The CARICOM

Single Market and Economy

and Workforce Development

Presentation to:

Workshop for the Caribbean Educational Sector on the Development

and Certification of Basic and Labour Competencies Trinidad and Tobago

August 17 – 20, 2004

Myrna C. Bernard

Programme Manager

Human Resource Development

CARICOM Secretariat

Focus on Workforce

Development: Context

Global and hemispheric liberalisation

The increasingly important role of knowledge as a factor of production

Emergence of new economic activities based on information and knowledge

Demand for higher quality of goods and services to enable competition in the global market

New jobs associated with higher technology occupations requiring higher entry-level skills.

Rapidly changing skill sets required for jobs

Existence of high youth unemployment alongside skill shortages in key areas

The Context –

Challenges for CARICOM

Small countries with limited leverage

Not able to exploit preferential markets

Not producing enough

Not competitive enough

Combination of lack of, or inadequate resources at the same time that there are unused resources

Continued outward migration, unemployment , social restlessness and lack of social cohesion

THE RESPONSE

The Conference of Heads of Government of the Caribbean Community, at its tenth meeting in Grande Anse, Grenada in 1989, decided to deepen the integration movement through the establishment of the CARICOM Single Market and Economy (CSME)

The Rationale

In deciding to establish the CARICOM Single

Market and Economy (CSME). The Conference of

Heads of Government noted the :

‘need to work expeditiously together to deepen

the integration process and strengthen the

Caribbean Community in all of its dimensions

to respond to the challenges and opportunities

presented by the global economy.’

The Opportunities

Globalisation presents enormous challenges for small

economies such as ours in the Caribbean

It also simultaneously presents several opportunities

to those countries and regions geared to take

advantage of it

The most important and urgent requirement for

seizing the opportunities presented by the global

environment is the transformation from a labour

intensive to a highly trained knowledge -based

workforce

CARICOM Single Market and

Economy (CSME)

A single enlarged economic space achieved by:

free movement of goods, services, capital

technology and labour

non-discriminatory access to the region’s

resources and markets for CARICOM nationals

common external trade policy

Main Focus of the CSME

The CSME is intended to provide the framework for:

greater opportunities for employment, investment,

production and trade

competitive products of better quality and prices

improved services provided by enterprises and

individuals

greater opportunity for travel for nationals to study

and work in CARICOM countries

increased employment and improved standards of

living

LEGAL ARCHITECTURE

The Treaty

Inter-governmental Agreements

Implementing Laws

Regulations, Orders And Rules

Dispute Settlement Regime Enforcement Under Domestic Law

Enforcement Under Caribbean Court of Justice

Common Market

Common

External

Tariff

Removal of barriers

to regional trade

in goods

Token provision for

Est. of business

Services

Movement of capital

Co-ord. of econ. Policy

CARIFTA

Removal of barriers

to regional trade

in goods

Single Market

and Economy

- Devpt. of capital markets

- Standard setting

- Competition policy

- Consumer protection Co-ordinated devpt

of productive and

econ. sectors Removal of barriers

Goods, services,

capital flows

technology

Harmonisation

of macro-economic policy

Common external trade

Policy

Free movement

of skilled persons

Rights of

establishment of

enterprises

•

• Fully developed

and implemented

legal framework

• Stronger collective

governance framework

- CCJ, Standards (educ.,

goods & services)

Competition Policy

The full enjoyment of national

treatment by citizens

of all Member States

trade in goods

provision of services

movement of capital

The freedom to:

• Move around to seek work and compete for

employment in any

part of the CSME

•Travel within the Community

•Common passport

The freedom to create a

company or other

legal entity and establish

and operate such an entity

in any part of the CSME

Effective coordination

of macroeconomic,

sectoral and

foreign trade policy

CSME:

Expected

product

A creative,

productive

and competitive

knowledge - based

workforce

THE FREE MOVEMENT OF

LABOUR

Main Programme Elements:

Elimination of work permits

Facilitation of immigration points

Legislation protecting the right to work of approved categories of skills

Harmonisation and transferability of social security benefits

Mechanisms for equivalency and accreditation

Development of a skills register

Coordination of social policies

THE EMERGING LABOUR

MARKET

More integrated and competitive for high –level skills

Emphasis on ‘weightless goods’ with high knowledge content

New technical competencies required, which are relatively less specific than in the past: languages, data processing, logical reasoning, capacity for analysis and interpretation of different codes, etc.

