institutional partnership institution profile and … · jamaica. this pioneering institution forms...

CARICOM EDUCATION FOR EMPLOYMENT PROGRAM

(C-EFE)

INSTITUTIONAL PARTNERSHIP

INSTITUTION PROFILE AND TERMS OF REFERENCE

EXCELSIOR COMMUNITY COLLEGE

August 2013

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CAR-12_Jamaica_Excelsior Community College (Logistics) Page i

Table of Contents

1. Institutional Mandate.............................................................................................................. 1

1.1 Country Profile ................................................................................................................. 1

1.2 Vision 2030 – Jamaica ..................................................................................................... 1

1.3 Brief Institutional History .................................................................................................. 1

1.4 Governance Structure & Organizational Chart ................................................................. 3

1.5 Institutional Mission .......................................................................................................... 3

1.6 Institutional Vision ............................................................................................................ 4

1.7 Guiding Values ................................................................................................................. 4

1.8 Strategic Goals ................................................................................................................ 4

1.9 E.C.C. Priority Issues for the next 2 to 3 years ............................................................. 7

2 Institutional Needs and Expectations ...................................................................................... 7

2.1 Project Name : ................................................................................................................. 7

2.2 Project Goal(s) : ............................................................................................................... 7

2.3 Project Purpose:............................................................................................................... 8

2.4 Project Outcome: ............................................................................................................. 8

2.5 Matriculation Requirements: ............................................................................................ 8

2.6 Target Group(s)................................................................................................................ 8

2.7 Context for Programme Development & C-EFE Collaboration ......................................... 8

2.8 Identified School for Proposed Programme : ................................................................... 9

2.9 NVQ or CVQ Standards ................................................................................................. 10

2.10 Industry & Advisory Committee Involvment .................................................................. 10

2.11 Curriculum & Lesson Plan Development ...................................................................... 10

2.12 Development of Assessment Tools for PLAR .............................................................. 10

2.13 Development of Institutional leaders ............................................................................ 11

2.14 Instructor Capacity ....................................................................................................... 11

2.15 Gender Equity Considerations ..................................................................................... 11

2.16 Environmental Sustainability & Commmunity Engagement ......................................... 11

2.17 Career Guidance Considerations ................................................................................. 12

2.18 NTA Approval for NVQ/CVQ Programmes .................................................................. 12

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3. Project Context .................................................................................................................... 12

4. Institutional Staffing ............................................................................................................. 13

4.1 Teaching Staff Composition ........................................................................................... 13

4.2 Programme Offerings ..................................................................................................... 13

4.3 Student Composition ...................................................................................................... 15

5. Program Sector Development for C-EFE ............................................................................. 15

5.1 Proprosed Program & Relevant CVQ ............................................................................. 15

5.2 Programme Demand ...................................................................................................... 16

5.3 Employer and Industry Involvement ............................................................................... 16

5.4 Faculty Availability and Engagement ............................................................................. 16

5.5 Evaluation of Infrastructural Readiness .......................................................................... 16

5.6 Existing International Partnerships & Donor Agency Agreements .............................. 17

6. Supporting and Background Documentation ....................................................................... 17

6.1 Supporting Links ............................................................................................................ 17

6.2 Supporting Images ......................................................................................................... 17

Appendix 1 Organizational Structure ...................................................................................... 19

Appendix 2 Staffing Standards ............................................................................................... 23

Appendix 3 Student Composition ........................................................................................... 24

CAR-12_Jamaica_Excelsior Community College (Logistics) Page 1

1. Institutional Mandate

1.1 Country Profile

Jamaica is located in the Caribbean Sea and is the third largest island in the Greater Antilles. It is located to the south of Cuba and is the largest English-speaking territory in the Caribbean region. The island lies between latitudes 17° and 19°N, and longitudes 76° and 79°W and has predominantly mountainous terrain, surrounded by a coastal plain.

Country Name: Jamaica

Area: 10991 sq km

Population: 2909714 (July 2013 estimate)

Capital: Kingston

Time Difference: UTC-5 (Same as Washington, D.C. Standard

Time)

Labour Force: 1.255 Million (2012 estimate)

Labour Force by Industry: Agriculture – 17%

Industry – 19%

Services – 64%

Unemployment Rate: 14.3% (2012 estimate)

Source of Data: Central Intelligence Agency World Factbook

https://www.cia.gov/library/publications/the-world-factbook/geos/jm.html

1.2 Vision 2030 – Jamaica

Jamaica has been experiencing its worst financial downturn in history since 2007. In view of the fact that this financial crisis has devastating implications for capital markets, local businesses, economic growth, employment rates and balance of payments nationally, the Jamaican government outlined Vision 2030. Vision 2030 is a long term development plan which seeks to move beyond short and medium term development strategies and employ more long term strategies for national development. The main objective of the plan is to set Jamaica on a path to attain developed country status by 2030, and is based on the vision, “Jamaica, the place of choice to live, work, raise families and do business”. The guiding principles of Vision 2030 places people at its center and includes a focus on partnership, transparency and accountability, transformational leadership, equity, social cohesion, sustainability – economic, social, environmental, and sustainable urban and rural development. Through the outlined strategies the plan identifies twelve national outcomes: 1) a healthy and stable population, 2) world class education and training, 3) effective social protection, 4) authentic and transformational culture, 5) security and safety, 6)effective governance, 7) a stable macroeconomy, 8) an enabling business environment, 9) strong economic infrastructure, 10) energy security and efficiency, 11) a technology enabled society, and 12) Internationally competitive industry structures (For further details on the Vision 2030 see Link in Section 6.1.1).

