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CARICOM EDUCATION FOR EMPLOYMENT PROGRAM (C-EFE)

PARTNERSHIP IMPLEMENTATION PLAN (PIP)

CAR-12

Jamaica

Submitted by:

Excelsior Community College Niagara College

Fisheries and Marine Institute of Memorial University

February 2013

Institutional Partnership Reference Number: CAR- 12 683-Q

Partnership Period: from April 1 2014 – March 31 2017

Overseas Partner(s):

Lead Caribbean Institution Name of Institution: Excelsior Community College Name of Lead Person: Dr. Nadine Scott Job Title/Position: Principal Address: 137 Mountain View Avenue City: Kingston Country: Jamaica Phone: 1-876-928-5070 Email: [email protected]

Secondary Caribbean Institution Name of Institution: University of Trinidad and Tobago

Canadian Partner(s): Lead Institution: Name of Institution: Niagara College Name of Lead Contact Person: Mr. Jon Ogryzlo Job Title/Position: Dean, International Partnerships Address: 300 Woodlawn Road Welland, ON L3C 7L3 Phone: 1-905-735-2211 Fax: 1-905-735-2413 Email: [email protected]

Partner Institution(s): Name of Institution: Fisheries and Marine Institute of Memorial University Name of Lead Contact Person: Mr. Bill Chislett Job Title/Position: Director, MI International Address: P.O. Box 4920, 155 Ridge Road St. John’s, NL A1C 5R3 Phone: 1-709-778-0558 Fax: 1-709-778-0371 Email: [email protected]

Table of Contents

1. Introduction ........................................................................................................................ 1

2. Partnership Design ............................................................................................................. 3

2.1. Matrix of Planned Outcomes, Outputs, Indicators, Baseline, Targets and Beneficiary reach 3

2.2. Cross-cutting Themes (Gender Equality, Environment Sustainability and Entrepreneurship) ............................................................................................................ 11

3. Partnership Management ................................................................................................. 14

3.1. Management Approach and Structure ..................................................................... 14

3.2. Roles and Responsibilities of the Implementing Partners ........................................ 15

3.3. Partnership Committees .......................................................................................... 17

3.4. Partnership Monitoring ............................................................................................ 17

4. Partnership Implementation ............................................................................................. 18

5. Appendices ....................................................................................................................... 23

Acronyms

ACCC – Association of Canadian Community Colleges CANTA - Caribbean Association of National Training Agencies CARICOM – Caribbean Community CBET – Competency-Based Education and Training CMI – Caribbean Maritime Institute CVQ – Caribbean Vocational Qualification ECC-Excelsior Community College LMI – Labour Market Information MI – Fisheries and Marine Institute of Memorial University MBCC-Montego Bay Community College MoE – Ministry of Education

MOU – Memorandum of Understanding NC – Niagara College NVQ – National Vocational Qualification OA – Occupational Analysis PIP – Project Implementation Plan PLAR – Prior Learning Assessment and Recognition PSC – Project Steering Committee QA – Quality Assurance TORs – Terms of Reference TVET – Technical, Vocational Education and Training

CARICOM Education for Employment Program (C-EFE) Page 1 of 23 Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)

Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)

1. Introduction

The seeds of a strong partnership have already been planted to achieve the success of this

project. Niagara College, the Marine Institute and Excelsior Community College are committed

to developing and maintaining a long-term, sustainability partnership beyond the life of the EFE

project. Emphasis is being placed on establishing a long-term partnership between ECC, MI

and NC that will work towards increasing the capacity of human-resources in Jamaica to work in

the logistics sector.

Excelsior Community College Need:

Jamaica’s Vision 2030 strategic plan seeks to build internationally competitive industry sectors

using a variety of economic development tools; one of which is an effective educational system

that links graduates to industry need and meets the accreditation requirements of the CVQ. Of

particular interest to the Jamaican government, in anticipation of the 2015 completion of the

expanded Panama Canal, is to transform into a global logistics hub. Excelsior Community

College enrolls approximately 2,500 students annually across five Faculties that provide positive

opportunities for new cross-disciplinary programming in the School of Engineering, Logistics

and Built Environments, as well as opportunities for entrepreneurial skills development. The

College plans to develop a new program cluster in Logistics Management that will provide

graduates with the knowledge and skills to support a logistics-dominated economic environment

in Jamaica. As a Methodist tertiary institution, Excelsior articulates core values that support

student access, success, and learning opportunities for “adults of all ages and academic

backgrounds” (Institutional Profile, page 4). Consequently, academic upgrading for under-

prepared students, as well as assessment of prior learning and appropriate recognition and

program placement for adult learners become key components of academic programming.

