95565  GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 Grenada    SABER Country Report WORKFORCE DEVELOPMENT 2013      Dimensions Status  1. Strategic Framework Government and non-government leaders are strongly committed to enhancing the skills of Grenadians. Significant initiatives have been made  to align workforce development (WfD) policies with the country’s economic and social goals, including the establishment of the Grenada Council for Technical and Vocational Education and Training. Given the infancy of these measures, some challenges are still to be addressed, mainly regarding monitoring and evaluation of the implementation of strategic measures as well as coordination among government and non- government stakeholders.  2. System Oversight Various initiatives have been undertaken to promote and enable training providers to diversify learning pathways and assure high standards of  quality in associated training programs. Competency standards have been developed for major occupations and a National Qualifications Framework has been endorsed and is currently in place. Accreditation requirements have been established and are enforced for most training providers. The WfD system in Grenada relies heavily on donor funding.  3. Service Delivery There is a diverse mix of training providers, with most non-state providers registered and licensed under a regime administered by the Grenada  National Training Agency. Regular reporting and audits of training providers are conducted, but the management and use of information to improve their performance can be improved. Autonomy and accountability of training providers, particularly at the secondary level, is limited at the moment.     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 1 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 TableofContents  ExecutiveSummary............................................................................................................................... ...............3 1.Introduction............................................................................................................................... ......................4 2.CountryContext............................................................................................................................... ................6 1 0 3.OverviewofFindingsandImplications..........................................................................................................  1 0 OverviewoftheSABERͲWfDAssessmentResults.........................................................................................  .................................................................................................................  PolicyImplicationsoftheFindings 1 1 1 3 4.AligningWorkforceDevelopmenttoKeyEconomicandSocialPriorities.....................................................  1 3 SocioeconomicAspirations,Priorities,andReforms.....................................................................................  1 4 SABERͲWfDRatingsontheStrategicFramework..........................................................................................  1 7 ImplicationsoftheFindings...........................................................................................................................  1 8 5.GoverningtheSystemforWorkforceDevelopment.....................................................................................  ......................................................................................................................  OverallInstitutionalLandscape 1 8 1 8 SABERͲWfDRatingsonSystemOversight......................................................................................................  2 4 ImplicationsoftheFindings...........................................................................................................................  6.ManagingServiceDelivery.............................................................................................................................  2 6 2 6 OverviewoftheDeliveryofTrainingServices...............................................................................................  2 7 SABERͲWfDRatingsonServiceDelivery........................................................................................................  3 1 ImplicationsoftheFindings...........................................................................................................................  3 4 Annex1:Acronyms............................................................................................................................... ............. ...............................................................................................  Annex2:TheSABERͲWfDAnalyticalFramework 3 5 Annex3:RubricsforScoringtheSABERͲWfDData 3 6 ............................................................................................  .................................................................................................................  Annex4:ReferencesandInformants 4 5 4 8 Annex5:SABERͲWfDScores..............................................................................................................................  4 9 Annex6:AuthorshipandAcknowledgements...................................................................................................   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 ExecutiveSummary TheSkillsAgendaintheTriǦIslandState Grenada has faced various socioeconomic challenges within the last decade, including the destruction wrought by Hurricane Ivan in 2004 and the global financial crisis. As a result, economic indicators for Grenada illustrate unfavorable increasesinthepovertyandunemploymentrates,especiallyamongtheyouthandyoungadults.  As studies show a shortage of skills throughout the economy skills development has come into focus within the last five years in an effort to stimulate the private sector, which continues to struggle to attract foreign investment. Workforce development(WfD)hasbeendeemedapriorityforimprovingthecountry’ssocioeconomicprospects.  To support the government of Grenada in this effort, the World Bank implemented the diagnostic tool SABERͲWfD to assess the institutional bottlenecks that stand in the way of progress; this exercise was viewed by the World Bank as a first step to deepen dialogue around the major WfD challenges that the country needs to address. The results of the assessmentpresentedinthisreportareexpectedtoassistinclarifyingpriorities.TheyclassifytheWfDsystemaccording to four stages of maturity in policy and institutional development, as follows: (1) Latent, (2) Emerging, (3) Established, and(4)Advanced.  