1.3 Brief Institutional History

Established in 1974, Excelsior Community College (ECC) is the first of eight (8) Community Colleges in Jamaica. This pioneering institution forms part of the Excelsior Education Centre (EXED) which is an umbrella organization for a group of schools that currently serves a pre-primary, primary, secondary, and a tertiary educational sector. The tertiary educational arm of EXED is the Excelsior Community College. Exed was developed as a model programme aimed at satisfying the changing educational

http://en.wikipedia.org/wiki/17th_parallel_north

http://en.wikipedia.org/wiki/19th_parallel_north

http://en.wikipedia.org/wiki/76th_meridian_west

http://en.wikipedia.org/wiki/79th_meridian_west

https://www.cia.gov/library/publications/the-world-factbook/geos/jm.html


and training needs of post-colonial Jamaica and was founded by one of Jamaica’s greatest educators, Mr. Aston Wesley Powell.

ECC is a co-educational institution that currently offers a range of programmes including Bachelor’s Degrees, Associate Degrees, Diploma and Certificates. These programmes are geared at qualifying students to proceed to higher educational institutions, to enter the world of work, or to become entrepreneurs.

The College currently offers programmes in twelve (12) areas. These are Business and Entrepreneurial Studies, Computer Studies, Cosmetology, Education and Work Force Development, Library Technical Education, Nursing, Natural Sciences, Mathematics, Performing Arts, Tourism, Hospitality and Entertainment Management, Engineering & the Built Environment, and Liberal Arts & Humanities.

These include the following:

Faculty of Business Management

School of Business & Entrepreneurial Studies (SBES) School of Tourism, Hospitality and Entertainment Management (THEM)

Faculty of Pure and Applied Science School of Natural Sciences (SNS) School of Nursing (SN) School of Cosmetology (SC) School of Mathematics (SM)

Faculty of Humanities & Education

School of Liberal Arts (SLA) School of Library Technical Education (SLTE)

School of Performing Arts (SPA) School of Education and Work Force Development(SEWD), formerly the School of Continuing Education (SOCE) Faculty of Computer Science & Engineering

School of Computer Studies (SCS) School of Engineering, Logistics & Built Environment (SELBE)

The College has grown exponentially over the years and as such the programmes are offered across 2 off-site campuses. These off-site campuses offer centralized and convenient locations to its clients in meeting the needs of attaining their education and training through the various programme offerings.

The College currently supports approximately 2,500 students across these twelve schools of study. There are more than 100 fulltime members of the academic staff, and 100 administrative and ancillary staff. The institution is managed by a Principal, who, as Chief Executive Officer, reports to a Board of Management appointed under the Ministry of Education Act (1980).1

1 Ministry of Education Act (1980), Sections 40, 70, 77


The main campus is based at 137 Mountain View Avenue, Kinston 3, and houses the administration and major departments of the institution. In addition to the main campus, there are two other off-site locations at Morant Bay, St. Thomas and South Camp Road, Kingston.

The student body consists of a blend of post-secondary school students and members of the workforce who are seeking various levels of qualification. Non-matriculated students from the Secondary Schools enrol in the Continuing Education Programme in order to meet the requirements for matriculation.

1.4 Governance Structure & Organizational Chart

The official document that provides the authority for the governance of the institution is the policy document by the Ministry of Education entitled “Post O’Level Report (1973)”. This document has mandated the College to:

Provide academic education: Pre-University, professional and para-professional training, technical and vocational training, general education and community services

Provide middle-management training for the economy

Upgrade the Sixth Form offerings, to provide competencies other than those for university matriculation, and to improve the results by providing specially trained lecturers and improved facilities

Provide courses that cater to a wide and varied clientele with varied academic qualifications

Articulate with the Private Sector and the then New Secondary Schools.

Organizational Structure : The organizational structure of the College is detailed in the Organizational Chart (See Appendix 1). The original structure was reviewed in August 2009. The Principal is the Chief Executive Officer and has full responsibility for the College. The Committee of Management has delegated the appropriate authority to act effectively to facilitate this. The principal is answerable to the College’s Board of Management and Committee of Management, and is supported by an Executive Management Team.

The operation of the institution is supported by administrative and ancillary staff. The staff, as currently approved by the Ministry of Education, is not of proportionate size to enable the institution to achieve its goals; therefore, additional private staff is hired to help provide appropriate administrative and other support services.

The organizational structures and systems ensure appropriate roles for the board, administration, faculty, staff and students, and facilitate effective communication among the institution’s constituents.

Institutional Affiliations : Council of Community Colleges of Jamaica

Excelsior Community College is linked to other seven community colleges in Jamaica through the Council of Community Colleges of Jamaica (CCCJ). The CCCJ oversees joint curriculum and examination activities for all eight colleges.

The University Council of Jamaica is the body responsible for accrediting community college programmes. As a government institution, ECC was registered with this accrediting body in 1987. The institution functions under the mandate of the Ministry of Education, and several of the institutions programmes are accredited by the University Council of Jamaica.

1.5 Institutional Mission

Excelsior Community College is a public learner-centred, post-secondary institution dedicated to providing quality, accessible, and innovative undergraduate, workforce development, continuing education, and community development services consistent with the changing needs, interests, and


abilities of our customers. Through its use of instructional and emerging technologies and a commitment to excellence in teaching and learning in a supportive environment, the College will facilitate the lifelong development needs of its customers in a globally-competitive environment.

1.6 Institutional Vision

Excelsior Community College, a Methodist Tertiary Institution, will be recognized as the premier institution of educational excellence providing accessible, affordable life-long learning opportunities in a supportive learning environment.

