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GRENADA WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 1
Grenada
WORKFORCE DEVELOPMENTSABER Country Report
2013
Dimensions Status
1. Strategic FrameworkGovernment and non-government leaders are strongly committed to enhancing the skills of Grenadians. Significant initiatives have been made to align workforce development (WfD) policies with the country’s economic and social goals, including the establishment of the Grenada Council for Technical and Vocational Education and Training. Given the infancy of these measures, some challenges are still to be addressed, mainly regarding monitoring and evaluation of the implementation of strategic measures as well as coordination among government and non-government stakeholders.
2. System OversightVarious initiatives have been undertaken to promote and enable training providers to diversify learning pathways and assure high standards of quality in associated training programs. Competency standards have been developed for major occupations and a National Qualifications Framework has been endorsed and is currently in place. Accreditation requirements have been established and are enforced for most training providers. The WfD system in Grenada relies heavily on donor funding.
3. Service DeliveryThere is a diverse mix of training providers, with most non-state providers registered and licensed under a regime administered by the Grenada National Training Agency. Regular reporting and audits of training providers are conducted, but the management and use of information to improve their performance can be improved. Autonomy and accountability of training providers, particularly at the secondary level, is limited at the moment.
GRENADA WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013
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Table of Contents
Executive Summary............................................................................................................................... ...............3
1. Introduction ............................................................................................................................... ......................4
2. Country Context ............................................................................................................................... ................6
3. Overview of Findings and Implications ..........................................................................................................10
Overview of the SABER WfD Assessment Results .........................................................................................10
Policy Implications of the Findings................................................................................................................. 11
4. Aligning Workforce Development to Key Economic and Social Priorities .....................................................13
Socioeconomic Aspirations, Priorities, and Reforms .....................................................................................13
SABER WfD Ratings on the Strategic Framework ..........................................................................................14
Implications of the Findings ........................................................................................................................... 17
5. Governing the System for Workforce Development .....................................................................................18
Overall Institutional Landscape...................................................................................................................... 18
SABER WfD Ratings on System Oversight......................................................................................................18
Implications of the Findings ........................................................................................................................... 24
6. Managing Service Delivery............................................................................................................................. 26
Overview of the Delivery of Training Services ...............................................................................................26
SABER WfD Ratings on Service Delivery ........................................................................................................27
Implications of the Findings ........................................................................................................................... 31
Annex 1: Acronyms ............................................................................................................................... .............34
Annex 2: The SABER WfD Analytical Framework...............................................................................................35
Annex 3: Rubrics for Scoring the SABER WfD Data............................................................................................36
Annex 4: References and Informants................................................................................................................. 45
Annex 5: SABER WfD Scores .............................................................................................................................. 48
Annex 6: Authorship and Acknowledgements...................................................................................................49
GRENADA WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013
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Executive Summary
The Skills Agenda in the Tri Island State
Grenada has faced various socioeconomic challenges within the last decade, including the destruction wrought byHurricane Ivan in 2004 and the global financial crisis. As a result, economic indicators for Grenada illustrate unfavorableincreases in the poverty and unemployment rates, especially among the youth and young adults.
As studies show a shortage of skills throughout the economy skills development has come into focus within the last fiveyears in an effort to stimulate the private sector, which continues to struggle to attract foreign investment. Workforcedevelopment (WfD) has been deemed a priority for improving the country’s socioeconomic prospects.
To support the government of Grenada in this effort, the World Bank implemented the diagnostic tool SABER WfD toassess the institutional bottlenecks that stand in the way of progress; this exercise was viewed by the World Bank as afirst step to deepen dialogue around the major WfD challenges that the country needs to address. The results of theassessment presented in this report are expected to assist in clarifying priorities. They classify the WfD system accordingto four stages of maturity in policy and institutional development, as follows: (1) Latent, (2) Emerging, (3) Established,and (4) Advanced.
Prioritizing Next Steps: Reform Imperatives to Advance Economic Growth and Development
The SABER WfD assessment results, summarized on the cover of this report, rate Grenada’s system at the establishedlevel in the functional dimensions of Strategic Framework and System Oversight and at the emerging level in ServiceDelivery. These results show that Grenada’s government is committed to WfD; significant interventions have beendeveloped and launched to coordinate WfD policies with the country’s strategic goals. Specific analysis of theimplementation, monitoring, and evaluation of the WfD system reveals that lower scores were attained at the ServiceDelivery Dimension, which suggests that a greater focus needs to be placed on the implementation of strategicmeasures so that trainees are able to reap the benefits of increased quality and access to training. Results basedmonitoring has been suggested as a key instrument that can be adapted to the Grenadian context. Further measures todiversify learning pathways are also needed and greater incentives are to be developed and implemented to encouragenew training institutions to deliver high quality, accredited programs.
The government of Grenada is committed to advancing the development of its human resources and has declarededucation a pillar of the new economy that it is currently building. It is therefore pivotal to utilize this momentum todevelop the skills profile of the economy.
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1. IntroductionGrenada, a member of the Caribbean Community(CARICOM) since 1973, is characterized by its lush greenvegetation, fervent people, and picturesque scenery. Itseconomy is primarily services oriented, resulting from aperceptible shift from an agrarian dominant economyto one characterized by new and emerging servicesectors. Today Grenada is focused on transforming itseconomic position by developing key services sectorsincluding marine and yachting; information andcommunications technologies (ICT); construction; spa,health, and wellness; and education.
With a population of approximately 108,000,1 thegovernment of Grenada remains committed to theprovision of quality education and support services toall its residents. Confronted with challenges ofexpansionary fiscal debt, high susceptibility toexogenous shocks, and low rates of foreign investment,the development of a skilled workforce is imperative torouse private sector activity, attract foreign directinvestment, and stimulate growth and economicdevelopment in the tri island state of Grenada.Workforce development (WfD) is therefore viewed bythe government as a key priority for improving thenation’s socioeconomic prospects.
This report presents an assessment of the regulatory,legislative, and institutional landscape governing WfD inGrenada. The results of this analysis are based on anewly designed analytical tool developed by the WorldBank under the Systems Approach for Better EducationResults (SABER) initiative. The aim of this initiative is togarner data so as to provide systematic documentationand assessment of the policy and institutional factorsthat influence the performance of education andtraining systems of SABER participating countries. TheSABER WfD tool encompasses initial, continuing, andtargeted vocational education and training that areoffered through multiple channels, and focuses largelyon programs at the secondary and post secondarylevels.
1 The World Bank, The Little Green Data Book: 2008, Book 8 (2008)
The tool is based on an analytical framework2 thatidentifies three functional dimensions of WfD policiesand institutions:
1. Strategic Framework, which delineates the praxis ofadvocacy, partnership, and coordination in relationto the objective of aligning WfD in critical areas topriorities for national development;
2. System Oversight, which refers to the arrangementsgoverning funding, quality assurance, and learningpathways that shape the incentives and informationsignals affecting the choices of individuals,employers, training providers, and otherstakeholders; and
3. Service Delivery, which defines the diversity,organization and management of training provision,both state and non state, that deliver results on theground by enabling individuals to acquire marketand job relevant skills.
Figure 1: Functional Dimensions and Policy Goals in theSABER WfD Framework
Source: Tan et al. 2013.
Collectively, these three dimensions facilitate thesystematic analysis of the functioning of a WfD systemas a whole. The focus of the SABER WfD framework is
2 For an explanation of the SABER WfD framework see Tan et al 2013.
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on the institutional structures and practices of publicpolicymaking and the resulting effects on capacity in thesystem to conceptualize, design, coordinate, andimplement policies in order to achieve results on theground.
Each dimension comprises three Policy Goals thatcorrespond to important functional aspects of WfDsystems (see Figure 1). Policy Goals are further brokendown into discrete Policy Actions and Topics that revealmore detail about the system.3
Implementing the AnalysisInformation for the analysis of the WfD system inGrenada is gathered using a structured SABER WfD datacollection instrument (DCI). The instrument is designedto collect, to the extent possible, facts rather thanopinions about WfD policies and institutions.
Figure 2: SABER WfD Scoring Rubrics
Source: Tan et al. 2013.
For each Topic, the DCI poses a set of multiple choicequestions which are answered based on documentaryevidence and interviews with knowledgeableinformants. The answers allow each Topic to be scoredon a four point scale against standardized rubrics basedon available knowledge on global good practice (SeeFigure 2).4 Topic scores are averaged to produce Policy
3 See Annex 2 for an overview of the structure of the framework.4 See Annex 3 for the rubrics used to score the data. As in other countries, thedata are gathered by a national principal investigator and his or her team,based on the sources indicated in Annex 4; and they are scored by the WorldBank’s SABER WfD team. See Annex 5 for the detailed scores and Annex 6 fora list of those involved in data gathering, scoring and validation, and reportwriting.
Goal scores, which are then aggregated into Dimensionscores.5 The results are finalized following validation bythe relevant national counterparts, including theinformants themselves. The rest of this reportsummarizes the key findings of the SABER WfDassessment and also presents the detailed results foreach of the three functional dimensions. To put theresults into context, the report begins below with abrief profile of Grenada’s socioeconomic makeup.
5 Since the composite scores are averages of the underlying scores, they arerarely whole numbers. For a given composite score, X, the conversion to thecategorical rating shown on the cover is based on the following rule: 1.00X 1.75 converts to “Latent”; 1.75 < X 2.50, to “Emerging;” 2.50 < X3.25, to “Established;” and 3.25 < X 4.00, to “Advanced.”
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2. Country Context
The tri island State of Grenada encompasses Grenada,Carriacou, and Petite Martinique (See Figure 3). The133 square mile island nation forms the southern endof the Windward Islands. Situated between Trinidadand Tobago and Saint Vincent and the Grenadines,Grenada is 100 miles north of Venezuela and 158 milessouthwest of Barbados. Mainland Grenada is 12 mileswide and 21 miles long, and covers a land area of 120square miles. Its sister isles Carriacou and PetiteMartinique are 13 square miles and 486 acresrespectively.
Figure 3: Map of Grenada
Source: Official Website of the Government of Grenadahttp://www.gov.gd/about_grenada.html.
Political Context: Grenada was unknown to Europeuntil the 1498 voyage by Christopher Columbus, whofirst named the island ‘Concepción’. After centuries ofcolonization by various European settlers, the 1834abolition of slavery resulted in the freedom of 24,000slaves who began to determine their destiny asGrenadian people. National political consciousness wasnurtured through the labor movement, and Grenadasteadily made strides to develop political and civicindependence.
In 1958, Grenada became a member of the Federationof the West Indies and, upon its dissolution, in 1967 theIsland evolved into an Associated State with internalself government. In 1974 Grenada acquired the statusof an independent nation, becoming a constitutionalmonarchy with a prime minister, a head of state, and agovernor general as a representative of the Britishmonarch.
From 1979 to 1983, Grenada experienced extreme civilunrest marked by a revolutionary movement, followedby a coup d’etat and completed with the invasion byU.S. troops. Still a constitutional monarchy, Grenadatoday features a political system that comprises 15constituencies. The nation is presently ruled by the NewNational Party (NNP) administration, the result of themost recent elections held on February 19, 2013. Thenext general election will be held in 2018.
Economic Trends: As a small island developing state(SIDS) with an open economy, Grenada is highlysusceptible to exogenous shocks. The global financialcrisis of 2008 resulted in near consistent economiccontractions between the fiscal periods 2008 and 2012(See Figure 4).
Figure 4: Economic Performance of Grenada 200120136
Source: Central Statistics Office, Ministry of Finance, Government of Grenada& Eastern Caribbean Central Bank.
The effects of the crisis crippled economic growth andimpeded the sustainable development of Grenada. Thisspurred the government to address challengesassociated with the nation’s economic competitivenessand its ability to service sectors that yield the highesteconomic benefit. This is imperative, especially giventhe country’s growing debt stock (see Figure 5).
6 Years are denoted by the last digits; 1 is equivalent to 2001, as is 13 to2013.
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Figure 5: Growth of Grenada’s Debt Stock as a Percentage ofits Nominal GDP from 2008 2012
Source: Comparison of Grenada’s national budgets from 2009 to 2014.
Efforts to service this debt have placed undue strain onthe fiscal budget of the local government. Therefore,during the period 2009 to 2012, debt financing tookprecedence over other expenditures in key socialsectors including health and education. Furthermore,limited investment was seen in critical economicsectors, including tourism.7
Disaggregated data reflect contractions in value addedto real gross domestic product (GDP) by the hotel andtourism industry in 2009 2010—12.3 percent and 13.62percent respectively. However, 2012 signaled achanging of the tides with positive growth of 6.41percent.8 Agriculture recorded a positive contribution of20.99 percent in 2009, but negative growth of 12.08percent in 2010. In 2011, however, agriculture recordeda 6.41 percent positive value added. Fluctuations acrossother sectors characterize the recent economicperformance of local industries; the sector oftransportation, storage, and communications is the onlyone that has consistently contracted over the past fouryears.9
Confronted by these socioeconomic ailments, thegovernment of Grenada maintains that the key tounlocking the country’s economic potential is in thehands of its most valuable resource: human capital.Workforce development (WfD) is therefore viewed as
7 Source: IMF, 2013. Caribbean Small States: Challenges of High Debt andLow Growth. Accessed at:http://www.imf.org/external/np/pp/eng/2013/022013b.pdf.8 Government of Grenada, 2013 Budget Statement, Presented by Rt. Hon Dr.Keith Mitchell, p.68.http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.9 Government of Grenada, 2013 Budget Statement, Presented by Rt. Hon Dr.Keith Mitchell, p.68,http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.
critical in propelling the economy forward on a path torecovery and further into sustained growth anddevelopment.
Demographic Trends: Grenada possesses apopulation shy of 110,000, and features unevenness inits age distribution (see Figure 6). About 24.7 percent ofthe total population fall within the age range 0 14, and17.1 percent are within the range 15 24. The largestgroup of Grenadians (40.2 percent) is between the agesof 25 54, a period in an individual’s life that isassociated with economic productivity. This furtherreinforces the need to place WfD as a priority within thenational agenda.
Employment: Data from the Central Statistics Office, ascollected in 2008, indicates that Grenada possesses alabor force of 47,581, with 49 percent of the total forcereflecting economically active males and the remaining51 percent being female. These individuals are primarilyemployed in the agricultural and services sectors andgeneral industries (see Figure 7).
Figure 6: Age Distribution of the Population of Grenada
Source: Central Intelligence Agency, The World FactBook – Grenada,https://www.cia.gov/library/publications/the worldfactbook/geos/gj.html. Data is based on 2013 estimates.
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Figure 7: Percentage Distribution of Economically ActiveIndividuals Among Key Sectors
Source: CIA FactBook – Grenada.
The country continues to struggle with one of thehighest rates of unemployment within the EasternCaribbean Economic Union, with women and youthbeing most acutely affected. This has adverselyimpacted the socioeconomic situation of Grenada bycreating an unprecedented poverty rate of 37 percentand an unemployment rate that has doubled since2008.10
Recognizing the many socioeconomic ills of the nation,the government has endorsed the building of a NewEconomy for Grenada. Five pillars have been identifiedto support the construction of this new and moderneconomy. These include:
Tourism and HospitalityEnergy Development (renewable and nonrenewable)AgribusinessInformation and Communications TechnologyEducation, Health and Wellness, and Services11
The government of Grenada has also adoptedexpansionary fiscal measures to combat economicchallenges and steer Grenada on the path to economicgrowth and sustainable development. In an effort toattract the inflow of capital, lucrative investmentpackages have been presented to internationalinvestors, including extended temporary tax holidaysand copious concessions. As a result, Grenada reportsan expansion in its hotel and tourism industry. Therecently implemented Citizenship by Investment
10 Government of Grenada, 2013 Budget Statement, Presented by Rt. Hon Dr.Keith Mitchell, p.5,http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.11 Ministry of Finance, Dr. Rt. Hon Keith Mitchell, Prime Minister & Ministerof Finance, Budget Statement 2013, p.25,http://gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.
Program has created an avenue for foreign nationals toobtain citizenship through investment. The legislationsupporting this program was passed in August 2013.12 Itis hoped that such ventures will serve to spur greatereconomic activity and boost employment.
Education and Training: Education is not only a pillaron its own, but an area that affects and is affected bythe other four pillars. WfD initiatives are thereforeinstrumental in addressing the many grave concernsconfronting the nation. The government is committedto the development of human capital and has allocatedincreased revenues towards education and trainingprograms. Figure 8 illustrates the general educationframework in Grenada.
At the beginning of 2010, the Statistical Departmentwithin the Ministry of Education projected that by 2013,education expenditure would represent 6.8 percent ofthe nation’s real GDP, assuming an annual increase ineducation expenditure of 2 percent, coupled with thefurther assumption of a 4 percent annual rise in realGDP.13 However, given that real GDP growth has beenless than 4 percent for the period 2009 2013, andeducation related expenditure has increasedexponentially in response to the socioeconomic needsof the citizenry, it is likely that expenditure associatedwith education would represent a larger percentage ofGDP.14 Of the projected expenditure15 the governmentproposes to allocate approximately 6.9 percent towardsthe following specific projects: Youth EntrepreneursDevelopment Fund; School Books Program; HumanResource Development; School Feeding Program; andSupport for Education, Employment and Development.These monies will be obtained from PetroCaribe Funds.
12 Government of Grenada, Grenada Citizenship by Investment Act 2013Passed in Parliament,http://www.gov.gd/egov/news/2013/aug13/07_08_13/item_1/citizen byinvestment.html.13 Ministry of Education & Human Resource Development, 2010, EducationStatistical Digest: Past Trends, Present Positions and Projections up to2015/2016, p. 135.14 This refers to government expenditure on support services including schoolfeeding, book and uniform programs.15 By 2013, expenditure on education amounted to ECD 110.6 million,approximately 10 percent of total government expenditure for that year.
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Figure 8: General Education Framework of Grenada
Source: Author’s construction.
The education landscape of Grenada reflects a relativelyhigh enrollment rate that continues to increase with theexpansion of the youth population. While completesystem wide data has not been released for recentacademic years, the increased enrollment at secondarylevel institutions has resulted in the establishment ofthe J.W. Fletcher Memorial Secondary School. Similarly,the increased number of scholarships provided tonationals has augmented the matriculation numbers atSt. George’s University. This change is also explained bythe education policy of the previous government thatgranted admission to secondary level education to allstudents who sat the 11+ examinations (formerly calledCommon Entrance, now referred to as the CaribbeanPrimary Exit Assessment, or CPEA), with the exceptionof extreme cases.
