The recently held 6th Annual Caribbean Area Network for Tertiary Education (CANQATE) Conference at the Lloyd Erskine Sandiford Centre is being hailed as a success.

Over 125 delegates attended the 3-day Conference with participants drawn from Saudi Arabia, Libya, Ghana, South America, Canada and neighbouring Caribbean islands. At the prestigious Opening Ceremony, the acting Prime Minister of Barbados, The Honourable Freundel Stuart, Q.C., M.P. was the Keynote Speaker. The Conference cumulated with a Gala Dinner at the Plantation Theatre.

In his Feature Address, the acting Prime Minister Honourable Freundel Stuart, Q.C., M.P. delivered a riveting speech that gripped the attention of his audience, with many of them commenting on the content and delivery as the focus of their conversations during the Cocktail Reception which followed. The Acting Prime Minister endorsed the purpose and services of the Barbados Accreditation

Council and highlighted the importance of having accredited institutions and programmes. He pointed out that Barbados has always accepted the necessity of having qualifi cations for educational and employment advancement, “as long as qualifi cations continue to be important, the need for eff ective and proper accreditation of the institutions which issue those qualifi cations, will be both pressing and incontestable.” The acting Prime Minister stressed that “quality assurance, then, is a live and continuing issue in the delivery of education in Barbados and the Caribbean.”

The Honourable Patrick M. T. Todd, M.P., Acting Minister of Education and Human Resource Development, indicated that his government expanded “the level of quality of education and training” in Barbados. Minister Todd also noted that one of the strategic goals of the Council for 2007-2011 was to “establish relationships with institutions and providers in the interest of developing and sustaining a Quality Culture in post-secondary education and training.”

He added that the Council has continued to host developmental workshops in key areas of need and during the year also established the Barbados CANQATE Core Group which is designed to enhance and assist “providers with the implementation of best practices in quality assurance and enhancement in tertiary education.”

Continued on page 4

CANQATE Conference 2009 Hai led A Success !

What’s Inside Chairperson’s Word 2 Photo Galleries 3 Gala Dinner photo gallery 4 From the Desk of the Executive Director 5 Prime Minister’s Feature Address 6 List of registered institutions 7 Accreditation Corner 9 Profi les of Educational Providers 10 BAC News 11 Around the Caribbean 12

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Ms. Yvonne Walkes, Chairperson

In our last edition, the Barbados Accreditation Council promised to continue its discourse on promoting a culture of quality in tertiary education. In the recently held CANQATE conference

in Barbados, as Chairperson of the BAC, I had the pleasure of pursuing this concept further in my Welcoming Remarks. Here are some of my comments under the theme “Balancing Quality and Quantity in Tertiary Education”:

I am particularly pleased to be Chairperson of the Barbados Accreditation Council at this time in its history and to be able to share an aspect of our vision for national development. The theme of the Conference “Balancing Quality and Quantity: the Global Challenge for Tertiary Education” is timely as institutions worldwide are grappling with the need to increase learner access while maintaining or indeed enhancing quality.

If a quick poll were to be taken in the audience of the meaning of the two major terms used in the theme, i.e. ‘quality’ and ‘quantity’, one may fi nd an almost universal understanding of ‘quantity’. Although some professionals, in tertiary education, are stating that both concepts should go hand in hand, it is unlikely that the same would apply to the term ‘quality’.

As many of you may be aware, ‘quality’ as a concept, was founded in the early 20th century and has its roots not in education but in the industrial and management

sectors. Over the years, many authors have tried to defi ne and agree on this unique and much used term including, W. Edwards Deming, Joseph Juran, Philip B. Crosby, Kauru Ishikawa and Genichi Taguchi. Some authors suggest that quality has a variety of meanings and connotations and means diff erent things to diff erent people (Green and Harvey, 1993; Harvey and Green, 1993; and Mishra, 2007). This would be particularly true for tertiary education and training with its many and varied stakeholders such as students, employers, teaching and non-teaching staff , government and funding agencies, accreditors, and so on.