1.7 Guiding Values

The following values are the Principles, Standards and Ideals that form the foundation of activities of the College.

a. Dedication, as exemplified by our commitment to the critical issues of society and our uncompromising work ethic.

b. Collaboration, as exemplified by our inter-disciplinary, and our external partnerships.

c. Entrepreneurship, as exemplified by openness to new ideas and technologies, prudent use of resources, and readiness to act.

d. Compassion, as exemplified, by our focus on human welfare, on the betterment of society, and on the personal development of the members of our community.

e. Accessibility, as exemplified by our commitment to being a community which fosters talented minds from diverse backgrounds and challenges them individually and collectively to achieve their best.

f. Integrity, as exemplified by our attention to the highest ethical standards.

g. Quality, as exemplified by our conformance to “best practices” in all domains.

h. Commitment to the provision of innovative lifelong learning opportunities for adults of all ages and academic backgrounds.

i. Research –driven policy, programme development and programme implementation.

1.8 Strategic Goals

We are committed to achieving the following strategic goals:

1. Enhance and maintain the culture of quality management that defines ECC as an educational institution of excellence

2. Develop programmes that are responsive to the needs of the labour force and national development in a variety of delivery modes, including blended/hybrid/online learning

3. Enhance the capacity of the College to efficiently improve teaching and learning innovations; and administration by upgrading our facilities and infrastructure

4. Institute a programme of strategic human resource development

5. Provide an effective learning experience

6. Develop mutually rewarding partnerships with national, regional, and international organizations

7. Strengthen the financial status of the college.


Strategic Objectives

The strategic objectives related to each strategic goal of Excelsior Community College are as follows:

Strategic Goal 1: Enhance and maintain the culture of quality management that defines ECC as an educational institution of excellence

1. Further develop, implement and entrench a quality assurance process throughout the college system in both the academic and administration processes

2. Ensure that undergraduate degree programmes that are developed, meet the quality criteria

3. Collaborate with partners to secure programme accreditation on a continuous basis.

Strategic Goal 2: Develop programmes that are responsive to the needs of the labour force and national development in a variety of delivery modes, including blended/hybrid/online learning

1. Continue the Business Development and Research approach by competitively funding initiatives that build programmatic strength and open new fields

2. Build on existing capabilities and capitalize on opportunities specific to Excelsior Community College and EXED

3. Raise awareness of the college’s programmes to increase demand for, and acceptance of its graduates

4. Redesign extension and outreach programmes for greater impact. Strategic Goal 3: Enhance the capacity of the College to efficiently improve teaching and learning and administration by upgrading its facilities and infrastructure

1. Upgrade the quality of our learning spaces, including transforming the library into a 21st century Information Centre

2. Institute best practices in regards to the procurement, implementation, use and management of Information & Communications Technology

3. Ensure that students and members of staff have access to cost-effective information technology systems and support to enhance administration, teaching and learning, and facilitate the integration of research and practice

4. Develop appropriate ICT infrastructure and equipment on all campuses (as detailed in the ECC IT Strategic Plan) to enhance teaching, learning and administration.

Strategic Goal 4: Institute a programme of strategic human resource development

1. Develop and implement an HR plan for ECC, that is responsive to the strategic development needs of the institution

2. Strengthen staff recruitment and retention policies

3. Adopt a programme of continuous professional development for staff.


Strategic Goal 5: Provide an effective student learning experience

1. Broaden curricular experience more fully integrated with learning opportunities outside the classroom

2. Modify ECC’s curriculum and programmes to include ICT for planning, course delivery and content

3. Expand educational experiences beyond students’ major discipline

4. Expand opportunities for interdisciplinary educational experience

5. Strengthen the coordination between educational and expanded extracurricular activities

6. Expand student advising and mentoring with a focus on personal/professional guidance

7. Develop more opportunities such as internships for students to gain professional experience

8. Identify mechanisms and programmes to minimize the financial burden faced by students

9. Enhance students’ personal, ethical and moral development.

Strategic Goal 6: Develop mutually rewarding partnerships with national, regional, and international organizations

1. Provide relevant, high quality learning programmes to contribute to the social and economic well-being of our students

2. Take a central role in raising the skills base of the community by full engagement in community learning development partnerships

3. Develop collaborative strategies and working partnerships with industry to support the local Community Development Programme

4. Enable access to all ECC programmes by developing its ODL institutional capacity

5. Increase the number of course offerings through partnerships and franchise arrangements with other accredited tertiary institutions in Jamaica, the Caribbean and other parts of the world.

Strategic Goal 7: Strengthen the financial status of the college

1. Attract additional funding outside of government subventions

2. Pursue high-margin opportunities whose net revenues would support our education and research mission

3. Continue to implement measures for efficient management of revenue, expense, capital assets and human resources

4. Pursue optimal development and use of existing facilities and strategic expansion of locations outside the Main Campus

5. Explore external sources of funding collaboration with other Jamaican and/or Caribbean and extra-regional Tertiary institutions.


1.9 E.C.C. Priority Issues for the next 2 to 3 years

In view of the seven institutional strategic goals, the following issues have been prioritized as central to institutional development in the next three years.

1. Maintaining a focus on tracking labour force needs and considering employability in all academic programmes

2. Realigning academic programmes with industry needs and maintaining key connections with industry representatives to ensure relevance and currency

3. Maintaining a focus on Information and Communications Technology Resource Management that will provide the necessary information technology and technological infrastructure support services necessary for E.C.C. to achieve its educational, administrative and public service plans.