Until 2008, T.A. Marryshow Community College(TAMCC) and New Life Organisation (NEWLO) were theprimary institutions involved in technical and vocationaltraining. In 2009, a new institution was added to thelandscape. Birthed from assessments of the needs ofemployers, the Grenada National Training Agency (NTA)was established under the Grenada Council forTechnical and Vocational Education and Training(GCTVET). This entity facilitates the administration ofskills training by partnering with various trainingproviders. NTA is responsible for overseeing, designing,monitoring, promoting, and establishing technical andvocational education and training (TVET) to meet
Grenada’s skills development needs.16
Under NTA, Grenada has made impressive strides. Anoccupational standards framework has been developedand implemented so as to provide nationally andregionally acceptable and recognized standards andqualifications. These standards are governed under theNational and Caribbean Vocational QualificationsFrameworks (NVQs and CVQs). So far, over 53occupational standards have been approved and othersare pending approval and vetting.17
16 Grenada National Training Agency, Role of the Grenada National TrainingAgency, http://grenadanta.gd/AboutGNTA.aspx.17 Grenada National Training Agency, Occupational Standards,http://grenadanta.gd/OccupationalStandards/ListofOccupationalStandards.aspx. Information from NTA shows that, by 2014, 103 occupational standardshad been approved.
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3. Overview of Findings and Implications
This chapter highlights findings from the assessment ofGrenada’s workforce development (WfD) system, basedon the SABER WfD analytical framework and tool. Thefocus is on policies, institutions, and practices in threeimportant functional dimensions of policymaking andimplementation: strategic framework, system oversight,and service delivery. These aspects collectively createthe operational environment in which individuals, firms,and training providers, both state and non state, makedecisions with regard to training; as such, they exert animportant influence on observed outcomes in skillsdevelopment. Strong systems of WfD haveinstitutionalized processes and practices for reachingagreement on priorities, for collaboration andcoordination, and for generating routine feedback thatsustains continuous innovation and improvement. Bycontrast, weak systems are characterized byfragmentation, duplication of effort, and limitedlearning from experience.
The SABER WfD assessment results summarized belowprovide a baseline for understanding the current statusof the WfD system in the country, as well as a basis fordiscussing ideas on how best to strengthen it in thecoming years.
Overview of the SABER WfD AssessmentResultsFigure 9 shows the overall results for the threeFunctional Dimensions in the SABER WfD framework.18
For Strategic Framework and System Oversight,Grenada is rated at the Established level, but for ServiceDelivery, the score falls to the Emerging level ofdevelopment. The findings suggest that althoughGrenada’s WfD policies and institutional framework areambitious and well structured, the system’s capacity forimplementation is quite weak as evidenced by a lowservice delivery score.
Grenada’s success in aligning national skills policies withits development goals and priorities forms the basis ofthe assessment under the Strategic FrameworkDimension, which is rated at the Established level at2.6. Specifically, this component of the SABER WfDframework examines Grenada’s performance in (a)charting a strategic direction for WfD, (b) fostering a
18 See Annex 6 for the full results.
demand driven approach to WfD and (c) strengtheningcritical coordination for implementation of the strategicagenda.
Figure 9: Dimension Level Scores
Note: See Figure 2 for an explanation of the scale on the horizontal axis.Source: Based on analysis of the data collected using the SABER WfDquestionnaire.
The score for this Dimension indicates sustainedadvocacy for WfD to support economic development,evidenced by the clear support of both government andnon governmental leaders to the enhancement of theWfD system in Grenada, as well as the government’sinterest in human capital development, unemploymentreduction, and the advancement of economic growththrough higher productivity of a skilled workforce.
Although Grenada has, for many years, been consideredan agrarian society, the dynamism of the globaleconomy has necessitated a paradigm shift, as noted ina previous section. In response, Grenada is transitioningfrom a goods based to a services oriented economy,skilled and semi skilled. This change is accompanied byinstitutional, regulatory, and legislative reforms,inclusive of changes to the WfD landscape. Policies,programs, and procedures have been modified andupdated to reflect both the modernity of the 21st
century and the national development agenda of thegovernment of Grenada.
The SABER analysis of Grenada’s WfD system profiles acountry where senior government officials are
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committed to WfD and are therefore viewed asadvocates of the cause. Significant initiatives have beenmade to coordinate WfD policies with the country’sstrategic goals, but these have been met with somechallenges. Many of the successes of the WfD regimecan be attributed to the Grenada Council for Technicaland Vocational Education and Training (GCTVET). Themultipartite nature of the Council has resulted in theachievement of buy in from various stakeholdergroupings; this buy in is essential in driving the WfDagenda. Another significant change, also related to theenactment and further implementation of theprovisions of the 2009 GCTVET Act, was theinstitutionalization of the Grenada National TrainingAgency (NTA), a coordination and oversight body fortechnical and vocational education and training (TVET)programs.
Given the infancy of this framework, the system is stillconfronted with some key challenges, such asinadequate monitoring and evaluation systems andinefficiencies in translating strategy into effectiveimplementation of interventions. Other challengespertain to coordination issues among stakeholders inorder to avoid duplication of efforts, misalignment ofpolicies, and poor strategic and operational decisionmaking. In addition, the heavy reliance on externalfunding does not augur well for the development of theworkforce in the coming years and highlights the needfor the government and the local private sector toinfuse finances into WfD.
System Oversight is the second Dimension under theSABER WfD framework, rated at the Established levelfor Grenada with a score of 2.6. This Dimensioninvestigates Grenada’s achievements in (a) ensuringefficiency and equity in funding for TVET, (b) assuringrelevant and reliable standards, and (c) diversifyingpathways for skills acquisition.
The establishment of the NTA has led to thedevelopment of a National Qualifications Framework(NQF)—the design of over 53 occupational standardsand the application of quality assurance mechanisms tostandards and practices for training, a feat of whichGrenada can be proud.19 On the other hand, the fundingmechanisms for the WfD system were identified as
19 According to NTA, by 2014, 103 standards have been approved.
weak in terms of sustainability and independence fromdonor led initiatives.
Specific to the institutional underpinnings of Grenada’sWfD framework, a multi dimensional landscape oforganizations, associations, and institutions arefeatured. Private public sector partnerships are evidentwith the NTA collaborating with industry participantssuch as the National Water and Sewerage Authority andexternal companies such as Crane, from Barbados.Strong linkages are also evident between the NTA andgovernment ministries, specifically the ministries ofLabor, Sports & Youth, and Education.
The third Dimension looks at the Service Delivery pillarof WfD in Grenada. It assesses how Grenada has beenable to (a) enable diversity and excellence in theprovision of training, (b) promote and maintainrelevance in public training programs, and (c) enhanceevidence based accountability for results. ThisDimension is rated at the Emerging level, with anaverage score of 2.1.
Data collected for this Dimension shows that, overall,Grenada’s WfD system features both private and publicTVET institutions, though private institutions are morepredominantly featured at the tertiary level. With theprogression of time and expansion of the scope of theWfD framework, the role of training providers asintegral pillars of the WfD framework, along with theincreasing need for sustained regulation of theiroperations has been highlighted. Bringing this to thefore ensures a level of accountability that will likelyincrease the quality and relevance of training in linewith the needs of the Grenadian economy. Thefollowing section examines the policy implications ofthe findings.
Policy Implications of the FindingsIn promoting the strategic goals of the WfD framework,synergy between policy goals and the nationaldevelopment strategy is important. Anything contraryto this would be counterproductive and cost ineffective.In Grenada, there is a deficiency of information aboutskills demand. This limits the ability of policymakers todesign frameworks that address deficiencies in thesystem, as they are unable to obtain a holistic picture ofthe educational and labor market landscapes.Moreover, industry participation is key to advancing thedevelopment of the system. Current institutional
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arrangements are well designed and lend themselves tothis. However, slight modifications are necessary toensure maximum efficiency is attained; these areproposed below.
The WfD strategic agenda along with policy decisionsare to be made with the endorsement of all relevantstakeholders. To achieve this, better organized channelsof communication are necessary. Rather than creatingnew technological platforms, the existing ones can beadapted by involving the ministry responsible forinformation and communications technologies (ICT). Ashared network, intranet, or some type of internalinterface can facilitate continuous sharing of activitiesand increased collaboration among stakeholders. Thiswould promote complementarity of initiatives andeliminate duplication of efforts and wasting limitedresources.
Greater emphasis needs to be placed on efficiency andequity in the use of funds. Systems to strengthen themonitoring and evaluation of WfD initiatives must beemployed. The diversification of sources of funding isalso crucial and it is therefore recommended that theGovernment of Grenada arrests its overdependence ondonor funding for WfD initiatives. To infuse financialstability and sustainability in the WfD framework, it isessential to find a balanced formula by which thegovernment, industry participants, business supportentities, and donor agencies can contribute to thedevelopment of Grenada’s human capital. Furthermore,to attract a larger inflow of capital into the WfDstrategies, it is recommended that greater incentives beprovided to investors, both local and abroad. An inflowof capital would facilitate the much needed integrationand application of innovative technologies to servicedelivery and monitoring and evaluation of WfDinitiatives.
An intensified focus on the quality of trainingproviders—and not merely the quantity—is needed,especially at the secondary level. Formal mechanisms,apart from the institutional arrangements providedunder the GCTVET, should be implemented to ensuregreater relevance of training programs and facilitateregular industry input and feedback.
Increasing funding for relevant studies can strengthenthe WfD system. Investment in skills focusedassessments and surveys will garner relevant data andmarket information from a wide cross section ofsources and stakeholders. Additionally, the findings ofthese studies and their recommendations must beimplemented in order to enhance the accountability ofthe system and ensure evidence based decision making.The proposed changes can foster greater relevance intraining programs, promote diversity and excellence intheir delivery, and facilitate system wide decisionsabout training provision.
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4. Aligning Workforce Development to KeyEconomic and Social Priorities
Workforce development (WfD) is not an end in itself,but an input toward broader objectives—of boostingemployability and productivity; relieving skillsconstraints on business growth and development; andadvancing overall economic growth and social wellbeing. This chapter reports the SABER WfD results forDimension 1, Strategic Framework. The three mainsections within this chapter explore: (a) the keysocioeconomic aspirations, priorities, and reforms ofGrenada, to provide a brief background andcontextualize the SABER WfD ratings; (b) the SABERWfD ratings of the Strategic Framework, which describethis Dimension, examines each Policy Goal and explainstheir scores; and (c) some policy implications of thefindings, which identify areas for improvement in lightof the SABER WfD ratings.
Socioeconomic Aspirations, Priorities,and Reforms
Socioeconomic challenges in the context of WfD:The current global situation has impacted Grenada as asmall island vulnerable state and has created a set ofcomplex challenges for the country. At the same time, ithas presented an opportunity to address not onlyimmediate political demands, but also institutional andstructural reforms for creating an enabling environmentfor sustained growth and macroeconomic stability. Thecore challenges of creating such an environment areunemployment and lack of skills development.Compounding these challenges is the slow growth ofthe Grenadian economy. The incessant decline ofeconomic growth in Grenada has placed added pressureon the labor market’s ability to absorb an annual influxof hundreds of graduates seeking jobs, creating anunfavorable active to total population ratio and theresulting high unemployment rate. Grenada, however,is undeterred in its struggle to develop a new economicorder characterized by enhanced competiveness and asound knowledge base.
Grenada’s current economic woes are attributed toboth exogenous shocks and endogenous factors,including the financial crises of 2007, skills demand andsupply mismatches, absence of adequate career
guidance, and a lack of innovation and application oftechnologically advanced tools in the administering oftechnical and vocational education and training (TVET)and related programs. Grenada’s current account deficithas further widened, with the expansion of imports andlethargy of exports. Inflation, however, has remainedrelatively low, with an average rate of 1.8 percentrecorded in 2012, affecting predominantly food prices.20
Some challenges have been addressed, but—as withmany economic variables—the time lag betweenimplementation of corrective measures and theattainment of the desired results has furtherexacerbated the situation. Various reforms, mostnotably the establishment of the Grenada NationalTraining Agency (NTA) and the institution of theGrenada Council for Technical and Vocational Educationand Training (GCTVET), were introduced in an attemptto tackle skills mismatches. These reforms yielded goodresults but improvements in certain areas are stilldesired. Furthermore, education reforms in Grenadahave been successful in improving enrollment andquality; however, the labor market has not respondedwith adequate increases in remuneration or even theability to absorb the influx of new entrants.
National aspirations and guiding strategies:Grenada has articulated its national socioeconomicpriorities, guided by the manifesto of the currentgovernment administration to transform the nation intoa new economy. The strong focus placed on educationand employment, especially youth employment, isexpressed in the national agenda formulated in 2013.The desired end result is the development of a skilledlabor force that can directly service the local economyand further support nation building and economicdevelopment through cross border labor and othermodes of service to external markets.
Grenada’s focus on human capital development isevident in the 2013 national budget, which adopted thetheme “Restoring Hope, Building the New Economy andEmpowering our People”. Two of the six sub themesunder the overall goal of “Empowering the People ofGrenada” focus on skills development, specifically the
20 According to Dr. Rt. Hon Keith Mitchell, Prime Minister & Minister ofFinance, food inflation has exponentially increased, recording rates of 3% in2012. Budget Statement 2013,http://gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.
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sub theme “Youth and Sports Development”, and“Education and Human Resource Development”.21
Under the pillar of education, student support servicessuch as the textbook, transportation, school feeding,and uniform programs have been implemented; EC$1million has been allocated to general provision andEC$3.1 million to school feeding. Other interventionsinclude increased teacher training opportunities and theretooling of programs to broaden their scope.Approximately EC$3.5 million is earmarked to supportthe activities of the NTA and EC$12 million for the T.A.Marryshow Community College (TAMCC).22
Reforms: Dating back to the days of the revolution,education has always been recognized as the key thatcould unlock a nation’s potential for sustainedeconomic development. In recent years, Grenada hasfocused on education as a way to build the country'shuman capital and transform the economy into aknowledge based one.
Grenada has invested considerably in education sincethe early 1980s and significant achievements haveresulted. Universal education has been adopted andintegrated into the education system and other reformsfrom the primary to tertiary levels have unfolded. Themovement away from the more traditional streams ofeducation has been embraced, and the stigma attachedto vocational and technical education and training hassignificantly lessened. TVET has therefore receivedgreater support, financially and otherwise, and therehas been gravitation towards various skill categoriesand fields. The most palpable demonstration of thesupport for TVET programs is the establishment andendorsement of the GCTVET and its sub body, the NTA.
SABER WfD Ratings on the StrategicFramework
In the SABER WfD framework, the role of WfD inrealizing Grenada’s socioeconomic aspirationsmaterializes through actions to advance the followingthree Policy Goals: (i) setting a strategic direction forWfD; (ii) fostering a demand led approach in WfD; and
21 Other sub themes include: Health and Social Security; Housing and SocialCare; Relief for Small Depositors of Capital Bank and Carriacou and PetiteMartinique.22 Ministry of Finance, Dr. Rt. Hon Keith Mitchell, Prime Minister & Ministerof Finance, Budget Statement 2013, p. 34,http://gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.
(iii) ensuring coordination among key WfD leaders andstakeholders. The ratings for these Policy Goals arepresented and explained below, followed by a reflectionon their implications for policy dialogue.
Based on data collected by the SABER WfD assessment,Grenada receives an overall rating of 2.6, indicating theclassification of Established, though on the lower end,for the Strategic Framework Dimension. The figurebelow illustrates the three Policy Goals which comprisethis Dimension and yield the average score notedabove. Goal 1—Setting a Strategic Direction, receives a3.0 score; Goal 2—Fostering a Demand led Approach,receives a 2.0 score; and, Goal 3—Strengthening CriticalCoordination, receives a 2.7 rating. Policy Goals 1 and 3meet the score of the Established level, indicating goodpractices within these goals; Policy Goal 3 rates at theEmerging level, reflecting room to improve in thepractices and processes associated with it. Furtherexplanations of these ratings, along with theirimplications, follow below.
Figure 10: SABER WfD Ratings for Dimension 1
Note: See Figure 2 for an explanation of the scale on the horizontal axis.Source: Based on analysis of the data collected using the SABER WfDquestionnaire.
Policy Goal 1: Setting a Strategic Direction
Leaders play a significant role in crystalizing a strategicvision for WfD that is aligned to the country’s uniquecircumstances and opportunities. Their advocacy andcommitment attract partnership with stakeholders forthe common good, builds public support for keypriorities in WfD, and ensures that critical issues receivedue attention in policy dialogue. Taking these ideas intoaccount, Policy Goal 1 assesses the extent to whichsenior most government leaders and the private sector
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provide sustained advocacy for WfD priorities throughinstitutionalized processes.
Grenada is rated at the Established level on Policy Goal1, with a score of 3.0. This connotes sustained advocacyby government officials, with palpable support fromnon government leaders; both the government andNGOs are visible champions for WfD. National politicalleaders, government officials and the NTA are theforemost government advocates for WfD in Grenada.Within the government construct, the line ministriesresponsible for Education & Human ResourceDevelopment and Youth Development & Sports areoften referenced as public endorsers of TVET programssuch as the IMANI Project and the Grenada YoungEntrepreneurs Project. Strategic plans and policyframeworks direct the path of these programs, whichare widely endorsed by local government. As a result,these programs are properly carved out and budgetaryallocations are made within line ministries in an effortto ensure that they are successfully implemented.
NGO participation is also evident within the WfDlandscape of Grenada. Organizations that support localbusinesses, industry leaders, and private sector trainingproviders engage in sustained advocacy for WfD. Muchof this advocacy is undertaken through GCTVET, whichalso seeks to enhance the regulatory and legislativelandscape governing WfD. The strengthening of theselinks is viewed as imperative given the increasingreliance on the services sectors as a driver of economicgrowth and development, and the subsequent need foran appropriately skilled labor force. The governmenthas recognized that in order for its human resources tobe competitive globally, they must meet internationalstandards and such standards must be regularizedlocally.
The GCTVET meets monthly to discuss a wide array ofmatters, including collaboration in selected industriesand economic sectors (construction, tourism andhospitality, agriculture, ICT, yachting and marina), initialvocational education and training (IVET), on the jobtraining, training in priority sectors, and programs forvulnerable populations. Despite the efforts of bothpublic and private sector entities in coordinating andexecuting a synchronized WfD agenda, the pursuit ofsetting a strategic direction for WfD in Grenada is alsoaccompanied by several drawbacks. The most
significant of these is the absence of reviews andassessments. Very few reviews of interventions andprogram implementations have been undertaken. Thisis attributed to resource constraints, primarily financial.The few rare reviews tend to be undertaken in an adhoc manner.
