coordinating and evaluating Opportunities for Building Saint Lucia (JOBS), which is 11GovernmentofSaintLucia:2012EducationStatisticalDigest SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 18 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 expectedtoaddresstheIsland’sunemploymentoverthe Policy Goal 4: Ensuring Efficiency and Equity in next 3 to 5 years. JOBS has three components: the Funding NationalApprenticeshipandPlacementProgram(NAPP); WfDrequiresasignificantinvestmentofresourcesbythe theSmallBusinessTargetedAssistanceProgram(SBTAP), government,householdsandemployers.Toensurethat and the Constituency Projects and Infrastructure these resources are effectively used it is important to Program (CPIP). Preliminary results have shown an examine the extent to which policies and institutional increaseinemploymentopportunities,althoughsomeof arrangements are in place to: (i) ensure stable funding themaretemporary.TheOECSSkillsforInclusiveGrowth foreffectiveprogramsininitial,continuingandtargeted Project, supported by the government and the World VET; (ii) monitor and assess equity in funding; and (iii) Bank (completed in 2013), established an industryͲ foster partnerships with employers for funding relevant vettedandregionallyrecognizedoccupationalstandards trainingprograms. framework, supported 2,030 unemployed youth in obtaining training and regionallyͲrecognized Saint Lucia rates at the Emerging level on Policy Goal 4 certifications, and supported the certification of 130 with a score of 2.0. The rating reflects weaknesses assessorsaspartoftheframeworkestablishedtoensure regarding funding for skills development and training qualityoftraining. programs and assessing the efficiency and impact of public funds on equity through public surveys and SABERǦWfDRatingsonSystemOversight economicstudies.Themainimpedimenttothefrequent developmentofsuchstudiesistheavailabilityoffunding The SABERͲWfD framework identifies three pertinent giventhattheyarecostlytoconduct. PolicyGoals correspondingtooversight mechanisms for influencing the choices of individuals, training providers The Ministry of Finance and the Ministry of Education, and employers: (i) ensuring efficiency and equity in Human Resource and Labour are responsible for the funding;(ii)assuringrelevantandreliablestandards;and allocation of funding for education and training. The (iii) diversifying pathways for skills acquisition. The disbursement of funds is decided in the first quarter of ratings for these Policy Goals are presented and every year during the annual budget proceedings. explained below, followed by a reflection on their Recurrent funding for TVET is fixed, based primarily on implicationsforpolicydialogue. pastexpenditureandtheavailabilityoffunds.Education and training outcomes or the performance of training providers are not part of the criteria to allocate Figure 11: SABERͲWfD Ratings of the System Oversight funding12, which shows the limited efforts in assessing Dimension the efficiency of public spending in TVET. There is no evidence that the impact of funding on beneficiaries of trainingprogramsisbeingassessedeither. AtpresentthereisnolevyͲgrantschemeinplacetocover the expenses of training employees; this cost is covered by firms individually. In previous years, tax incentives wereofferedbutthisnolongeroccurs. Although addressing skills mismatches has become a priority in the policy agenda, this change has not been Source: Based on analysis of the data collected using the SABERͲWfD reflected in the allocation of financial resources. questionnaire Note:SeeFigure2foranexplanationofthescaleonthehorizontalaxis. Recently,mostfinancialresourceswereallocatedtothe early levels of education. The number of graduates of tertiary education who are unable to gain employment continues to increase, but government funding for this 12 However,SaintLuciaisundergoingabudgetreformexercisewhichwill resultinaperformancebasedbudgetingsystem. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 19 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 specificareahasstillnotseenanotableincrease.Hence, integration of Saint Lucia’s NVQs into the regional TVET relies heavily on funding provided by the World frameworknotonlyhasa positiveimpactonthequality Bank, the Caribbean Development Bank, the European and relevance of training, but also enables TVET Union and other government and nonͲgovernment graduates to pursue employment opportunities donors.SuchisthecaseofNSDC,whichreceivesfunding throughouttheregion. from international nonͲgovernmental organizations Table3:QualityAssuranceProtocols periodically for the development and undertaking of trainingprogramsandprojects. Elements Criteriacovered Approvalasa The management procedures which Policy Goal 5: Assuring Relevant and Reliable certifiedcenter underpin the implementation and Standards assessmentofNVQS/CVQSincenters. Internal Theprocessbywhichcentersensurethatall The WfD system comprises a wide range of training verificationof internalassessmentisvalidandreliable. providers offering courses at various levels in diverse assessment fields.Aneffectivesystemofstandardsandaccreditation External External processes by which MoE ensures enables students to document what they have learned verificationof that the internal assessment is based on the internal standardssetoutinthequalifications.Italso and employers to identify workers with the relevant assessment examines the assessment system to skills.ForPolicyGoal5itisthereforeimportanttoassess determine the credibility and quality of the the status of policies and institutions to: (i) set reliable assessment. competency standards; (ii) assure the credibility of skills Monitoringof The processes used to measure the success MoE’squality of the other elements that support the testing and certification; and (iii) develop and enforce assurancesystem consistent application of national and accreditation standards for maintaining the quality of regionalstandards trainingprovision. Moderationof The evaluation of the environment, process assessment andinstrumentstoconfirmthereliabilityand Saint Lucia scores at the Emerging (2.4) level for this process authenticity of the assessment across policy goal. The score is consistent with the centers.ThisaspectoftheQAsystemwillbe establishmentofanationalqualityassuranceframework implementedoverthemediumterm. (see Table 3), the introduction of the NVQ and the Source:QualityAssuranceHandbook,TVETandAccreditationUnit,SaintLucia MinistryofEducation,Version1.0,28/02/2012 progressin developingcompetencystandards.Practices around registering, licensing and accrediting training providersareinplaceviaacertificateofoperationwhich The TVET and Accreditation Unit and the Industry is given to institutions which meet the training provider Advisory Committee are involved in the development requirements. Although the Accreditation Act has been and implementation of the Regional Qualifications drafteditisstilltobepassed. Framework and ensuring that it is current and relevant. More specifically, they are responsible for developing To assure relevant and reliable quality standards, the andsettingcompetencystandardswhichentailsdefining government of Saint Lucia developed a Quality the occupations and purchasing the standards and Assurance Handbook to guide the development and guidelines from established frameworks in the region implementation of the NVQs, vocational qualifications such those of Trinidad and Barbados. Once purchased, basedoncompetencystandardswhichhavebeenlocally the standards are tailored to suit Saint Lucia’s industrial developed for occupations specific to Saint Lucia’s requirements. economy. In 2013, the TVET Unit received Caribbean VocationalQualifications(CVQ)grantingstatusfromthe AsofOctober2013,SaintLuciahaddevelopedstandards Caribbean Community (CARICOM). Such status for approximately 60 occupations. MoE is well aware of represents an independent endorsement of the the importance in designing standards that are aligned robustness of Saint Lucia’s occupational standards with the occupational needs of the labor market and framework and allows SLCTVET to issue CVQs as well. havethusworkedinclosecollaborationwiththeIndustry The CVQs are based on Regional AdvisoryCommittee.While competencybased curricula Occupational/Competency Standards and the Regional has been developed based on occupational standards, Qualifications Framework approved by CARICOM. The this has not yet been done for all occupations at SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 20 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 secondaryandpostͲsecondarylevels.Trainingproviders training during internships and apprenticeships when aretoensurethatthereissufficientrelevantinputfrom required. stakeholders,specificallyfromindustryspecialists,inthe development of their curricula. MoE is responsible for Policy Goal 6: Diversifying the Pathways for Skills providing the content for teaching within the public