‘Quality’ for the BAC, is a value judgment determined by the needs of the individuals who defi ne it. Mishra (2007), likens quality to beauty which lies in the eye of the beholder. The inability to provide a precise defi nition of quality may be the strength of the concept, as a precise defi nition could inevitably lead to a prescriptive application of its principles, which could result in uniformity. However, the true philosophy of quality suggests innovation and the use of diverse systems in response to varying needs.

There are generally fi ve paradigms of quality: quality as exceptionally high standards; quality as zero defects; quality as fi tness for purpose; quality as value for money (through effi ciency and eff ectiveness); and quality as transformative, i.e. the transformation in the learner. Usually, quality implies a measure of inputs, processes, outputs, and learning outcomes.

In the fi nal analysis, when one considers the concept ‘quality’ there are many questions that one may need to answer or at least to consider. Some of these questions may include 1) How relevant are the traditional defi nitions of quality given the new modalities of tertiary education? 2) Are traditional measures of quality congruent with Caribbean realities? 3) While the institutions and providers in these small developing countries are battling to fi nd answers to the new priorities of relevance, costs, equity and international standards, what is the role of individuals in creating cultures of quality? I believe the conference is designed to fi nd solutions to some if not all of these issues. Conferences, such as this one can provide the participants with an ideal opportunity to discuss a wide range of interesting topics related to quality, quality assurance and quality enhancement.

Chairperson’s Word

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PRECONFERENCE WORKSHOP

PLENARY SESSIONS

OPENING CEREMONY & RECEPTION

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Continued from Front Page (cont’d)

Ms. Yvonne Walkes, Chairperson of the Board of Directors of the Council, shared her “vision for the development of a quality culture in tertiary education and training.” Ms. Walkes explored various meanings of quality, and concluded that the meaning was sculpted by individual needs. She added that “the lack of a precise defi nition for ‘quality’ may be its strength, as a precise defi nition could inevitably lead to a standardized and prescriptive application of its principles.”

The Pre-Conference Workshop entitled “Building an Eff ective Self-Study” attracted over 80 participants. The workshop was facilitated by Prof. Donald Hanna of the University of Wisconsin – Extension, USA and it provided delegates with the techniques and tools for preparing the self-study, which is a critical and necessary component, when seeking accreditation by the Council.

During the two-day Conference, over 18 presentations were delivered under the broad Conference Theme: “Balancing Quality and Quantity: The Global Challenge in Tertiary Education.”

The CANQATE Annual General Meeting concluded with the election of the new Board of Management, for the period 2009 - 2011:

• Ms. Valda Alleyne – President (Executive Director, Barbados Accreditation Council)

• Mr. Michael Bradshaw – Vice President (Acting Executive Director, Accreditation Council of Trinidad and Tobago)

• Dr. Dawn Barrett-Adams – Secretary (Accreditation Offi cer, University Council of Jamaica)

• Mr. Mervyn Extavour – Treasurer (Coordinator, UWI Franchise, Cipriani College of Labour & Co-operative Studies, Trinidad and Tobago & President, National Association of Technical Tertiary and Professional Educators of Trinidad and Tobago

• Ms. Esther Brathwaite, Floor Member (Permanent Secretary, Special Initiatives, Offi ce of the Prime Minister, St. Lucia)

• Mrs. Lorna Parkins, Floor Member (Executive Director, Caribbean Accreditation Authority for Education in Medicine & other Health Professions), Jamaica

• Dr. Rhonda Chipman-Johnson, Floor Member (Executive Vice-President, Academic Aff airs, The College of the Bahamas)

As Past President, Dr. Ethley London, O.D, (Executive Director of the University Council of Jamaica) will serve in an Ex Offi cio capacity.

Gala Dinner Photo Gallery

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Another year has ended! It has been another exciting and productive year for the Barbados Accreditation Council as we commenced the calendar year with the registration and re-registration of

institutions/providers and culminated with the hosting of the 6th annual Conference of the Caribbean Area Network for Quality Assurance in Tertiary Education (CANQATE), under the auspices of the Government of Barbados. For the 2009 CANQATE Conference, we were happy to welcome over one hundred delegates to our shores to share and discuss their experiences on the issue of balancing quality and quantity in tertiary education. Some of the strategies identifi ed for the way forward for the region include increasing research; providing enhanced opportunities for professional development of staff within tertiary educational institutions and quality assurance agencies; sharing of scarce resources e.g. peer reviewers, providing greater opportunities for the training of evaluators and discouraging fraudulent practices within the region. Social and other network opportunities were also provided for delegates to mingle and enjoy the hospitality of Barbados.