Excelsior Community College, in collaboration with NC and MI, agree to develop modularized

curriculum for an Associate Degree in Logistics Management with professional

certifications (CVQ Levels 3 and 4) in the following areas 1) Supply Chain Management 2)

Strategic Procurement & Asset Management 3) Warehousing & Distribution 4) Transportation

Logistics 5) Humanitarian & Disaster Relief Logistics and 6) Cruise Shipping & Marine Tourism

The aim is to make the program accessible for students with multiple entry and exit points, and

include delivery through a variety of methods, including classroom-based, on-line, and industry

placements. The objective is to produce employment-ready graduates in various occupations in

the broad Logistics Management sector. The Logistics Management program is aligned with

National Priorities in Jamaica to develop skilled human resources for the Logistics Hub. (Vision

2030 National Development Plan: Jamaica). http://www.vision2030.gov.jm/



Methodology:

The Project Implementation Plan was primarily developed through a series of face-to-face

discussions in Grenada and Jamaica and continued discussions via e-mail. Much of the Labour

Market Information was already available in Jamaica and was used as a starting point for

program design. In addition, Excelsior Community College engaged in joint meetings with

industry, industry standards and regulatory bodies and with representatives of the Ministry of

Education to triangulate data. Niagara College and Marine Institute undertook literature reviews

to secure labour market information in relation to Logistics Management and undertook a

comparative analysis against current Logistics Management/Operations Management

programming at Niagara College.

Through open dialogue and initial meetings with academic stakeholders in Jamaica, partners

were able to define and communicate the project parameters, identify areas of greatest need

and secure support from within their own institutions and sectors. During a Canadian delegation

visit to Kingston, the project management team attended strategic meetings with

representatives from partner Community Colleges (Moneague and Montego Bay), the

Caribbean Maritime Institute and the Council of Community Colleges, Jamaica. This group

played an integral role in the development and in-country support of the project. The Canadian

and Jamaican partners met in Jamaica for a period of 3 days to discuss the goals and priorities

of the project. A draft PIP was developed at that time and circulated for review and edits.

The three project managers of the project, Kyla Pennie (NC), Zaria Malcolm (ECC) and

MacKenzie Young (MI) communicated effectively in sharing information between the teams at

the three institutions to build consensus on project activities and budget allocations. The PIP

draft was shared multiple times between all three project teams to ensure accuracy of approach

and commitment to the project outcomes.

2. Partnership Design

2.1. Matrix of Planned Outcomes, Outputs, Indicators, Baseline, Targets and Beneficiary reach

Outputs and Results Indicators

(please limit to 2 indicators per output)

Baseline Data Target Change (value of the indicator in

the future)

Beneficiaries Direct (D) and

Indirect (I)

Institutional Partnership Immediate Outcome #1 Strengthened capacity of Caribbean partners to implement learner-centred, competency-based delivery and assessment methods required to award the Caribbean Vocational Qualification.

1) # ECC teachers and

instructors trained in CBET and assessment methods

Approximately five instructors currently trained in CBET assessment. (Heart Trust) Currently no programs at ECC have CVQ/NVQ accreditation.

1) At least one program is

ready for submission for NVQ.CVQ approval by the end of the project

2) At least 2 ECC staff trained in NVQ/CVQ approval process by end of the project.

D: ECC Teachers and Instructors, Students I:Employers,Industry, TVET, MoE, CARICOM Community

Institutional Partnership Immediate Outcome #2 Strengthened capacity of Caribbean partners to develop a demand-driven TVET program, including occupational standards, curriculum and sample lesson plans and learning materials to facilitate delivery of program.

1) # of ECC teachers

and instructors trained in the development of occupational standards

2) # of ECC teachers who demonstrate increased ability to design CBET curriculum and learning materials

No developed occupational standards for the identified industry. No training exists for ECC teachers and instructors in the incorporation of occupational standards in the logistics management program

1) 10 teachers (5 male, 5

female) and instructors will be trained in the development of occupational standards

2) At least 8 staff

demonstrate increased ability to design CBET curriculum

D: ECC, Teachers and Instructors, Students I:Employers,Industry, TVET, MoE, Community

Institutional Partnership Immediate Outcome #3 Increased skills of managers and administrators to lead and manage the technical program developed in the

1) # of ECC

Administrators, Senior Managers and Coordinators reporting increased

TBD

1) Minimum of 4

administrators will be trained in leadership and management skills (50% Women)

D: Management of ECC I:Students, Teachers and Instructors,



Outputs and Results Indicators (please limit to 2

indicators per output)


the future)


Indirect (I)

partnership. leadership skills

2) # of admin team have increased access to PD opportunities in leadership and the sector of LM

3) 1 business plan

created to support development of a Centre for Excellence in LM at ECC

2) 2 PD opportunities

created for male/female admin staff to receive sector specific awareness training

3) 1 business plan

created to support development of a Centre for Excellence in LM at ECC

TVET, MoE

Institutional Partnership Output #1 Occupational analysis and standard developed for submission for National Vocational Qualification (NVQ) and CVQ approval (if different from current CVQ standard).

1) Review NVQ/CVQ

requirements and develop appropriate Occupational Standards for one program

One certificate programme in logistics management currently exists and offered by the institution. There is an absence of occupational standards however in the LM program.