Acquisition trainingcentersandeducationalinstitutions. In dynamic economic environments workers need to The Quality Assurance Handbook also contains acquirenewskillsandcompetenciesaswellaskeeptheir provisions for certifying competencies on the basis of skillsupͲtoͲdatethroughouttheirworkinglives.Theyare occupational standards. According to the Handbook, best served by a system of initial and continuing students are assessed on completion of each module or educationandtrainingthatpromoteslifelonglearningby unit of competence. Once they have completed all the offering clear and flexible pathways for transfers across modules or units in the qualification, an assessment is courses, progression to higher levels of training and carried out by accredited assessors to test both access to programs in other fields. For those already in theoretical knowledge and practical skills based on theworkforce,schemesforrecognitionofpriorlearning standard and public protocols. The results of such are essential to allow individuals to efficiently upgrade assessments are sent to the SLCTEVT and TVET and their skills and learn new ones. Policy Goal 6 therefore AccreditationUnitforfinalapproval.TheMoEisstriving evaluates the extent to which policies and institutions to assess every occupation for which standards have are in place to: (i) enable progression through multiple been created in an effort to ensure that graduates are learning pathways, including for students in TVET certified based on their competencies. This is important streams; (ii) facilitate the recognition of prior learning; asasignificantmajorityofemployersrequireapplicants and (iii) provide targeted support services, particularly to possess a certificate to practice their selected amongthedisadvantaged. occupation (although there are still those who may SaintLuciascoresataLatentlevel(1.5)forPolicyGoal6. choosetohiretraineesbeforethecertificationprocessis The scores reflect the fact that Saint Lucia has started complete). givingattentiontotherecognitionofpriorlearning(RPL) Besides certifying competencies, the MoE is the only and to ensuring there are developing pathways so that authoritythatcanlicenseandaccredittrainingproviders. TVET students or low skilled employees can pursue All standards for training and accreditation and for further studies. Actual assessment is being done by the licensing are determined and reviewed by the TVET and MoE. However, no prior learning assessment was done AccreditationUnit.13Everytrainingprovidermustobtain during the OECS Skills project. This aspect of the alicensebeforeinitiatingoperationsiftheywishtoissue educationalsystemiscrucialinaddressingthetraditional governmentͲrecognized qualifications. Most non state negativeperceptionofvocationaleducationamongSaint trainingprovidersrenewtheirlicensesevery10yearsas Lucians. The country has put in place several training required for legal operation. In the event that the programs for vulnerable groups, but their sustainability trainingproviderdoesnotcontinuetomeettherequired andimpacthavenotbeenassessed. standards outlined under the Saint Lucia Education Act The structure of Saint Lucia’s education system is of1999,theTVETandAccreditationUnitcanrevoketheir illustratedinFigure12.After10yearsofschooling,which license. comprise preͲschool, primary and some forms of Evenwiththeprogressandsuccessfuldevelopmentofa secondary education, some schools offer the possibility quality assurance framework, segments of the private ofstreamingstudentsintoTVET. sector are still not satisfied with the competencies of some certified graduates and opt to provide additional 13AdditionalarrangementsforsectorͲspecificqualityassurancearealsoin place.SaintLuciarecentlybecamesignatorytotheCaribbeanAccreditation AuthorityforEducationinMedicineandotherhealthprofessions.AlloffͲ shoremedicalschoolswillberequiredtomeettherequisitestandardswith respecttothequalityoftheircurriculum,teachingstaffandfacilities. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 21 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Figure12:TheeducationsysteminSaintLucia enhancingtheircareeroptions.Theestablishmentofthe NVQs is expected to facilitate the discussion on the diversificationoflearningpathwaysandRPL. While Saint Lucia does provide career development serviceslikecareercounselingviatheNSDC,italsooffers short term onͲtheͲjob programs for TVET students and theunemployed.By2013,110apprenticeshipshadbeen established under NICE and 129 trainees had obtained employment through partnerships with businesses/employers within the private sector.14 Several apprenticeships have also been established under NELU through employer partnerships and NSDC trainingprograms. The government of Saint Lucia has put in place various programs targeted to vulnerable groups (See Box 1). Some of these programs which provide training, employment and stipends, have helped beneficiaries SLC: School Leaving Certificate, CSEC: Caribbean Secondary Education overcomesocialbarriersandtakesmallstepstowardsan Certificate,CAPE:CaribbeanAdvancedPlacementExamination improved quality of life. As most employment opportunities linked to training programs are not long Source:Authors’elaboration term,thegovernmenthasbeencriticizedforcreatingthe illusion that programs will improve the status of lowerͲ Whenstudentstakethesecondaryfinalexamsattheend income individuals. However, these initiatives are still of Form 5 they have the option of pursuing a tertiary regarded as stepping stones to other forms of level of education at SALCC, Vieux Fort Comprehensive employmentandasvalidwaysofgrowingandnurturing Secondary Campus B or at a Skills Training/Technical theworkforceateverylevel. Institution. Students who chose to undertake technical coursesduringsecondaryschoolmaydecidetoadvance ImplicationsoftheFindings to the Technical Division of SALCC and pursue further technical and vocational studies. TVET graduates who CompelledbythestigmaattachedtoTVETand,giventhe choose to pursue postͲsecondary studies at institutions absence of career information or counseling services, other than SALCC are only able to do so in vocationally students can be conflicted whenselectingastreamthat oriented programs. If they wish to enroll in nonͲ could complement their skills, passions and aptitudes vocational programs, they must start at a basic entry instead of the stream that is socially viewed as level as their credits are not recognized. Upon progressive.Regardlessofhowmuchmediaeffortisput completion, those attending SALCC have the option to into improving the perception of TVET, the quality and continue at the University of the West Indies or other industry relevance of training at the secondary level overseas universities. Graduates of secondary schools must be improved. The upgrading of equipment and and of Vieux Fort Comprehensive can also attend curricula are necessary to ensure that technical courses overseasuniversities.Graduatesoftechnicalinstitutions are regarded as relevant. TVET should not be viewed as cannotprogresstoothereducationlevels. an easy way of persuading students to learn outdated skillsthatdonotenablethemtoenterandsucceedinthe With limited opportunities for further learning, the labor market. The provision of more funding for publicperceptionofTVETisnotpositive.Limitedefforts secondaryschoolswithtechnicalprogramswouldaidthe have been made to encourage individuals to enroll in TVET or to realize the potential of training in terms of 14NICEataGlance,2013.See: http://www.nicejobs.govt.lc/images/nice_at_a_glance.pdf SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 22 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 transformation towards improving the quality of technicalsubjectsandmakingthemmoredesirable. An important component of any effort to increase the quality and relevance of TVET should be the active engagement of the private sector. Besides providing inputatthestrategiclevel,thecontinuedparticipationof employers in setting and maintaining NVQs, developing curricula, and establishing onͲtheͲjob training opportunitiesremainsfundamental. Box1:TrainingProgramsfortheDisadvantaged There are several programs with the specific purpose of assisting the disadvantaged by providing them with opportunities to gain skills and obtain a steady livelihood. The Short Term Employment Program (STEP), launched in 1997 to revive the economy, offered different kinds of employmentopportunitiesandstipends.Thisprogramhas continued with slight modifications under the STEPͲ Uplifting People. The Single Mothers In Life Skills Enhancement (SMILES) project, offers 6Ͳmonth programs for female heads of households between the ages of 18 and 40. Programs include three main components: life skills training, vocational training and job placement. The Holistic Opportunities for Human Empowerment (HOPE) program, main component of the Social Safety Net initiative, provides shortͲterm employment for homeless, poorandvulnerableindividuals. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 23 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 6.ManagingServiceDelivery and CARE provided training to 159 students (18 percent female). Training providers, both non state and government, are the main channels through which the country’s policies Figure13:EnrollmentatSALCCbyLevel in WfD are translated into results on the ground. This 1200 chapter therefore provides a brief overview of the composition of providers and the types of services 1000 available in the system before presenting the detailed TotalEnrollment 800 SABERͲWfD findings on Service Delivery and their policy implications. 600 OverviewoftheDeliveryofTrainingServices 400 TVET at the secondary level is mostly provided by 200 comprehensive public schools under MoE. Starting in 0 Form 3, students at these schools can select training on 2008Ͳ09 2009Ͳ10 2010Ͳ11 2011Ͳ12 2012Ͳ13 different areas including home economics, food and Certificatelevel Associatedegree Degreelevel nutrition, agricultural science, building technology (woodworkorconstruction),clothingandtextiles,office Source: Authors’ elaboration based on data from the 2013 Labor Market administration, and electrical technology. Technical and NeedsAssessment vocational content constitutes oneͲthird of the NSDC is perhaps the most important provider of shortͲ curriculum in comprehensive schools; the remaining term training in Saint Lucia. Through its four satellite time is dedicated to general education courses that are training centers, it has facilitated a variety of training evaluatedby CaribbeanSecondaryEducationCertificate programs and services including career counseling, job (CSEC) provided by the Caribbean Examinations Council search workshops, job attachments and placements, (CXC). While it is known that enrolment rates at the productivity enhancement training (soft skills), secondary level have increased dramatically in the last competencyͲbasedtrainingbasedonCVQintheareasof decade (from a net enrolment rate (NER) of 60 percent hospitality, construction, agriculture, and ICT. Most of in 2002 to 82 percent in 201215), little is known about the courses offered are at Level 2 of the Caribbean enrolmentinTVETatthesecondarylevel. Vocational Qualification Certificate. NSDC can be TVET at the secondary level requires attention. The considered a national leader on WfD. Besides providing schools that offer TVET are in need of updated training and support services to vulnerable groups such equipmentandmaterials.Whilethecostofsomeofthe as displaced banana farmers, school dropͲouts, teenage materials required to take part in technical courses mothers and youth at risk (which amounted to about prevent students from enrolling, financial assistance is 2,400 trainees in 2013), NSDC has established scarce. In addition, the lack of adequate resources and partnerships with businesses to provide practical insufficienthandsͲonexperiencehasanegativeeffecton experience opportunities to its students through therelevanceofsecondaryTVETprograms. internships and apprenticeships. It also offers training AnimportantcomponentofSaintLucia’strainingsystem programs to small businesses upon request, particularly is characterized by stateͲfunded programs, centers and for the sectors of hospitality, wellness and beauty, institutionsnamelytheNELU,CAREandNSDC.NELUand specialized construction, ICT and office administration. CAREbothprovideshortͲtermtrainingprogramsforout Accordingtothe2013LaborMarketNeedsAssessment, ofschoolchildren,youthandyoungadults.Accordingto NSDC has conducted several tracer studies which have the2013LaborMarketNeedsAssessment,in2011NELU shownthatapproximately45percentoftheirgraduates providedtrainingto1,250students(72percentfemale), are employed, 15 percent are selfͲemployed, and the remaining 40 percent are unemployed. Despite its 15WorldDevelopmentIndicatorsattheWorldDataBank(last accessedonNov4,2014) SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 24 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 relative success, NSDC is greatly dependent on funding Policy Goals are presented below and are followed by a fromdonorsupport,particularlyfromtheEU,theWorld reflectionontheirimplicationsforpolicydialogue. BankandUSAID. PolicyGoal7:EnablingDiversityandExcellencein SALCC, the only local community college, is the leading TrainingProvision TVET institution at the postͲsecondary level in Saint Lucia. It offers approximately 43 programs at the Because the demand for skills is impossible to predict certificate and associate degree levels with duration of withprecision,havingadiversityofprovidersisafeature one and two years, respectively. SALCC also offers of strong WfD systems. Among nonͲstate providers, the degree level programs in collaboration with the challenge is to temper the profit motive or other University of the West Indies. However, as shown in program agendas with appropriate regulation to assure Figure 13, students appear to favor certificate and quality and relevance. Among state providers, a key associate degree programs. Individuals can also pursue concern is their responsiveness to the demand for skills postͲsecondary studies at the PostͲSecondary from employers and students. Striking the right balance Department of Vieux Fort Comprehensive. With an between institutional autonomy and accountability is enrolment of 287 students in 2011,16 the Department oneapproachtoaddressthisconcern.PolicyGoal7takes offers diplomaͲlevel programs in three areas: Business, these ideas into account and benchmarks the system SecretarialStudies,andCarpentryandJoineryStudies. according to the extent to which policies and institutional arrangements are in place to: (i) encourage There are few private providers in Saint Lucia, the most andregulatenonstateprovisionoftrainingand(ii)foster predominant being the Monroe College, founded in excellence in public training provision by combining 2007. Although mainly a tertiary education institution, incentives and autonomy in the management of public theMonroeCollegealsoprovidescertificates,mainlyfor institutions. thesectoroftourismand hospitality.Inthefallof2010, 112 students were enrolled in certificate level Saint Lucia is rated at a Latent level (1.7) for Policy Goal programs.17 7. NSDC, main partner of the TVET and Accreditation Unit, is also well known as a leading provider of TVET in SABERǦWfDRatingsonServiceDelivery the country. Although the government provides no incentives for private providers, it allows the operation Figure14:SABERͲWfDRatingsoftheServiceDelivery Dimension of local and foreign institutions that abide by the regulations of the Education Act Ͳmainly consisting of registration and licensing requirements and occasional audits by the MoEͲ. Policies towards non state training provision are seldom reviewed. With the exception of the GAMA Institute, the National Research and Development Foundation, and the Celestial Self DevelopmentCentre,themajorityofnonstateproviders focus on the tourism sector. The most wellͲknown providers include the Monroe College with its Tourism Source:BasedonanalysisofthedatacollectedusingtheSABERͲWfD questionnaire andHospitalityTrainingInstitute,theCaribbeanInstitute Note:SeeFigure2foranexplanationofthescaleonthehorizontalaxis. for International Hospitality Management and Culinary Arts,andtheFloridaͲCaribbeanCruiseAssociation. The Policy Goals for this Dimension in the SABERͲWfD framework focus on the following three aspects of Most TVET providers are governed by the MoE, which service delivery: (i) enabling diversity and excellence in does not have specific performance targets, but training provision; (ii) fostering relevance in public encourages institutions to aim for maximum pass rates. training programs; and (iii) enhancing evidenceͲbased The levels of autonomy granted to providers vary per accountability for results. The ratings for these three education level. Secondary schools, including those that 16Datafromthe2013LaborMarketNeedsAssessment. 17Ibid. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 25 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 offer technical education, depend on the MOE and the NationalResearchandDevelopmentFoundation(NRDF) Teaching Service Council for the majority of decisions serves a dual purpose as a research and training regarding admissions, purchase of materials, and staff institution, its contribution towards enhancing the recruitmentanddismissal.NSDC,ontheotherhand,has practices in training delivery does not appear to be substantial autonomy. At the postͲsecondary level, prominent. Most training institutions conduct their SALCC makes independent decisions regarding staff research internally or hire external consultants to do so management and curricula though its management and whenrequired. academic boards. Training providers at all levels are Staff recruitment for TVET providers at the secondary allowed to generate and retain revenues through fees level is done through the Teaching Service Commission. andotherfundraisingactivities. AtthepostͲsecondarylevel,such decisionsaremadeby the Board of Directors of SALCC. Recruitment criteria Policy Goal 8: Fostering Relevance in Public TrainingPrograms appeartobeflexible.Whilethereisagradingsystemfor the selection of instructors at the secondary level, it Public training institutions need reliable information on seems to be primarily based on academic qualifications current and emerging skills demands to keep their and performance. Thus, instructors with no teaching or program offerings relevant to market conditions. It is industryexperienceareat nodisadvantageandlikelyto therefore desirable for public training institutions to be selected. At the postͲsecondary level, the main establish and maintain relationships with employers, requirement to become an instructor consists of industry associations, and research institutions. Such possessingaBachelor’sdegreeinEducationfromSALCC. partners are a source of both information about skills competencies and expertise and advice on curriculum Professional development for instructors at the design and technical specifications for training facilities secondary level is available and encouraged. SALCC and andequipment. Theycan alsohelpcreateopportunities the MOE provide courses, seminars and workshops in for workplace training for students and continuing various subject areas. Instructors may also choose to professional development for instructors and take time off for study in a particular field pertinent to administrators. Policy Goal 8 considers the extent to their area of teaching. Enrolment in professional which arrangements are in place for public training development programs is incentivized by salary providersto:(i)benefitfromindustryandexpertinputin increases and permanent positions based on thedesignofprogramsand(ii)recruitadministratorsand demonstrated higher qualification levels, particularly a instructorswithrelevantqualificationsandsupporttheir teaching certificate from SALCC. At the postͲsecondary professionaldevelopment. level, professional development opportunities are limitedtoworkshopsofferedbytheMOEthatinstructors Saint Lucia scores at an Emerging level (1.9) for Policy maychoosetoattendifinterested.Morecomprehensive Goal 8. Growing links exist between public training studies require instructors to pursue career institutionsandindustry,withtheinfluenceofemployers developmentprogramsduringtheirpersonaltime. limitedtoseveralindustryspecialistsonthecommittees previously mentioned in the design of curriculum, the Policy Goal 9: Enhancing EvidenceǦbased specification of standards for training facilities and the AccountabilityforResults provisionofscholarships.Insomecasesatthesecondary Systematicmonitoringandevaluationofservicedelivery level, collaboration also entails the use of industry are important for both quality assurance and system facilities for training and provision of partͲtime trainers. improvement. Accomplishing this function requires NSDC, under guidance of the TVET and Accreditation gathering and analyzing data from a variety of sources. Unit, consults with the industry advisory committee to The reporting of institution level data enables the ensure that the design of training programs is aligned relevant authorities to ensure that providers are with industry needs and competency standards. All deliveringonexpectedoutcomes.Suchdataalsoenable standardshavetobeprovidedbyTVET theseauthoritiestoidentifygapsorchallengesintraining There are no notable links between public training provisionorareasofgoodpractice.Additionally,periodic providers and research institutions. Although the surveys and evaluations of major programs generate SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 26 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 complementary information that can help enhance the tracer studies and gathering employer feedback based relevanceandefficiencyofthesystemasawhole.Policy onemployeeassessmentisworthhighlighting. Goal9considerstheseideaswhenassessingthesystem’s arrangements for collecting and using data to focus ImplicationsoftheFindings attention on training outcomes, efficiency and Currently, there are limited incentives for training innovationinservicedelivery. providersinSaintLuciatostriveforexcellence.Forpublic SaintLuciascoresataLatentlevelof(1.3)forPolicyGoal training providers, performance could be enhanced by 9. The MoE requests that public training institutions setting specific annual targets regarding institutional submit data on an annual basis. Secondary public and management and training outcomes. The establishment private schools collect data on enrolment, student of such targets should be accompanied by regular performance and completion rates. Special Education monitoringandreporting,aswellasmeasurestoreward Centers, the NSDC, NELU, and other public postͲ good performance and provide technical assistance to secondary and tertiary institutions also submit those providers lagging behind. Like employers, public information on an annual basis. Non state providers at training providers should be involved in the process of thepostͲsecondarylevelarenotrequiredtopresentdata understandingthedemandforskills. totheMOEoranyotherministry. The performance of providers could also benefit from Data are compiled and published in an Education increased competition in the training market. Currently, StatisticalDigesttargetedtopolicymakers,plannersand there are no incentives to engage in the delivery of researchers. Besides policymaking, the data are used to training services and the ability of existing private monitortheimplementationofthe2009Ͳ2014Education providers to instill competition is limited as most public Sector Development Plan and assess progress. Regional providers offer their services either free of charge (e.g. and international agencies like the World Bank, the NSDC), or at very low price. Financial or nonͲfinancial Organization of Eastern Caribbean States (OECS) and incentives such as tax exemptions or government UNESCOmakeextensiveuseofthedatatotrackprogress assistanceinprogramdevelopmentcouldhaveapositive towards goals established by the Education for All effect in terms of competitiveness and increased InitiativeandtheMillenniumDevelopmentGoals.18 relevanceandqualityofTVET. Saint Lucia does not have a management information Whilethecentralizedmanagementofinstitutionsatthe system as yet, but the MOE and the Ministry of Finance secondary level by the MOE remains the mode of are working towards developing one that can facilitate operation, it is left to be discovered whether an the continuous deposit and retrieval of administrative increased level of autonomy would improve quality of andotherinformationfromtrainingproviders. training. It is believed that granting autonomy to education and training institutions can enable them to The government of Saint Lucia occasionally sponsors adapt more easily to market demands, regularly review surveys or other studies related to WfD, but funding for and update their curricula, and develop or adapt such endeavors tends to be limited. The most recent innovative pedagogic methods based on their students’ study was the Labor Market Needs Assessment, needs. conductedwithsupportfromtheWorldBank. The links between training providers and industry could AnimportantshortcomingofSaintLucia’sWfDsystemis be strengthened by seeking a deeper and wider the lack of an institutionalized culture of monitoring, understanding of all aspects of each industry. This form assessing the performance and the impact of training of strengthening will hopefully be realized via the programs. Although some initiatives gather data and formation of the sector councils which are to cover a produce progress reports, few impact assessments are broader spectrum of each industry. The Industry carriedout.Inthisaspect,NSDC’spracticeofconducting Advisory Committee, a platform created for training 18MinistryofEducation,HumanResourceDevelopmentandLabour.“2012 EducationStatisticalDigest:PastTrends,PresentPositionandProjectionsup to2015/16”. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 27 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 providers to seek input from firms regarding curriculum Arrangementsforcollecting,analyzingandusingdatato and training facilities, could be enhanced through improve WfD policies and practices are yet to be greater engagement of employers and a more cohesive developed in Saint Lucia. The general agreement that collaboration between the TVET and Accreditation Unit better articulated information on labor and training can andCouncil,SALCCandNSDC.Inaddition,incentivesand significantly assist in the design of WfD policies and legislation could be put in place to encourage training programs should be expressed in: i) the partnerships between training providers and firms. reporting of a more comprehensive range of data by Currently,themostprominentexampleofcollaboration training providers (i.e. administrative and training comes from the nonͲstate provider GAMA, which has outcomes data); ii) the consolidation of MOE’s partnered with the Saint Lucia Employers Federation to management information system and the labor market design and deliver a number of business and soft skills informationsystemthatiscurrentlybeingdevelopedby onlinecoursesatthechargeofUS$50pertrainee. the Labor Department and ILO; iii) the analysis of data andproductionofreportsavailabletothepublic;iv)the institutionalization of the use of evidence for major decisionsonWfDsuchasfunding,qualityassurance,and introductionoftraininginitiatives,amongothers. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 28 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Annex1:Acronyms WfD WorkforceDevelopment TVET TechnicalandVocationalEducationandTraining GDP GrossDomesticProduct SABER SystemsApproachforBetterEducationResults DCI DataCollectionInstrument MIͲSIDS MiddleIncomeSmallIslandDevelopingState CEPALStat EconomicCommissionforLatinAmericaandtheCaribbean CSO CentralStatisticsOffice CSEC CaribbeanSecondaryEducationCertificate NQF NationalQualificationsFramework CARE CentreforAdolescentRehabilitationandEnrichment NSDC NationalSkillsDevelopmentCentre ICT InformationCommunicationandTechnology MTDSP MediumTermDevelopmentStrategicPlan ESDP EducationSectorDevelopmentPlan SEDU SmallEnterpriseDevelopmentUnit OPSR OfficeofPrivateSectorRelations IVET InitialVocationalEducationandTraining CVET ContinuingVocationalandEducationandTraining MoE MinistryofEducation SME SmallandMediumEnterprises SLISBA SaintLuciaIndustrialandBusinessAssociation SLCTVET SaintLuciaCouncilforTechnicalandVocationalEducationandTraining SALCC SirArthurLewisCommunityCollege NELU NationalEnrichmentandLearningUnit CVQ CaribbeanVocationalQualifications NVQ NationalVocationalQualifications NICE NationalInitiativetoCreateEmployment JOBS JointOpportunitiesforBuildingSaintLucia NAPP NationalApprenticeshipandPlacementProgram SBTAP SmallBusinessTargetedAssistanceProgram CPIP ConstituencyProjectsandInfrastructureProgram CARICOM CaribbeanCommunity STEP ShortTermEmploymentProgram SMILES SingleMothersinLifeSkillsEnhancement HOPE HolisticOpportunitiesforHumanEmpowerment CSEC CaribbeanSecondaryEducationCertificateExam CXC CaribbeanExaminationsCouncil USAID UnitedStatesAgencyforInternationalDevelopment NRDF NationalResearchandDevelopmentFoundation OECS OrganizationofEasternCaribbeanStates UNESCO UnitedNationsEducational,ScientificandCulturalOrganization SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 29 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Annex2:TheSABERͲWfDAnalyticalFramework PolicyGoal PolicyAction Topic StrategicFramework SettingaStrategic ProvidesustainedadvocacyforWfDatthetop G1_T1 AdvocacyforWfDtoSupportEconomicDevelopment G1 Direction leadershiplevel G1_T2 StrategicFocusandDecisionsbytheWfDChampions Dimension1 Establishclarityonthedemandforskillsandareas G2_T1 OverallAssessmentofEconomicProspectsandSkillsImplications ofcriticalconstraint G2_T2 CriticalSkillsConstraintsinPriorityEconomicSectors FosteringaDemandͲ G2 G2_T3 RoleofEmployersandIndustry LedApproach EngageemployersinsettingWfDprioritiesandin G2_T4 SkillsͲUpgradingIncentivesforEmployers enhancingskillsͲupgradingforworkers G2_T5 MonitoringoftheIncentivePrograms G3_T1 RolesofGovernmentMinistriesandAgencies Strengthening FormalizekeyWfDrolesforcoordinatedactionon G3 G3_T2 RolesofNonͲGovernmentWfDStakeholders CriticalCoordination strategicpriorities G3_T3 Coordinationforthe ImplementationofStrategicWfDMeasures G4_T1 OverviewofFundingforWfD G4_T2 RecurrentFundingforInitialVocationalEducationandTraining(IVET) Providestablefundingforeffectiveprogramsin RecurrentFundingforContinuingVocationalEducationandTraining initial,continuingandtargetedvocationaleducation G4_T3 EnsuringEfficiency Programs(CVET) andtraining G4 andEquityin RecurrentFundingforTrainingͲrelatedActiveLaborMarket G4_T4 Funding Programs(ALMPs) Monitorandenhanceequityinfundingfortraining G4_T5 EquityinFundingforTrainingPrograms Facilitatesustainedpartnershipsbetweentraining G4_T6 PartnershipsbetweenTrainingProvidersandEmployers institutionsandemployers SystemOversight Broadenthescopeofcompetencystandardsasa G5_T1 CompetencyStandardsandNationalQualificationsFrameworks Dimension2 basisfordevelopingqualificationsframeworks G5_T2 CompetencyStandardsforMajorOccupations G5_T3 OccupationalSkillsTesting Establishprotocolsforassuringthecredibilityof G5_T4 SkillsTestingandCertification AssuringRelevant skillstestingandcertification G5_T5 SkillsTestingforMajorOccupations G5 andReliable G5_T6 GovernmentOversightofAccreditation Standards G5_T7 EstablishmentofAccreditationStandards Developandenforceaccreditationstandardsfor AccreditationRequirementsandEnforcementofAccreditation maintainingthequalityoftrainingprovision G5_T8 Standards G5_T9 IncentivesandSupportforAccreditation Promoteeducationalprogressionandpermeability G6_T1 LearningPathways throughmultiplepathways,includingforTVET G6_T2 PublicPerceptionofPathwaysforTVET Diversifying students G6 PathwaysforSkills Facilitatelifelonglearningthrougharticulationof G6_T3 ArticulationofSkillsCertification Acquisition skillscertificationandrecognitionofpriorlearning G6_T4 RecognitionofPriorLearning Providesupportservicesforskillsacquisitionby G6_T5 SupportforFurtherOccupationalandCareerDevelopment workers,jobͲseekersandthedisadvantaged G6_T6 TrainingͲrelatedProvisionofServicesfortheDisadvantaged G7_T1 ScopeandFormalityofNonͲStateTrainingProvision Encourageandregulatenonstateprovisionof G7_T2 IncentivesforNon StateProviders EnablingDiversity training G7_T3 QualityAssuranceofNonStateTrainingProvision G7 andExcellencein G7_T4 ReviewofPoliciestowardsNonStateTrainingProvision TrainingProvision G7_T5 TargetsandIncentivesforPublicTrainingInstitutions Combineincentivesandautonomyinthe G7_T6 AutonomyandAccountabilityofPublicTrainingInstitutions ServiceDelivery managementofpublictraininginstitutions Dimension3 G7_T7 IntroductionandClosureofPublicTrainingPrograms G8_T1 LinksbetweenTrainingInstitutionsandIndustry Integrateindustryandexpertinputintothedesign G8_T2 IndustryRoleintheDesignofProgramCurricula anddeliveryofpublictrainingprograms G8_T3 IndustryRoleintheSpecificationofFacilityStandards FosteringRelevance G8_T4 LinksbetweenTrainingandResearchInstitutions G8 inPublicTraining RecruitmentandInͲServiceTrainingofHeadsofPublicTraining Programs Recruitandsupportadministratorsandinstructors G8_T5 Institutions forenhancingthemarketͲrelevanceofpublic RecruitmentandInͲServiceTrainingofInstructorsofPublicTraining trainingprograms G8_T6 Institutions G9_T1 AdministrativeDatafromTrainingProviders EnhancingEvidenceͲ ExpandtheavailabilityanduseofpolicyͲrelevant G9_T2 SurveyandOtherData G9 basedAccountability dataforfocusingproviders'attentionontraining UseofDatatoMonitorandImproveProgramandSystem forResults outcomes,efficiencyandinnovation G9_T3 Performance SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 30 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Annex3:RubricsforScoringtheSABERͲWfDData FunctionalDimension1:StrategicFramework LevelofDevelopment Latent Emerging Established Advanced VisiblechampionsforWfD Somevisiblechampions Governmentleaders BothgovernmentandnonͲ PolicyGoal1:SettingaStrategic areeitherabsentortakeno provideadhocadvocacyfor exercisesustainedadvocacy governmentleaders specificactiontoadvance WfDandhaveactedonfew forWfDwithoccasional,ad exercisesustainedadvocacy strategicWfDpriorities. interventionstoadvance hocparticipationfromnonͲ forWfD,andrelyonroutine, DirectionforWfD strategicWfDpriorities;no governmentleaders;their institutionalizedprocesses arrangementsexistto advocacyfocuseson tocollaborateonwellͲ monitorandreview selectedindustriesor integratedinterventionsto implementationprogress. economicsectorsand advanceastrategic, manifestsitselfthrougha economyͲwideWfDpolicy rangeofspecific agenda;implementation interventions; progressismonitoredand implementationprogressis reviewedthroughroutine, monitored,albeitthroughad institutionalizedprocesses. hocreviews. FunctionalDimension1:StrategicFramework LevelofDevelopment Latent Emerging Established Advanced Thereisnoassessmentof Someadhocassessments Routineassessmentsbased Aricharrayofroutineand thecountry'seconomic existonthecountry's onmultipledatasources robustassessmentsby prospectsandtheir economicprospectsand existonthecountry's multiplestakeholdersexists PolicyGoal2:FosteringaDemandͲLed implicationsforskills; theirimplicationsforskills; economicprospectsand onthecountry'seconomic industryandemployershave somemeasuresaretakento theirimplicationsforskills;a prospectsandtheir alimitedornorolein addresscriticalskills widerangeofmeasures implicationsforskills;the definingstrategicWfD constraints(e.g.,incentives withbroadcoverageare informationprovidesabasis prioritiesandreceivelimited forskillsupgradingby takentoaddresscritical forawiderangeof ApproachtoWfD supportfromthe employers);thegovernment skillsconstraints;the measureswithbroad governmentforskills makeslimitedeffortsto governmentrecognizes coveragethataddress upgrading. engageemployersas employersasstrategic criticalskillsconstraints;the strategicpartnersinWfD. partnersinWfD,formalizes governmentrecognizes theirrole,andprovides employersasstrategic supportforskillsupgrading partnersinWfD,formalizes throughincentiveschemes theirrole,andprovides thatarereviewedand supportforskillsupgrading adjusted. throughincentives,including someformofalevyͲgrant scheme,thatare systematicallyreviewedfor impactandadjusted accordingly. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 31 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 FunctionalDimension1:StrategicFramework LevelofDevelopment Latent Emerging Established Advanced Industry/employershavea Industry/employershelp Industry/employershelp Industry/employershelp PolicyGoal3:StrengtheningCriticalCoordinationfor limitedornoroleindefining defineWfDprioritiesonan defineWfDprioritiesona defineWfDprioritiesona strategicWfDpriorities;the adhocbasisandmake routinebasisandmake routinebasisandmake governmenteitherprovides limitedcontributionsto somecontributionsin significantcontributionsin noincentivestoencourage addressskillsimplicationsof selectedareastoaddress multipleareastoaddress skillsupgradingby majorpolicy/investment theskillsimplicationsof theskillsimplicationsof employersorconductsno decisions;thegovernment majorpolicy/investment majorpolicy/investment reviewsofsuchincentive providessomeincentivesfor decisions;thegovernment decisions;thegovernment Implementation programs. skillsupgradingforformal providesarangeof providesarangeof andinformalsector incentivesforskills incentivesforskills employers;ifalevyͲgrant upgradingforallemployers; upgradingforallemployers; schemeexistsitscoverageis alevyͲgrantschemewith alevyͲgrantschemewith limited;incentiveprograms broadcoverageofformal comprehensivecoverageof arenotsystematically sectoremployersexists; formalsectoremployers reviewedforimpact. incentiveprogramsare exists;incentiveprogramsto systematicallyreviewedand encourageskillsupgrading adjusted;anannualreport aresystematicallyreviewed onthelevyͲgrantschemeis forimpactonskillsand publishedwithatimelag. productivityandare adjustedaccordingly;an annualreportonthelevyͲ grantschemeispublishedin atimelyfashion. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 32 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 FunctionalDimension2:SystemOversight LevelofDevelopment Latent Emerging Established Advanced ThegovernmentfundsIVET, ThegovernmentfundsIVET, ThegovernmentfundsIVET, ThegovernmentfundsIVET, CVETandALMPs(butnotOJT CVET(includingOJTinSMEs) CVET(includingOJTinSMEs) CVET(includingOJTinSMEs) inSMEs)basedonadhoc andALMPs;fundingforIVET andALMPs;fundingforIVETis andALMPs;fundingforIVETis budgetingprocesses,but andCVETfollowsroutine routineandbasedonmultiple routineandbasedon takesnoactiontofacilitate budgetingprocessesinvolving criteria,includingevidenceof comprehensivecriteria, formalpartnershipsbetween onlygovernmentofficials programeffectiveness; includingevidenceofprogram PolicyGoal4:EnsuringEfficiencyandEquityinFunding trainingprovidersand withallocationsdetermined recurrentfundingforCVET effectiveness,thatare employers;theimpactof largelybythepreviousyear's reliesonformalprocesses routinelyreviewedand fundingonthebeneficiariesof budget;fundingforALMPsis withinputfromkey adjusted;recurrentfunding trainingprogramshasnot decidedbygovernment stakeholdersandannual forCVETreliesonformal beenrecentlyreviewed. officialsonanadhocbasis reportingwithalag;funding processeswithinputfromkey andtargetsselectpopulation forALMPsisdetermined stakeholdersandtimely groupsthroughvarious throughasystematicprocess annualreporting;fundingfor channels;thegovernment withinputfromkey ALMPsisdeterminedthrough takessomeactiontofacilitate stakeholders;ALMPstarget asystematicprocesswith formalpartnershipsbetween diversepopulationgroups inputfromkeystakeholders; individualtrainingproviders throughvariouschannelsand ALMPstargetdiverse andemployers;recent arereviewedforimpactbut populationgroupsthrough reviewsconsideredtheimpact followͲupislimited;the variouschannelsandare offundingononlytrainingͲ governmenttakesactionto reviewedforimpactand relatedindicators(e.g. facilitateformalpartnerships adjustedaccordingly;the enrolment,completion), betweentrainingproviders governmenttakesactionto whichstimulateddialogue andemployersatmultiple facilitateformalpartnerships amongsomeWfD levels(institutionaland betweentrainingproviders stakeholders. systemic);recentreviews andemployersatalllevels consideredtheimpactof (institutionalandsystemic); fundingonbothtrainingͲ recentreviewsconsideredthe relatedindicatorsandlabor impactoffundingonafull marketoutcomes;thereviews rangeoftrainingͲrelated stimulateddialogueamong indicatorsandlabormarket WfDstakeholdersandsome outcomes;thereviews recommendationswere stimulatedbroadͲbased implemented. dialogueamongWfD stakeholdersandkey recommendationswere implemented. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 33 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 FunctionalDimension2:SystemOversight LevelofDevelopment Latent Emerging Established Advanced Policydialogueon Afewstakeholdersengage Numerousstakeholders Allkeystakeholdersengage competencystandards inadhocpolicydialogueon engageinpolicydialogueon inpolicydialogueon and/ortheNQFoccursonan competencystandards competencystandards competencystandards adhocbasiswithlimited and/ortheNQF; and/ortheNQFthrough and/ortheNQFthrough engagementofkey competencystandardsexist institutionalizedprocesses; institutionalizedprocesses; stakeholders;competency forafewoccupationsand competencystandardsexist competencystandardsexist standardshavenotbeen areusedbysometraining formostoccupationsand formostoccupationsand defined;skillstestingfor providersintheirprograms; areusedbysometraining areusedbytraining majoroccupationsismainly skillstestingiscompetencyͲ providersintheirprograms; providersintheirprograms; theoryͲbasedand basedforafewoccupations theNQF,ifinplace,covers theNQF,ifinplace,covers PolicyGoal5:AssuringRelevantandReliableStandards certificatesawardedare butforthemostpartis someoccupationsanda mostoccupationsanda recognizedbypublicsector mainlytheoryͲbased; rangeofskilllevels;skills widerangeofskilllevels; employersonlyandhave certificatesarerecognized testingformostoccupations skillstestingformost littleimpactonemployment bypublicandsomeprivate followsstandard occupationsfollows andearnings;nosystemisin sectoremployersbuthave procedures,iscompetencyͲ standardprocedures,is placetoestablish littleimpactonemployment basedandassessesboth competencyͲbasedand accreditationstandards. andearnings;the theoreticalknowledgeand assessesboththeoretical accreditationoftraining practicalskills;certificates knowledgeandpractical providersissupervisedbya arerecognizedbyboth skills;robustprotocols, dedicatedofficeinthe publicandprivatesector includingrandomaudits, relevantministry;private employersandmayimpact ensurethecredibilityof providersarerequiredtobe employmentandearnings; certification;certificatesare accredited,however theaccreditationoftraining valuedbymostemployers accreditationstandardsare providersissupervisedbya andconsistentlyimprove notconsistentlypublicized dedicatedagencyinthe employmentprospectsand orenforced;providersare relevantministry;theagency earnings;theaccreditation offeredsomeincentivesto isresponsiblefordefining oftrainingprovidersis seekandretain accreditationstandardswith supervisedbyadedicated accreditation. stakeholderinput; agencyintherelevant standardsarereviewedon ministry;theagencyis anadhocbasisandare responsiblefordefining publicizedorenforcedto accreditationstandardsin someextent;allproviders consultationwith receivingpublicfunding stakeholders;standardsare mustbeaccredited; reviewedfollowing providersareoffered establishedprotocolsand incentivesandlimited arepublicizedandroutinely supporttoseekandretain enforced;alltraining accreditation. providersarerequiredas wellasofferedincentives andsupporttoseekand retainaccreditation. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 34 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 FunctionalDimension2:SystemOversight LevelofDevelopment Latent Emerging Established Advanced Studentsintechnicaland Studentsintechnicaland Studentsintechnicaland Studentsintechnicaland vocationaleducationhave vocationaleducationcanonly vocationaleducationcan vocationaleducationcan fewornooptionsforfurther progresstovocationallyͲ progresstovocationallyͲ progresstoacademicallyor formalskillsacquisition oriented,nonͲuniversity orientedprograms,including vocationallyͲoriented beyondthesecondarylevel programs;thegovernment attheuniversitylevel;the programs,includingatthe andthegovernmenttakesno takeslimitedactionto governmenttakessome universitylevel;the actiontoimprovepublic improvepublicperceptionof actiontoimprovepublic governmenttakescoherent perceptionofTVET; TVET(e.g.diversifying perceptionofTVET(e.g. actiononmultiplefrontsto certificatesfortechnicaland learningpathways);some diversifyinglearningpathways improvepublicperceptionof vocationalprogramsarenot certificatesfortechnicaland andimprovingprogram TVET(e.g.diversifying recognizedintheNQF; vocationalprogramsare quality)andreviewsthe learningpathwaysand qualificationscertifiedbynonͲ recognizedintheNQF;few impactofsucheffortsonan improvingprogramquality Educationministriesarenot qualificationscertifiedbynonͲ adͲhocbasis;mostcertificates andrelevance,withthe PolicyGoal6:DiversifyingPathwaysforSkillsAcquisition recognizedbyformal Educationministriesare fortechnicalandvocational supportofamediacampaign) programsundertheMinistry recognizedbyformal programsarerecognizedin androutinelyreviewsand ofEducation;recognitionof programsundertheMinistry theNQF;alargenumberof adjustssucheffortsto priorlearningreceiveslimited ofEducation;policymakers qualificationscertifiedbynonͲ maximizetheirimpact;most attention;thegovernment paysomeattentiontothe Educationministriesare certificatesfortechnicaland providespracticallyno recognitionofpriorlearning recognizedbyformal vocationalprogramsare supportforfurther andprovidethepublicwith programsundertheMinistry recognizedintheNQF;alarge occupationalandcareer someinformationonthe ofEducation,albeitwithout numberofqualifications development,ortraining subject;thegovernment thegrantingofcredits; certifiedbynonͲEducation programsfordisadvantaged offerslimitedservicesfor policymakersgivesome ministriesarerecognizedand populations. furtheroccupationaland attentiontotherecognitionof grantedcreditsbyformal careerdevelopmentthrough priorlearningandprovidethe programsundertheMinistry standͲalonelocalservice publicwithsomeinformation ofEducation;policymakers centersthatarenot onthesubject;aformal givesustainedattentionto integratedintoasystem; associationofstakeholders therecognitionofprior trainingprogramsfor providesdedicatedattention learningandprovidethe disadvantagedpopulations toadultlearningissues;the publicwithcomprehensive receiveadhocsupport. governmentofferslimited informationonthesubject;a servicesforfurther nationalorganizationof occupationalandcareer stakeholdersprovides development,whichare dedicatedattentiontoadult availablethroughan learningissues;the integratednetworkof governmentoffersa centers;trainingprogramsfor comprehensivemenuof disadvantagedpopulations servicesforfurther receivesystematicsupport occupationalandcareer andarereviewedforimpact development,including onanadhocbasis. onlineresources,whichare availablethroughan integratednetworkof centers;trainingprogramsfor disadvantagedpopulations receivesystematicsupport withmultiͲyearbudgetsand areroutinelyreviewedfor impactandadjusted accordingly. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 35 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 FunctionalDimension3:ServiceDelivery LevelofDevelopment Latent Emerging Established Advanced Thereisnodiversityof Thereissomediversityin Thereisdiversityintraining Thereisbroaddiversityin PolicyGoal7:EnablingDiversityandExcellenceinTraining trainingprovisionasthe trainingprovision;nonstate provision;nonstatetraining trainingprovision;nonstate systemislargelycomprised providersoperatewith providers,someregistered trainingproviders,most ofpublicproviderswith limitedgovernment andlicensed,operatewithin registeredandlicensed, limitedornoautonomy; incentivesandgovernance arangeofgovernment operatewithcomprehensive trainingprovisionisnot overregistration,licensing incentives,systematic governmentincentives, informedbyformal andqualityassurance;public qualityassurancemeasures systematicqualityassurance assessment,stakeholder trainingisprovidedby androutinereviewsof measuresandroutine inputorperformance institutionswithsome governmentpoliciestoward reviewandadjustmentof targets. autonomyandinformedby nonͲstatetrainingproviders; governmentpoliciestoward someassessmentof publicproviders,mostly nonͲstatetrainingproviders; Provision implementationconstraints, governedbymanagement publicproviders,mostly stakeholderinputandbasic boards,havesome governedbymanagement targets. autonomy;trainingprovision boards,havesignificant isinformedbyformal autonomy;decisionsabout analysisofimplementation trainingprovisionaretimeͲ constraints,stakeholder boundandinformedby inputandbasictargets; formalassessmentof laggingprovidersreceive implementationconstraints; supportandexemplary stakeholderinputanduseof institutionsarerewarded. avarietyofmeasuresto incentivizeperformance includesupport,rewards andperformanceͲbased funding. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 36 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 FunctionalDimension3:ServiceDelivery LevelofDevelopment Latent Emerging Established Advanced Therearefeworno Relevanceofpublictraining Relevanceofpublictraining Relevanceofpublictraining PolicyGoal8:FosteringRelevancein attemptstofosterrelevance isenhancedthrough isenhancedthroughformal isenhancedthroughformal inpublictrainingprograms informallinksbetween linksbetweensometraining linksbetweenmosttraining PublicTrainingPrograms throughencouraginglinks sometraininginstitutions, institutions,industryand institutions,industryand betweentraining industryandresearch researchinstitutions,leading researchinstitutions,leading institutions,industryand institutions,includinginput tocollaborationinseveral tosignificantcollaboration researchinstitutionsor intothedesignofcurricula areasincludingbutnot inawiderangeofareas; throughsettingstandards andfacilitystandards;heads limitedtothedesignof headsandinstructorsare fortherecruitmentand andinstructorsarerecruited curriculaandfacility recruitedonthebasisof trainingofheadsand onthebasisofminimum standards;headsand minimumacademicand instructorsintraining academicstandardsand instructorsarerecruitedon professionalstandardsand institutions. havelimitedopportunities thebasisofminimum haveregularaccessto forprofessional academicandprofessional diverseopportunitiesfor development. standardsandhaveregular professionaldevelopment, accesstoopportunitiesfor includingindustry professionaldevelopment. attachmentsforinstructors. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 37 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 FunctionalDimension3:ServiceDelivery LevelofDevelopment Latent Emerging Established Advanced Therearenospecific Trainingproviderscollectand Trainingproviderscollectand Trainingproviderscollect PolicyGoal9:EnhancingEvidenceͲbasedAccountabilityfor datacollectionand reportadministrativedata reportadministrativeandother andreportadministrative reportingrequirements, andtherearesignificantgaps data(e.g.,jobplacement andotherdata(e.g.,job buttrainingproviders inreportingbynonͲstate statistics,earningsofgraduates) placementstatistics, maintaintheirown providers;somepublic andtherearesomegapsin earningsofgraduates)and databases;the providersissueannualreports reportingbynonstate therearefewgapsin governmentdoesnot andthegovernment providers;mostpublicproviders reportingbynonͲstate conductorsponsor occasionallysponsorsor issueinternalannualreports providers;mostpublic skillsͲrelatedsurveysor conductsskillsͲrelated andthegovernmentroutinely providersissuepublicly impactevaluationsand surveys;thegovernmentdoes sponsorsskillsͲrelatedsurveys; availableannualreports rarelyusesdatato notconsolidatedataina thegovernmentconsolidates andthegovernment monitorandimprove systemͲwidedatabaseand datainasystemͲwidedatabase routinelysponsorsor Results systemperformance. usesmostlyadministrative andusesadministrativedata conductsskillsͲrelated datatomonitorandimprove andinformationfromsurveysto surveysandimpact systemperformance;the monitorandimprovesystem evaluations;the governmentpublishes performance;thegovernment governmentconsolidates informationongraduatelabor publishesinformationon datainasystemͲwide,up marketoutcomesforsome graduatelabormarket todatedatabaseanduses trainingprograms. outcomesfornumeroustraining administrativedata, programs. informationfromsurveys andimpactevaluationsto monitorandimprove systemperformance;the governmentpublishes informationongraduate labormarketoutcomesfor mosttrainingprograms online. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 38 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Annex4:ReferencesandInformants DataManagement,CorporatePlanningUnitunderMinistryofEducation,HumanResourceDevelopmentandLabour. 