The public is also taking heed to the Council’s message to ascertain the recognition of prospective institutions and programmes of study before investing their time and money. As such there has been a steady increase of applications for the recognition of institutions and programmes of study off ered regionally and

extra-regionally. There is also growing demand for the recognition of qualifi cations as nationals and non-nationals seek to fi nd out the comparability of qualifi cations attained from local and foreign institutions for educational and employment purposes.

There is growing concern about the off ering of distance education programmes through educational brokers and the Council has continued to advise persons that they should verify that the institutions and/or programmes of study are recognized/accredited by competent authorities particularly in their home countries. Otherwise, the institutions and/or programmes of study will not be recognized by the Council. This recognition also extends to institutions and programmes of study off ered through face to face delivery mode.

During the year, the Council commissioned a research study which gathered feedback on the perceptions of providers with respect to its registration process and quality indicators. Apart from the sharing of fi ndings such as at the CANQATE Conference, the information will be used to improve the registration process and policies where necessary and assist the providers with preparing for the accreditation process.

As Barbados, like the rest of the world enters a new year with some economic uncertainty, local institutions are encouraged to pursue institutional or programme accreditation through the Council as prospective students, employers and investors in education will be seeking to ensure that the tertiary education provision meets their respective needs.

As we begin a new decade, the Barbados Accreditation Council stands ready to provide assistance and support aimed at assuring quality tertiary educational provision in our country.

On behalf of the Board of Directors and Staff of the Council, I wish to extend best wishes for the Christmas Season and a healthy and prosperous New Year.

Ms. Valda Alleyne

From the Desk ofThe Executive Director

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P rofound pleasure mingled with humility is the understandable response of anyone accorded the privilege of addressing so distinguished an assembly. I begin, therefore, by thanking

you for thinking me deserving of this honour and assure you that your very kind gesture will occupy a special place in my treasured memories.

It is a great tribute to Barbados and to all of you that you have decided to convene this conference here. You have positioned yourselves to savour the eff ortless warmth of our highly prized hospitality. I hope that while here you will not let slip any opportunity to avail yourselves of the many cultural delights we always have on off er.

“Balancing Quality and Quantity: The Global Challenge in Tertiary Education”, the theme chosen for this conference is, at once, relevant and timely. It comes at a time when countries, both developed and developing, are facing increasing demand for tertiary education while at the same time wrestling with the worst economic and fi nancial crisis in the last one hundred years. Acute shortage of resources, frequent natural disasters and the growing inequality between the rich and the poor, compound this already exacting challenge.

Since the 1960’s and 1970’s the world has changed dramatically, what with major advances in the development of Information and Communication Technology and heightened interest in securing access to tertiary education. These changes have had obvious consequences for the economic, social and cultural systems we employ here in this region.

We have now moved to the stage where tertiary education is seen, not as a privilege but as a right. Governments, in response to this reality, have sought to invest in the development of their human resources by expanding access to higher education.

A cursory look at the UNESCO 2009 Global Digest of Statistics reveals that one half of the 102 countries reporting data spent 10-20% of their education budget on tertiary education, while another third of these countries spent more than 20%. Those countries which spent more than one-third of their education budgets on tertiary education were British Virgin Islands, Ethiopia, Greece, Singapore and Venezuela.

If one were to use national wealth as a measure, Cuba and Colombia

PRIME MINISTER ’S FEATURE ADDRESS by The Hon. Freundel Stuart, Q.C., M.P., Acting Prime Minister

are among the countries which spent more than 1.5% of their Gross Domestic Product on tertiary education, while Barbados spent approximately 1.5%. Globally the demand for tertiary education has resulted in unprecedented expansion in that sector since the 1970’s. Those pursuing education at this level have grown dramatically from 28.6 million in 1970 to 152.5 million in 2007. This translates into an average annual increase of 4.6% with the average number of students doubling every fi fteen years. The massive expansion in tertiary education; the internationalization of the education product as tertiary institutions intensify their eff orts to attract foreign students; and other initiatives such as cross border education have been stimulating major reforms in the way education is planned for and delivered at this level.