1) Sets of CVQ/s for

professional certifications within new LM program are developed

2) One occupational Analysis for new program is completed and submitted

D: Students, ECC Teachers, Instructors and Staff I: Industry, MoE, TVET, CARICOM Community

Institutional Partnership Output #2 Institutional policies and procedures developed to ensure approval by the TVET apex body as a CVQ-training facility.

1) Successful

completion of a CVQ training facility self-audit.

2) 1 application submitted to Heart Trust for approval

No self-audit complete

1) CVQ training facility

self-audit complete

2) By the end of the project an application will be submitted for approval

D: ECC students, instructors and teachers I: TVET, MoE, Industry

Institutional Partnership Output #3 Procedures in place for

1) Establish 1 Advisory

committee with at

1) ECC has held one

occupation stakeholder

1) An active advisory

committee with TORs

D: ECC Students, Instructors and






the future)


Indirect (I)

gathering LMI related to the programs created or enhanced by the partnerships, including the creation of an advisory or lead body1 where one does not exist.

least 3 industry partners, with established terms of reference for committee

2) # of staff involved in LMI process

sensitization session and has indicated industry partners who are willing to advise during the process.

2) Information related to Jamaican labour market available in ECC research unit

established for LM program

2) 4 faculty (50% female) involved in gap analysis completed from existing LMI data.

Teachers, Industry/Business I: MoE, Government of Jamaica, TVET

Institutional Partnership Output #4 Methods and strategies in place for sustainable institutional linkages with industry.

1) # of sector

representatives actively participation in Advisory Committee

2) # of new linkages

established

Boards of studies already established in the Schools of Engineering, Logistics & Built Environment, School of Business & Entrepreneurial Studies and the School of Computing –all affected schools.

1) Five new industry

linkages established

2) Business plan developed with 5 long term objectives for partnerships (international and domestic)

3) 5 sector

representatives participate in Advisory committee for life of project

D: ECC, Industry Students and Staff I: TVET, MoE

Institutional Partnership Output #5 Program curriculum developed, as well as sample lessons plans and learning materials to facilitate delivery of the

1) # of revised

curriculum maps 2) # of course outlines

and learning materials developed

LM certificate program curriculum exists for review

1) One revised curriculum

map for LM including pathways into Professional Certification in 6 target areas

D: ECC, Teachers, Instructors and Students I: TVET, MoE, industry

1 Lead Body is a term used by several NTAs in the Caribbean. Trinidad defines it as “a group of industry experts in a specific occupational area whose focus is the development of the technical content of the National Occupational Standard (NOS). These Lead Bodies are established on an ad-hoc basis for the duration of the development or review of the NOS. They include nominees from the ITOs and other industry experts selected by the NTAs Sector Development Specialist."






the future)


Indirect (I)

program. 2) # of new course outlines developed in 6 targeted areas for Professional Certification/ Level 3 and 4 certification.

3) At least one Cert Program submitted for national accreditation

4) # of workstations in

simulation laboratory established with the appropriate networking and logistics software i.e. SAP

5) # of pathways for

distance education explored

Institutional Partnership Output #6 Sample assessment tools developed and in place for use in prior learning assessment and recognition and in-school learning related to this program, consistent with CANTA quality assurance policies and procedures

1) # of assessment tools

developed for PLAR

2) # of persons trained in PLAR

No PLAR initiatives developed.

1) CANTA’s PLAR policy

and guidelines reviewed by ECC

2) 4 teachers, instructors and staff trained in PLAR (50% women)

3) Appropriate

assessment tools in place at ECC

D:Uncertified trades person(s),ECC Teachers, Instructors and Staff, Industry I: MoE, TVET, CANTA

Institutional Partnership Output #7

1) # of Teachers and

1) No teachers or

1) 10 instructors trained in

D: ECC Teachers,






the future)


Indirect (I)

Faculty and instructors trained in Competency-based Education and Training (CBET) delivery contextualized to the occupation of the program.

instructors trained in CBET principles/benefits/delivery

2) 1 program revised to be delivered guided by CBET principles

instructors trained in CBET principles/benefits

2) No teachers or instructors with experience in the design/development/delivery of CBET curriculum

CBET principles/benefits

2) 10 instructors with increased skills and experience in the design, development and delivery of CBET curriculum

3) At least one program

ready to be delivered by CBET principles by end of program (in relation to LM)

Instructors, Staff, Students I: TVET, MoE, Industry, Community

Institutional Partnership Output #8 Strategies developed and implemented for gender mainstreaming in the program and in graduate employment.

1) # of new strategies

and materials developed and implemented for inclusion of gender mainstreaming

2) # of faculty/staff trained in gender mainstreaming

Two staff members trained in gender studies at the masters level

1) Development of 2

specific strategies to promote male retention in LM program

2) Development of materials to support male retention in programming

3) 4 ECC admin staff

trained in gender planning and gender policy development

D: ECC prospective and current students, Community, Industry I: TVET, MoE, Staff






the future)


Indirect (I)

Institutional Partnership Output #9 Environmental and community issues addressed across the new or renewed program.