4. Maximising the use of a Learning Management System that will support a focus on the development on hybrid programmes and the incorporation of online programme delivery.

5. Consistently upgrading the technological infrastructure that will ensure that E.C.C. remains remains current and maximizes the achievement of organizational goals.

6. Increase the development of competency based academic programmes in the institutional programme offerings.

7. Maintain a focus on a research intensive and data driven environment that supports institutional decisions.

8. Increase institutional partnerships with public and private sector organizations at the local, regional and international levels.

9. Increasing energy saving mechanisms through the implementation of sustainable institutional practices.

10. Developing a gender equity policy that ensures consideration is given to the participation of both genders in institutional programme planning.

2 Institutional Needs and Expectations

2.1 Project Name :

Logistics Management

2.2 Project Goal(s) :

E.C.C. seeks to offer prospective students the opportunity for training and development in diverse areas related to logistics management through collaboration with our Canadian partners. Students will be given the opportunity to pursue studies up to CVQ levels 4 and 5 in identified academic areas of study. These programmes will seek to prepare students to participate in a logistic-centred industry that focuses on activities related to transportation, organisation, separation, coordination and distribution of goods for national and international transit, on a commercial basis by various operators. As such E.C.C. has chosen to focus on the following five academic programmes within logistics management:

1. Supply Chain Management 2. Strategic Procurement & Asset Management 3. Warehousing & Distribution 4. Transportation Logistics 5. Humanitarian & Disaster Relief Logistics

Training in these areas will be modularised and will offer multiple points of entry and exit, with opportunities for matriculation to higher levels of study. It will seek to prepare students at academic levels such as:


Certificate and Licensing

Associate Degree (Levels 4 and 5)

Post Graduate Diploma

2.3 Project Purpose:

The rationale for the proposed project is to establish a collaborative effort that will facilitate the development of the requisite standards, resources and competencies to deliver the proposed programme of study at the Excelsior Community College.

2.4 Project Outcome:

The successful development of a logistics management programme delivered at CVQ Levels 4 and 5.

2.5 Matriculation Requirements:

Matriculation requirements to the proposed courses include the following :

Associate of Science Degree Level :

a. Five (5) GCE O’ Levels, CSEC at the General Proficiency level or SSC passes in English Language, Mathematics and at least three (3) other subjects with grades I, II, III for CSEC or its equivalent A, B, C for GCE or IV and V for SSC. Grade III pass in CSEC must be after June 1998. [Students who have 5 subjects but do not have Mathematics are provisionally accepted and required to do Foundation Concepts in Mathematics I & II].

b. Alternative Matriculation Option - Mature Student Entry. Applicants in this category must be over the age of twenty-five (25) with a minimum of five (5) years experience in a specialized area of industry. Each applicant will be accepted based on his/her employment portfolio, as well as certificates of achievement, positions held, along with job description(s).

c. The Council of Community Colleges of Jamaica Diploma in a relevant area of study with at least 3.0 GPA.

d. An Associate Degree from any Community College or an approved tertiary institution in a relevant field of study.

2.6 Target Group(s)

High School Graduates

Members of the labour force who need to be certified and/or upgraded

Members of the larger society desirous of training in the field

2.7 Context for Programme Development & C-EFE Collaboration

The Caribbean region in response to the increasingly interconnected global economy has prioritised a focus on the development of a competitive work force and sustained economic development. A well structured regional technical and vocational educational system is seen as one mechanism through which to achieve these objectives. This educational focus includes the development of a 5-level Regional Qualifications Framework representing the different levels of skill, autonomy and responsibility that correspond to levels of employment in the labour market. Additionally, there is also a focus on a shift towards more learner centered competency based education and training (CBET) methodologies in training programmes.

Excelsior Community College (E.C.C.) seeks opportunities such as the C-EFE partnership in keeping with its strategic focus on the development of institutional programmes which are responsive to labour force needs and national development. E.C.C. recognises that in order to serve its mission to the surrounding community and the Jamaican society there is a need for continued committement to


industry partnerships and programme development aligned with labour market needs. The C-EFE partnership offers E.C.C. an opportunity to develop TVET-focused programme in logistics management as driven by labour market needs so as to prepare workers for the proposed regionally-based logistics hub. The proposed logistics management programme will offer diverse academic foci :

The programme offerings that will focus on strategic procurement management, supply chain management and warehousing and distribution will prepare participants to engage in the logistics sector in areas of customer service, inventory control, transportation, warehousing, facility location analysis, and manufacturing services. Our graduates should be familiar with procurement systems and processes and understand the requisite reporting functions. They should also be able to understand the inter-connections of these aspects fo the logistics sector.

The Humanitarian and Disaster Management aspect of the programme will provide participants with a regional, national and international perspective on disaster management and humanitarian assistance. It will be designed to help in strengthening the capacity of individuals to reduce the impact of disasters through enhancing their knowledge and skills to promote and adopt disaster reduction practices as part of the development process at community, national and regional levels. The course would also enable humanitarian workers and their organizations to function more effectively and efficiently in times of war or following natural calamities.

The development of a programme at levels 4 and 5 will offer students a crucial foundation in logistics management. Canada has a well-deserved reputation in this area, hence the reason the institution is seeking a Canadian partner. Through this partnership, ECC hopes to train and re-train persons for job opportunities in this emerging market which is projected to provide thousands of jobs.

2.8 Identified School for Proposed Programme :

It is proposed that the School of Engineering, Logistics and Built Environments (SELBE), will be the School that will take the lead in the development of the proposed programme given its focus on logistics and will collaborate where necessary with the Schools of Business and Entrepreneurial Studies, Computer Studies and the institutional divisions such as Infrastructural Development and Disaster Preparedness.