Policy Goal 2: Fostering a Demand DrivenApproach to WfD
Effective advocacy for WfD requires credibleassessments of the demand for skills, engagement ofemployers in shaping the country’s WfD agenda, andincentives for employers to support skills development.Policy Goal 2 incorporates these ideas and benchmarksthe system according to the extent to which policiesand institutional arrangements are in place. This helpsto: (i) establish clarity on the demand for skills andareas of critical constraint; and (ii) engage employers insetting WfD priorities and enhancing skills upgrading forworkers.
Grenada is rated at the Emerging level for Policy Goal 2,with a score of 2.2. Assessment of economic prospectsand skills implications take place regularly and focus isplaced on key growth sectors only; many others areignored. These assessments are based primarily onindustry and employer surveys and are conducted onlyby government agencies in collaboration withinternational agencies. Although employer engagementhas been institutionalized through GCTVET, there islimited involvement elsewhere.
Findings indicate that occasional assessments areconducted to determine the national economicprospects of Grenada. These evaluations also examineskills implications within key sectors. The last nationalskills needs assessment was conducted in 2008 andidentified economic sectors with the greatest economicpotential: tourism, manufacturing, agriculture and agribusiness, ICT, financial services, education and training,health and wellness, energy, and research anddevelopment. This assessment also birthed the NTA.
Employer engagement in policy dialogue about WfDmatters is channeled primarily through Lead IndustryGroups at GCTVET. Lead Industry Groups are technical,consultative bodies that are primarily composed ofindustry and business representatives who possess
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expertise in a particular occupational discipline.23
Besides being responsible for the development ofoccupational standards, these groups also facilitatedialogue and participation by employers in particularareas in order to address the skills implications ofsystem wide policies and investments. It is imperativeto note, however, that while the majority of skillstraining programs benefit from employer engagementand participation, all do not.
Despite the great input of the local industry in policydialogue, the government has not established skillsupgrading incentive programs through which employerscan benefit. While the government intends to designincentive schemes, these have not been created due tothe absence of a policy or legal framework that couldenable such an endeavor.
Policy Goal 3: Strengthening CriticalCoordination for Implementation
Ensuring that the efforts of multiple stakeholdersinvolved in WfD are aligned with the country’s keysocioeconomic priorities is an important goal ofstrategic coordination. Such coordination typicallyrequires leadership at a sufficiently high level toovercome barriers to cross sector or cross ministerialcooperation. Policy Goal 3 examines the extent to whichpolicies and institutional arrangements are in place toformalize roles and responsibilities for coordinatedaction on strategic priorities.
Grenada is rated at the Established level for Policy Goal3, receiving a score of 2.7. Coordination in Grenada’sWfD system was enhanced by the GCTVET Act, alegislative instrument which defines the roles andresponsibilities of government ministries, agencies, andother stakeholders as they relate to WfD. Thecomposition of GCTVET depicts the key institutionswithin the multidimensional WfD landscape in Grenada:the Ministries of Labor, Education, and EconomicDevelopment; the NTA (as a national skills coordinationunit); the Grenada Employers Federation; the T.A.Marryshow Community College (the only communitycollege on the tri island state of Grenada); an NGO with
23 Grenada National Training Agency, The Standards Development Process,http://www.grenadanta.gd/OccupationalStandards/OccupationalStandardsDevelopment.aspx.
TVET interests; and representatives from the privatesector. They are all members of GCTVET. 24
GCTVET provides an institutional platform for dialogue,coordination and execution of the WfD agenda. Forexample, the Council played a prominent role in theimplementation of the Organization of EasternCaribbean States (OECS) Skills for Inclusive GrowthProject, where its members were able to coordinate theimplementation of various components of this project.GCTVET also facilitated the signature of a memorandumof understanding between the Ministry of YouthEmpowerment and Sports and NTA in 2012 to facilitatethe training of various youth under the NQF.25 Throughthis agreement, the Ministry of Youth pledgedassistance to the NTA to complement its efforts,including student stipends in the amount of EC$700along with other non pecuniary support.
Despite efforts to achieve strategic coordination, thesystem still has challenges to overcome. For example,some initiatives are conducted by independent players,without input and direction from GCTVET and NTA,thereby hampering coordination efforts. While both theOECS Skills Project and the IMANI Project are part of thenational WfD agenda, the latter lacks the former’s levelof broad based coordination with all representatives ofthe GCTVET. There is also evidence of overlap,especially at the level of program implementation.Various training providers, both public and otherwise,have undertaken similar skills training programstargeting the same audience. Instances of individualprograms being undersubscribed, or theimplementation of similar programs by other trainingproviders utilizing donor or other financial aid, indicatewasting of resources and inefficiencies that result fromthe ineffectual usage of the NTA as the nationalcoordination unit for skills training programs.
Aware of these challenges, representatives from theMinistry of Education and the T.A. MarryshowCommunity College have proposed to grant the NTA thetitle of principal broker for all skills training and
24 Section 5, subsection 3 of the Grenada Council for Technical and VocationalEducation and Training Act No. 9 of 2009.25 The Grenada National Training Agency, The National Training Agency (NTA)signs a Memorandum of Understanding with the Ministry of YouthEmpowerment and Sports,http://www.grenadanta.gd/News/tabid/81/articleType/ArticleView/articleId/62/National Training Agency signs Memorandum of Understanding withMinistry of Youth Empowerment and Sports.aspx.
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education programs. Under this proposal, programsundertaken without the NTA’s endorsement wouldincur penalties. Although this proposal is at an initialstage, stakeholders are clear that a move in thisdirection must be accompanied by strong leadership bythe Ministry of Education as well as an aggressive andcomprehensive communications strategy.
Implications of the Findings
The findings for the Strategic Framework Dimensionreveal that Grenada has invested heavily in charting astrategy through which WfD is widely integratednationally. The country has surmounted many hurdles,but there are still core areas that can be furtherstrengthened. GCTVET, as the primary mechanismthrough which coordinated efforts and championing ofWfD is undertaken, could broaden the scope ofadvocacy and dialogue among WfD actors so they cancollaborate around not only economic sectors, but onthe development and execution of an economy wideWfD agenda.
Strong collaboration among WfD actors is critical toensure that overlaps in functions and duplication ofefforts do not occur. In the absence of suchcollaboration, resulting inefficiencies will create aninadequate system for the oversight of providers andthe delivery of training. Although coordination does notseem to be an important challenge in Grenada,occasional poor communication among ministries could
have avoided past situations in which similar andundersubscribed skills programs were duplicated undertwo separate national programs.
Better coordination, fewer inefficiencies, andduplication of efforts can be achieved by improvedmonitoring and evaluation practices. It is proposed thata mandatory linkage be made between the design andimplementation of projects and their review. It shouldbe mandatory to make arrangements –includingsecuring the necessary funding for regular monitoringand evaluation of WfD related initiatives at the outsetfor projects at the national and local level. To ensurethat this is enforced, it is imperative that WfD policyand legislation prescribe the NTA as the sole broker ofskills programs in the country.
In order to better align the skills demand and supplysides, it is recommended that the government adopt ademand driven approach to WfD. Grenada hasdemonstrated promising steps in this direction, butchallenges remain. First, funding is insufficient toformally assess the skills needed to increase thecountry's competitiveness and productivity. Greateremphasis must be placed on increasing the scope andfrequency of assessments of skills mismatches, in linewith the country’s economic priorities. Ideally, policies,regulations, and legislation that aim to strengthen areasof economic interest should allow for a synergybetween three main elements: an increased privateinvestment, an enabling environment for sectordevelopment, and interventions to create a workforcewith relevant skills. The second challenge relates to thelack of financial and non financial incentives foremployers to upgrade the skills of their employees. Theinclusion of employers in charting the strategic directionfor WfD and in the delivery of training is alsofundamental as they are the end users of skills and thus,knowledgeable about the skills needed for increasedproductivity.
Box 1: Learning from Global Practices
More advanced systems conduct routine assessmentsbased on multiple data sources on the country'seconomic prospects and their implications for skills. Awide range of measures with broad coverage are taken toaddress critical skills constraints. Governments recognizeemployers as strategic partners in WfD, formalize theirrole, and provide support for skills upgrading throughincentive schemes that are reviewed and adjusted.
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5. Governing the System for WorkforceDevelopment
Workforce development (WfD) authorities fosterefficient and equitable funding of investments inworkforce development, facilitate effective skillsacquisition by individuals, and enable employers tomeet their demand for skilled workers in a timelymanner. The objective is to minimize systemicimpediments to skills acquisition and mismatches inskills supply and demand. This chapter highlights theSABER WfD results for Dimension 2: System Oversight.It comprises three sections: (a) the overall institutionallandscape, which summarizes the organization andgovernance of the WfD system and the fundingmechanisms for WfD; (b) the SABER WfD ratings onSystem Oversight, which explains the rationale for thescores and findings under Policy Goals 4, 5, and 6; and(c) the implications of the findings, which identify areasfor improvement in light of the SABER WfD ratings.
Overall Institutional Landscape
The Ministry of Education and Human Resources, theGrenada Council for Technical and Vocational Educationand Training (GCTVET), its sub agency the GrenadaNational Training Agency (NTA), and the Ministry ofYouth Empowerment and Sports are the primaryinstitutions with responsibility for WfD in Grenada.Other line ministries have also impacted certain aspectsof the direction and development of WfD, but the mostsignificant contributions have come from the abovementioned organizations.
The Ministry of Education and Human Resources isresponsible for ensuring equitable access to quality andrelevant education to all Grenadians regardless of sex,race, color, creed, ability, or socioeconomic status. Thisministry endeavors to equip citizens with theknowledge, attitudes, values, and skills that will assist inthe development of their capacities to contribute to thenation’s social and economic development.
NTA, formally referred to as the Grenada NationalTraining Agency, is a body legislatively establishedunder the GCTVET Act. This primary legislativeinstrument also establishes the GCTVET, which serves asan advisory body to the Minister of Education. ThisCouncil focuses on the design of policies, strategies, andprograms for the management of technical and
vocational education and training (TVET). In practice, itsfunctions are quite broad (ranging from monitoring andevaluation of WfD initiatives to quality assurancemeasures). Semi autonomous in nature and withexecutive authority to prepare a national TVET policy,the Council engages key WfD stakeholders throughformalized institutional arrangements in an effort todesign and execute a strategic program that addressesthe WfD needs of Grenada.26 The GCTVET isinstitutionally designed to engage a wide range of WfDstakeholders including representatives from theMinistries of Education, Labor, Economic Development,the NTA, private sector organizations, the tertiary leveltraining and education providers, non governmentalorganizations, and representatives of various industrysectors.
The success of WfD in Grenada is largely dependent onthe sustainability of key organs such as the GCTVET.Initial financial support for its operation was providedby the Japanese government through the Jamaica HeartTrust. The NTA was later implemented and thegovernment assumed greater responsibility for theoperation of this body. Findings from this assessmentreveal that although it is clear that funding to supportthese entities is critical, reliability and sustainability offinancial resources is questionable. The structuresthrough which funding is secured are not properlydefined. Grenada demonstrates a large dependence ondonors’ funds with the primary alternative for financingbeing general taxation. This reflects poor financialplanning, which adversely impacts the proper deliveryof training and the adequate monitoring and evaluationof WfD related initiatives, among others.
SABER WfD Ratings on System Oversight
The SABER WfD framework identifies three pertinentPolicy Goals corresponding to oversight mechanisms forinfluencing the choices of individuals, training providers,and employers. These include: (i) ensuring efficiencyand equity in funding, (ii) assuring relevant and reliablestandards, and (iii) diversifying pathways for skillsacquisition. The ratings for these Policy Goals arepresented and explained below, followed by a reflectionon their implications for policy dialogue.
26 Grenada National Training Agency, The Grenada Council for Technical andVocational Education and Training,http://grenadanta.gd/b/AboutGNTA/GCTVET/WhatistheGCTVET.aspx.
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Based on data collected for the SABER WfD assessment,Grenada receives an overall rating of 2.6 for the SystemOversight Dimension, corresponding to an Establishedlevel of development (See Figure 11). This score reflectsthe average rating for the underlying Policy Goals. Italso reflects the progress the country has made indeveloping and establishing a National QualificationsFramework (NQF), designing occupational standards forseveral occupations, and facilitating learning pathways.On the other hand, challenges remain in the area offunding for the WfD system as it depends heavily ondonor led initiatives.
Policy Goal 4: Ensuring Efficiency and Equityin Funding
WfD requires a significant investment of resources bythe government, households and employers. To ensurethat these resources are effectively used it is importantto examine the extent to which policies and institutionalarrangements are in place to: (i) ensure stable fundingfor effective programs in initial, continuing, andtargeted VET; (ii) monitor and assess equity in funding;and (iii) foster partnerships with employers for fundingWfD. These are the elements Policy Goal 4 analyses.
Grenada is rated at the Emerging level on Policy Goal 4.The country’s performance in promoting efficiency andequity in funding earned a score of 1.9—the lowestrating received throughout the nine Policy Goalscovered in the SABER WfD assessment. Poor financialplanning and weak resource mobilization efforts werenoted as the principal challenges crippling Grenada’sperformance in this area. The low score is also theresult of significant challenges regarding the assessmentof the effect of funding for TVET programs on equity.
Grenada’s WfD system suffers from poor financialplanning. There is no dedicated training fund for thepromotion and sustainability of WfD programs, thoughnational annual budgets reflect financial allocationsdedicated to human capital development. These arecaptured under apportionments for the Ministry ofEducation & Human Resource Development, mainfunder of the WfD system. As shown in Table 1, therehas been a gradual decrease in the percentage of totalgovernment expenditure that is destined for educationand human resource development. However, the actualexpenditure on these areas during the last five yearshas fluctuated.
The Ministry of Youth Empowerment and Sports alsoallocates funds towards certain TVET programs.However, a large percentage of programs implementedby the Ministry of Youth are either jointly held with theMinistry of Education through the NTA or inpartnerships with external institutions. The overallpercentage of expenditure associated with the Ministryof Youth as compared to total government expenditurehas not surpassed 4 percent in the last five years. Thehighest percentage was reached in 2013 (3.85 percent),which responds to the increased impetus of thegovernment to revitalize the IMANI project, now calledthe New IMANI. A significant dimension of this projectcomprises TVET programs that are jointly executed withNTA.
The highest percentage of expenditure associated witheducation and human resource development, relativeto total government expenditure, was recorded in 2009.This reflected the firm commitment of the governmentof the time to education, which was declared as one offive transformational sectors. A concerted effort wastherefore made to ensure that supporting mechanismswere in place to yield the desired results. Legal,regulatory, and institutional mechanisms weredeveloped: the GCTVET Act, the GCTVET, and the NTA.Between 2009 and 2012, the government directed itsfinancial resources into areas of teacher education andtraining; refurbishment and upgrading of teachingfacilities; and refocusing the curricula to better reflectthe fluidity of the national and international economies.In 2012, financial allocations also took intoconsideration plans to complete a national resourcedevelopment policy and database, which is yet to becompleted primarily due to political factors.
Figure 11: SABER WfD Ratings for Dimension 2
Note: See Figure 2 for an explanation of the scale on the horizontal axis.Source: Based on analysis of the data collected using the SABER WfDquestionnaire.
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Recognizing the importance of WfD to the developmentof the nation, the government of Grenada has soughtpartnerships with various donor agencies in executingTVET programs over the last five years. Internationalpartners including USAID, the International YouthFoundation (IYF), the World Bank, the CanadianInternational Development Agency (CIDA), and thegovernment of India have been approached to assistGrenada develop its human resources.
USAID sponsors TVET programs delivered by New LifeOrganization (NEWLO), which in 2013 held its 27thgraduating exercise producing a cohort of 79 graduates.IYF has financially endorsed skills development inGrenada through the Caribbean Youth EmpowermentProgram (CYEP), an initiative coordinated by theIndustrial Development Corporation (GIDC), the primaryinvestment promotion agency in Grenada. In 2013, 139individuals successfully completed CYEP. The WorldBank has been the principal sponsor of the OECS Skillsfor Inclusive Growth Project, which supported theestablishment of GCTVET and NTA. CIDA has alsofunded TVET programs throughout the entire Caribbean
27 While allocations to the Ministry of Education and Human ResourceDevelopment are part of the annual budgeting process, the source of someof these funds is external partners. For illustration purposes, this table showsallocations to the Ministry of Education and Human Resource Developmentas a proxy for public sector contributions to WfD. However, it is important tonote that resources allocated to other ministries and agencies, as well asfunds for donor led initiatives are not captured in these figures.
Community (CARICOM) region and has supportedvarious projects, including exchange TVET programs andthe provision of equipment.28 The government of Indiaprovided financial assistance to establish and operatean ICT Centre for Excellence. This financial contributionenabled the staffing and equipping of the trainingfacility with the requisite hardware and computersoftware. It also facilitated the subsidization ofprograms by the government, thus making programs inthe critical area of ICT more affordable.
This heavy reliance on international funding sources,however, is of great concern as it highlightsvulnerabilities in terms of sustainability. Recent globaleconomic occurrences have resulted in declines indonor funding, and Grenada’s continued dependenceon outside sources can hamper its ability to furtherdevelop its economy through a robust andinstitutionalized WfD system. Enhancing resourcemobilization procedures would serve to improveGrenada’s ability to better pursue a WfD strategy. Thiswas proposed as a key intervention by representativesof the GCTVET and the Ministry of Education.
Reviews regarding the impact of funding on trainingbeneficiaries are done mostly for externally fundedprojects, generally as a component of the project itself.To some extent, Grenada utilizes the conclusions andrecommendations of these assessments to informfuture projects and advance the development of itslocal WfD initiatives. The OECS Skills for InclusiveGrowth Project undertook the most recent review;
28 Canadian International Development Agency, International DevelopmentProjects Grenada, http://www.acdicida.gc.ca/cidaweb/cpo.nsf/fWebCSAZEn?ReadForm&idx=11&CC=GD.