1) # of new

commitments relating to environmental sustainability

2) # of staff and students participating in sustainability events

1) No formal

environmental Statement of Commitment exists at ECC

2) No student green team established

1) Signed Statement of

Commitment from Director of ECC

2) 10 ECC staff and students participate in a coordinated green event with St. Lawrence/ NTI’s Renewable Energies program

D: ECC, Students, Community, Local Government, Industry I: TVET, MoE

Institutional Partnership Output #10 Curriculum modules created and in use specifically related to entrepreneurship, gender and the environment (note that C-EFE will contribute to these through the work of regional consultancies).

1) # of new/revised

curriculum content relating to gender, entrepreneurship and the environment

1) At least two courses

currently exist in entrepreneurial studies and two courses in sustainability

1) 3 modules on the

subjects of entrepreneurship, gender and environment created/revised for inclusion in ECC programs

D: ECC, Students, Instructors, Teachers and staff I: CARICOM, Industry, TVET, MoE

Institutional Partnership Output #11 Materials developed for use in career guidance related to the program, including strategies to ensure student enrolment and graduation.

1) # of new career

materials developed for the LM program

2) # of ECC staff trained in career guidance operations

1) No existing career

centre 2) Informal faculty advisor

relationships currently exists in each school, but not formal academic advisement office or service

1) 2 ECC staff receive PD

in career advising cycle

2) Establishment of a virtual/physical career Information Centre

3) Material available from

companies/agencies on employment opportunities

D: Students, Community, ECC I: TVET, MoE, Industry






the future)


Indirect (I)

Institutional Partnership Output #12 Social marketing strategies developed and implemented to promote the new/renewed program in the Caribbean, and more broadly the partnership activities in both the Canadian and Caribbean institutions’ communities.

1) # of new/revised

media used to market launch of new programs at ECC

2) # of social media visitors to new sites

3) # of attendees at ECC

functions

1) No existing social

marketing strategies employed at the institution

1) 1 Social media strategy

developed and implemented

2) Use of social media to increase attendance at ECC functions

D: ECC, Students, Community I: CARICOM, Canadian Government/Public, TVET, MoE, Industry

Output # 13 Institutional Partnership managed, coordinated and results monitored effectively and cost efficiently through 3 year implementation period.

1) % of financial

reporting completed by ACCC deadlines

2) % of narrative reporting completed by ACCC deadlines

1) 100% compliance

2) 100% compliance with

deadlines.

D. ACCC, ECC, ECC, MI



Risk Register and Contingency Measures

Risk Definition Mitigation Needed / Contingency Measures Risk Owner

Deadlines not being met Continuous monitoring; strong communication strategy developed and in use; clear identification of roles and responsibilities for completing activities; establishment of work plan and expected individual deadlines

NC, MI and ECC

Extraneous circumstances in Kingston (e.g. Flooding during rainy season)

Identification of temporary alternate training sites; monitoring travel advisories; adjustment of timelines where necessary

NC, MI and ECC

New program/courses/CBET not well received by ECC faculty and staff; lack of participation by ECC faculty/staff

Clearly articulated benefits to program/project; early engagement and promotion of ownership among ECC faculty and staff; involvement of senior national and regional representatives in articulating importance of development of CBET programs and principles; providing necessary follow-up support to faculty and staff

NC, MI and ECC

Divergent interests on the part of stakeholders

Clearly defined project goals; management of expectations; clearly defined roles and responsibilities for all stakeholders; implementation of communication plan

NC, MI and ECC

Lack of engagement on the part of local interest groups (industry and community)

Ensure early involvement of groups in project activities. Provide information on project/project activities and communicate regularly with industry/community on mutual benefits to CBET programming and industry/community involvement;

NC, MI and ECC

Loss/turnover of project personnel Involvement and training of a wide range of personnel; train the trainer strategies implemented; regular updates provided on certain elements of project and certain project activities

NC, MI and ECC

Lack of commitment from senior institutional personnel

Provision of timely and accurate information on project activities and progress; open communication channels to demonstrate benefits of participation

NC, MI and ECC

Lack of resources for program development and deliver e.g. laboratory equipment, textbooks, supplies

Work with industry partners and funding agencies to advocate for the supply of equipment and supplies; provide industry with information on project/project activities and communicate regularly with industry/community on mutual benefits of being involved in program development and delivery

NC, MI and ECC

Lack of clarity on involvement of secondary institutional partner within projects

Request information and clarification on secondary institutional partners from funder/regional agencies

NC, MI and ECC, ACCC

Necessary project personnel not available at required times

Involvement of a larger pool of personnel within the project who are able to respond when necessary; regular communication on upcoming activities so that parties are aware and able to plan and develop contingencies; foster flexibility and commitment of all partners to work around emergencies/issues

NC, MI and ECC



2.2. Cross-cutting Themes (Gender Equality, Environment Sustainability and Entrepreneurship)

Gender Equality

The Government of Jamaica recognizes the importance of gender equality. Subsequently, the

Gender Equality strategy for this project is aligned with the Vision 2030 National Development

Plan; Gender Sector Plan 2009-2030.