The proposed programme of logistics management has strong connections with the School of Engineering, Logistics and Built Environnent (SELBE) which has been an integral part of the Excelsior Community College programme offerings for many years. Formerly, the S.E.L.B.E., was The Technical Vocational and Entrepreneurial Department (TVED), and started out as a private programme at the community college from the late 1980s. In the late 1990s to early 2000, the Ministry of Education introduced a unit in tertiary institutions for Technical and Vocational Training, after which the Department further developed its programmes. The then Vice Principal, Dr. Myrel Powell, along with other members of staff spearheaded these processes. The Department has now evolved and has been renamed the School of Engineering, Logistics and Built Environment since September 2009.

The Department currently offers five programme areas:

1. Four Semester Certificate Programmes in:

Automotive Technology

Construction Technology

Electrical Technology

Electronic Technology


2. Preliminary Engineering Course (PEC)

3. Preliminary Technical Course (PTC)

The students enrolled in the Certificate programmes are placed in industries on work experience. Many of the students have been able to matriculate into undergraduate degree programmes or enter the world of work.

2.9 NVQ or CVQ Standards

Need : Assistance in the development of NVQ and CVQ Standards for the proposed programme.

Currently, there are no NVQ or CVQ standards in existence for the proposed programmes. The local Heart Trust NTA only certifies up to level three (3), while our area of focus will be at Levels four (4) and five (5) as we seek to introduce a range of academic options ranging from Certificate level to Associated Degrees. The Heart Trust/NTA has NVQ certification in automotive repairs that goes up to Level 3. These courses focus on the maintenance and repairs of automobiles. This certification is lower than an Associate Degree. To date, there is no definitive guide regarding the alignment of credit system with the CVQ standards. Therefore E.C.C. will engage in discussions with relevant parties from the Heart Trust in the development of CVQ Standards and in relevant cases to transfer the credit system to NVQ qualifications.

2.10 Industry & Advisory Committee Involvment

Need : Assistance and guidance in identifying and establishing relationships with international logistics focused parties to serve on advisory committees.

Guidance on how to best leverage participation in the Logistics Task Force of the Ministry of Industry, Investment and Commerce

Currently, there is no existing advisory committee focusing on logistics within the E.C.C. community. However, in the development of these programmes the team will seek to participate in discussions with the Logistics Task Force within the Ministry of Industry, Investment and Commerce through the assistance of the permanent secretary of the Ministry of Education and and Dr. Eric Deans, Chairman of the Logistics Task Force. The institution will also seek to establish an advisory committee and gain representation from members of relevant public and private sector entities.

2.11 Curriculum & Lesson Plan Development

Need : Assistance in liasing with curriculum and subject specialists locally, regionally and internationally

Assistance in gaining licensing to subject-related software programmes

ECC has already established competency in curriculum development as evidenced through several nationally accredited programmes. However, assistance in the above stated areas will ensure that the proposed courses of study will meet appropriate standards. This will facilitate students’ matriculation into various academic levels of training, higher degree programmes, professional certification and successful participation in the relevant industry.

2.12 Development of Assessment Tools for PLAR

In an effort to develop quality PLAR and in-class learning experiences, E.C.C. requests assistance in the following:

Assistance in development of appropriate assessment tools for PLAR


Acquisition of tools and equipment for simulation experiences

Establishment of two fully developed laboratory spaces to accommodate 25 work stations in each lab with the appropriate networking and logistics software

2.13 Development of Institutional leaders

In an effort to ensure that institutional leaders have the requisite skills to guide the development of a quality programme, E.C.C. welcomes assistance through:

Assistance in exposing institutional leaders to logistics

Assistance in accessing peer visits to regional and international partners that will build the capacity of institutional leaders/team members to coordinate and manage the proposed programme

Support for participation in local and international professional training courses specific to the logistics field

Assistance in accessing continuous training for team leaders in logistics

2.14 Instructor Capacity

Instructors are integral to the delivery of a quality educational programme. Therefore, assistance is welcomed in the preparation and development of instructors through the following:

Assistance in identifying and accessing training opportunities in logistics-specific areas for staff

2.15 Gender Equity Considerations

Need : Assistance in developing a formal gender equality policy for the institution.

ECC recognizes the importance of gender equality in our programmes, and as such all applicants are given the same considerations for entry into institutional programmes. Traditionally, in the Jamaican education market there has been a strong proliferation of females at the tertiary level that has perpetuated itself throughout all courses. However, some areas such as TVET have been traditionally male-dominated and this perception has affected recruitment rates of female students and industry participation.

2.16 Environmental Sustainability & Commmunity Engagement

Need : Asssisstance in developing a policy that specifically focuses on sustainable practices in logistics.

Within E.C.C. academic programmes, some Schools offer courses such as sustainable tourism development (School of T.H.E.M.) and in others, there are particular components or modules in courses. E.C.C. has also sought to develop a programme to become more eco-friendly by addressing lighting, water, ventilation and heating with the utilization of solar solutions as well as the possible introduction of composting mechanisms. Additionally, the College has a well established Disaster Preparedness Committee with trained personnel. Finally, E.C.C. has a dynamic Community Empowerment Unit that has attracted support from varied local and international bodies such as the Kingston Restoration Company (KRC), Peace Management Initiative (PMI), Citizens Security & Justice Programme, Citizens Security Initiative (CSI) and UNESCO.


2.17 Career Guidance Considerations

Need : Assistance in providing the guidance counsellors with the requisite resources to support and guide logistics students.