Radical changes in occupational profiles, job design and content

Security derived from employability rather than employment

Which Approach to

Competitiveness?

Girvan (1997) in examining the implications of global change on the prospects for economic growth and human development:

' In the case of the passive approach, … competitiveness tends to be defined as the ability to offer trans-national firms lower production costs and higher returns on their investment. The emphasis of Government policy is on guaranteeing low-cost labour, low taxes, and a liberalised economic environment.

The active approach places greater emphasis on the development of human skills and of technological, entrepreneurial, and managerial capabilities as a basis for developing competitive advantages.

Specific Challenges for

Workforce Development

Changing nature of organisations and the nature and organisation of work

flexible, problem oriented, and collaborative in contrast to the traditional work place in which work is repetitive, routinised, and organized hierarchically.

Changed life plans of individuals – no longer linear, education – work- leisure

"life-long employment" disappearing, the concept of "life-long training" emerging.

Polyvalent training

Education /Training which facilitates rapid re-conversion of skills

The Market is a

Social Institution

Anchored in the skills, abilities, attitudes, perceptions, motivations and expectations of people

The extent to which the provisions translate into real opportunities depends on the adequacy of our Human Resource / Workforce Development system

Key Outputs include:

An informed public which understands and supports the CSME and demonstrates this understanding and support by active participation /competition in the markets of individual interests.

Stronger presence of the elements of Community and social cohesion

WHAT CONCEPT OF HRD?

An iterative process embracing three highly

interdependent elements:

Enhancement of productive capabilities

(Education /Training and Health)

Efficient utilisation of human resources

The participation of people in the benefits of

increased output through an enhanced quality of life

A Workforce Development System

Community

Participation

Subsystem

Governance

Subsystem

Environment

CSME / Global

Economy

Education /

Training

Subsystem

Employment

Subsystem

Pertinent Characteristics

of the WD system

Is itself, part of a larger

system

Includes the full spectrum of

education and training for all

levels of workers

Encompasses several inter-

dependent sub- systems

Education and Training

Health

Labour relations

Community development

Is an open, socio-

technical system information, energy,

material exchanged with

environment

integrates human activity

around various

technologies

The development of

social and cultural capital

is therefore a integral

element

Who is involved?

Ministries of Labour, Education, Industry and

Commerce, Youth Affairs

National Training Agencies

National and Regional Training Institutions

Employers

Employees (Trade Unions)

Professional Organisations

Community based Organisations

Individuals

Governance

The governance subsystem

Spans the entire system, setting goals, developing

strategic and operational plans an establishing

control processes.

Has an important role to play in ensuring

congruence between the system and its

environment an among the various subsystems.

Triggers and sustains the inter-sectoral systems

approach to policy and programme development

and execution.

Key Components of the WDS

Externally efficient formal education system

Diverse opportunities for lifelong learning by youth and adults

Incentives for sustained public and private sector investment in skill development

Strategic linkages among employers, unions, educators, government, NGOs, and individuals

Mechanisms for continuous improvement and results-based accountability

Labor market information, job placement, work support services

Strategies for certifying knowledge and skills however acquired

Pathways for continued learning in the informal and formal learning systems.

Imperatives for WDS

Education and training for citizenship of the region from the earliest levels

A demand-led system

Clear governance framework

Stimulating employer demand

Stimulating individual demand

Increasing capacity on the supply side and raising quality

Tackling the barriers of time and money that prevent individuals taking up opportunities

Technical and Vocational

Education (TVET) Sound basic and secondary education an important

enabler

Reorientation to competency based approaches

based on occupational standards

Benchmarking to international standards

Enterprise development

Seamless certification system

Coordination of training at national and regional

levels

Training as joint responsibility of providers and end

users and also a strategic component of labour

relations systems

Mainstreaming Key Elements

Culture

Gender

Technology

Information and research

Application of ICTs

Quality Assurance

Systems for certification and accreditation

are integral to the functioning of integrated

markets such as the CSME

Importance of providing a seamless system

that integrates the vocational and traditional

academic tracks

Systems for credentialing of skills

Portability of qualifications

COHSOD

The Revised Treaty of Chaguaramas outlines specific

responsibilities for the Council for Human and Social

Development (COHSOD):

COHSOD, in consultation with the competent Organ, shall

establish common standards and measures for accreditation

or when necessary for the mutual recognition of diplomas,

certificates and other evidence of qualifications of the

nationals of the Member States in order to facilitate access to,

and engagement in, employment and non-wage-earning

activities in the Community.