Cross border provision poses peculiar challenges for small states like Barbados and the other island nations of the Caribbean and sharpens the need to ensure not only that what is being off ered meets acceptable standards but also coincides with the goals of national and regional development. Now, not since the 1970’s has there been any serious or sustained debate on what the ingredients of a relevant development model should be in the Caribbean. Arithmeticians have somehow managed to take over and redirect the debate so that, for the last thirty years or so, we have been content only to ask and answer the questions “how much” and “how many” never bothering to concern ourselves with the question “what sort”. This diversion has resulted in an undignifi ed surrender of the critical imperatives of quality to the meretricious but wholly transitory blandishments of quantity. If our governments and societies are not guided by a clearly articulated and easily digestible concept of development, it is impossible to determine what kind of primary, secondary or tertiary education will best meet our needs. More ominous still, will be the fact that any standards or, no standards at all, will get us to our undetermined or unknown destination. Small wonder, then, that the distinction, locally, and in some cases,

Due to the numerous requests for copies of the Feature Address delivered by the Acting Prime Minister, the Honourable Freundel Stuart, at the Opening Ceremony of the 6th Annual Caribbean Area Network for Quality Assurance in Tertiary Education (CANQATE) Conference, 2009; the Council has decided to publish the speech to satisfy its high demand. We now share Part 1 of the speech with our readers.

Continued on page 8

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If you are an Educational Provider off ering post-secondary or tertiary education and training in Barbados and have not yet registered with the Council, you are asked to note

that you are required by law to register.

“A coherent system of post-secondary or tertiary education and training which assures excellence and integrity to all its stakeholders.”

“To be a high quality provider of registration, accreditation and related services in post-secondary or tertiary education and training in Barbados and beyond.”

BEWARE!!!

Under “Off ence and Penalties”

of the Caribbean Community

(Movement of Skilled Nationals)

Act, 2004, Section 11 (3) states:

A Community national who

commits an off ence under

this Act is liable on summary

conviction to a fi ne of $50,000

or to imprisonment for a

term of 3 years or to both.

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internationally, between a University and a “Degree Factory” is being blurred. The degree or certifi cate or diploma, easily acquired from blatantly profi teering providers, has suddenly become the new species of off ensive weapon with which any inclined adventurer can be armed.

I am not to be understood to be arguing against the democratisation of access to tertiary education. Even in the worst of times, this is a wholly desirable development. What our societies must guard against, however, is the unhappy prospect of allowing hollow statistical boasts to blind us to the galloping decay in the quality of our educational product. It is in that context that here in Barbados we have been hearing in recent times, reference being made to the goal of having a university or tertiary graduate in every household. I have internalised and, I think, properly processed this “slogan” (and there is never a shortage of catch phrases and slogans in Barbados) to see if I am able to grasp its real meaning. I am not surprised that I have not been able to. After all, I have never claimed to be one of the brighter bulbs in the national chandelier. Barbados, like all other islands in the English speaking Caribbean, is a post-slavery society. Both the late Dr. Eric Williams and the late Professor Gordon Lewis have made the point that the very nature of slave society made the building of a prison much more important than the building of a school. After emancipation, therefore, our societies embarked on the enterprise of trying to get a primary school graduate in every household. Unless we are prepared to give the word “graduate” a most elastic meaning, it has to be conceded that, one hundred and seventy-fi ve years after emancipation, we are still fi ghting with the achievement of that highly commendable objective.

What we have been able to do, however, is to make available to those students that survive the primary school experience, ever expanding opportunities for their further development at the secondary level. Again, unless we want to defi ne the word “graduate” very elastically, it has to be conceded also that we do not have a secondary school graduate in every household in Barbados or anywhere else in the English speaking Caribbean.