Through the Student Affairs Division of the college, there is an established career guidance unit that is coordinated by two senior academic staff members. Who are available and offer consultation sessions to students who may have various issues.

2.18 NTA Approval for NVQ/CVQ Programmes

Need : Guidance in developing programmes that meet National Training Agency requirements.

Currently there are a few academic programmes that have TVET certification (School of Cosmetology). Also, there are academic staff members who are certified facilitators of such programmes. However, E.C.C. welcomes assistance from our Canadian partners and relevant industry parties in ensuring proper standards are met in the N.T.A. approval process.

3. Project Context

Within the Jamaican context itself, the Jamaican government through the Ministry of Industry, Investment and Commerce, has articulated a plan to establish Jamaica as the fourth node or pillar in the global supply and logistics chain along with territories such as Singapore, Dubai and Rotterdam. A task force to lead this initiative has also been developed through the Ministry of Industry, Investment and Commerce to guide collaborations and plans in the development of the proposed logistics hub (See Link in section 6.1.2 for details on the proposed plan).

The impending completion of the expanded Panama Canal in 2015 has compelled countries such as Cuba, Dominican Republic and Jamaica to establish plans to expand their wharves and porting facilities and transform themselves into crucial logistics hubs within the Caribbean. In so doing, these countries seek to capitalize on their strategic geographical position.

Integral to the plans for the national logistics hub is the need to invest in the countries human resources, through education and training that will prepare a workforce capable of filling jobs related to the varied economic activities central to a logistics-dominant environment. According to the Caribbean Institution of Logistics and Transport (2012), in order for regional economies to grow and prosper the focus must be on developing the logistics and transport sectors which enable them to respond to the demands of international competition. It was therefore suggested that the the education and training mandate should seek:

1) To Upgrade a) all levels of the workforce in the logistics and transport sector, b) company efficiency and effectiveness and c) government efficiency and effectiveness

2) To establish standards of competence and certification for various skills areas within the sector

3) To position Jamaica as a leader in knowledge and technology in the field of logistics and transport


4. Institutional Staffing

4.1 Teaching Staff Composition

ECC has a core academic staff complement of One Hundred and Thirty (130), as approved by the Ministry of Education (number includes persons working as locum tenens for persons currently on leave of absence). These are categorized as follows:

Academic Staff Status:

Gender Teacher Education Trained

Non-Trained in Teacher Education

Total

Graduate Non-Graduate Graduate Non-Graduate

Male 29 16 - 45

Female 78 7 - 85

Total 107 23 - 130

Staff Qualification Levels:

Qualification Male Female Total

Doctorate 1 4 5

Master’s Degree 17 57 74

Post-Graduate Diploma - - -

Bachelor’s Degree 18 32 50

Associate Degree - -

Diploma (Post-Secondary) - 1 1

Total 36 94 130

The Ministry of Education stipulates the minimum qualification criteria for academic staff in the school system, while the college sets additional standards, guided by institutions such as the University Council of Jamaica (See Details on Standards in Appendix 2).

4.2 Programme Offerings

Below is a list of E.C.C. Faculties and Schools and the affiliated programme offerings :

Faculty of Business Management :

School of Business & Entrepreneurial Studies (SBES) Bachelors of Science Degrees in Business Studies


Specializations offered in:

Marketing

Finance and Management

Accounting

Human Resource Management

Associate of Science Degrees in Business Studies

School of Tourism, Hospitality and Entertainment Management (THEM)

Bachelor of Science Degree in Tourism, Hospitality and Entertainment Management Specializations offered in :

Tourism and Entertainment Management Hospitality Management

Associate of Science Degree in Tourism, Hospitality and Entertainment Management Specializations offered in :

Accommodations Management

Tourism Management

Food and Beverage Management Entertainment Management

Faculty of Pure and Applied Science

School of Natural Sciences (SNS)

Associate of Science Degree in Environment Studies

Preliminary Science Courses

Cape/GCE A’level courses ( Sciences)

School of Nursing (SN)

Bachelor of Science Degree in Nursing

Enrolled Assistance Nursing Diploma Programme

Nursing Completion Degree Programme

School of Cosmetology (SC)

Cosmetology Level II Diploma

Cosmetology Level I Certificate

School of Mathematics (SM)

Associate of Science Degree in Mathematics and Finance

Faculty of Humanities & Education

School of Liberal Arts (SLA)

Associate of Science Degree in Psychology

Cape/GCE A’level courses ( Arts)


School of Library Technical Education (SLTE)

Associate of Science Degree in Library Technical Studies

Certificate in Library Technical Studies

School of Education and Work Force Development (SEWD), formerly the School of Continuing Education (SOCE)

Certificate in Information Technology

Certificate in Tourism, Hospitality and Entertainment Management

Certificate in Business Studies

Certificate in Library Technical Studies

School of Performing Arts (SPA)

Associate of Science Degree in Performing Arts

Faculty of Computer Science & Engineering

School of Computer Studies (SCS)

Associate of Science Degree in Applied Computer Science

Associate of Science Degree in Information Technology

Associate of Science Degree in Information Systems

Associate of Science Degree in Management Information Systems

Bachelor of Science Degree in Management Information Systems

School of Engineering, Logistics & Built Environment (SELBE)

Applied Associate of Science Degree in Automobile Repairs and Engineering

Applied Associate of Science Degree in Architectural and Construction Services

Applied Associate of Science Degree in Automobile Repairs and Engineering

Certificate in Automotive Technology

Certificate in Construction Technology

Certificate in Electrical Technology

Certificate in Electronic and Telecom Technology

Preliminary Engineering Courses

Preliminary Technical Courses

4.3 Student Composition

See Appendix 3 for a worksheet outlining student composition for the 2012/2013 academic year.