(Article 35)

Regional Accreditation

Model developed and approved for Regional

Accreditation Authority

Functioning National Accreditation Bodies a key

pre-requisite

Sub-regional body for the OECS

Common approach to workforce development

and recognition of occupational qualifications in

CARICOM

Support the management of free movement of

skilled labour, a key feature of the CSME.

Regional Co-ordination

of TVET

Regional Strategy

Regional Co-ordinating Mechanism for TVET

CANTA

Endorsed by COHSOD as the implementation arm

of the CARICOM Regional Coordinating

Mechanism for TVET

Type/Level

of

Programme

Orientation And Purpose Credits Entry

Requirements

Occupational

Competence

Academic

Competence

Level 1/

Certificate

Completion of a preparatory

programme leading to further study

in a given academic or vocational

area or entry qualification for a

particular occupation

Minimum

10 Credits

To be determined by

the local training

Institution

Semi-skilled, entry

level.

Supervised worker

Grade 10

Level 2/

Certificate

To prepare a skilled independent

worker who is capable of study at

the next level (post-secondary)

Minimum

20 Credits

Grade 11 or

Equivalent

Skilled Worker

Unsupervised Worker

Grade 11

Level 3/

Diploma and

Associate

Degree

A post-secondary qualification

emphasising the acquisition of

knowledge, skills and attitudes

(behavioural competencies) to

function at the

technician/supervisory level and

pursue studies at a higher level.

Diploma:

Minimum

50 Credits

Associate

Degree:

Minimum 60

Credits

4 CXC’s,

Level 2 Certification

or Equivalent

Technician,

Supervisory

Associate Degree

Entry to Bachelor’s

Degree programme

with or without

advanced standing

Level 4/

Bachelor’s

Degree

Denoting the acquisition of an

academic, vocational , professional

qualification, who can create, design

and maintain systems based on

professional expertise

Minimum 120

Credits

5 CXC’s , Level 3

Certification or

Equivalent

Competence which involves the application

pf knowledge in a broad

Range of complex, technical or professional

work activities performed in a wide range of

contexts. This includes Master Craftsman,

Technologists, Advanced Instructor, Manger,

Entrepreneur

Level 5/

Post Graduate/

Advanced

Professional

Denoting the acquisition of

advanced professional post-

graduate

Competence in specialized field of

study or occupation.

Level 4 Certification

or Equivalent

Competence which involves the application

of a range of fundamental principles at the

level of chartered, advanced professional and

senior management occupations.

Towards the Development

of CVQs

Vocational Qualifications already being

offered through Training Agencies

Mechanisms being developed for CVQ

COHSOD has already endorsed several

regional occupational standards

CANTA to spearhead development process

The CSME

Providing the legal and administrative

framework to facilitate regional co-operation in

building capacity for developing and

sustaining an adequate WDS

A beneficiary of the WDS through the

availability of a wide pool of skilled human

resources

Beyond Competitiveness

and the CSME

There are several theatres of integration beyond the

CSME for which the region needs to be prepared

through guaranteeing the competitiveness of its

workforce, e.g. the FTAA, WTO etc.

Beyond this however, we should not lose sight of the

strategic objective of our HRD efforts:

‘Improved quality of life for all’

Viewed in this way, HRD becomes the means to, as

well as the end product of our development

Real Opportunities

or Mirage?

The benefits to be derived from the provisions made in the CSME will remain a mirage for many of our citizens, unless:

the necessary legal and administrative arrangements are put in place at the national level

systems for Human Resource Development at both national and regional levels ensure that labour force participants at all levels, in all member states are equipped not only with

the information and skills, but also

the attitudes and orientations necessary to convert these provisions into real opportunities.

Partnerships

Co-ordination and facilitation of Workforce

Development activities in support of the CSME could

not be achieved without significant partnerships with

regional and international agencies

Important partners in the present context include

CANTA

Training Agencies in Latin America

CXC

Universities in the region

ACTI

ILO

OAS

Thank You