The Human Employment and Resource Training Institution (HEART) has incorporated a gender

training component into its training program that has increased enrolment in females in non-

traditional areas. Materials will continue to be developed consistent with Heart’s approach to

gender mainstreaming. However, the main challenge identified by ECC is the high drop-out rate

of male students in college programs. Therefore, the goals of this project’s gender strategy are

to:

1) Increase awareness of gender planning and policy development at the institutional level

to coincide with Jamaica’s Gender Sector Plan.

2) Develop strategies to increase male retention in the Logistics Management Program.

NC, MI and ECC will work together to strategically contribute by:

Supporting partners in developing their capacity to undertake gender analysis at the

policy, program, and institutional levels that relate to male retention in programs

NC, MI and ECC will practically contribute to gender equality goals by:

Incorporating gender analysis through all stages of project planning to ensure that

project activities are responsive to unique needs of women and men

Launching targeted interventions that directly empower men and women through

pedagogy which addresses women and men’s practical and strategic needs

These goals will be achieved by providing gender training and support to ECC administration

and staff by ensuring that gender issues are included in the conceptualization of curriculum

development and delivery. Key Principles of Gender Analysis for consideration for planning to

increase male retention in programming include:

Focusing on understanding and documenting the differences in gender roles,

activities, needs and opportunities within a given context



Highlighting the different roles and learned behaviour of men and women based on

gender attributes (varying across cultures, class, ethnicity, education, etc.)

Taking into account men’s and women’s roles in production, reproduction, and

management of community and other activities; changes in one role may produce

beneficial or detrimental effects in others

As with all project activities, open discussion and frank collaboration between all partners on

issues of gender and the inclusion of all participants will be considered essential and will be

encouraged. Performance will be monitored by disaggregating of quantitative and qualitative

data by gender.

Niagara College has developed a Gender Planning Tool Kit for use in development projects.

The NC Kit has been shared with ACCC’s Gender Specialist, Alicia Mondesire and we have

agreed in principle to support each other’s efforts on implementing gender policy practices

within the EFE project (to coincide with the ACCC Gender Tool Kit).

Environment Sustainability:

The economic value of the environment is extremely high, as it is directly linked to the world’s

water and energy supply and food security. Recognizing the tremendous importance of the

environment, governments across the globe, including the Jamaican government, have

committed themselves to supporting sustainability by signing multilateral environmental

agreements to assist in conservation and management efforts. The Jamaican government has

identified the importance of environmental management and its role in the success or failure of

economies and has further outlined its commitment to environmentally sustainable

development, with the fourth goal of its 2030 vision being that “Jamaica has a healthy natural

environment”.

Although Jamaica has made substantial environmental improvements, challenges still exist and

need to be addressed in areas such as air and water quality, waste management, watershed

degradation.

As Jamaica strives to become the world’s fourth largest logistics hub, it faces challenges in

balancing the associated economic and environmental impacts. Therefore, careful planning and

adequate education is critical to ensure responsible and sustainable expansion of the sector.

A goal of this project is to ensure concepts covering sustainable methods of resource

development, environmental protection, and soil/water conservation are incorporated into the

curriculum of new and revised programs at ECC. All training plans put forth by the instructors

and stakeholders must include understanding of local environmental issues and must be

compliant with the Government’s legislation and regulations. ECC currently offers some full

courses and modules that incorporate environmental management into the curriculum. NC and

MI also include content within areas of their programming to provide graduates with the skills

necessary for environmental stewardship. The project team will collaborate to identify ways in



which existing curriculum can be enriched with program and course learning outcomes

designed to address environmental sustainability and stewardship and measure students’

comprehension through assignments and evaluations.

Another goal is to assist ECC in becoming better environmental stewards and leaders in their

community in addressing climate change and protecting the environment, i.e. to identify and

diagnose environmental problems, identify solutions, and to participate in developing and

implementing corrective measures. There are currently ongoing initiatives on-campus such as

the installation of LED lighting solutions to improve energy efficiency, the creation of a Disaster

Preparedness Committee and also a Community Empowerment Unit. Building on this, NC and

MI will assist ECC to further highlight the importance of environmental sustainability through

activities and practices that incorporate best practices into the college’s institutional culture,

such as:

Establishing a campus Green Team

Employing greening initiatives and activities promoting conservation

Exploring best practices within the Caribbean and at Canadian partner institutions

Developing workshops for faculty to support the capacity building to facilitate enriched

curriculum

Educating the community by leading by example and through the promotion of

environmental best practices

Engaging industry and community groups and organizations in greening practices

Entrepreneurship

The Jamaican government has shown initiative in the enhancement of entrepreneurial activities

in the country through participation on initiatives such as the United Nations Entrepreneurship

for Development resolution, which was designed to advance entrepreneurship as a catalyst for

development through creation of conditions favourable to entrepreneurship, education and

removing bureaucratic impediments to the establishment of business. In addition, there are

various resource centres and organizations that have been formed throughout the country, such

as the Young Entrepreneurs Association of Jamaica (Kingston) and the Branson Centre of

Entrepreneurship (Montego Bay), to promote and provide support young entrepreneurs and

their initiatives.