5. Program Sector Development for C-EFE

5.1 Proprosed Program & Relevant CVQ

As identified in section 3 of this document, based on initiatives of the Jamaican Government and the Task force on logistics within the Ministry of Industry and Commerce, the E.C.C. seeks to develop a logistics management programme at CVQ levels 4 and 5. E.C.C. proposes the development of programmes across three of its academic schools. The identified schools include the School of Business and Entrepreneurial Studies, The School of Computer Studies and the School of Engineering, Logistics and Built Environment. Programmes at the certificate and associate degree levels will be


offered through these schools. They will seek to prepare students with the requisite competencies in fulfilling the activities and disciplines inherent to a functional logistics hub.

5.2 Programme Demand

As mentioned in Section 1 of the document, Jamaica has a significant unemployment rate and since 2007 the island has seen its worst financial downturn. The proposed programme will be new to the E.C.C. offerings and demand is estimated based on increasing discussions with industry partners for training of employees, and the workforce needs of the proposed logistics hub. Entry level qualifications will be determined based on previously stated matriculation requirements. In instances where prospective students may not have the required qualifications, they will be encouraged to access the programme via the alternative matriculation options.

5.3 Employer and Industry Involvement

Each school has established an academic advisory board comprised of both internal and external members. External members are typically members of industry related to relevant programmes of study. The advisory board is expected to meet at least once per semester and discuss issues related to course offerings and programme development. Through this mechanism, the objective is that academic offerings will maintain a level of relevance and currency in keeping with current industry standards. Additionally, students are required to engage in Work Experience activities. They are assigned to business places in the community to gain experience. The two hundred and forty (240) hours required by each student may be completed locally or internationally. Two senior staff members have responsibility for coordinating and monitoring such activities and work alongside academic faculty members in supervising students during these experiences. Employers participate by completing assessment sheets for each intern, and providing feedback during consultation sessions with faculty members who visit students during internships in their work environments.

5.4 Faculty Availability and Engagement

Under the guidance of the Principal of the E.C.C. body, the Vice Principal of Academic Affairs and Institutional Advancement and the Director of Research and Corporate Advancement will act as co-coordinators of the proposed partnership from the E.C.C. Additionally, at least one lead faculty member has been identified from each affected academic school as a member of the E.C.C. team directly involved in facilitating the planned programme development. These faculty members are subject specialists in areas relevant to the proposed programmes and will therefore act as crucial guides in the process. Finally, a curriculum specialist from the Council of Community Colleges of Jamaica will act as the curriculum guide during the process.

Given the intensivity of the process inherent to the proposed programme, the upper administration of the college has developed a team comprised of the abovementioned persons that will act as the institutional team with responsibility for its development. In view of the impending time commitments in such a process, allowances will be made through timetabling adjustments to support each team member’s ability to balance their typical teaching and administrative schedule with the newly proposed duties.

5.5 Evaluation of Infrastructural Readiness

As outlined in previous sections of the document, the physical resources i.e. classroom and laboratory spaces of the institution are appropriate for the delivery of tertiary level programmes. In more industry-specific cases, the institution welcomes the assistance of international partners in the acquisition of necessary infrastructure for programme delivery i.e. software and hardware. Additionally, the institution will seek the assistance of industry representatives including but not limited to the following parties:

Large local distribution companies


The Jamaica Shipping Association

Local Shipping Companies

The National Works Agencies

The Port Authority of Jamaica

Large Local Retail Outlets

Humanitarian Organizations i.e. Food for the Poor

5.6 Existing International Partnerships & Donor Agency Agreements Currently the institution has agreements with institutions such as Munro College and similar peer institutions that allow students to transfer credits for studies in specific programmes at these international institutional. However, the college is not currently engaged in any international partnerships or agreements with donor agencies.

6. Supporting and Background Documentation

6.1 Supporting Links

6.1.1

http://www.vision2030.gov.jm/NationalDevelopmentPlan.aspx

6.1.2

http://www.siteselection.com/aerospace/2013/feb/jamaica.cfm

6.2 Supporting Images

Front entrance of College

Front Entrance of College

http://www.vision2030.gov.jm/NationalDevelopmentPlan.aspx

http://www.siteselection.com/aerospace/2013/feb/jamaica.cfm


Entrance to LRC & Library

Entrance to Administrative Block


Appendix 1 Organizational Structure


Ministry of Education

Methodist Church

Board of Management

Committee of Mgmt

A

EXED Director

Secretariat


EXCELSIOR COMMUNITY COLLEGE’S PROPOSED ORGANISATIONAL STRUCTURE

Principal/President

Academic Affairs & Institutional

Advancement

Student Affairs

Infrastructure Development & Plant

Management

Finance

Human Resource &

Administration

Quality Management

Off Site Campuses

ECC Foundation and Fundraising

A

Secretariat

Internal Autitor

Key

VP-Vice Principal/President

Dir.-Director

A.A-Administrative

Assistant

E.S -Executive Secretary


ACADEMIC AFFAIRS

ACADEMIC AFFAIRS

Academic Support Services

Faculty Support Services

Quality Assurance Officer

Faculties

Heads of Schools

Departments

Curriculum and Instructional

Methods

E-learning

Examinations & Assessment

Secretariat

Academic

Advisory Board

Faculty Board of

Studs.