Continued from Page 6 (cont’d)

BEST PRACTICEA method or an innovative process involving a range of safe and reasonable practices resulting in the improved performance of a higher education institution or programme, usually recognized as “best” by other peer organizations. A best practice does not necessarily represent an absolute, ultimate example or pattern, its application assures the improved performance of a higher education institution or programme; rather, it identifi es the best approach to a specifi c situation, as institutions and programmes vary greatly in constituencies and scope.

BENCHMARKA standard, a reference point, or a criterion against which the quality of something can be measured, judged, and evaluated, and against which outcomes of a specifi ed activity can be measured. The term, benchmark, means a measure of best practice performance. The existence of a benchmark is one necessary stop in the overall process of benchmarking.

Crystal Clear

Source: Quality Assurance and Accreditation: A Glossary of Basic Terms and Defi nitions. A UNESCO publication

Look out for Part 2 in our next issue.

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Are there diff erent types of accreditation? Yes, there are two types of accreditation:1. Institutional accreditation2. Programme accreditation

Short Course – at least 1 credit or not longer than three (3) months

Long Course – at least 3 credits or longer than three (3) months

So, now you know the importance, benefi ts and types of accreditation, do you still think that you can do without accreditation? Maybe, but can you aff ord to be without it? Accreditation will give your institution and/or programme(s) of study:• Global access to students• International recognition• The opportunity to grow• The opportunity to receive a “Quality Mark” from the

Council• Free promotion on the Council’s website, publications and

other promotional mechanisms.AND by empowering the public through the Council’s sensitisation programmes, as awareness of accreditation increases, prospective students will opt to attend and pursue only accredited institutions and programmes of study!

ACCREDITATION....YOU CANNOT AFFORD

TO BE WITHOUT IT!

Will assistance be provided?Yes, the Council will facilitate the process ofaccreditation, from initiation to completion. TheCouncil will aim to build alliances, as quality cannot beimproved solely through the external eff orts of the Council, butthrough a partnership between the institution and the Council.

Where can you get more information? You may contact the Council at 436-9094. Make sure you

ask for the Accreditation Handbook.

Accreditation CORNER

Crystal Clear

Source: Quality Assurance and Accreditation: A Glossary of Basic Terms and Defi nitions. A UNESCO publication

ACCREDITATION DURATIONAccreditation decisions are limited in time. The duration of validity of the accreditation license is established by the accrediting body, which generally holds the right to suspend or to renew the license, upon the satisfactory resolution of any identifi ed issues.

What is accreditation?Accreditation is a process by which the Barbados Accreditation Council evaluates registered post-secondary or tertiary institutions and their programmes/courses.Post-secondary or tertiary institutions and training providers have to meet specifi c standards/requirements established and promulgated by the Barbados Accreditation Council.

Does your institution or programme(s) of study have to be accredited? In Barbados accreditation is a voluntary process. It is done

only on the request of the institution or training provider.

Can your institution or programme(s) of study do without accreditation?

Yes. However, let us explore the importance and benefi ts of accreditation.

Why is accreditation important?Accreditation seeks to assure quality education Accreditation creates the impetus for relevancy and currency of faculty, programmes, and courses to best serve students. The pursuit of accreditation enhances the ability to serve students by assuring a focus on quality performance. Accredited status requires an ongoing eff ort to provide excellent equipment, software, and learning resources for students. Accredited status reaffi rms the commitment to eff ective student services.

Why should your institution seek accreditation? When an institution seeks accreditation with the Council, this

signals: (i) its commitment to quality, and (ii) its accountability to students, society and the educational environment.

Institutions that achieve accredited status will enjoy many benefi ts including:

1. Validation/acceptance of diplomas, certifi cates and degrees by other accredited schools, universities and the business sector;

2. National, Regional and International recognition of quality, accountability, and public trust;

3. Validation of quality could be used as a marketing tool to increase student numbers;

4. Acknowledgement of the quality of the educational provision off ered by an institution;

5. Expansion of educational and learning opportunities for students by being part of a national network or quality educational institutions;

6. Access to support services by the Council designed to continually improve the quality of education and training.

7. Continuous improvement process that increases the focus on student performance.

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In 2009 Caribbean Development Research Services (CADRES) conducted research on the behalf of the Barbados Accreditation Council. The research fi ndings were entitled “Perceptions of Tertiary Educational Providers on the Barbados Accreditation Council’s Registration Process”, which were presented as one of the Plenary Sessions at the recently held 6th Annual Caribbean Area Network for Quality Assurance in Tertiary Education (CANQATE) Conference in Barbados. In this BAClight edition, we will share with our readers some of the fi ndings on the profi les of educational providers in Barbados.