Graduates of the ECC logistics program will likely find employment in a diverse range of

positions within the sector. Regardless of the position or professional work environment they

pursue, graduates will require various entrepreneurial skills to become leaders in the industry

and to contribute to the productivity within their organization.



ECC currently offers modules within courses and at least two full courses in entrepreneurship

(i.e. Entrepreneurship & Entrepreneurship & Business Practice). Subject to review of the

entrepreneurship curriculum offered through ECC, curriculum offered by Niagara and MI will be

reviewed to determine whether there are elements that might add value to their current program

offerings. In an effort to heighten entrepreneurial awareness and understanding amongst

students in the logistics program, content with entrepreneurial elements will be incorporated into

courses within the program (e.g. critical thinking, leadership, and team building) in the form of

lectures and/or other media such as videos. In addition, lecturers may draw upon local industry

members to act as guest speakers to enhance the delivery of this content and bring real-world

examples to the classroom.

Assignments, evaluations and class discussions will be used to gauge student’s comprehension

and feedback on entrepreneurship material covered. As the program graduates enter the

workforce, ECC may consider following-up with students to track the types of positions they

have obtained within industry, to enhance examples and career guidance advice given to future

students who are considering enrolling or are enrolled in the program.

At the institutional level, Niagara College will also be sharing best-practices as it relates to the

development and operations of “learning enterprises” on campus that sustainably create

revenue for the College. The Marine Institute will also share best practices in securing and

delivering industry contracts - a key revenue generator for MI.

3. Partnership Management

3.1. Management Approach and Structure

A Project Management Team (PMT) composed of representatives from Excelsior, Niagara

College and the Marine Institute will guide and advise the project’s implementation and delivery.

Niagara will be the lead Canadian Institute assuming overall project and financial management

and lead for correspondence with Excelsior and ACCC. Excelsior will be responsible for in-

country logistics, correspondence with their respective ministries and mobilizing project

personnel.

The Institutional Partnership will involve a number of Canadian and Jamaica personnel during

implementation:

Canadian Partners

Project Manager (NC)

MI Project Coordinator (MI)

Technical/Sectoral Lead (NC, MI)

Technical and CBET Expert (NC, MI)

Project Accountant (NC, MI)



Project Administrator (NC, MI)

Project technical personnel (various NC, MI)

Jamaica Partner

Project Manager (ECC)

Project Assistant Manager (ECC)

Project Accountant (ECC)

Facilities Management (ECC)

Project Administrator (ECC)

Project participants (ECC)

Human Capital Specialist (ECC)

Project technical personnel

TVET Council

3.2. Roles and Responsibilities of the Implementing Partners

The roles and responsibilities of the institutional partners are outlined as follows: As contractor

with ACCC, NC will assume overall Project Management responsibilities. NC will name a

Project Manager to assume these responsibilities while MI will name a Project Coordinator to

act on behalf of the Canadian partner institution.

Other specific roles of the Project Manager include:

Lead the development of annual work plans, annual progress reports and financial

reports

Act as the primary contact person with ECC

Act as the primary contact person with ACCC (Ottawa) and the Senior Technical Advisor

(Jamaica)

Lead PSC meetings (via teleconference and/or in person when feasible)



Joint roles and responsibilities of the Project Manager (NC) and MI Project Coordinator include:

Participate in PSC meetings (via teleconference and/or in person when feasible)

Develop strategies, with project teams in Canada and Jamaica, for project

implementation

Provide leadership in the development and coordination of in-Canada training

Work to ensure effective communication between NC/MI and ECC

Work to ensure effective communication among project team members at NC and MI

Work to ensure EFE guidelines are followed, including financial requirements

Coordinate project team visits to Jamaica

Assist with the development of annual work plans and be aware of the project outcomes

and outputs and the progress being made towards achieving these

Fulfill obligations resulting from project undertakings (i.e. Technical Assistance activities;

Public Awareness activities; Student Participation). Obligations include writing reports

and submitting expense claims with the required backup documentation

As partners in the project, ECC will:

Develop strategies, with project teams in Canada and Jamaica, for project

implementation

Work to ensure effective communication among project team members at ECC

Work to ensure EFE guidelines are followed, including financial requirements

Participate in PSC meetings (via teleconference and/or in person when feasible)

Assist with coordination of project team visits to Jamaica

Fulfill obligations identified in Task Assignments in a timely manner. Obligations include

writing reports and submitting expense claims with the required backup documentation

Promote project and project activities to government/industry clients, community

stakeholders though different mediums, e.g. newspaper, presentations, etc.

Contribute to the development of annual work plans; provide data for project monitoring;

and be aware of the project outcomes and outputs and the progress being made

towards achieving these



3.3.