Table 1: Allocations to MOEHRD, 2009 201327
Fiscal Year
Allocations to the Ministry of Education and HumanResource Development (ECD Millions) Total
Expenditure USDMillions1
% of TotalGovernmentExpenditure
RecurrentExpenditure
CapitalExpenditure
TotalExpenditure
2009 80.7 29.7 110.4 40.9 16.32010 86.8 18.9 105.7 39.1 15.72011 87.8 27.5 115.3 42.7 14.72012 89.6 19.9 109.5 40.6 10.72013 90.4 20.2 110.6 41.0 10.0
Source: Grenada National Estimates of Revenue and Expenditure (2009 2013)
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outside of this, no other recent review has beenundertaken. The ability of the system to attract largerquanta of financial resources can also serve to financemore regular reviews and assessments of WfDinterventions.
Policy 5: Assuring Relevant and ReliableStandards
The WfD system comprises a wide range of trainingproviders, both state and otherwise, offering courses atvarious levels in diverse technical, vocational, andtraditional fields. An effective system of standards andaccreditation enables students to document their
learning and helps employers to identify workers withrelevant skills set. Under Policy Goal 5 it is thereforeimportant to assess the status of policies andinstitutions to: (i) set reliable competency standards; (ii)assure the credibility of skills testing and certification;and (iii) develop and enforce accreditation standards formaintaining the quality of training provision.
Grenada scored at the Advanced level for this PolicyGoal, with a score of 3.3. This rating reflects the successattained due to the establishment of Grenada’s NQFand its institutional infrastructure for curriculaalignment, testing procedures, accreditation standards,and licensing. The sectoral coverage of standards under
Figure 12: Competency Standard Levels in the Qualifications Framework
Source: Grenada National Training Agency http://www.grenadanta.gd/OccupationalStandards/OccupationalStandardsFramework.aspx andhttp://www.grenadanta.gd/LinkClick.aspx?fileticket=VNo9UZkRDKk%3d&tabid=116&mid=464.
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the NQF is still limited in scope and does notincorporate some key occupational areas that are ofeconomic interest.
Grenada established the GCTEVT in 2009. With keystakeholders from public and private sectors, along withNGO representatives, the GCTVET designed the WfDagenda of Grenada. It played a crucial role in thedevelopment of the NQF, which was developed withcontinuous input from WfD stakeholders throughinstitutional arrangements and formal mechanisms,including figures such as the Lead Industry Groups. TheStandards and Planning Department of NTA evaluatescompetency and facility standards and collaborates withindustry lead bodies to validate and adopt them.
The framework develops nationally and regionallyrecognized standards and qualifications referred to asNational Vocational Qualifications and CaribbeanVocational Qualifications. Certificates awarded oncompletion of assessments measured against nationaloccupational standards are classified as NationalVocational Qualifications (NVQ), while those awardedagainst regional occupational standards are CaribbeanVocational Qualifications (CVQs). The attainment ofthese qualifications improves employment prospects,earning capability, and mobility.
These qualifications promote quality assurance and arevery well defined and structured. Over 53 standardshave been developed and the occupational standardsframework comprises five levels of competencystandards, ranging from entry level/basic to complex(See Figure 12).29
The NQF covers a wide range of occupational standards.Over 53 standards have been developed and approvedby GCTVET (See Box 2). The gradual pace of standardsdevelopment equipped the NTA and the GCTVET withadequate time to assure their relevance and to setmechanisms for regular reviews and revisions in thefuture.
To promote and maintain quality assurance throughoutthe WfD framework, the NTA has developed a qualityassurance manual that is applied to all programsendorsed by the Agency. This ensures a standardized
29 Grenada National Training Agency, Occupational Standards Framework,http://www.grenadanta.gd/OccupationalStandards/OccupationalStandardsFramework.aspx. Information from NTA shows that, by 2014, 103occupational standards had been approved.
training and certification framework that is applied tothe TVET system in Grenada. This framework promotesthe concepts of competency based training,assessments, and certifications that lead to national andregional qualifications.30
In line with good practices, Grenada developedcompetency based curricula in alignment withoccupational standards. Protocols are applied to ensureand maintain the integrity of programs in which thiscompetency based approach is applied. The NTA hasheightened awareness on competency based educationand training (CBET) through various public educationinitiatives, including the development and publishing ofCBET material (accessible via their website) and thehosting of training workshops for WfD stakeholders,particularly instructors.31 The wide application of CBETfacilitates the progression of learning to the next levelonce trainees have demonstrated a firm grasp of therelevant occupational competencies.32
Certificates are awarded according to a set ofprocedures to assess theoretical and practicalcompetencies against occupational standards.Individuals must provide evidence that they have theability to perform activities to the standards requiredfor employment. Since industry and employers areactively involved in the process to develop standards,individuals who demonstrate competence are wellprepared for the local and regional workforce.33
30 Grenada National Training Agency, Quality Assurance Manual: Manual Apolicy and procedures manual for assuring the quality of qualificationsprovided by the Grenada National Training Agency, p. 7,http://www.grenadanta.gd/LinkClick.aspx?fileticket=VNo9UZkRDKk%3d&tabid=116&mid=464.31 Grenada National Training Agency, CBET Training for Instructors Part 2,http://www.grenadanta.gd/Home/tabid/39/ArticleType/ArticleView/ArticleID/38/Default.aspx.32 Grenada National Training Agency, Competency Based Education &Training,http://www.grenadanta.gd/LinkClick.aspx?fileticket=WYaqbPvn3A4%3d&tabid=116&mid=464.33 Grenada National Training Agency, Centre Approval Guidelines: Becomingan Approved Training Centre, p. 53,http://www.grenadanta.gd/LinkClick.aspx?fileticket=lTtvqu7iHsY%3d&tabid=116&mid=464.
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The quality of Grenada’s network of public and privateTVET providers is overseen by NTA, which together withGCTVET sets and reviews the standards foraccreditation of programs and licensing of trainingproviders. These standards are based on the CentreApproval Guidelines. All training providers, with theexceptions of recognized schools, must obtain a GCTVETlicense prior to the commencement of trainingprovision; however, there are a few providers that goundetected.34
34 SABER WfD Validation Workshop, September 2013.
The Centre Approval Process is quite robust andrequires that all programs offered by training providersare accredited. There is broad enforcement of therequirements for obtaining center approval. Trainingproviders must assume and understand theirresponsibilities as an approved center. They must followprotocols in relation to physical and human resourcemanagement, recruit staff with a certain level ofqualification and experience, support learners andinstructors, ensure occupational health and safety, andestablish evaluation mechanisms and quality assuranceprocedures.35 Once they have met the specified criteria,Training Centres are approved for three year periods.Annual reviews can be conducted when warranted.36 Incases of non conformance, GCTVET provides technicalsupport and conducts regular monitoring audits but, ifthe problem persists, it revokes the institution’sapproval status.37
Policy Goal 6: Diversifying Pathways forSkills Acquisition
Dynamic economic environments require workers tonot only acquire new skills and competencies but alsokeep their skills up to date throughout their workinglives. They are best served by a system of initial andcontinuing education and training that promoteslifelong learning by offering clear and flexible pathwaysfor transfers across courses, progression to higher levelsof training, and access to programs in other fields. Forthose already in the workforce, schemes for recognitionof prior learning are essential to allow individuals toefficiently upgrade their skills and learn new ones.Policy Goal 6 therefore evaluates the extent to whichpolicies and institutions are in place to: (i) enableprogression through multiple learning pathways,including for students in TVET streams; (ii) facilitate therecognition of prior learning; and (iii) provide targetedsupport services, particularly among the disadvantaged.
Grenada scores at the lower end of the Establishedlevel (2.7) for Policy Goal 6. Despite pathways beingavailable for TVET students to progress to other types ofprograms, several parts of the system are stilldisconnected. The integration of vocational andacademic pathways was facilitated by the recent
35 Grenada National Training Agency, Centre Approval Guidelines: Becomingan Approved Training Centre, Op. Cit.36 Ibid. p. 2.37 Ibid. p. 11.
Box 2: Some Occupational Standards Approved by GCTVET
Food & Beverage Bar Service (Portering) Level 1Food & Beverage Restaurant Service (Server) Level 1Housekeeping (Room Attendant) Level 1Commercial Food Preparation (Cookery) Level 1Industrial Security Operations Level 1General Office Administration (Office Clerk) Level 1Community Tourism Level 1Floral Arrangement Level 1General Cosmetology Level 1Plumbing Level 1 & 3Masonry Level 1General Construction Level 1 & 2Carpentry Level 1 & 2Electrical Installation Level 1, 2 & 3Data Operations Level 1 & 2Motor Vehicle Engine Systems Level 1 & 2Agro Food Processing Level 1Apiculture Level 2Fabric Design Level 1Garment Production Level 1Parenting Facilitation Level 3Furniture Making Level 1 & 2Furniture Finishing Level 1Photography Level 1Small Appliances Repairs Level 1Technical Assistance in TV and Video Production Level 1Cricket Pitch and Field Maintenance Level 1Youth Development Work Level 1&2Building & Construction Site Supervision Level 3Graphic Arts Level 1Welding Level 1 & 2Motor Vehicle Body Repairs (Cars & Light Trucks) Level 1Metal Work Engineering Level 2Early Childhood Development Level 1
Source: Grenada National Training Agency, Occupational StandardsFramework.
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success of TAMCC in conferring dual qualification tosome of its students. 2012/2013 was the first academicyear that students were able to graduate with bothassociate degrees and certifications under the NQF.38
The framework provides a seamless system ofintegrating vocational and traditional academicpathways and further enables portability of skills acrossCARICOM countries, as the NQF is recognized regionally.
The WfD system has made significant efforts tofacilitate the recognition and certification of priorlearning under the NQF. A set of rules governing theassessment of prior learning for skilled persons withyears of experience has been established. Under thisassessment scheme, recognition of skills and knowledgeof individuals are assessed against approvedoccupational standards. Full and partial qualificationscan be achieved and further training can also beobtained to acquire additional qualifications andrecognition.
The government of Grenada finances training programsthat target marginalized and disadvantaged groups. Onesuch program is the New IMANI, a revision of theprevious IMANI program that provides opportunities fordevelopment for young and vulnerable individualsbetween the ages of 17 and 30 who are unemployed.The government allocated EC$15.9M to this programwith the intention of providing training toapproximately 2,000 young individuals—aboutEC$7,950 per trainee.39 Thus far, 1,125 individuals havestarted the self development training component, andit is expected that another 1,000 will soon enroll.40 Ifenrollment exceeds the estimates and, as theGovernment of Grenada remains committed to theimplementation of this program and the developmentof its disadvantaged and vulnerable groups, greaterresource mobilization efforts to satisfy the demand willlikely be undertaken.
38 Interview with Deputy Chairman and TAMCC Representative, GCTVET.39 Government of Grenada, 2013 Budget Statement presented by Dr. Hon Rt.Keith C. Mitchell, Prime Minister and Minister of Finance and Energy, p. 36,http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.40 Government Information System, Another 1000 Youth to Access Trainingthrough the new IMANI, http://www.grenadaembassyusa.org/wpcontent/uploads/2013/08/News Release Another 1000 Youth to AccessTraining Through the New IMANI.pdf.
Implications of the Findings
Grenada has adopted and adapted international bestpractices for the oversight of its system. Keyinterventions to ensure relevant and reliable standardshave been integrated into the local WfD system,including the introduction of competency standards,skills testing, the NQF, and the assessment of priorlearning. Grenada has developed several occupationalstandards in a range of areas such as ICT, hospitality andtourism, construction, engineering, and health,wellness, and beauty.41 Other areas of cultural interestand economic potential should however also beincluded under the framework. Policy dialogue istherefore recommended to explore broadening thesectoral scope of the occupational standards to includeoccupations with potential in the local economy such asboat construction, costume fabrication, and steel pantuning.42
To promote and maintain the integrity of the system,quality assurance standards have been developed andare applied at every level. The system owes its successin part to the synergized approach in which standardshave been developed and maintained and, in part, tothe fact that industry, government, and nongovernment stakeholders have informed the processes.There are, however, some elements of inefficiencywithin the WfD system. Not all TVET programs areendorsed by NTA; some training providers operateindependently and are therefore not subject to therequirements of approved training centers. This limitsthe system’s ability to effectively supervise and controlthe quality of training provision, with potential negativeimpact on the system and its beneficiaries. Existingregulations should be amended so that all trainingproviders, state and non state, for profit and non profit,are required to register as such. The registry should bemanaged by a Registrar and subject to review based onthe requirements of becoming an approved trainingcenter. The lack of a mandatory minimum standardopens the space for unregulated training programs andproviders, making the oversight of Grenada’s WfDsystem susceptible to poor quality and diminishing itscredibility locally and regionally.
41 There are, however, other sectors for which standards have beendeveloped.42 SABER WfD Validation Workshop, September 2013.
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Financing has also been flagged as a key concern;Grenada has traditionally been heavily dependent onexternal donors for the development of the country’shuman capital. To create a labor force comparable tothose found in developed nations, Grenada must infusegood financial planning and management into the WfDframework.
The local framework for WfD lacks a comprehensiveinvestment strategy that links the various Dimensions ofthe system. Emphasis has been placed on facilitatingaccess to training, and only recently on setting upsystems for quality assurance (under the NTA) orestablishing sustainable funding mechanisms. This hascreated inefficiencies in the system. It is fundamental toincorporate an investment strategy to support WfDpriorities.
Providing career development services for thebeneficiaries of training increases the employability ofgraduates. Career development in Grenada is indirectlysupported through international agreements thatprovide scholarships; however, a broader coverage ofeducational programs in new and emerging areas isneeded. Members of both the public service and theprivate sector are afforded the opportunity to advancetheir career development through these programs.Some programs have age limitations which restrict theadvancement of individuals, particularly those normallyexcluded from the education and training system.Setting a higher age threshold would result in a greaternumber of persons capitalizing on these opportunities.
Box 3: Learning from Global Practices
In more advanced systems, the government funds initialvocational and education training (IVET), continuingvocational and education training (CVET), and active labormarket programs (ALMPs). Funding for IVET is routine andbased on multiple criteria, including evidence of programeffectiveness. Recurrent funding for CVET relies on formalprocesses with input from key stakeholders and annualreporting. Funding for ALMPs is determined through asystematic process with input from key stakeholders.ALMPs target diverse population groups through variouschannels and are reviewed for impact. The governmenttakes action to facilitate formal partnerships betweentraining providers and employers at multiple levels(institutional and systemic). It also reviews training toassess the impact of funding on both training relatedindicators and labor market outcomes. Such reviewsstimulate dialogue among WfD stakeholders and result inthe implementation of at least some recommendations.
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6. Managing Service Delivery
Training providers, both non state and government, arethe primary channels through which a country’sworkforce development (WfD) policies are translatedinto tangible results on the ground. This chapterhighlights the SABER WfD results for Dimension 3,Service Delivery. It comprises three sections: (a) anoverview of the delivery of training services; (b) theSABER WfD ratings for Policy Goals 7, 8 and 9, includinga description and explanation of the scores for each;and (c) the implications of the findings, which identifyareas for improvement in light of the SABER WfDratings.
Overview of the Delivery of TrainingServices
Education in Grenada is compulsory between the agesof 5 and 14. Students are expected to have seven yearsof primary education, after which they must take aCaribbean Primary Exit Assessment (CPEA) to continueto lower secondary. After completing grade 9, studentswho do not plan to continue further studies in thegeneral track can take a school leaving certificateexamination. Higher secondary education lasts twoyears, after which students can take the CaribbeanGeneral Certificate of Education (GCE), or theCambridge GCE (See Table 2).
Grenada has two layers of technical and vocationaleducation and training (TVET): educational institutionsthat administer TVET programs as part of theirinstruction at the secondary level, and programsoverseen by the Grenada National Training Agency(NTA). In 2013, the country’s education systemcomprised a total of 23 secondary schools, the majorityof which are stationed on mainland Grenada, with twosituated on the sister isle of Carriacou. Most secondaryeducation institutions in Grenada are governmentmanaged; two are private. None of these institutionscan be classified as full fledged technical schools, butmost provide TVET programs within their curriculum.
The most recent data available on enrollment coversthe academic year of 2009/10. During this period, atotal of 10,171 students were enrolled in the then 19secondary schools on the island. With a total of 664teachers in these schools, the student teacher ratio was
at 15:1 for that school year. Enrollment has steadilyincreased since then and far exceeded official estimatesfor 2013/14, resulting in the recent establishment of anadditional secondary school to address capacityconstraints.
The average age range of students within secondarylevel institutions in Grenada is 11 18 and the systemprovides for a stay of at least five years to ensure thecompletion of this level of education and theattainment of a high school diploma.
While there are no TVET specific public secondaryschools, Grenada offers training programs through theNew Life Organization (NEWLO), the Program forAdolescent Mothers (PAM), and T.A. MarryshowCommunity College (TAMCC). NEWLO provides life andvocational skills training programs for disadvantagedyouth between the ages of 17 and 24, while PAM catersto teenage mothers. TAMCC offers technical andvocational programs to different population groups butbeing a community college and not a polytechnic, it alsooffers a wider cadre of educational programs. Besidesthese public post secondary institutions, there are agreater number of private post secondary trainingproviders, the majority of which are registered withNTA. There are, however, other private serviceproviders that are neither registered with the NTA, norregulated under the WfD system.
At the tertiary level, Grenadians can pursue studies attwo universities: St. George’s University, which is theonly institution with a campus on the island, and theUniversity of the West Indies, which provideseducational services through the open campus route.The Grenada University of Science and Technology isregistered as a university but does not have a realpresence on the island.
Table 2: Structure of the Education System in Grenada
From To Years
PrimaryCaribbean Primary ExitAssessment (CPEA) 1 7 7
Lower secondarySchool Leaving CertificateExamination (optional) 8 10 3
Upper secondary(general or technical)
Caribbean Secondary EducationCertificate Examinations 11 12 2
Post secondaryCaribbean Advanced PlacementExamination (CAPE) 2
Tertiary Degree
GradesSchool Level Exam / Certificate awarded
Source: UNESCO
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Recently, an information and communicationstechnologies (ICT) center for excellence was establishedto provide ICT skills training to Grenadians. Toencourage enrollment, the government and itsinternational partners provided subsidized funding toease the tuition cost burden. Despite the good intentionbehind this initiative, various challenges wereencountered and the center is no longer fullyfunctional. It is still to be determined whether this ispermanent or a temporary setback.
SABER WfD Ratings on Service Delivery
The Policy Goals for this Dimension in the SABER WfDframework focus on the following three aspects ofservice delivery: (i) enabling diversity and excellence intraining provision; (ii) fostering relevance in publictraining programs; and (iii) enhancing evidence basedaccountability for results. The ratings for these threePolicy Goals are presented below and are followed by areflection on their implications for policy dialogue.