Types of Educational ProvidersAccording to the survey data, approximately two-thirds (65.9%) of the educational providers represented in the sample were private, while just under a quarter (24.7%) were public. The remaining 8.4% were classifi ed as trans-national providers. This implies that the Barbadian postsecondary/tertiary educational landscape is comprised primarily of private providers. Typically, transnational refers to those educational providers with a presence in another country. This may be through collaborative arrangement with a provider in the receiving country, establishing a physical presence in another country (e.g. a branch campus), or off ering courses through distance education with or without a presence in the receiving country.

Chart 1: Types of Educational Providers

Size of ProviderOf the providers surveyed, the majority, represented by nearly two-thirds (65.9%) of the sample were small providers (i.e. less than 100 students). Approximately one-fi fth (20.0%) of the providers were medium-sized (i.e. between 100 and 500 students) and approximately two-fi fteenths (14.1%) of the sample were large (i.e. over 500 students). The data suggests that the Barbadian postsecondary/tertiary educational landscape has a large composition of small educational providers. The growth in the number of private educational providers may be a consequence of the increasing demand for access to postsecondary educational opportunities and the inability of the established public providers such as the Barbados Community College, Samuel Jackman Prescod Polytechnic, and the University of the West Indies (UWI) Cave Hill and Open campuses to meet this demand. Chart 2 illustrates the distribution of providers in the sample based on size.

Chart 2: Size of Provider

Number of Years in Operation

On average, the educational providers in the sample had been in operation for approximately 21.4 years. Half the providers in the sample were in operation for more than 10 years, while half had been in operation for less than 10 years. The oldest provider in the sample had been in operation for 264 years.

For the purpose of analysis, respondents were classifi ed into three primary groups based on the number of years in operation. These groups were as follows:

(i) Young: 0-5 years in operation(ii) Maturing: 6 – 20 years in operation(iii) Mature: More than 20 years in operation

More than a quarter (27.7%) of the sample providers was classifi ed as ‘mature’. The remaining providers were evenly distributed between ‘young’ and ‘maturing’ categories, with approximately 36.1% of sample providers being classifi ed as ‘young’ and the same proportion being classifi ed as mature. The following Chart 5 illustrates the distribution of providers based on the categories outlined above for number of years in operation.

Chart 5: Number of Years in Operation

Look out for further highlights of the research fi ndings in future BAClight editions.

Profi les of Educational Providers in BarbadosB

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Ms Pamela Dottin, former Accreditation Offi cer, is no longer with the BAC. The staff of the BAC held a short farewell gathering, where she was presented with a gift that would compliment her future endeavours. Ms Dottin has moved on to another career opportunity in the area of quality assurance and quality enhancement.

At the fi rst CANQATE Core Group workshop over, 15 representatives from various local training providers defi ned ‘quality’ as “meeting the needs of all learners by off ering an experience that is value for money. It involves continuous self improvement of all stakeholders, provisions and services while conforming to and rising above all established and recognized standards, thereby stimulating demand.“. The aims of the workshop, which was held at the National Union of Public Workers (NUPW) auditorium on September 16, 2009, were to strengthen the networking among post-secondary and tertiary institutions in Barbados and to sensitize them to quality issues and build a quality culture. Activities included developing quality indicators and milestones to be reviewed at a follow-up workshop soon. Participants also assessed their institutions (in groups) in light of the quality indicators developed and set achievable/realistic goals for quality within their individual institutions. Interested persons can email the Secretary, Ms. Bibi Selman at canqatecoregroupbb@gmail.com for membership and other information regarding the CANQATE Core Group.

The BAC Management Team received training in Microsoft PowerPoint 2007. The training was facilitated by Mr. Bentley Beckles of Advantage Caribbean Inc, which is a registered educational provider.