3.4. Partnership Committees

The PSC team will include the following members and/or designates:

Canadian Partners

Project Manager, NC,

Project Coordinator, MI

Canadian Technical Lead (NC, MI)

Technical Expert (NC, MI)

Jamaica Partner

Project Manager, ECC

Jamaica Technical Lead, ECC

3.5. Partnership Monitoring

Project Partnership and Sustainability

Developing and maintaining a strong partnership is integral to the success and sustainability of

the project’s achieved results, outputs and outcomes. The following principles will be used to

guide our participation in the partnership:

Local Ownership: Excelsior will be the drivers of the project. Niagara and MI will respond to

needs identified by Excelsior and the other project stakeholders.

Partnership: In addition to assisting build and strengthen Excelsior’s partnerships with

industry, Niagara and MI hope to build an open, synergistic and long-term relationship with

Excelsior that continues beyond the 3-year scope of the project and draws on and values the

experiences of the partners and stakeholders.

Capacity Development: Niagara and MI acknowledge the substantive capacity that already

exists and the valuable local knowledge of our partners. We will attempt to develop that

capacity further by enhancing the existing skills and knowledge of our partners and by

sharing our own lessons learned and best practices.

Accountability: Niagara and MI are accountable to the Canadian government which funds

ACCC’s EFE program and to Canadian tax payers whose taxes are used for development

initiatives. We are accountable to ourselves as an institution; and above all, to our project

partners and stakeholders in Jamaica.

CARICOM Education for Employment Program (C-EFE) Page 18 of 23

Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)


4. Partnership Implementation

**this timeline assumes that first intake of the Logistics Management Program will occur in January 2015**

3- YR Gantt Chart of Activities (1 April 2014 – 31 March 2017, with monthly/quarterly breakdown)

Immediate outcome/output/ activity

YR 1 04/14-03/15

YR 2 04/15-03/16

YR 3 04/16-03/17

Months QR QR

A M J J A S O N D J F M 1 2 3 4 1 2 3 4

Institutional Partnership Output #1 Occupational analysis and standard developed for submission for National Vocational Qualification (NVQ) and CVQ approval (if different from current CVQ standard).

Activity #1.1 Document analysis: Occupational Standards for six professional certifications as identified by ECC

x

Activity #1.2 Identify Needs and Develop Occupational Analysis x

Activity #1.3 Conduct Occupational Analysis x

Activity #1.4 Analyze and Develop Standards in consultation with Heart Trust

x

Activity #1.5 Submission of Standards for NVQ/CVQ approval x

Institutional Partnership Output #2 Institutional policies and procedures developed to ensure approval by the TVET apex body as a CVQ-training facility.

Activity #2.1 Review policy and procedures at ECC in comparison to CANTA’s QA policy and guideline Identify leads for process of approval for CVQ- training facility

x x x

Activity #2.2 Develop Assessment Strategy for continuous and regular monitoring for new policies and procedures

x x x

Activity #2.3 Training for interpretation and adoption of modified policies and procedures

x x x

Activity #2.4 Follow CANTA/Heart Trust Process for CVQ/NVQ facility approval

x x xx

Institutional Partnership Output #3 Procedures in place for gathering LMI related to the programs created or enhanced by the partnerships, including the creation of an advisory or lead body where one does not exist.

Activity #3.1 Establish an Advisory Committee with Terms of Reference

x

Activity #3.2 Best-practice workshops between NC and ECC Research Units around labour market analysis

x





YR 1 04/14-03/15

YR 2 04/15-03/16

YR 3 04/16-03/17

Months QR QR

A M J J A S O N D J F M 1 2 3 4 1 2 3 4

Activity #3.3 Occupational Gap analysis for LM sector based on existing LMI studies

x x

Institutional Partnership Output #4 Methods and strategies in place for sustainable institutional linkages with industry.

Activity #4.1 Scan current Industry partners and review existing MOUs and Terms of Reference

x x

Activity #4.2 Engage Industry Partnerships for collaboration in development of curriculum, focus group participation, and training activities through Advisory Board

x x

Activity #4.3 Develop formalized documentation for placement and evaluation of students with industry

x

Activity # 4.4 Develop a long term partnership strategy document between implementing educational partners to support ECC development into Centre of Excellence in Logistics

x x

Activity # 4.5 Establish a Canada-Jamaica work-integrated learning placement process for students

x x

Activity # 4.6 Develop the leadership potential of ECC administrators through knowledge sharing (conferences, training)

x x x x x

Activity # 4.7 Develop career information sessions with industry representatives

x x

Activity # 4.8 Establish career hiring days with industry at ECC x x

Institutional Partnership Output #5 Program curriculum developed, as well as sample lessons plans and learning materials to facilitate delivery of the program.