Grenada’s score of 2.1 reflects that the system is at anEmerging level of development on this Dimension (SeeFigure 13). Diversity in the provision of training occurswhere both state and non state providers operate. Ascan be expected, private training providers exercisegreater autonomy as compared to state providers.However, private providers receive little by way ofgovernment incentives, have lower levels ofaccountability, and are not as frequently monitored orregulated as their public provider counterparts.
The NTA uses both informal and formal mechanisms togather inputs from employers for both curricula andfacility standards. Additional efforts to ensure qualityand relevance of programs include the definition ofclear criteria such as minimum academic qualificationsand industry or teaching experience to recruitinstructors and heads of institutions. Educators areprovided professional development opportunitiesthrough scholarship programs secured by thegovernment of Grenada in partnership with countriessuch as Morocco, Cuba, China, India, Australia, and NewZealand.
Figure 13: Overview of Dimension 3
Note: See Figure 2 for an explanation of the scale on the horizontal axis.Source: Based on analysis of the data collected using the SABER WfDquestionnaire.
Policy Goal 7: Incentivizing Diversity andExcellence in Training Provision
Because the demand for skills is impossible to predictwith precision, having a diversity of providers is afeature of strong WfD systems. Among non stateproviders the challenge is to temper the profit motiveor other program agendas with appropriate regulationto assure quality and relevance. Among state providersa key concern is their responsiveness to the demand forskills from employers and students. Striking the rightbalance between institutional autonomy andaccountability is one approach to address this concern.Policy Goal 7 takes these ideas into account andbenchmarks the system according to the extent towhich policies and institutional arrangements are inplace to: (i) encourage and regulate non state provisionof training and (ii) foster excellence in public trainingprovision by combining incentives and autonomy in themanagement of public institutions. With a score of 2.2,Grenada rates at an Emerging level for Policy Goal 7.
Scope and Formalization of Non State TrainingProviders
The workforce development system in Grenada includespublic and non state, domestic and foreign, for profitand nonprofit training providers. Non state domesticorganizations with profit pursuits have been recognizedas approved training providers under the national TVETframework and NTA. These institutions are inpossession of the requisite requirements under theApproved Center Process guidelines developed and
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administered by the NTA.43 Approved profit seekingorganizations include the Security Training Institute, andGrey's Typing School & Kool System, among others. Alist of pre qualified training providers can be found inthe annual reports compiled by the NTA.44
Apart from the domestic non state providers thatcomprise Grenada’s WfD regime, also featured withinthis framework is an offshore education institution: St.George’s University (SGU). While mainly focused on theprovision of medical training, SGU supports the TVETframework through the provision of programs forconvalescent care training. Another tertiary leveltraining provider (considered as such given its targetpopulation) is NEWLO. Founded in 1984, it is one of theleading domestic non profit skills training institutions.NEWLO is committed to the provision of life andvocational skills training for disadvantaged youth,particularly between the ages of 17 24 and receivesfinancial assistance from the government and USAID.
Over 75 percent of the non state providers areregistered and licensed under the Grenada Council ofTechnical and Vocational Education and Training(GCTVET) regime; however, there are others that areundocumented and unregulated. This small percentageof informal training providers adversely impacts theintegrity of the WfD system.
Recognizing the integral role that domestic non stateproviders play in the development of Grenada’sworkforce, the government has attempted to reviewpolicies affecting non state training provision. Suchreviews are generally constrained by financial andhuman capacity resources. However, the governmentprovides non financial incentives to encourage privatetraining provision, such as access to support services,instructor training seminars, and informational anddevelopmental conferences. Representatives fromthese institutions are also encouraged to participate asmembers in national bodies such as GCTVET. Althoughrecognized as a critical tool to encourage non stateprovision, financial incentives have not yet been put inplace. There has been dialogue on this matter amongkey government stakeholders and training providers,
43 Grenada National Training Agency, Centre Approval Guidelines,http://www.grenadanta.gd/LinkClick.aspx?fileticket=lTtvqu7iHsY%3d&tabid=116&mid=464.44 Grenada National Training Agency, Annual Report 2011,http://www.grenadanta.gd/LinkClick.aspx?fileticket=qdu6HQZWo0%3d&tabid=116&mid=464.
but no policy document has been developed and a fiscalincentive program remains at a stage of intent. It isexpected that further work will be undertaken toensure that the incentive program moves from thepoint of dialogue to that of implementation. Therequisite legislative framework will need to be approvedto support any policy decision in this regard, but theconstrained capacity of the Chamber of the AttorneyGeneral in terms of staff and workload can delay thisprocess. In addition, the change of government afterthe 2013 elections has slowed the momentum on theinterventions commenced by the previous government.
NTA has been assigned responsibility for qualityassurance, recognized as a significant element of theWfD system. Quality assurance measures for non stateproviders include requirements for regular reporting,specifically either after the completion of a cycle oftraining programs or annually. NTA also auditsinstitutions to ensure that facilities meet adequatestandards. These facility audits can be done twice a yearand conform to the Center Approval Process guidelines.In cases of non compliance with certain stipulations,NTA provides guidance to help the training providercomply with the standards. Those training providers notsubject to NTA’s quality assurance measures (e.g.,Junior Achievement) can provide certificates ofparticipation upon completion of training courses, butthey are not recognized under the National VocationalQualifications (NVQ) and Caribbean VocationalQualifications (CVQ) frameworks.
In seeking to further promote and maintain a highquality standard within the WfD framework, theintroduction and closure of public training programs,including those administered by secondary levelinstitutions, are governed by systematic procedures.Despite the presence of these arrangements, there is noevidence of recently introduced or closed programs thathave followed or been a result of these procedures.
Autonomy & Accountability of Public TrainingInstitutions
At the secondary level, training providers possesslimited authority to purchase materials and otherinputs, or recruit and dismiss staff. The MaterialProduction Unit within the Ministry of Education andHuman Resources works with the CurriculumDevelopment Officers to produce relevant teachinglearning materials. Input from secondary level
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education institutions is sought, but limiteddiscretionary authority is assigned at the school level.Staff recruitment and dismissal are also managedcentrally through the Public Service Commission, asstipulated by the Public Service Commission regulations,SRO 27 of 1969. The management board of a secondarylevel institution cannot hire staff, but can makerecommendations to the Ministry of Education.Similarly, they can request a transfer or recommendtermination in situations when severe professionalmisconduct is observed, but the ultimate decision lieswith the Ministry of Education.
Providers at the tertiary level exhibit a greater level ofindependence in their operations. TAMCC exercisesautonomy in the selection and admission of students, aswell as the recruitment and dismissal of staff andfaculty. It undertakes these functions with the guidanceof a College Council, whose roles and responsibilitiesare legislatively prescribed in the TAMCC Act Cap 315B.The act provides for the establishment of committeesunder the Council which possess responsibility for keyareas of the college’s operation: finance, academics,and educational programs.
Accountability of training institutions is managed byNTA, which demands regular reporting and conductsaudits. These quality assurance mechanisms are appliedto accredited non state service providers and thoseseeking accreditation. Suspension and, in severe cases,revocation of licenses are the penalties attached to noncompliance to the current policies and procedures.High level performers are not rewarded financially, butsome recognition is occasionally given at graduationceremonies and in the media.
Policy Goal 8: Fostering Relevance in PublicTraining Programs
Public training institutions need reliable information oncurrent and emerging skills demands in order to keeptheir program offerings relevant to market conditions. Itis therefore desirable for public training institutions toestablish and maintain relationships with employers,industry associations, and research institutions. Suchpartners are a source of both information about skillscompetencies and expertise, and advice on curriculumdesign and technical specifications for training facilitiesand equipment. They can also help create opportunitiesfor workplace training for students and continuing
professional development for instructors andadministrators. Policy Goal 8 considers the extent towhich arrangements are in place for public trainingproviders to: (i) benefit from industry and expert inputin the design of programs and (ii) recruit administratorsand instructors with relevant qualifications and supporttheir professional development. With a score of 2.3,Grenada rates at an Emerging level for Policy Goal 8.
Links between Training Institutions and Industry
The WfD system of Grenada has helped establishlinkages between training institutions and industries,though links are generally stronger in some sectors andlevels.
The Ministry of Education and NTA have worked ondeveloping a relationship with employers. The Ministryoccasionally consults industry representatives regardingthe revision of curricula to suit new and emergingtrends. This is spearheaded by the Senior EducationOfficer with responsibility for Curriculum Developmentand is undertaken in a formalized manner. The level ofcollaboration varies across industries, with strongpartnerships in the sectors of tourism and hospitality,construction, and agriculture.
Partnerships between secondary schools and firms areweak to non existent. The few instances ofcollaboration are predominantly informal. At thetertiary level, such partnerships are more developed.TAMCC has established formal partnerships with theNational Water and Sewerage Authority, Grenada’smain public utilities company, and the ElectricityServices Company (GRENLEC) to provide on the jobtraining to their employees. TAMCC has also partneredwith the Ministry of Social Development in training day
Box 4: Employer Engagement in Training Provision
The Grenada Chamber of Industry and Commerce, a leadingprivate sector organization, is the primary entity withresponsibility for the Junior Achievement Program. This isan international initiative that has been endorsed byCorporate Grenada and adapted to best suit Grenada.Under this program, students at the secondary level areprovided the inimitable opportunity to develop practicalskills in a wide range of areas from industry practitioners.This program is undertaken as an extracurricular activityand is not directly linked to the curriculum of secondarylevel educational institutions.
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care workers and the Ministry of Health in trainingindividuals involved in child care and geriatric care.45
Another instance of employer engagement in training atthe post secondary level relates to the Lead ExpertGroups. Through these groups, industry experts provideinput into the development of occupational standardswhich, after being endorsed by industry representativesand validated by GCTVET, are the basis upon whichtraining programs are designed.
Recruitment and In Service Training of Staff inPublic Training Institutions
Staff recruitment of public training providers isundertaken through the Public Service Commission(PSC). Section 14 of PSC regulations outlines theprovisions governing recruitment of public officers andSection 46 the conditions governing the termination ofappointments. Administrative practices furtherestablish a system for recruiting all levels of school staffand instructors under PSC. These procedures, however,do not guarantee the matching of satisfactorycompetencies and minimum qualifications with theneeds of institutions and students.
While minimum qualification standards and experienceare not legislatively enshrined, the government ofGrenada recently implemented a policy in whichinstructors and school directors are recruited on thebasis of minimum qualifications, including a bachelor’sdegree or an equivalent qualification for those technicaland vocational areas for which undergraduate degreesare non existent.
It is the desire of the government that instructors at thesecondary level possess a degree from a recognizedinstitution (college or university) or an equivalentqualification based on the area of the curriculum beingcovered. The Ministry of Education reports that over 10percent of educators have enrolled in undergraduatedegree programs to improve their qualifications; somehave completed their studies, but most are expected todo so as part time students within the next two to threeyears.
Directors and instructors of public training institutionsare provided with opportunities for professionaldevelopment training thus enabling them to remaincurrent with new developments and requirements oftheir respective areas. Grenada has partnered with New
45 Deputy Chairman and TAMCC Representative, GCTVET.
Zealand and Australia to provide scholarships forprofessional development programs. However, some ofthe programs offered have come under scrutiny forissues relating to international recognition andaccreditation.
At the post secondary level, heads of public traininginstitutions are recruited on the basis of minimumacademic qualifications, and industry or teachingexperience. Heads of departments and instructors atthe post secondary level are also provided professionaldevelopment opportunities. Section 147 of theEducation Act outlines the conditions under whichteachers can apply and qualify for study leave. As theAct does not outline financial allocations for suchactivities, instructors often depend on self financing orthe availability of bursaries and scholarships.
The Education Act No. 21 of 2002, amended by Act No.11 of 2003, puts forward new provisions for the deliveryof education services in Grenada by both the public andthe private sectors. Section 95 (1) of this act clearlystates that teachers within private educationalinstitutions must meet the same minimumrequirements as instructors within public educationinstitutions. As a critical organ that promotes andmaintains industry relevance, and in line with theEducation Act, NTA applies the minimum recruitmentrequirements to staffing in private training institutionsunder its supervision. It is however noted thatrecruitment regulation of private foreign trainingproviders is difficult. Although it can be assumed thatminimum standards are in fact applied in these traininginstitutions in an attempt to remain competitive, thereis no evidence to support such an assumption.
Policy Goal 9: Enhancing Evidence BasedAccountability for Results
Systematic monitoring and evaluation of servicedelivery are important for both quality assurance andsystem improvement. Accomplishing this functionrequires gathering and analyzing data from a variety ofsources. The reporting of institution level data enablesthe relevant authorities to ensure that providers aredelivering on expected outcomes. Such data alsoenables these authorities to identify gaps or challengesin training provision or areas of good practice.Additionally, periodic surveys and evaluations of majorprograms generate complementary information thatcan help enhance the relevance and efficiency of the
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system as a whole. Policy Goal 9 considers these ideaswhen assessing the system’s arrangements forcollecting and using data to focus attention on trainingoutcomes, efficiency, and innovation in service delivery.Grenada rates at an Emerging level, recording a score of1.8 for Policy Goal 9.
All training providers under the NTA are required tocollect and report minimum basic administrative data,which are utilized to assess institutional performanceand analyze system level trends. The Ministry ofEducation also collects data and produces annualsystem wide reports. The management of data and theproduction of annual reports are limited, with NTA andthe Statistical Department at the Ministry of Educationhaving principal responsibility for this function. Thelatter covers the wider scope of the WfD system.
The last year for which system wide WfD data areavailable is 2010. Information collected is made publicthrough an Annual Statistical Digest, which is producedby the Ministry of Education and features data onadministration, enrollment and graduation rates, testscores, and teacher student ratios.
Post secondary training institutions provide similardata. Administrative information was required for thefirst time in 2000, and data on graduation rates, jobplacement, and client feedback in 2010. Non state postsecondary institutions are also required to report dataand most do, if required, during visits by the Ministry ofEducation.
At the tertiary level, few providers submit data. This canbe attributed to the fact that most tertiary level trainingproviders are not under the Ministry of Education andare not formally within the WfD framework, meaningthat they are not recognized as approved trainingproviders by the NTA. This is a deficiency of the system.There is also no centralized database where data arestored and maintained.
Data are also obtained from ad hoc skills relatedsurveys and assessments undertaken for specificprograms and purposes. The most recent system wideassessment was undertaken in 2007 and indicatedactions that should be taken to increase theeffectiveness of Grenada’s WfD system. The Review ofSkills Training Programs in Grenada assessed trainingprograms and providers (public and private)nationwide, and reviewed the curricula to ensure a
similar level of competencies throughout the country. In2009, there was a revision of curricula for technicaltraining in the agricultural sector.
Implications of the Findings
From the disaggregation of scores under Dimension 3, itis clear that Grenada’s performance must be enhancedto strengthen the delivery of training.
Accountability of providers: The performance ofpublic training institutions is in part hindered by a lackof financial incentives to achieve concrete results.Performance targets for public training providers arecurrently underutilized in Grenada, where only thefeedback of trainees is utilized as a means of improvingthe delivery of training programs. The creation of amore competitive environment through which clearperformance targets are developed and shared withtraining providers would have a positive impact on thedelivery of training.
The diversity of non state training providers createscompetition and market accountability, which arepivotal in improving the quality of training. However, asnot all non state public providers are under the purviewof NTA, some providers are not regulated and thequality of their services is not assessed. Actions toensure that these providers meet relevance and qualitystandards are necessary. They can include, for example,the authorization to issue certificates and diplomasrecognized by the government to those providers thatchoose to comply with NTA standards and procedures.
The absence of financial incentives can dissuadepotential new entrants to the training market. Thedevelopment of a set of financial incentives, under alegislative framework, would eliminate some entrybarriers. Incentives can include eligibility to enrollstudents receiving financial aid from the government,eligibility to compete for government funded trainingcontracts, training grants, and tax exemptions.
Autonomy: Increased accountability of public trainingproviders, particularly at the secondary level, can beaccompanied by greater levels of autonomy. This couldbe achieved by establishing school management boardsand amending legislation to include greater financialcontrols for training providers. Examples of goodpractice in the establishment of empowered boards
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 32
include community colleges in the United States, oreven that of TAMCC to some extent.
TAMCC has legislatively established an Academic Boardand an Education Programs Board. These are eachempowered to undertake various functions and possessseparate but complementary responsibilities. TheAcademic Board is responsible for the monitoring andmaintaining of academic and teaching standards; thereview and development of curriculum content andteaching methods; the design and development ofcourse program requirements; the moderation,accreditation, and certification of academicachievement subject to any requirements of the Counciland the Education Programs Board; and staffdevelopment, training, and research.46 The EducationPrograms Board, on the other hand, is responsible forthe preparation of education development plans, theapproval of course programs, and the consideration ofproposals for new courses by the Academic Board. Inaddition, this Board prepares rules for the admission ofstudents in consultation with the Academic Board,monitors the attendance of students, makesrecommendations to the Council for the accreditationof courses by external bodies, and approvesarrangements for internal accreditation in consultationwith the Academic Board.47 Clarity in defining the rolesof these Boards and the manner in which they supportthe achievement of the TAMCC’s overall strategic goalsenhances the institution’s ability to ensure high qualityof training and education.
Employer engagement: The establishment of theGCTVET and its Lead Expert Groups serves to propel ademand driven approach to WfD and is instrumental inensuring that high quality standards are observed intraining provision. However, further engagement with
46 Section 12 (3) of the T.A. Marryshow Community College Act.47 Section 13 (2) of the T.A. Marryshow Community College Act.
employers can be pursued in order to enhance therelevance of skills training.
Monitoring and evaluation system: Effectivemonitoring and evaluation systems require appropriatetools for measuring quality and performance, androbust management information systems. In Grenada,data are often limited in quality, scope, timeliness, andaccessibility. The nation is currently constrained byfinancial, technical, and infrastructural factors. A culturein which information is widely shared will serve toimprove the WfD system, since enhanced datareporting requirements can inform the design anddelivery of programs to better equip trainees with theskills desired by employers. The creation of a virtualplatform through which this can be facilitated waswidely endorsed by WfD stakeholders consulted for thisassessment.