FAREWELL

CANQATE CORE GROUP WORKSHOP

POWERPOINT TRAINING

BAC continued to build relations with international recognition agencies with a visit from the personnel of the Education Credential Evaluators (ECE) . The meeting was held to discuss the research project on the diff erent educational systems in the Caribbean. This project, being undertaken by the ECE, will assist with the evaluation of the comparability of qualifi cations gained in the Caribbean with the educational system in the United States of America.

The meeting took place the day after the conclusion of the CANQATE Conference 2009, and the ECE personnel were presented with a gift as a token from the appreciation by the BAC.

Ms Valda Alleyne, Executive Director of BAC, presents Mr Bentley Beckles with a token of appreciation.

From left: Kathleen Conrad (Evaluator), Shelley Feagles (Senior Evaluator) and Lindsey Soerens (Evaluator) of ECE, and Sharon Alleyne (Accreditation Offi cer) and Katrina Ifi ll (Information Offi cer) of the BAC

EDUCATION CREDENTIALEVALUATORS (ECE), USA VISITS BAC

Participants interacting as Prof. Vivienne Roberts, Chairperson of CANQATE Core Group and Deputy Principal of the University of the West Indies Open Campus, facilitates the workshop

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Around the CaribbeanAround the CaribbeanQUALITY ASSURANCE AND THE AWARD

OF THE CARIBBEAN VOCATIONAL QUALIFICATION (CVQ)

Article contributed by the National Training Agency (NTA), Trinidad and Tobago

The Caribbean Vocational Qualifi cation (CVQ) is an award that represents the achievement of a set of competencies that defi ne the essential work practices of an occupational area consistent with the levels articulated within the regional qualifi cations framework. It is designed to develop the regional workforce into one that is competent, innovative, enterprising and entrepreneurial. It provides an avenue whereby workplace development can occur through Technical Vocational Education and Training (TVET) reform. Using a Competency-Based Education and Training (CBET) approach, the CVQ acts as a catalyst to develop and change the traditional modes of teaching and learning.

It also develops best work practices in candidates equipping them to contribute effi ciently to the workplace. Quality Assurance is an imperative for any qualifi cation system. Assurance of quality in education, and more specifi cally in TVET, is a process of establishing stakeholder confi dence that training provisions (input, process and outcomes) fulfi ll expectations or measure up to threshold minimum requirements of the regionally approved Occupational Standards. As determined by the Caribbean Association of National Training Agencies (CANTA), the Quality Assurance principles are applied to all the processes involved in the implementation of the CVQ.

Within the CVQ framework, Quality Assurance refers to a well documented and administered system of assessment, and internal and external verifi cation processes which are essential in establishing and maintaining credibility in the TVET system.

Quality Assurance as applied in the CVQ model is process-oriented, proactive and is concerned with how a product or service is produced. Focus is placed on the inputs (e.g. learners, selection and admission procedures, curricula and competency standards), processes (e.g. those related to staffi ng, equipment, fi nances, facilities, training materials, training delivery, assessment procedures, links with industry and organisational structure) and outputs (e.g. graduation rates, employability, job placement, skills, knowledge, attitude and workplace performance).

To ensure that quality in the training system is maintained, the National Training Agencies within the Caribbean are placing emphasis on the use of:

• Training Standards• Training Objectives• Competencies/outcomes to be achieved• Effi cient use of resources and• Cost eff ectiveness within the training system

Quality Assurance within the TVET system therefore enables and facilitates:

• The improvement of the skills of the workforce• A strengthening of the link between education and work• Direct input from business on training matters• Relevance and direct customer-focus in training• A platform for the provision of certifi cation for workers

For additional information,please contact the

National Training Agency (NTA) – Trinidad & Tobago, Tel: (868)672-9409 • Email: ntatt@tstt.net.tt

Website: www.ntatt.org(Source: CANQATE News, July 2009)

“Cherish your visions; cherish your ideals; cherish the music that stirs in your heart, the beauty that forms in your mind, the loveliness that drapes your purest thoughts, for out of them will grow all delightful conditions, all heavenly environment.” James Allen

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