2012.EducationStatisticalDigest MinistryofAgriculture,FoodProduction,FisheriesandRuralDevelopment.2013.YouthAgriͲEntrepreneurshipProgram ProjectDocument2013 MinistryofFinance,EconomicAffairs,PlanningandSocialSecurity.2013.Saint.LuciaMediumTermDevelopment StrategicPlan:SummaryReportSept.,2011 MinistryofEducation,HumanResourceDevelopmentandLabour.QualityAssuranceHandbookTechnical,Technicaland VocationalEducationandTraining(TVET)andAccreditationUnit,February2012 MinistryofEducation,HumanResourceDevelopmentandLabour.EducationSectorDevelopmentPlan2009Ͳ2014 MinistryofEducation,HumanResourceDevelopmentandLabour.SaintLuciaNationalReportonTechnicaland VocationalEducationandTraining.June2004 MinistryofEducation,HumanResourceDevelopmentandLabour,CentralStatisticalOffice,CaribbeanWaterand SanitationAssociation,MinistryofFinance,EconomicAffairs,PlanningandSocialSecurity,LabourMarketNeeds Assessment:FinalReport,May2013 MinistryofFinance,EconomicAffairs,PlanningandSocialSecurity.SaintLuciaMediumTermDevelopmentStrategy: SectoralActionPlan2012Ͳ2016 MinistryofFinance,EconomicAffairs,PlanningandSocialSecurity,SaintLuciaMediumTermDevelopmentStrategic Plan2012Ͳ2016 MinistryofAgriculture,FoodProduction,FisheriesandRuralDevelopment.2013.YouthAgriͲEntrepreneurshipProgram ProjectDocument2013 NationalSkillsDevelopmentCenter(NSDC).EmployersSatisfactionReport2012Ͳ2013 NationalSkillsDevelopmentCentre(NSDC).2012.ProgrammeOverviewdocument,2012 OECSSkillsforInclusiveGrowthProjectDocument(EnrollmentData)asatJune,2013 OECSSkillsforInclusiveGrowthProjectAppraisalDocument,ReportNo:38260ͲLC.April2007 OrganizationofEasternCaribbeanStates(OECS).2012.EducationSectorStrategy,2012Ͳ2021 SaintLuciaChamberofCommerce.2012.AnnualReport TechnicalandVocationalEducationandTraining(TVET)andAccreditationUnitunderMinistryofEducation,Human ResourceDevelopmentandLabour,AssessmentGuidelines:ConductingAssessmentsforNVQsinSaintLuciaFebruary 2012 SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 39 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Legislation x EducationActNo.41of1999 x FiscalIncentivesActNo.15of1974.(RevisededitionforthelawasatDecember2005) x SaintLuciaLabourActNo.37of2006,AmendedbyActNo.6of2011 x SirArthurLewisCommunityCollegeActNo.8of1985 x StatisticsActofSaintLuciaNo.13of1973 Websites http://www.nsdcslu.org/about_us.htm http://www.ilo.org http://www.ilo.org/wcmsp5/groups/public/ͲͲͲamericas/ͲͲͲroͲlima/ͲͲͲsroͲ port_of_spain/documents/meetingdocument/wcms_306333.pdf http://portal.oas.org/LinkClick.aspx?fileticket=sfi6JnDKYU0%3D&tabid=1709 http://www.wto.org/english/tratop_e/tpr_e/s299Ͳ04_e.pdf http://www.unicef.org/easterncaribbean/ECAO_Review_of_Education_Plans_and_Policies.pdf http://www.salcc.edu.lc/index.php/about www.oecs.org http://www.nicejobs.govt.lc http://databank.worldbank.org/data/home.aspx http://www.census.gov/population/international/data/idb/informationGateway.php http://en.unesco.org/countries/saintͲlucia http://www.govt.lc http://www.opsr.org.lc SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 40 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Informants Name Title Institution Mrs.KarleenMason ExecutiveDirector CentreforAdolescentRenewalandEducation Ms.CherylMathurin ProjectCoordinator ProjectCoordinationUnit Mr.BarryPaul CentreSupervisor NationalSkillsDevelopmentCentre Mrs.SelmaStPrix GeneralManager NationalSkillsDevelopmentCentre Mrs.SophiaFelicien ResearchOfficer NationalSkillsDevelopmentCentre Ms.RuthCharlemagne TVETOfficer MinistryofEducation,HumanResourceDevelopmentandLabour Mr.GeorgeMelchoir LabourCommissioner MinistryofEducation,HumanResourceDevelopmentandLabour Ms.SamaraAurilien ResearchOfficer SaintLuciaEmployersFederation Mr.UrbanDolor Principal SirArthurLewisCommunityCollege Dr.CletusBertin DirectorͲPublicSector MinistryofthePublicServiceInformationandBroadcasting Modernization Mr.EdwinSt.Catherine Director SaintLuciaCentralStatisticalOffice Mr.BrianLouisy ExecutiveDirector SaintLuciaChamberofCommerce Mr.EzraJeanBaptiste Ms.AvivaStClair Economist MinistryofFinance,EconomicAffairs,PlanningandSocial Security Dr.AnthonyFelicien Dean SirArthurLewisCommunityCollegeͲTeachersEducationDivision Ms.MaryIsaac President SaintLuciaCivilServiceAssociation Mr.VincentPeter SeniorProjectOfficer OfficeofPrivateSectorRelations Mrs.EstellitaRene HeadoftheTVETUnit MinistryofEducation,HumanResourceDevelopmentandLabour Mr.JohnCalixte DeputyPermanentSecretary MinistryofFinance,EconomicAffairs,PlanningandSocial Security DamePearletteLouisy GovernorGeneral GovernorGeneralofSaintLucia Ms.NathalieElliott SeniorResearchOfficer Ministry ofEducation,HumanResourceDevelopmentandLabour Mr.NooraniAzeez ExecutiveVicePresident SaintLuciaHotelandTourismAssociation Mr.ArthurScott Principal EntrepotSecondarySchool Ms.MariettaEdward DeputyPermanentSecretary MinistryofEducation,HumanResourceDevelopmentandLabour Dr.AlexEphrem SeniorVicePresident MonroeCollegeSaintLucia Ms.NadineIsidore AssistantEconomist MinistryofFinance,EconomicAffairs,PlanningandSocial Security Mr.HubertEmmanuel PermanentSecretary MinistryofAgricultureLandsForestryandFisheries Mr.AlanPerryThomas Director NationalInitiativetoCreateEmployment Ms.AlfritaCooper EducationOfficer MinistryofEducation,HumanResourceDevelopmentandLabour ͲNationalEnrichmentandEducationalUnit Mr.MarcusEdward ChiefEducationOfficer MinistryofEducation,HumanResourceDevelopmentandLabour Mr.ThomasBoulogne Dean SirArthurLewisCommunityCollegeͲDivisionofTechnical EducationandManagementStudies SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 41 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Annex5:SABERͲWfDScores PolicyGoal PolicyAction Topic G1_T1 2.0 G1 2.5 ProvidesustainedadvocacyforWfDatthetopleadershiplevel 2.5 G1_T2 3.0 G2_T1 2.0 Establishclarityonthedemandforskillsandareasofcriticalconstraint 2.5 Dimension1 G2_T2 3.0 G2 2.0 G2_T3 2.0 2.1 EngageemployersinsettingWfDprioritiesandinenhancingskillsͲupgrading 1.6 G2_T4 2.0 forworkers G2_T5 1.0 G3_T1 2.0 G3 1.7 FormalizekeyWfDrolesforcoordinatedactiononstrategicpriorities 1.6 G3_T2 1.0 G3_T3 2.0 G4_T1 info Providestablefundingforeffectiveprogramsininitial,continuingand G4_T2 1.0 2.0 targetedvocationaleducationandtraining G4_T3 2.0 G4_T4 3.0 G4 2.0 G4_T5_IVET 3.0 Monitorandenhanceequityinfundingfortraining 1.6 G4_T5_CVET 1.0 G4_T5_ALMP 1.0 Facilitatesustainedpartnershipsbetweentraininginstitutionsandemployers 3.0 G4_T6 3.0 Broadenthescopeofcompetencystandardsasabasisfordeveloping G5_T1 2.0 2.0 qualificationsframeworks G5_T2 2.0 Dimension2 G5_T3 3.0 Establishprotocolsforassuringthecredibilityofskillstestingand 3.6 G5_T4 4.0 2.0 certification G5 2.4 G5_T5 4.0 G5_T6 info Developandenforceaccreditationstandardsformaintainingthequalityof G5_T7 2.0 1.3 trainingprovision G5_T8 1.0 G5_T9 1.0 Promoteeducationalprogressionandpermeabilitythroughmultiple G6_T1 2.0 2.0 pathways,includingforTVETstudents G6_T2 2.0 G6_T3 1.0 G6 1.5 Strengthenthesystemforskillscertificationandrecognition 1.0 G6_T4 1.0 Enhancesupportforskillsacquisitionbyworkers,jobͲseekersandthe G6_T5 1.0 1.5 disadvantaged G6_T6 2.0 G7_T1 3.0 G7_T2 1.0 EncourageandregulatenonͲstateprovisionoftraining 1.5 G7_T3 1.0 G7 1.7 G7_T4 1.0 G7_T5 1.0 Combineincentivesandautonomyinthemanagementofpublictraining 2.0 G7_T6 3.0 institutions Dimension3 G7_T7 2.0 1.7 G8_T1 2.0 Integrateindustryandexpertinputintothedesignanddeliveryofpublic G8_T2 2.0 1.9 trainingprograms G8_T3 2.5 G8 1.9 G8_T4 1.0 RecruitandsupportadministratorsandinstructorsforenhancingthemarketͲ G8_T5 2.0 2.0 relevanceofpublictrainingprograms G8_T6 2.0 G9_T1 1.0 ExpandtheavailabilityanduseofpolicyͲrelevantdataforfocusingproviders' G9 1.3 1.3 G9_T2 2.0 attentionontrainingoutcomes,efficiencyandinnovation G9_T3 1.0 SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 42 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 Annex6:AuthorshipandAcknowledgements This report is the product of collaboration between MarieͲAnne Greer and staff at the World Bank comprising Harriet NannyonjoaswellasJeeͲPengTan,leaderoftheSABERͲWfDTeamuntilDecember2013,andVivianaV.Roseth,member of the SABERͲWfD team based in the Education Department of the Human Development Network. MarieͲAnne Greer collectedthedatausingtheSABERͲWfDdatacollectioninstrumentandpreparedinitialdraftsofthereport;theBankteam scoredthedata,anddesignedthetemplateforthereport;andVivianaV.Rosethmadesubstantive contributionsto the finalwriteup. The research team acknowledges the support of all who have contributed to the report and its findings, including informants, survey respondents, participants at various consultation workshops, as well as Francisco Marmolejo and AlexandriaValerio,leadersoftheSABERͲWfDteamin2014,andRitaCosta,AngelaDemasandRyanFlynn,alsomembers of this team at the World Bank. The research team gratefully acknowledges the generous financial support of the Government of the United Kingdom through its Department of International Development’s Partnership for Education DevelopmentwiththeWorldBankwhichmakesitpossibleforHDNED’sSABERͲWfDteamtoprovidetechnicalsupportto theprincipalinvestigatorintheformofstandardizedtoolsandguidanceondatacollection,analysisandreporting. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 43 SAINTLUCIAۣWORKFORCEDEVELOPMENT SABERCOUNTRYREPORT|2013 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of workforce development. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 44
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SABER workforce development country report : St. Lucia 2013
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