Results based monitoring (RBM) and evaluation is anelement imperative to the enhancement of the efficacytraining provision. RBM is widely endorsed by theInternational Labor Organization as a means to supportyouth employment initiatives and improve theeffectiveness of their programs. This initiative has beenundertaken through the Taqeem Fund (‘taqeem’ means‘evaluation’) and is being utilized to build capacity in theMiddle East and North Africa to measure and monitorthe impact of national programs.48
Additionally, the establishment of a Human Resourcesdatabase, as a joint initiative by NTA, the Ministry ofEducation, and the Ministry of Labor will allow for abetter informed decision making process. Having
48 International Labor Organization, The Taqeem Fund: Results basedmonitoring and evaluation for youth employment in the MENA region:Public Private Partnership, http://www.ilo.org/pardev/public privatepartnerships/WCMS_193812/lang en/index.htm.
Box 5: Learning from Global Practices
In more advanced WfD systems, training institutions havethe autonomy to select, hire, and train their staff.Instructors are recruited on the basis of minimum academicqualifications, in addition to industry and teachingexperience, and have opportunities for regular in servicetraining, including periodic industry attachments.
Box 6: Learning from Global Practices:
In more advanced WfD systems, training providers collectand report administrative and other data (e.g., jobplacement statistics), most public providers issue publiclyavailable annual reports, and the government routinelysponsors or conducts skills related surveys and impactevaluations; the government consolidates data in a systemwide, up to date database and uses administrative data,information from surveys, and impact evaluations tomonitor and improve system performance; the governmentpublishes information on graduate labor market outcomesfor most training programs online.
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 33
accurate information on skills demand and supply willfurther enable individuals, training providers, industry,and potential employers to make better decisions indifferent areas, ranging from the selection of trainingprograms by individuals and training providers, to theselection of partner schools by industries and firms.Steps have already commenced to establish such adatabase. It is hoped that the Ministry of Labor, inconjunction with other partners, will have an efficientlyfunctioning database within the next three years.
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 34
Annex 1: Acronyms
WfD Workforce Development
DCI Data Collection Instrument
SIDS Small Island Developing State
GDP Gross Domestic Product
TVET Technical and Vocational Education and Training
NTA National Training Agency
GCTVET Grenada Council of Technical and Vocational Education and Training
NVQ National Vocational Qualification
SABER System Approach for Better Education Results
CVQ Caribbean Vocational Qualification
NGO Non Governmental Organization
IVET Initial Vocational and Education and Training
ICT Information, Communication & Technologies
OECS Organization of Eastern Caribbean States
NQF National Qualification Framework
NEWLO The New Life Organization
SRO Statutory Regulatory Order
MoE Ministry of Education
TAMCC T.A. Marryshow Community College
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 35
Annex 2: The SABER WfD Analytical FrameworkPolicy Goal Policy Action Topic in DCI 2.5 FINAL
Dimen
sion
1
StrategicFram
ework G1 Setting a Strategic
DirectionProvide sustained advocacy for WfD at the top leadershiplevel
G1_T1 Advocacy for WfD to Support Economic DevelopmentG1_T2 Strategic Focus and Decisions by the WfD Champions
G2Fostering aDemand LedApproach
Establish clarity on the demand for skills and areas ofcritical constraint
G2_T1 Overall Assessment of Economic Prospects and SkillsImplications
G2_T2 Critical Skills Constraints in Priority Economic Sectors
Engage employers in setting WfD priorities and inenhancing skills upgrading for workers
G2_T3 Role of Employers and IndustryG2_T4 Skills Upgrading Incentives for EmployersG2_T5 Monitoring of the Incentive Programs
G3Strengthening
CriticalCoordination
Formalize key WfD roles for coordinated action onstrategic priorities
G3_T1 Roles of Government Ministries and AgenciesG3_T2 Roles of Non Government WfD StakeholdersG3_T3 Coordination for the Implementation of Strategic WfD Measures
Dimen
sion
2
System
Oversight
G4Ensuring Efficiency
and Equity inFunding
Provide stable funding for effective programs in initial,continuing and targeted vocational education andtraining
G4_T1 Overview of Funding for WfD
G4_T2 Recurrent Funding for Initial Vocational Education and Training(IVET)
G4_T3 Recurrent Funding for Continuing Vocational Education andTraining Programs (CVET)
G4_T4 Recurrent Funding for Training related Active Labor MarketPrograms (ALMPs)
Monitor and enhance equity in funding for training G4_T5 Equity in Funding for Training ProgramsFacilitate sustained partnerships between traininginstitutions and employers G4_T6 Partnerships between Training Providers and Employers
G5Assuring Relevant
and ReliableStandards
Broaden the scope of competency standards as a basisfor developing qualifications frameworks
G5_T1 Competency Standards and National Qualifications FrameworksG5_T2 Competency Standards for Major Occupations
Establish protocols for assuring the credibility of skillstesting and certification
G5_T3 Occupational Skills TestingG5_T4 Skills Testing and CertificationG5_T5 Skills Testing for Major Occupations
Develop and enforce accreditation standards formaintaining the quality of training provision
G5_T6 Government Oversight of AccreditationG5_T7 Establishment of Accreditation Standards
G5_T8 Accreditation Requirements and Enforcement of AccreditationStandards
G5_T9 Incentives and Support for Accreditation
G6Diversifying
Pathways for SkillsAcquisition
Promote educational progression and permeabilitythrough multiple pathways, including for TVET students
G6_T1 Learning PathwaysG6_T2 Public Perception of Pathways for TVET
Facilitate life long learning through articulation of skillscertification and recognition of prior learning
G6_T3 Articulation of Skills CertificationG6_T4 Recognition of Prior Learning
Provide support services for skills acquisition by workers,job seekers and the disadvantaged
G6_T5 Support for Further Occupational and Career DevelopmentG6_T6 Training related Provision of Services for the Disadvantaged
Dimen
sion
3
ServiceDe
livery
G7Enabling Diversityand Excellence inTraining Provision
Encourage and regulate non state provision of training
G7_T1 Scope and Formality of Non State Training ProvisionG7_T2 Incentives for Non State ProvidersG7_T3 Quality Assurance of Non State Training ProvisionG7_T4 Review of Policies towards Non State Training Provision
Combine incentives and autonomy in the management ofpublic training institutions
G7_T5 Targets and Incentives for Public Training InstitutionsG7_T6 Autonomy and Accountability of Public Training InstitutionsG7_T7 Introduction and Closure of Public Training Programs
G8
FosteringRelevance inPublic Training
Programs
Integrate industry and expert input into the design anddelivery of public training programs
G8_T1 Links between Training Institutions and IndustryG8_T2 Industry Role in the Design of Program CurriculaG8_T3 Industry Role in the Specification of Facility StandardsG8_T4 Links between Training and Research Institutions
Recruit and support administrators and instructors forenhancing the market relevance of public trainingprograms
G8_T5 Recruitment and In Service Training of Heads of Public TrainingInstitutions
G8_T6 Recruitment and In Service Training of Instructors of PublicTraining Institutions
G9
EnhancingEvidence basedAccountability for
Results
Expand the availability and use of policy relevant data forfocusing providers' attention on training outcomes,efficiency and innovation
G9_T1 Administrative Data from Training ProvidersG9_T2 Survey and Other DataG9_T3
Use of Data to Monitor and Improve Program and SystemPerformance
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Anne
x3:
Rubricsfor
ScoringtheSA
BERWfD
Data
Func
tiona
lDim
ensi
on 1
: Str
ateg
ic F
ram
ewor
kPo
licy
Goa
lL
evel
of D
evel
opm
ent
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G1: Setting a Strategic Direction for WfD
Vis
ible
cha
mpi
ons f
or W
fD a
re
eith
er a
bsen
t ort
ake
no sp
ecifi
c ac
tion
to a
dvan
ce st
rate
gic
WfD
pr
iorit
ies.
Som
e vi
sibl
e ch
ampi
ons p
rovi
de a
d-ho
cad
voca
cy fo
r WfD
and
hav
e ac
ted
on fe
w in
terv
entio
ns to
ad
vanc
e st
rate
gic
WfD
prio
ritie
s; n
oar
rang
emen
ts e
xist
to m
onito
r and
re
view
impl
emen
tatio
n pr
ogre
ss.
Gov
ernm
ent l
eade
rs e
xerc
ise
sust
aine
dad
voca
cyfo
r WfD
with
oc
casi
onal
, ad-
hoc
parti
cipa
tion
from
non
-gov
ernm
ent l
eade
rs; t
heir
advo
cacy
focu
ses o
n se
lect
ed
indu
strie
s or e
cono
mic
sect
ors a
nd
man
ifest
s its
elf t
hrou
gh a
ran
ge o
f sp
ecifi
c in
terv
entio
ns;
impl
emen
tatio
n pr
ogre
ss is
m
onito
red,
alb
eit t
hrou
gh a
d-ho
c re
view
s.
Bot
h go
vern
men
t and
non
-go
vern
men
t lea
ders
exe
rcis
e su
stai
ned
advo
cacy
for W
fD, a
nd
rely
on
rout
ine,
inst
itutio
naliz
ed
proc
esse
s to
colla
bora
te o
n w
ell-
inte
grat
ed in
terv
entio
ns to
adv
ance
a
stra
tegi
c, e
cono
my-
wid
e W
fD
polic
y ag
enda
; im
plem
enta
tion
prog
ress
is m
onito
red
and
revi
ewed
th
roug
h ro
utin
e, in
stitu
tiona
lized
pr
oces
ses.
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Func
tiona
l Dim
ensi
on 1
: Str
ateg
ic F
ram
ewor
k
Polic
yG
oal
Lev
el o
f Dev
elop
men
t L
aten
t E
mer
ging
E
stab
lishe
dA
dvan
ced
G2: Fostering a Demand-LedApproach to WfD
Ther
e is
no
asse
ssm
ent o
f the
co
untry
's ec
onom
ic p
rosp
ects
and
th
eir i
mpl
icat
ions
for s
kills
; ind
ustry
an
d em
ploy
ers h
ave
a lim
ited
or n
o ro
le in
def
inin
g st
rate
gic
WfD
pr
iorit
ies a
nd re
ceiv
e lim
ited
supp
ort
from
the
gove
rnm
ent f
or sk
ills
upgr
adin
g.
Som
e ad
-hoc
asse
ssm
ents
exi
st o
n th
e co
untry
's ec
onom
ic p
rosp
ects
an
d th
eir i
mpl
icat
ions
for s
kills
;so
me
mea
sure
s are
take
n to
add
ress
cr
itica
l ski
lls c
onst
rain
ts (e
.g.,
ince
ntiv
es fo
r ski
lls u
pgra
ding
by
empl
oyer
s); t
he g
over
nmen
t mak
es
limite
def
forts
to e
ngag
e em
ploy
ers
as st
rate
gic
partn
ers i
n W
fD.
Rou
tine
asse
ssm
ents
bas
ed o
n m
ultip
le d
ata
sour
ces e
xist
on
the
coun
try's
econ
omic
pro
spec
ts a
nd
thei
r im
plic
atio
ns fo
r ski
lls; a
wid
e ra
nge
of m
easu
resw
ithbr
oad
cove
rage
are
take
n to
add
ress
crit
ical
sk
ills c
onst
rain
ts; t
he g
over
nmen
t re
cogn
izes
em
ploy
ers a
s stra
tegi
c pa
rtner
s in
WfD
, for
mal
izes
thei
r ro
le, a
nd p
rovi
des s
uppo
rt fo
r ski
lls
upgr
adin
g th
roug
h in
cent
ive
sche
mes
that
are
rev
iew
ed a
nd
adju
sted
.
A ri
ch a
rray
of r
outin
e an
d ro
bust
as
sess
men
ts b
y m
ultip
lest
akeh
olde
rs e
xist
s on
the
coun
try's
econ
omic
pro
spec
ts a
nd th
eir
impl
icat
ions
for s
kills
; the
in
form
atio
n pr
ovid
es a
bas
is fo
r a
wid
e ra
nge
of m
easu
res w
ith b
road
cove
rage
that
add
ress
crit
ical
skill
s co
nstra
ints
; the
gov
ernm
ent
reco
gniz
es e
mpl
oyer
s as s
trate
gic
partn
ers i
n W
fD, f
orm
aliz
es th
eir
role
, and
pro
vide
s sup
port
for s
kills
up
grad
ing
thro
ugh
ince
ntiv
es,
incl
udin
g so
me
form
of a
levy
-gra
nt
sche
me,
that
are
syst
emat
ical
ly
revi
ewed
for i
mpa
ct a
nd a
djus
ted
acco
rdin
gly.
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Func
tiona
l Dim
ensi
on 1
: Str
ateg
ic F
ram
ewor
k
Polic
yG
oal
Lev
el o
f Dev
elop
men
t
Lat
ent
Em
ergi
ngE
stab
lishe
dA
dvan
ced
G3: Strengthening Critical Coordination for Implementation
Indu
stry
/em
ploy
ers h
ave
a lim
ited
or n
o ro
le in
def
inin
g st
rate
gic
WfD
prio
ritie
s; th
e go
vern
men
t ei
ther
pro
vide
s no
ince
ntiv
es to
en
cour
age
skill
s upg
radi
ng b
y em
ploy
ers o
r con
duct
s no
revi
ews
of su
ch in
cent
ive
prog
ram
s.
Indu
stry
/em
ploy
ers h
elp
defin
e W
fD
prio
ritie
s on
an a
d-ho
cba
sis a
nd
mak
e lim
ited
cont
ribut
ions
to
addr
ess s
kills
impl
icat
ions
of m
ajor
po
licy/
inve
stm
ent d
ecis
ions
; the
go
vern
men
t pro
vide
s som
e in
cent
ives
fo
r ski
lls u
pgra
ding
for f
orm
al a
nd
info
rmal
sect
or e
mpl
oyer
s; if
a le
vy-
gran
t sch
eme
exis
ts, i
ts c
over
age
is
limite
d; in
cent
ive
prog
ram
s are
not
sy
stem
atic
ally
revi
ewed
for i
mpa
ct.
Indu
stry
/em
ploy
ers h
elp
defin
e W
fD
prio
ritie
s on
a ro
utin
eba
sis a
nd
mak
e so
me
cont
ribut
ions
in se
lect
ed
area
s to
addr
ess t
he sk
ills
impl
icat
ions
of m
ajor
po
licy/
inve
stm
ent d
ecis
ions
; the
go
vern
men
t pro
vide
s a r
ange
of
ince
ntiv
es fo
r ski
lls u
pgra
ding
for a
ll em
ploy
ers;
a le
vy-g
rant
sche
me
with
br
oad
cove
rage
of f
orm
al se
ctor
em
ploy
ers e
xist
s; in
cent
ive
prog
ram
s ar
esy
stem
atic
ally
revi
ewed
and
adju
sted
; an
annu
al re
port
on th
e le
vy-g
rant
sche
me
is p
ublis
hed
with
a tim
e la
g.
Indu
stry
/em
ploy
ers h
elp
defin
e W
fD
prio
ritie
s on
a ro
utin
eba
sis a
nd
mak
e si
gnifi
cant
con
tribu
tions
in
mul
tiple
area
s to
addr
ess t
he sk
ills
impl
icat
ions
of m
ajor
po
licy/
inve
stm
ent d
ecis
ions
; the
go
vern
men
t pro
vide
s a r
ange
of
ince
ntiv
es fo
r ski
lls u
pgra
ding
for a
ll em
ploy
ers;
a le
vy-g
rant
sche
me
with
com
preh
ensi
ve c
over
age
of fo
rmal
se
ctor
em
ploy
ers e
xist
s; in
cent
ive
prog
ram
s to
enco
urag
e sk
ills
upgr
adin
g ar
e sy
stem
atic
ally
re
view
ed fo
r im
pact
on
skill
s and
pr
oduc
tivity
and
are
adj
uste
dac
cord
ingl
y; a
nan
nual
repo
rt on
the
levy
-gra
nt sc
hem
e is
pub
lishe
d in
atim
ely
fash
ion.
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Func
tiona
l Dim
ensi
on 2
: Sys
tem
Ove
rsig
ht
Polic
yG
oal
Lev
el o
f Dev
elop
men
t
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G4: Ensuring Efficiency and Equity in Funding
The
gove
rnm
ent f
unds
IVET
, CV
ET
and
ALM
Ps (b
ut n
ot o
n-th
e-jo
b tra
inin
g in
smal
l and
med
ium
en
terp
rises
) bas
ed o
n ad
-hoc
budg
etin
g pr
oces
ses,
but t
akes
no
actio
n to
faci
litat
e fo
rmal
par
tner
ship
s be
twee
n tra
inin
g pr
ovid
ers a
nd
empl
oyer
s; th
e im
pact
of f
undi
ng o
n th
e be
nefic
iarie
s of t
rain
ing
prog
ram
s ha
snot
bee
n re
cent
ly r
evie
wed
.
The
gove
rnm
ent f
unds
IVET
, CV
ET
(incl
udin
g O
JT in
SM
Es) a
nd A
LMPs
; fu
ndin
g fo
r IV
ET a
nd C
VET
follo
ws
rout
ine
budg
etin
g pr
oces
ses i
nvol
ving
on
ly g
over
nmen
t off
icia
ls w
ithal
loca
tions
det
erm
ined
larg
ely
by th
e pr
evio
us y
ear'
s bud
get;
fund
ing
for
ALM
Ps is
dec
ided
by
gove
rnm
ent
offic
ials
on
anad
-hoc
bas
is a
nd ta
rget
s se
lect
pop
ulat
ion
grou
ps th
roug
h va
rious
cha
nnel
s; th
e go
vern
men
t ta
kess
ome
actio
n to
faci
litat
e fo
rmal
partn
ersh
ips b
etw
een
indi
vidu
al
train
ing
prov
ider
s and
em
ploy
ers;
re
cent
revi
ews c
onsi
dere
d th
e im
pact
of
fund
ing
on o
nly
trai
ning
-rel
ated
in
dica
tors
(e.g
. enr
ollm
ent,
com
plet
ion)
, whi
ch st
imul
ated
di
alog
ue a
mon
g so
me
WfD
st
akeh
olde
rs.