STUDENT AFFAIRS

Registry Services

Registration and Records

Examinations

Enrollment Management/Recruitment

Student Development

Career Development and Placement Services

Sports Development

Counseling/Services

Student Acativity / Clubs & Societies

Student Leadership

Social Outreach

Award & Ceremonies

Student Dicipline

Student Services

Retention and Advising

Scholarships and Financial Aid Support

Orientation (First Year Experience )

Auxillary Services/Food Services, Bookshop

Health and Wellness

Services

International Student Services

Secretariat


Appendix 2 Staffing Standards

Members of staff within the institution have attained the following professional qualification

standards:

Academic staff members possess a minimum of a Bachelor’s Degree in the relevant

content area or professional discipline.

Faculty are all qualified to at least one level above that which instructions are delivered.

Positions are classified and there is a job description for all categories of staff.

Staff appraisal is conducted at a minimum of an annual basis.

The institution is allowed flexibility in employing persons on a contractual basis to fill

vacancies for short term employment or in situations where permanent staff is not

available.

The institution has a vibrant orientation programme in place for new staff.

Staff members are provided with information on conditions of service and acceptable

behaviour for the institution, based on the Education Regulations, and policies

established by the college.

Student consultation hours with lecturers and staff development sessions are time-

tabled.

Responsibilities are assigned in accordance with the Education Code of Regulations

(1980) and college policies.


Appendix 3 Student Composition

PROGRAMMES

G

TOTAL

Bachelor's Degree M F T M F T M F T M F T M F T M F T M F T M F T M F T

Management Information Sys. 8 2 10 5 2 7 16 12 28 12 8 20 41 24 65

Business Studies 8 29 37 8 26 34 11 34 45 5 37 42 32 126 158

Business Studies-Wesley Grove 1 4 5 2 7 9 3 11 14

Nursing - GENERIC 6 62 68 6 58 64 4 62 66 16 182 198

Post R.N. Degree 3 29 32 3 29 32

Hospitality, Ent. & Tourism 5 32 37 3 30 33 1 17 18 2 18 20 11 97 108

TOTAL BACHELOR'S DEGREE 6 62 68 6 58 64 25 125 150 16 58 74 29 67 96 21 70 91 106 469 575

Associate Degree

Management Information Sys. 21 4 25 14 4 18 12 9 21 21 10 31 68 27 95

Business Studies 38 43 81 22 50 72 11 58 69 15 38 53 86 189 275

Business Studies - Wesley Grove 1 2 3 1 3 4 2 2 4 1 2 3 5 9 14

Business Studies - Weekend 2 14 16 1 12 13 3 26 29

Management Information Sys.-W/End 0 0 0 3 2 5 3 2 5

Technical Vocational Education

- Architecturial & Construction 18 2 20

- Automotive Technology 5 0 5

Hospitality, Ent. & Tourism 11 120 131 13 109 122 3 20 23 0 18 18 27 267 294

Library Tech. Assistant 1 7 8 0 4 4 1 11 12

Performing Arts 8 6 14 2 5 7 10 11 21

TOTAL ASSOCIATE DEGREE 102 177 279 52 171 223 31 110 141 41 86 127 203 542 745

Diploma

Liberal Arts & Humanities 45 77 122 11 18 29 56 95 151

Natural Sciences & Mathematics 23 30 53 10 19 29 33 49 82

Enrolled Assistant Nursing 0 31 31 0 0 31 31

TOTAL DIPLOMA 68 138 206 21 37 58 89 175 264


TOTALPART-TIME

AS AT 16 JANUARY 2013

Year 4

FULL-TIME

ENROLMENT FOR ACADEMIC YEAR 2012-2013

Year 1 Year 2 Year 4Year 1 Year 2 Year 3 Year 3


PROGRAMMES

G

TOTAL

Certificate M F T M F T M F T M F T M F T M F T M F T M F T M F T

Performing Arts 0 1 1 0 1 1 0 2 2

DOCS 71 78 149 0 71 78 149

- Pre-Science 2 10 12

- Pre-Arts 4 8 12

DOCS - Wesley Grove 1 4 5 1 4 5

Business Management- W/Grove 0 3 3

Library Tech. Assistant 1 5 6 0 2 2 1 7 8

Cosmetology 0 36 36 0 3 3 0 0 39 39

Cosmetology -Wesley Grove 0 6 6 0 6 6

Business Management 7 6 13 7 6 13

Hospitality, Ent. & Tourism 4 12 16 4 12 16

Technical Vocational Education

- Construction Technology 9 1 10 1 0 1

- Automotive Technology 6 0 6 3 0 3

- Electrical Technology 6 0 6 3 0 3 9 0 9

TOTAL CERTIFICATE 111 167 278 7 6 13 0 0 0 0 93 154 247

Franchise Programmes

Bachelor of Business Administration 5 14 19 5 14 19

Certificate in Pre-Engineering 17 3 20 10 0 10 27 3 30

TOTAL FRANCHISE PROG.

22 17 39 10 0 10 32 17 49

Modular Studies

Computer Studies 12 2 14 20 12 32 32 14 46

Business Studies - Wesley Grove 0 0 2 2 0 2 2

Library Tech. Assistant 0 3 3 0 0 3 3

Business Studies 10 16 26 24 42 66 34 58 92

Hospitality, Ent. & Tourism 4 19 23 2 12 14 6 31 37

TOTAL MODULAR 26 40 66 46 68 114 72 108 180

GRAND TOTAL 309 561 870 86 272 358 25 125 150 16 58 74 87 178 265 41 86 127 29 67 96 21 70 91 595 1465 2060

PART-TIME TOTAL

Year 1 Year 2 Year 3 Year 4 Year 1 Year 2 Year 3 Year 4

FULL-TIME

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