Activity #5.1 Review of institutional resources for delivery of new and existing programs especially with regard to capacity for curriculum and CBET implementation

x

Activity #5.2 Identify Program Development Team for six modules

x

Activity #5.3 Identify teacher and instructor skills and expertise required to teach in the program

x





YR 1 04/14-03/15

YR 2 04/15-03/16

YR 3 04/16-03/17

Months QR QR

A M J J A S O N D J F M 1 2 3 4 1 2 3 4

Activity #5.4 Identify facility and equipment needs to support curriculum

x

Activity #5.5 Develop curriculum and instructor resources

X X x X X

Activity #5.6 Create equipment list and procurement x

Activity #5.7 Installation of Software Lab at ECC

Activity #5.8 Teacher training activities on SAP software x

Activity #5.9 Pilot delivery of the program (Jan 2015 launch) x

Activity #5.10 Continue curriculum development for new modules

x x x x x x x x

Activity #5.11 Adjust curriculum development as needed

x x x x x x x x

Activity #5.12 Library sciences team to manage resource needs for LM program development and delivery

x

Institutional Partnership Output #6 Sample assessment tools developed and in place for use in prior learning assessment and recognition and in-school learning related to this program, consistent with CANTA quality assurance policies and procedures.

Activity #6.1 PLAR Training for faculty and staff x

Activity #6.2 Training for compliance with CANTA policy at ECC x

Activity #6.3 Establishment of PLAR Committees for ECC for assessment of training (formal and informal) and work experience (including portfolio development)

x

Institutional Partnership Output #7 Faculty and instructors trained in Competency-based Education and Training (CBET) delivery contextualized to the occupation of the program.

Activity #7.1 Orientation to CBET x

Activity #7.2 Train teachers and instructors in CBET development and delivery

x

Activity #7.3 Develop assessment tools for CBET implementation

x

Institutional Partnership Output #8 Strategies developed and implemented for gender mainstreaming in the program and in graduate employment.

Activity #8.1 Identify gender planning committee x

Activity #8.2 Review Government’s Gender Mainstreaming x





YR 1 04/14-03/15

YR 2 04/15-03/16

YR 3 04/16-03/17

Months QR QR

A M J J A S O N D J F M 1 2 3 4 1 2 3 4

Policy and Procedures

Activity #8.3 Incorporate elements of Government Gender Mainstreaming Policy and Procedures for use at ECC

x

Activity #8.4 Develop materials that promotes male retention in the LM program

x x x

Institutional Partnership Output #9 Environmental and community issues addressed across the new or renewed program.

Activity #9.1 Establish environmental planning committee x

Activity #9.2 Participate in activities with NTI –Green Days x

Activity #9.3 Develop student activities to promote greening initiatives

x x

Institutional Partnership Output #10 Curriculum modules created and in use specifically related to entrepreneurship, gender and the environment.

Activity #10.1 Review existing entrepreneurship and environment courses at ECC and incorporate course in the new program

x

Institutional Partnership Output #11 Materials developed for use in career guidance related to the program, including strategies to ensure student enrolment and graduation.

Activity #11.1 Gap analysis of current practices of career development relating to student recruitment, enrolment, graduation and post-graduation

x

Activity #11.2 Best practices workshops in career counselling cycle and operations

x x x

Activity #11.3 Set up a physical/virtual Career Centre to house resources related to career opportunities in LM centre

x x

Activity #11.4 Develop career material as appropriate for new LM program and specializations- focus on “How do I make it happen?”

x x

Activity #11.5 Develop high-profile career awareness activities in conjunction with Social Media coordinator

x x x

Institutional Partnership Output #12 Social marketing strategies developed and implemented to promote the new/renewed program in the Caribbean, and more broadly the partnership activities in both the Canadian and Caribbean institutions’ communities.





YR 1 04/14-03/15

YR 2 04/15-03/16

YR 3 04/16-03/17

Months QR QR

A M J J A S O N D J F M 1 2 3 4 1 2 3 4

Activity #12.1 Review current strategies x

Activity #12.2 Create social media committee, and introduce management, teachers, instructors and staff to social media such as Twitter, Facebook, etc

x x

Activity #12.3 Create marketing plan to support recruitment into and launch of the program

x

Activity #12.4 Plan and develop a PR strategy to promote the benefits of work integrated learning for students and industry

x x x

Activity #12.5 Co-ordinate with Career Centre to organize a competitive activity to increase awareness of career in LM

x x x

Institutional Partnership Output #13 Institutional Partnership managed, coordinated and results monitored effectively and cost-efficiently throughout the 3-year implementation period.

Activity #13.1 Project Steering Committee set up x

Activity #13.2 Institutional roles in project implementation x

Activity #13.3 Communications and reporting protocols established

x

Activity #13.4 MOU drafted and signed x

Activity #13.5 Project Management x x x x x x x x x x x x x x x x x x x x

Activity #13.6 Attendance at EFE Regional Partnership Meetings

x x x

Activity #13.7 2nd Partner Engagement (Trinidad and Tobago) x x



5. Appendices

a. Memorandum of Understanding between the Canadian and Caribbean

institutional partners. b. Note: Feb: 18, 2014. The MOU between NC, MI and ECC is currently being

reviewed and signed. Once all signatures are received, the MOU will be forwarded to ACCC.

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