The
gove
rnm
ent f
unds
IVET
, CV
ET
(incl
udin
g O
JT in
SM
Es) a
nd A
LMPs
; fu
ndin
g fo
r IV
ET is
rou
tine
and
base
d on
mul
tiple
crit
eria
, inc
ludi
ng
evid
ence
of p
rogr
am e
ffec
tiven
ess;
re
curr
ent f
undi
ng fo
r CV
ET re
lies o
nfo
rmal
proc
esse
s with
inpu
t fro
m k
ey
stak
ehol
ders
and
ann
ual r
epor
ting
with
a
lag;
fund
ing
for A
LMPs
is
dete
rmin
ed th
roug
h a
syst
emat
icpr
oces
s with
inpu
t fro
m k
ey
stak
ehol
ders
; ALM
Ps ta
rget
div
erse
popu
latio
n gr
oups
thro
ugh
vario
us
chan
nels
and
are
revi
ewed
for i
mpa
ct
but f
ollo
w-u
p is
lim
ited;
the
gove
rnm
ent
take
s act
ion
to fa
cilit
ate
form
alpa
rtner
ship
sbet
wee
n tra
inin
g pr
ovid
ers a
nd e
mpl
oyer
s at m
ultip
le
leve
ls (i
nstit
utio
nal a
nd sy
stem
ic);
rece
nt re
view
s con
side
red
the
impa
ct
of fu
ndin
g on
bot
h tra
inin
g-re
late
d in
dica
tors
and
labo
r mar
ket o
utco
mes
; th
e re
view
s stim
ulat
ed d
ialo
gue
amon
g W
fD st
akeh
olde
rs a
nd so
me
reco
mm
enda
tions
wer
e im
plem
ente
d.
The
gove
rnm
ent f
unds
IVET
, CV
ET
(incl
udin
g O
JT in
SM
Es) a
nd A
LMPs
; fu
ndin
g fo
r IV
ET is
rou
tine
and
base
d on
com
preh
ensi
ve c
riter
ia, i
nclu
ding
ev
iden
ce o
f pro
gram
eff
ectiv
enes
s, th
at
are
rout
inel
y re
view
ed a
nd a
djus
ted;
recu
rren
t fun
ding
for C
VET
relie
s on
form
alpr
oces
sesw
ithin
put f
rom
key
st
akeh
olde
rs a
nd ti
mel
y an
nual
re
port
ing;
fund
ing
for A
LMPs
is
dete
rmin
ed th
roug
ha
syst
emat
ic
proc
ess w
ith in
put f
rom
key
st
akeh
olde
rs; A
LMPs
targ
et d
iver
sepo
pula
tion
grou
ps th
roug
h va
rious
ch
anne
ls a
nd a
re re
view
ed fo
r im
pact
an
d ad
just
ed a
ccor
ding
ly; t
he
gove
rnm
ent t
akes
act
ion
to fa
cilit
ate
form
alpa
rtner
ship
s bet
wee
n tra
inin
g pr
ovid
ers a
nd e
mpl
oyer
s at a
ll le
vels
(inst
itutio
nal a
nd sy
stem
ic);
rece
nt
revi
ews c
onsi
dere
d th
e im
pact
of
fund
ing
on a
full
rang
e of
trai
ning
-re
late
d in
dica
tors
and
labo
r mar
ket
outc
omes
; the
revi
ews s
timul
ated
broa
d-ba
sed
dial
ogue
am
ong
WfD
st
akeh
olde
rs a
nd k
ey
reco
mm
enda
tions
wer
e im
plem
ente
d.
GREN
ADA
WORK
FORC
EDE
VELO
PMEN
TSA
BERCO
UNTR
YRE
PORT
|201
3
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
40
Func
tiona
l Dim
ensi
on 2
: Sys
tem
Ove
rsig
htPo
licy
Goa
lL
evel
of D
evel
opm
ent
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G5: Assuring Relevant and Reliable Standards
Polic
y di
alog
ue o
n co
mpe
tenc
y st
anda
rds a
nd/o
r th
e N
QF
occu
rs o
n an
ad-
hoc
basi
s with
lim
ited
enga
gem
ent
of k
ey st
akeh
olde
rs;
com
pete
ncy
stan
dard
s hav
e no
t bee
n de
fined
; ski
lls
test
ing
for m
ajor
occ
upat
ions
is
mai
nly
theo
ry-b
ased
and
ce
rtific
ates
aw
arde
d ar
e re
cogn
ized
by
publ
ic se
ctor
em
ploy
erso
nly
and
have
little
impa
ct o
n em
ploy
men
t an
d ea
rnin
gs; n
o sy
stem
is in
pl
ace
to e
stab
lish
accr
edita
tion
stan
dard
s.
A fe
w st
akeh
olde
rs e
ngag
e in
ad-
hoc
polic
y di
alog
ue o
n co
mpe
tenc
y st
anda
rds a
nd/o
r the
N
QF;
com
pete
ncy
stan
dard
s exi
st
for a
few
occ
upat
ions
and
are
us
ed b
y so
me
train
ing
prov
ider
s in
thei
r pro
gram
s; sk
ills t
estin
g is
co
mpe
tenc
y-ba
sed
for a
few
oc
cupa
tions
but
for t
he m
ost p
art
ism
ainl
y th
eory
-bas
ed;
certi
ficat
es a
rere
cogn
ized
by
publ
ic a
nd so
me
priv
ate
sect
or
empl
oyer
s but
hav
e lit
tle im
pact
on e
mpl
oym
ent a
nd e
arni
ngs;
the
accr
edita
tion
of tr
aini
ng p
rovi
ders
is
supe
rvis
ed b
y a
dedi
cate
d of
fice
in th
e re
leva
nt m
inis
try;
priv
ate
prov
ider
s are
requ
ired
to
be a
ccre
dite
d, h
owev
er
accr
edita
tion
stan
dard
s are
not
co
nsis
tent
ly p
ublic
ized
or
enfo
rced
; pro
vide
rs a
re o
ffer
ed
som
ein
cent
ives
to se
ek a
nd re
tain
ac
cred
itatio
n.
Num
erou
s sta
keho
lder
s eng
age
in p
olic
y di
alog
ue o
n co
mpe
tenc
y st
anda
rds a
nd/o
r th
e N
QF
thro
ugh
inst
itutio
naliz
ed
proc
esse
s; c
ompe
tenc
y st
anda
rds e
xist
fo
r mos
t occ
upat
ions
and
are
use
d by
som
e tra
inin
g pr
ovid
ers i
n th
eir
prog
ram
s; th
e N
QF,
if in
pla
ce, c
over
s so
me
occu
patio
ns a
nd a
rang
e of
skill
le
vels
; ski
lls te
stin
g fo
r mos
t occ
upat
ions
fo
llow
s sta
ndar
d pr
oced
ures
, is
com
pete
ncy-
base
d an
d as
sess
es b
oth
theo
retic
al k
now
ledg
e an
d pr
actic
al
skill
s; c
ertif
icat
es a
re re
cogn
ized
by b
oth
publ
ic a
nd p
riva
te se
ctor
em
ploy
ers
and
may
impa
ct e
mpl
oym
ent a
nd
earn
ings
; the
acc
redi
tatio
n of
trai
ning
pr
ovid
ers i
s sup
ervi
sed
by a
ded
icat
ed
agen
cy in
the
rele
vant
min
istry
; the
ag
ency
is re
spon
sibl
e fo
r def
inin
g ac
cred
itatio
n st
anda
rds w
ith st
akeh
olde
r in
put;
stan
dard
s are
revi
ewed
on
an a
d-ho
c ba
sis a
nd a
re p
ublic
ized
or e
nfor
ced
to so
me
exte
nt; a
ll pr
ovid
ers r
ecei
ving
pu
blic
fund
ing
mus
t be
accr
edite
d;
prov
ider
s are
off
ered
ince
ntiv
es a
ndlim
ited
supp
ort t
o se
ek a
nd re
tain
ac
cred
itatio
n.
All
key
stak
ehol
ders
eng
age
in p
olic
y di
alog
ue o
n co
mpe
tenc
y st
anda
rds a
nd/o
r th
e N
QF
thro
ugh
inst
itutio
naliz
edpr
oces
ses;
com
pete
ncy
stan
dard
s exi
st fo
r m
osto
ccup
atio
ns a
nd a
re u
sed
by tr
aini
ng
prov
ider
s in
thei
r pro
gram
s; th
e N
QF,
if in
pl
ace,
cov
ers m
ost o
ccup
atio
ns a
nd a
wid
era
nge
of sk
ill le
vels
; ski
lls te
stin
g fo
r m
ost o
ccup
atio
ns fo
llow
s sta
ndar
d pr
oced
ures
, is c
ompe
tenc
y-ba
sed
and
asse
sses
both
theo
retic
al k
now
ledg
e an
d pr
actic
al sk
ills;
robu
st p
roto
cols
,in
clud
ing
rand
om a
udits
, ens
ure
the
cred
ibili
ty o
f cer
tific
atio
n; c
ertif
icat
es a
reva
lued
by
mos
t em
ploy
ers a
nd
cons
iste
ntly
impr
ove
empl
oym
ent
pros
pect
s and
ear
ning
s; th
e ac
cred
itatio
n of
trai
ning
pro
vide
rs is
supe
rvis
ed b
y a
dedi
cate
d ag
ency
in th
e re
leva
nt m
inis
try;
the
agen
cy is
resp
onsi
ble
for d
efin
ing
accr
edita
tion
stan
dard
s in
cons
ulta
tion
with
stak
ehol
ders
; sta
ndar
ds a
re re
view
ed
follo
win
g es
tabl
ishe
d pr
otoc
ols a
nd a
re
publ
iciz
ed a
nd r
outin
ely
enfo
rced
; all
train
ing
prov
ider
s are
requ
ired
as w
ell a
s of
fere
d in
cent
ives
and
supp
ort t
o se
ek
and
reta
in a
ccre
dita
tion.
GREN
ADA
WORK
FORC
EDE
VELO
PMEN
TSA
BERCO
UNTR
YRE
PORT
|201
3
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
41
Func
tiona
l Dim
ensi
on 2
: Sys
tem
Ove
rsig
ht
Polic
yG
oal
Lev
el o
f Dev
elop
men
t L
aten
t E
mer
ging
Est
ablis
hed
Adv
ance
d
G6: Diversifying Pathways for Skills Acquisition
Stud
ents
in te
chni
cal a
nd
voca
tiona
l edu
catio
n ha
ve fe
w
or n
o op
tions
for f
urth
er
form
al sk
ills a
cqui
sitio
n be
yond
the
seco
ndar
y le
vel
and
the
gove
rnm
ent t
akes
no
actio
n to
impr
ove
publ
ic
perc
eptio
n of
TV
ET;
certi
ficat
es fo
r tec
hnic
al a
nd
voca
tiona
l pro
gram
s are
not
reco
gniz
ed in
the
NQ
F;
qual
ifica
tions
cer
tifie
d by
non
-Ed
ucat
ion
min
istri
es a
re n
otre
cogn
ized
by
form
al
prog
ram
s und
er th
e M
inis
try
of E
duca
tion;
reco
gniti
on o
f pr
ior l
earn
ing
rece
ives
lim
ited
atte
ntio
n; th
e go
vern
men
t pr
ovid
espr
actic
ally
no
supp
ortf
or fu
rther
oc
cupa
tiona
l and
car
eer
deve
lopm
ent,
or tr
aini
ng
prog
ram
s for
dis
adva
ntag
ed
popu
latio
ns.
Stud
ents
in te
chni
cal a
nd v
ocat
iona
l ed
ucat
ion
can
only
pro
gres
s to
voca
tiona
lly-o
rien
ted,
non
-un
iver
sity
pro
gram
s; th
e go
vern
men
t tak
es li
mite
dac
tion
to
impr
ove
publ
ic p
erce
ptio
n of
TV
ET
(e.g
. div
ersi
fyin
g le
arni
ng
path
way
s); s
ome
certi
ficat
esfo
rte
chni
cal a
nd v
ocat
iona
l pro
gram
s ar
e re
cogn
ized
in th
e N
QF;
few
qual
ifica
tions
certi
fied
by n
on-
Educ
atio
n m
inis
tries
are
reco
gniz
edby
form
al p
rogr
ams u
nder
the
Min
istry
of E
duca
tion;
po
licym
aker
s pay
som
e at
tent
ion
to
the
reco
gniti
on o
f prio
r lea
rnin
g an
d pr
ovid
e th
e pu
blic
with
som
e in
form
atio
n on
the
subj
ect;
the
gove
rnm
ent o
ffer
s lim
ited
serv
ices
for f
urth
er o
ccup
atio
nal a
nd c
aree
r de
velo
pmen
t thr
ough
stan
d-al
one
loca
l ser
vice
cen
ters
that
are
not
inte
grat
edin
to a
syst
em; t
rain
ing
prog
ram
s for
dis
adva
ntag
ed
popu
latio
ns re
ceiv
e ad
-hoc
supp
ort.
Stud
ents
in te
chni
cal a
nd v
ocat
iona
l ed
ucat
ion
can
prog
ress
to v
ocat
iona
lly-
orie
nted
pro
gram
s, in
clud
ing
at th
e un
iver
sity
leve
l; th
e go
vern
men
t tak
es so
me
actio
n to
impr
ove
publ
ic p
erce
ptio
n of
TV
ET
(e.g
. div
ersi
fyin
g le
arni
ng p
athw
ays a
nd
impr
ovin
g pr
ogra
m q
ualit
y) a
nd re
view
s the
im
pact
of s
uch
effo
rts o
n an
ad-
hoc
basi
s;m
ost c
ertif
icat
es fo
r tec
hnic
al a
nd v
ocat
iona
l pr
ogra
ms a
re re
cogn
ized
in th
e N
QF;
a la
rge
num
ber
of q
ualif
icat
ions
cer
tifie
d by
non
-Ed
ucat
ion
min
istri
es a
re re
cogn
ized
by
form
al p
rogr
ams u
nder
the
Min
istry
of
Educ
atio
n, a
lbei
t with
out t
he g
rant
ing
of
cred
its; p
olic
ymak
ers g
ive
som
e at
tent
ion
to
the
reco
gniti
on o
f prio
r lea
rnin
g an
d pr
ovid
e th
e pu
blic
with
som
e in
form
atio
non
the
subj
ect;
a fo
rmal
ass
ocia
tion
of st
akeh
olde
rs
prov
ides
dedi
cate
dat
tent
ion
to a
dult
lear
ning
issu
es; t
he g
over
nmen
t off
ers
limite
dse
rvic
es fo
r fur
ther
occ
upat
iona
l and
ca
reer
dev
elop
men
t, w
hich
are
ava
ilabl
e th
roug
h an
inte
grat
ed n
etw
ork
of c
ente
rs;
train
ing
prog
ram
s for
dis
adva
ntag
ed
popu
latio
ns re
ceiv
e sy
stem
atic
supp
ort a
nd
are
revi
ewed
for i
mpa
ct o
n an
ad-
hoc
basi
s.
Stud
ents
in te
chni
cal a
nd v
ocat
iona
l ed
ucat
ion
can
prog
ress
to a
cade
mic
ally
or
voca
tiona
lly-o
rien
ted
prog
ram
s,in
clud
ing
at th
e un
iver
sity
leve
l; th
e go
vern
men
t tak
es c
oher
ent a
ctio
non
mul
tiple
fron
ts to
impr
ove
publ
ic
perc
eptio
n of
TV
ET (e
.g. d
iver
sify
ing
lear
ning
pat
hway
s and
impr
ovin
g pr
ogra
m
qual
ity a
nd re
leva
nce,
with
the
supp
ort o
f a
med
ia c
ampa
ign)
and
rou
tinel
yre
view
s an
d ad
just
s suc
h ef
forts
to m
axim
ize
thei
r im
pact
; mos
t cer
tific
ates
for t
echn
ical
and
vo
catio
nal p
rogr
ams a
re re
cogn
ized
in th
e N
QF;
a la
rge
num
ber
of q
ualif
icat
ions
ce
rtifie
d by
non
-Edu
catio
n m
inis
tries
are
re
cogn
ized
and
gra
nted
cre
dits
by
form
al
prog
ram
s und
er th
e M
inis
try o
f Edu
catio
n;
polic
ymak
ers g
ive
sust
aine
d at
tent
ion
to
the
reco
gniti
on o
f prio
r lea
rnin
g an
d pr
ovid
e th
e pu
blic
with
com
preh
ensi
vein
form
atio
n on
the
subj
ect;
a na
tiona
lor
gani
zatio
n of
stak
ehol
ders
pro
vide
s de
dica
ted
atte
ntio
n to
adu
lt le
arni
ng
issu
es; t
he g
over
nmen
t off
ers a
co
mpr
ehen
sive
men
u of
serv
ices
for
furth
er o
ccup
atio
nal a
nd c
aree
r de
velo
pmen
t, in
clud
ing
onlin
e re
sour
ces,
whi
ch a
re a
vaila
ble
thro
ugh
an in
tegr
ated
netw
ork
of c
ente
rs; t
rain
ing
prog
ram
s for
di
sadv
anta
ged
popu
latio
ns re
ceiv
e sy
stem
atic
supp
ort w
ith m
ulti-
year
bu
dget
s and
are
rou
tinel
y re
view
edfo
rim
pact
and
adju
sted
acc
ordi
ngly
.
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ADA
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FORC
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TTER
EDUCA
TIONRE
SULTS
42
Func
tiona
l Dim
ensi
on 3
: Ser
vice
Del
iver
yPo
licy
Goa
lL
evel
of D
evel
opm
ent
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G7: Enabling Diversity and Excellence in Training Provision
Ther
e is
no
dive
rsity
of t
rain
ing
prov
isio
n as
the
syst
em is
larg
ely
com
pris
ed o
f pub
lic p
rovi
ders
with
limite
d or
no
auto
nom
y; tr
aini
ng
prov
isio
n is
not
info
rmed
by
form
al
asse
ssm
ent,
stak
ehol
der i
nput
or
perf
orm
ance
targ
ets.
Ther
e is
som
e di
vers
ity in
trai
ning
pr
ovis
ion;
non
-sta
te p
rovi
ders
ope
rate
w
ith li
mite
d go
vern
men
t inc
entiv
es
and
gove
rnan
ce o
ver r
egis
tratio
n,
licen
sing
and
qua
lity
assu
ranc
e;
publ
ic tr
aini
ng is
pro
vide
d by
in
stitu
tions
with
som
e au
tono
my
and
info
rmed
by
som
e as
sess
men
tof
impl
emen
tatio
n co
nstra
ints
, st
akeh
olde
r inp
ut a
nd b
asic
targ
ets.
