Career Advancement Programme

Rebranding CAP

Objectives

▪To improve the NCTVET Examination result in CAP Schools

▪To reposition CAP as the premier Technical Vocational Education Programme for young trainees as a viable career option through job creation that will aid in driving Jamaica’s economic sustainability.

▪Slogan : “Change of Attitude through Performance”

CAP SWOT AnalysisStrengths

Programme offered free to studentsEstablished Technical and support

materials availableSupport of MOE and Partnering agencies

Ability to influence growth of Career Development

Availability of cadre of TVET and other support personnel existing in schools

Weaknesses Limited understanding of assessment and

curriculum goalsLack of administrative and management

capacity among coordinatorsHigh attrition rate/ unsatisfactory

examination performanceLack of Technical competence of teachers

programme sold as remedial programme in initial stages

Late Payment of Tranches to schools

Opportunities Local accreditation facilitation support

availableTechnical/Career development resources

support availableVehicle for expanding opportunities for Skill

training and Career DevelopmentExpansion of programme to tertiary

InstitutionsImproving technical competence of cadre of

TVET teachers in schools

ThreatsWeakness in marketing affecting rate of

attritionStaff within schools not following through

on delivery tasksLack of understanding/acceptance from

the publicMisuse of programme for financial aid to

schoolsAbsence of policies in relation to career

development and lifelong learning

Technical Working Sub-Committees

▪ Finance & Partnership

▪ JFLL- Literacy & numeracy

▪ Training Recruitment & Development

▪ Communications ( Re - Branding )

▪ Monitoring & Evaluation

▪ Finance & Partnership

▪ Examination

▪ Curriculum

Rebranding CAP: Theoretical Framework

Everett Rodgers Diffusion Theory

▪The committee adopted the Everett Rodgers Diffusion Theory

▪Diffusion: Process by which an innovation is communicated through a certain channels overtime among the members of the social system.

▪Rodgers’ theory categorized the adopters of any new innovation of ideas as follows:

▪ innovators 2.5%

▪early adopters 13.5%

▪early majority 34%

▪ late majority 34%

▪and laggards 16%.

▪Adopter’s willingness and ability to adopt an innovation would depend on their awareness, interest, and social systems.

▪Based on Rodgers principles the TWC realized the innovators had to first convince the sellers –the TWC members, who then must convince the principals and coordinators of schools administering the Career Advancement Programme.

▪The key elements being the Innovation, Communication channels, Time, and Social Systems (inter-related sub units engaged to achieve a common goal)

Rebranding Success Roadmap

Students emerging: Increased skill, socially adaptable, entrepreneurship oriented, career focused

Expansion: 6th Form, Tertiary, Private Training facilities

Programme rebranding: planning and sensitization activities

Increased Productive Workforce Re-training:

Principals, Coordinators, Teachers

TWC and Sub Committees: Fully engaged

TWC and Sub Committees: TDOs and New Organization in place

TWC, Regional EOs and New TDOs undertaking monitoring and evaluation as well as programme improvement tasks

First cohort of Rebranded CAP Graduates

Areas of Concern to Improve CAP

▪ The Design

▪ Political directorate

▪ The Ownership of CAP

▪ The Historical data of

CAP

▪ The Administration and

Management of CAP

• Training & Administrative

Process requirement

• The CAP Teacher

• The Resources

• The Learner (in

transition)

• The Learner Outcome &

programme outcome

Accomplished Tasks▪ TWC established - 2 Day retreat re: the strategic focus of CAP

▪ Sub-committees established

▪ Working Meetings at least once per month

▪ Rebranding Strategic document prepared

▪ Stakeholders Sensitization and Feedback meetings

▪ National Lesson Plan Sub-Committee- Operationalized

▪ National Examination Sub-Committee

▪ CAP Students’ Pre Examination Seminar

▪ Meeting with the Public and Private Tertiary Institutions

▪ Continuous Assessment Clearing House activities

Proposed features of the new CAP

▪ Improved Examination Administration

▪ Targeted monitoring and evaluation

▪ Improved Learner retention strategies

▪ eg. Seminars, Expos, Career focus

▪ Expansion of programme

▪ 6th Form, Community Colleges, Tertiary and Private Tertiary

institutions

▪ Skill Rationalization

▪ Re-defined portfolio of the TDO

▪ Regionalized Operations – TWC Oversight

Proposed features of the new CAP

▪ Capacity building exercises – all levels (Admin.,

Teachers, Students)