Ther
e is
div
ersi
ty in
trai
ning
pr
ovis
ion;
non
-sta
te tr
aini
ng
prov
ider
s, so
me
regi
ster
ed a
nd
licen
sed,
ope
rate
with
in a
ran
ge o
f go
vern
men
t inc
entiv
es, s
yste
mat
ic
qual
ity a
ssur
ance
mea
sure
s and
ro
utin
ere
view
sof g
over
nmen
t po
licie
s tow
ard
non-
stat
e tra
inin
g pr
ovid
ers;
pub
lic p
rovi
ders
,mos
tly
gove
rned
by
man
agem
ent b
oard
s, ha
ve so
me
auto
nom
y; tr
aini
ng
prov
isio
n is
info
rmed
by
form
al
anal
ysis
of i
mpl
emen
tatio
n co
nstra
ints
, sta
keho
lder
inpu
t and
ba
sic
targ
ets;
lagg
ing
prov
ider
s re
ceiv
e su
ppor
t and
exe
mpl
ary
inst
itutio
ns a
re r
ewar
ded.
Ther
e is
bro
ad d
iver
sity
in tr
aini
ng
prov
isio
n; n
on-s
tate
trai
ning
pr
ovid
ers,
mos
t reg
iste
red
and
licen
sed,
ope
rate
with
com
preh
ensi
ve g
over
nmen
t in
cent
ives
, sys
tem
atic
qua
lity
assu
ranc
e m
easu
res a
nd r
outin
e re
view
and
adju
stm
ent o
fgo
vern
men
t pol
icie
s tow
ard
non-
stat
e tra
inin
g pr
ovid
ers;
pub
lic p
rovi
ders
, m
ostly
gov
erne
d by
man
agem
ent
boar
ds, h
ave
signi
fican
t aut
onom
y;
deci
sion
s abo
ut tr
aini
ng p
rovi
sion
are
tim
e-bo
und
and
info
rmed
by
form
al
asse
ssm
ent o
f im
plem
enta
tion
cons
train
ts; s
take
hold
er in
put a
nd u
se
of a
var
iety
ofm
easu
res t
oin
cent
iviz
e pe
rfor
man
ce in
clud
e su
ppor
t, re
war
ds a
nd p
erfo
rman
ce-
base
d fu
ndin
g.
GREN
ADA
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FORC
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TTER
EDUCA
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SULTS
43
Func
tiona
l Dim
ensi
on 3
: Ser
vice
Del
iver
y Po
licy
Goa
lL
evel
of D
evel
opm
ent
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G8: Fostering Relevance in Public Training Programs
Ther
e ar
e fe
w o
r no
att
empt
s to
fost
er re
leva
nce
in p
ublic
trai
ning
pr
ogra
ms t
hrou
gh e
ncou
ragi
ng li
nks
betw
een
train
ing
inst
itutio
ns, i
ndus
try
and
rese
arch
inst
itutio
ns o
r thr
ough
se
tting
stan
dard
s for
the
recr
uitm
ent
and
train
ing
of h
eads
and
inst
ruct
ors
in tr
aini
ng in
stitu
tions
.
Rel
evan
ce o
f pub
lic tr
aini
ng is
en
hanc
ed th
roug
h in
form
al li
nks
betw
een
som
e tra
inin
g in
stitu
tions
, in
dust
ry a
nd re
sear
ch in
stitu
tions
, in
clud
ing
inpu
t int
o th
e de
sign
of
curr
icul
a an
d fa
cilit
y st
anda
rds;
hea
ds
and
inst
ruct
ors a
re re
crui
ted
on th
e ba
sis o
f min
imum
aca
dem
ic
stan
dard
s and
hav
e lim
ited
oppo
rtuni
ties f
or p
rofe
ssio
nal
deve
lopm
ent.
Rel
evan
ce o
f pub
lic tr
aini
ng is
enha
nced
thro
ugh
form
al li
nks
betw
een
som
e tra
inin
g in
stitu
tions
, in
dust
ry a
nd re
sear
ch in
stitu
tions
,le
adin
g to
col
labo
ratio
n in
seve
ral
area
s inc
ludi
ng b
ut n
ot li
mite
d to
the
desi
gn o
f cur
ricul
a an
d fa
cilit
y st
anda
rds;
hea
ds a
nd in
stru
ctor
s are
re
crui
ted
on th
e ba
sis o
f min
imum
ac
adem
ic a
nd p
rofe
ssio
nal
stan
dard
s and
hav
e re
gula
r ac
cess
to o
ppor
tuni
ties f
or p
rofe
ssio
nal
deve
lopm
ent.
Rel
evan
ce o
f pub
lic tr
aini
ng is
en
hanc
ed th
roug
h fo
rmal
link
s be
twee
n m
ost t
rain
ing
inst
itutio
ns,
indu
stry
and
rese
arch
inst
itutio
ns,
lead
ing
to si
gnifi
cant
col
labo
ratio
n in
a
wid
e ra
nge
of a
reas
; hea
ds a
nd
inst
ruct
ors a
re re
crui
ted
on th
e ba
sis
of m
inim
um a
cade
mic
and
pr
ofes
sion
al st
anda
rds a
nd h
ave
regu
lar
acce
ss to
div
erse
op
portu
nitie
sfor
pro
fess
iona
l de
velo
pmen
t, in
clud
ing
indu
stry
at
tach
men
ts fo
r ins
truct
ors.
GREN
ADA
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44
Func
tiona
l Dim
ensi
on 3
: Ser
vice
Del
iver
y
Polic
yG
oal
Lev
el o
f Dev
elop
men
t
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G9: Enhancing Evidence-based Accountability for Results
Ther
e ar
e no
spec
ific
data
co
llect
ion
and
repo
rting
re
quire
men
ts,b
ut tr
aini
ng
prov
ider
s mai
ntai
n th
eir o
wn
data
base
s; th
e go
vern
men
t doe
sno
t con
duct
or sp
onso
r sk
ills-
rela
ted
surv
eys o
r im
pact
ev
alua
tions
and
rar
ely
uses
dat
a to
mon
itor a
nd im
prov
e sy
stem
pe
rfor
man
ce.
Trai
ning
pro
vide
rs c
olle
ct a
nd re
port
adm
inis
trat
ive
data
and
ther
e ar
esi
gnifi
cant
gap
s in
repo
rting
by
non-
stat
e pr
ovid
ers;
som
e pu
blic
pr
ovid
ers i
ssue
ann
ual r
epor
ts a
nd th
e go
vern
men
t occ
asio
nally
spon
sors
or
cond
ucts
skill
s-re
late
d su
rvey
s; th
e go
vern
men
t doe
s not
con
solid
ate
data
in a
syst
em-w
ide
data
base
and
us
esm
ostly
adm
inis
trat
ive
data
to
mon
itor a
nd im
prov
e sy
stem
pe
rfor
man
ce; t
he g
over
nmen
t pu
blis
hes i
nfor
mat
ion
on g
radu
ate
labo
r mar
ket o
utco
mes
for s
ome
train
ing
prog
ram
s.
Trai
ning
pro
vide
rs c
olle
ct a
nd re
port
adm
inis
trat
ive
and
othe
r da
ta (e
.g.,
job
plac
emen
t sta
tistic
s, ea
rnin
gs o
f gr
adua
tes)
and
ther
e ar
e so
me
gaps
in
repo
rting
by
non-
stat
e pr
ovid
ers;
m
ost p
ublic
pro
vide
rs is
sue
inte
rnal
an
nual
repo
rts a
nd th
e go
vern
men
t ro
utin
ely
spon
sors
skill
s-re
late
d su
rvey
s; th
e go
vern
men
t con
solid
ates
da
ta in
a sy
stem
-wid
e da
taba
se a
nd
uses
adm
inis
trat
ive
data
and
in
form
atio
n fr
om su
rvey
s to
mon
itor
and
impr
ove
syst
em p
erfo
rman
ce; t
he
gove
rnm
ent p
ublis
hes i
nfor
mat
ion
on
grad
uate
labo
r mar
ket o
utco
mes
for
num
erou
s tra
inin
g pr
ogra
ms.
Trai
ning
pro
vide
rs c
olle
ct a
nd re
port
adm
inis
trat
ive
and
othe
r da
ta(e
.g.,
job
plac
emen
t sta
tistic
s, ea
rnin
gs o
f gra
duat
es)
and
ther
e ar
e fe
wga
ps in
repo
rting
by
non-
stat
e pr
ovid
ers;
mos
t pub
lic p
rovi
ders
is
sue
publ
icly
ava
ilabl
e an
nual
repo
rts
and
the
gove
rnm
ent r
outin
ely
spon
sors
or
cond
ucts
skill
s-re
late
d su
rvey
s and
impa
ct
eval
uatio
ns; t
he g
over
nmen
t con
solid
ates
da
ta in
a sy
stem
-wid
e, u
p to
dat
e da
taba
se a
nd u
ses a
dmin
istr
ativ
e da
ta,
info
rmat
ion
from
surv
eys a
ndim
pact
ev
alua
tions
to m
onito
r and
impr
ove
syst
em p
erfo
rman
ce; t
he g
over
nmen
t pu
blis
hes i
nfor
mat
ion
on g
radu
ate
labo
r m
arke
t out
com
es fo
r mos
t tra
inin
g pr
ogra
ms o
nlin
e.
GRENADA WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 45
Annex 4: References and InformantsLegislation
Caribbean Community Skilled Nationals Act No. 32 of 1995, Amended by Act No. 16 of 2006
Education Act No. 21 of 2002, Amended by Act No. 11 of 2003
Employment Act No. 14 of 1999, Amended by Act No. 10 of 2000, SRO 10 of 2000 and Act No. 21of 2000
Fiscal Incentive Act No. 41 of 1974, Amended by Act 14 of 1993 and Act 14 of 1995 andsubsidiary legislation
Grenada Council For Technical And Vocational Education And Training Act No. 9 of 2009
Labour Relations (Amendment) Act, 2003 (No. 9 of 2003)
St. George’s University Limited Act No. 18 of 1996 amended by Act No. 19 of 2002, SRO 14 of2003
Statistical Act No. 30 of 1960 amended by Act No. 21 of 1961
T. A. Marryshow Act No. 41 of 1996, Amended by Act No. 18 of 2009
Websiteshttp://planipolis.iiep.unesco.org/upload/Grenada/Grenada%20Speed%20II.pdf
http://ddp ext.worldbank.org/EdStats/GRDrep12.pdf
http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdfversions/Grenada.pdf
http://www.ilo.org/wcmsp5/groups/public/ ed_emp/documents/publication/wcms_140945.pdf
http://www.ilo.org/wcmsp5/groups/public/ dgreports/ integration/documents/publication/wcms_151966.pdf
http://www.gov.gd/egov/docs/legislations/act_09_2003_labour_relations.pdf
http://www.caribank.org/uploads/publications reports/economics statistics/country povertyassessment reports/Grenada+CPA+ +Vol++1+Main+Report+_Submitted_.pdf
http://www.caribank.org/uploads/publications reports/economics statistics/country povertyassessment reports/Grenada+CPAVol++3+IA+Reportfinal1.pdf
GRENADA WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 46
http://www.gov.gd/egov/docs/reports/Grenada_MDG_Progress_Assessment_Report_2010.pdf
http://ec.europa.eu/development/icenter/repository/scanned_gd_csp10_en.pdf
http://siteresources.worldbank.org/INTLAC/Resources/Chap3_bckgr_Grenada_Invest_Climate.pdf
http://grenadanta.gd/LinkClick.aspx?fileticket=IiFfTio_4tY%3D&tabid=116&mid=464
http://grenadanta.gd/LinkClick.aspx?fileticket=VNo9UZkRDKk%3D&tabid=81
http://www.unesco.org.ve/dmdocuments/biblioteca/libros/national_report_grenada.pdf
http://www.tamcc.edu.gd/images/docs/ARforweb9 14 11.pdf
List of informantsAdrian Francis, Former Deputy Labour Commissioner
Alison Miller, Former Permanent Secretary, Government of Grenada
Andrea Phillip, Chief Education Officer, Ministry of Education and Human ResourceDevelopment
Beverley Grey, Managing Director, Grey’s Typing and Computer Services
Bridgette Assing, Representative from Quinn & Associates (Construction Representative on theGrenada Council of Technical and Vocational Education and Training
Curlan Gilchrist, Director, Macroeconomic Policy Unit, Ministry of Finance
David Flemming, Senior Lecturer, T.A. Marryshow Community College and Representative,Grenada National Training Agency
Emmalin Pierre, Minister, Ministry of Youth Empowerment and Sports
Frances Ruffin, Coordinator for Quality Assurance, Grenada National Training Agency
Halim Brizan, Director, Central Statistical Office, Ministry of Finance
Hazel An Hutchinson, Executive Director, Grenada Chamber of Industry & Commerce
Imi Chitterman, Education Statistics Consultant, Ministry of Education and Human ResourceDevelopment
Jeanette Du Bois, Soft Skills Training Professional and former Officer of the Government ofGrenada
GRENADA WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 47
Jessie Cumberbatch, Executive Director, Junior Achievement Grenada Inc
Junior Alexis, Statistician, Ministry of Education and Human Resource Development
Kendall Alexander, Economist I, Macroeconomic Policy Unit, Ministry of Finance
Kerry Pierre, Budget Officer, Ministry of Finance
Kevin Andall, Coordinator of Youth, Ministry of Youth Empowerment and Sports
Lincoln Morgan, Chief Executive Officer, Grenada National Training Agency
Marlene Finlay, Dean of the School of Applied Arts and Technology (SAAT), T.A. MarryshowCommunity College
Melissa Felician, Consultant
Meryl Cambridge Finlay, Administrative Officer, St George’s University
Michael Stephens, Senior Policy Analyst, Macroeconomic Policy Unit, Ministry of Finance
Mike Philbert, President, Grenada Employers Federation
Pauline St. Paul, Support Services Officer, Ministry of Education and Human ResourceDevelopment
Peron Johnson, Portfolio Manager, Project, Coordination Unit
Roderick Griffith, Coordinator For Standards and Planning, Grenada National Training Agency
Sheldon Scott, Senator, Ministry of Youth Empowerment and Sports
Sherma Stephenson, Finance Officer, Ministry of Education and Human Resource Development
Shevorn Licorish, Monitoring and Evaluation Officer, Grenada National Training Agency
Stephen Jerome, Representative, Grenada Council of Technical and Vocational Education andTraining
GRENADA WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 48
Annex 5: SABER WfD Scores
Policy Goal Policy Action Topic
Dimen
sion
1
2.6
G1 3.0 Provide sustained advocacy for WfD at the top leadership level 3.0 G1_T1 3.0G1_T2 3.0
G2 2.2
Establish clarity on the demand for skills and areas of critical constraint 2.5 G2_T1 2.0G2_T2 3.0
Engage employers in setting WfD priorities and in enhancing skills upgradingfor workers 2.0
G2_T3 3.0G2_T4 2.0G2_T5 1.0
G3 2.7 Formalize key WfD roles for coordinated action on strategic priorities 2.7G3_T1 2.0
G3_T2 4.0
G3_T3 2.0
Dimen
sion
2
2.6
G4 1.9
Provide stable funding for effective programs in initial, continuing andtargeted vocational education and training 2.7
G4_T1 infoG4_T2 2.0G4_T3 3.0G4_T4 3.0
Monitor and enhance equity in funding for training 1.0G4_T5_IVET 1.0
G4_T5_CVET 1.0
G4_T5_ALMP 1.0
Facilitate sustained partnerships between training institutions and firms 2.0 G4_T6 2.0
G5 3.3
Broaden the scope of competency standards as a basis for developingqualifications frameworks 3.0
G5_T1 3.0
G5_T2 3.0
Establish protocols for assuring the credibility of skills testing andcertification 3.7
G5_T3 3.0
G5_T4 4.0
G5_T5 4.0
Develop and enforce accreditation standards for maintaining the quality oftraining provision 3.0
G5_T6 info
G5_T7 2.0
G5_T8 4.0
G5_T9 3.0
G6 2.7
Promote educational progression and permeability through multiplepathways, including for TVET students 3.0
G6_T1 4.0G6_T2 2.0
Strengthen the system for skills certification and recognition 2.5G6_T3 2.0
G6_T4 3.0
Enhance support for skills acquisition by workers, job seekers and thedisadvantaged 2.5
G6_T5 1.0
G6_T6 4.0
Dimen
sion
3
2.1
G7 2.2
Encourage and regulate non state provision of training 2.8
G7_T1 4.0
G7_T2 2.0
G7_T3 3.0
G7_T4 2.0
Combine incentives and autonomy in the management of public traininginstitutions 1.5
G7_T5 1.0
G7_T6 2.5
G7_T7 1.0
G8 2.3
Integrate industry and expert input into the design and delivery of publictraining programs 2.3
G8_T1 2.0
G8_T2 4.0
G8_T3 2.0
G8_T4 1.0
Recruit and support administrators and instructors for enhancing themarket relevance of public training programs 2.3
G8_T5 2.5
G8_T6 2.0
G9 1.8 Expand the availability and use of policy relevant data for focusingproviders' attention on training outcomes, efficiency and innovation 1.8
G9_T1 2.8
G9_T2 1.5
G9_T3 1.3
GRENADA WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 49
Annex 6: Authorship and AcknowledgementsThis report is the product of collaboration between the Principal Investigator, Nicole Garraway, and staffat the World Bank comprising Harriet Nannyonjo as well as Jee Peng Tan, and Viviana Gomez Venegas,leader and members, respectively, of the SABER WfD team based in the Education Global Practice.Nicole Garraway collected the data using the SABER WfD data collection instrument and prepared initialdrafts of the report; the Bank team scored the data and designed the template for the report; andViviana Gomez Venegas finalized the report. This report has benefited from suggestions and feedbackfrom K. Lincoln Morgan, Chief Executive Officer of the National Training Agency.
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 asother members of the SABER WfD team at the World Bank: Rita Costa, Sankalpa Dashrath, AngelaDemas, Ryan Flynn, and Kiong Hock Lee. The research team gratefully acknowledges the generousfinancial support of the Government of the United Kingdom through its Department of InternationalDevelopment’s Partnership for Education Development with the World Bank, which makes it possiblefor the SABER WfD team to provide technical support to the principal investigator in the form ofstandardized tools for and guidance on data collection, analysis, and reporting.
GRENADA WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 50
www.worldbank.org/education/saber
The Systems Approach for Better Education Results (SABER) initiativeproduces comparative data and knowledge on education policies andinstitutions, with the aim of helping countries systematicallystrengthen their education systems. SABER evaluates the quality ofeducation policies against evidence based global standards, using newdiagnostic tools and detailed policy data. The SABER country reportsgive all parties with a stake in educational results—fromadministrators, teachers, and parents to policymakers and businesspeople—an accessible, objective snapshot showing how well thepolicies of their country's education system are oriented towardensuring that all children and youth learn.
This report focuses specifically on policies in the area of WorkforceDevelopment.
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