▪ Improved marketing and branding

▪ as a TVET Skill development product

▪ Improved stakeholder participation

▪ Infusing Apprenticeship

▪ Greater Career Development focus

▪ Greater Accountability - school level

▪ Programme Management

▪ Improved financial management –school level

Proposed CAP Management Structure

CEO

Director: TVET Rationalization

MOE SEO (Reg 1-6)

Accountant

Admin Officer

Lead TDO (Reg. 1)

EO (Reg 1-6)

 TDO

(Reg. 2-6) Admin Assistant

CAP School Principals

CAP School Coordinators

CAP School Teachers

TWC

Extension to Community Colleges and Private Tertiary Institutions

▪ Infusing into the Community Colleges and Private Tertiary

Institutions

▪ CAP at GRADE 12 & 13

▪ aligning it to CAPE

Assigning New Schools on the CAP programme

▪ Establish Protocols / MOU

▪ Budget alignment

▪ Appraisal and alignment of programmes

▪ Job Market Survey & Rationalizing

▪ Appraisal of Institution’s readiness

▪ TWC to have an input – providing oversight

▪ NCTVET Approved Center Status

Requirement for New CAP Schools

▪ Facility Audit

▪ Qualified and experienced TVET trained coordinator and

teachers

▪ Permission for MOE/HEART-NTA/NCTVET Team to visit and

ensure quality is maintained and work with the TEAM to

achieve the stated objectives and improvements where

necessary

▪ Select courses based on the (HEART) Labour Market Survey

▪ Parish Profile eg, Community Tourism etc..

▪ Prepared to share best practices (agreement of ownership

rights of plans/training material developed to CAP TWC)

Requirement for New CAP Schools

▪ To Start Minimum 25 Maximum 50 unless otherwise

approved by MOE (Minimum 2 skill areas)

▪ Courses approved based on needs within the areas and

the institutions’ area of strength

▪ Institution commitment to participate in all training and

developmental programmes as arranged/approved by

MOE/HEART-NTA/NCTVET/JFLL.

▪ Ability to provide additional certification

▪ Preparedness in the NVQ and CVQ

Tertiary Institutions ▪ programme Benefits to Students :

• Improved students self esteem• Additional certification (NCTVET & Tertiary)• programme Quality Assurance • Matriculation and Articulation opportunities • Upward social mobility • Greater sense of attachment • Tertiary extra curricular activities • Marketability • Volunteerism (eg. Community service)

Tertiary Institution Mapping (sample)

Apprenticeship Tertiary Certification

Skills Certification

Teachers Assistant

NVQ or CVQ

Health Assistant

Business Admin

Industrial Security

Interior Decorating

Cosmetology

Digital Animation

Commercial Food Prep

Jamaica Red Seal

Jamaica Red Seal MBCC- Cert in Basic Food Prep

NVQ or CVQ

NVQ or CVQ

CAPE General and CAP Skills Mapping (Sample)

High School programme

TECH VOCCourse

Certification

Skills Certification

Payment

ARTS History Spanish Sociology Information Technology

Data OpsWeb design Animation

Cape Certification

NVQ or CVQ

Business/ EngineeringAccounts , ManagementSociology Electrical

Data Ops, Electrical Inst.Welding Carpentry Business

NVQ or CVQ

SciencePhysicsBiologyChemistry

Dental AssistantHealth Care Assistant

NVQ or CVQ

PRE- VOC Certification (Sample)

Course Institution Skill Certification

Accreditation

PRE-VOCAdult EducationLiteracy & Numeracy

Tertiary Institution

NCTVET Commercial Food Prep. Cluster #2:Cake baking & Decorating

CollegeCertificate In PRE- VOC- qualification in Numeracy & literacy

NCTVET/JFLL/UCJ

“Change of Attitude through Performance”

Helping to move Jamaica forward in fulfilling Vision 2030

Providing pathways to improve our nation’s skilled, trained and competent workforce