PrioritizingNextSteps:ReformImperativestoAdvanceEconomicGrowthandDevelopment The SABERͲWfD assessment results, summarized on the cover of this report, rate Grenada’s system at the established level in the functional dimensions of Strategic Framework and System Oversight and at the emerging level in Service Delivery. These results show that Grenada’s government is committed to WfD; significant interventions have been developed and launched to coordinate WfD policies with the country’s strategic goals. Specific analysis of the implementation, monitoring, and evaluation of the WfD system reveals that lower scores were attained at the Service Delivery Dimension, which suggests that a greater focus needs to be placed on the implementation of strategic measures so that trainees are able to reap the benefits of increased quality and access to training. ResultsͲbased monitoring has been suggested as a key instrument that can be adapted to the Grenadian context. Further measures to diversify learning pathways are also needed and greater incentives are to be developed and implemented to encourage newtraininginstitutionstodeliverhighquality,accreditedprograms.  The government of Grenada is committed to advancing the development of its human resources and has declared education a pillar of the new economy that it is currently building. It is therefore pivotal to utilize this momentum to developtheskillsprofileoftheeconomy. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 1.Introduction The tool is based on an analytical framework2 that identifies three functional dimensions of WfD policies Grenada, a member of the Caribbean Community andinstitutions: (CARICOM)since1973,ischaracterizedbyitslushgreen vegetation, fervent people, and picturesque scenery. Its 1. Strategic Framework, which delineates the praxis of economy is primarily servicesͲoriented, resulting from a advocacy, partnership, and coordination in relation perceptible shift from an agrarianͲdominant economy to the objective of aligning WfD in critical areas to to one characterized by new and emerging service prioritiesfornationaldevelopment; sectors. Today Grenada is focused on transforming its  economic position by developing key services sectors 2. SystemOversight,whichreferstothearrangements including marine and yachting; information and governing funding, quality assurance, and learning communications technologies (ICT); construction; spa, pathwaysthatshapetheincentivesandinformation health,andwellness;andeducation. signals affecting the choices of individuals, employers, training providers, and other With a population of approximately 108,000,1 the stakeholders;and government of Grenada remains committed to the  provision of quality education and support services to 3. Service Delivery, which defines the diversity, all its residents. Confronted with challenges of organization and management of training provision, expansionary fiscal debt, high susceptibility to both state and nonͲstate, that deliver results on the exogenous shocks, and low rates of foreign investment, ground by enabling individuals to acquire marketͲ the development of a skilled workforce is imperative to andjobͲrelevantskills. rouse private sector activity, attract foreign direct  investment, and stimulate growth and economic Figure1:FunctionalDimensionsandPolicyGoalsinthe development in the triͲisland state of Grenada. SABERͲWfDFramework Workforce development (WfD) is therefore viewed by the government as a key priority for improving the nation’ssocioeconomicprospects. This report presents an assessment of the regulatory, legislative,andinstitutionallandscapegoverningWfDin Grenada. The results of this analysis are based on a newly designed analytical tool developed by the World Bank under the Systems Approach for Better Education Results (SABER) initiative. The aim of this initiative is to garner data so as to provide systematic documentation and assessment of the policy and institutional factors that influence the performance of education and training systems of SABERͲparticipating countries. The SABERͲWfD tool encompasses initial, continuing, and targeted vocational education and training that are offered through multiple channels, and focuses largely on programs at the secondary and postͲsecondary levels.  Source:Tanetal.2013.  Collectively, these three dimensions facilitate the systematic analysis of the functioning of a WfD system  as a whole. The focus of the SABERͲWfD framework is 1 TheWorldBank,TheLittleGreenDataBook:2008,Book8(2008)   2 ForanexplanationoftheSABERͲWfDframeworkseeTanetal2013. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 on the institutional structures and practices of public Goal scores, which are then aggregated into Dimension policymakingandtheresultingeffectsoncapacityinthe scores.5 The results are finalized following validation by system to conceptualize, design, coordinate, and the relevant national counterparts, including the implement policies in order to achieve results on the informants themselves. The rest of this report ground. summarizes the key findings of the SABERͲWfD assessment and also presents the detailed results for Each dimension comprises three Policy Goals that each of the three functional dimensions.  To put the correspond to important functional aspects of WfD results into context, the report begins below with a systems (see Figure 1). Policy Goals are further broken briefprofileofGrenada’ssocioeconomicmakeup. down into discrete Policy Actions and Topics that reveal moredetailaboutthesystem.3 ImplementingtheAnalysis Information for the analysis of the WfD system in GrenadaisgatheredusingastructuredSABERͲWfDdata collection instrument (DCI). The instrument is designed to collect, to the extent possible, facts rather than opinionsaboutWfDpoliciesandinstitutions. Figure2:SABERͲWfDScoringRubrics  Source:Tanetal.2013. For each Topic, the DCI poses a set of multiple choice questions which are answered based on documentary evidence and interviews with knowledgeable informants. The answers allow each Topic to be scored on a fourͲpoint scale against standardized rubrics based on available knowledge on global good practice (See Figure 2).4 Topic scores are averaged to produce Policy  3 SeeAnnex2foranoverviewofthestructureoftheframework. 4 SeeAnnex3fortherubricsusedtoscorethedata.Asinothercountries,the  5 dataaregatheredbyanationalprincipalinvestigatorandhisorherteam, Sincethecompositescoresareaveragesoftheunderlyingscores,theyare basedonthesourcesindicatedinAnnex4;andtheyarescoredbytheWorld rarelywholenumbers.Foragivencompositescore,X,theconversiontothe Bank’sSABERͲWfDteam.SeeAnnex5forthedetailedscoresandAnnex6for categoricalratingshownonthecoverisbasedonthefollowingrule:1.00ч alistofthoseinvolvedindatagathering,scoringandvalidation,andreport Xч1.75convertsto“Latent”;1.75<Xч2.50,to“Emerging;”2.50<Xч writing. 3.25,to“Established;”and3.25<Xч4.00,to“Advanced.” SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 2.CountryContext The triͲisland State of Grenada encompasses Grenada, From 1979 to 1983, Grenada experienced extreme civil Carriacou, and Petite Martinique (See Figure 3). The unrest marked by a revolutionary movement, followed 133ͲsquareͲmile island nation forms the southern end by a coup d’etat and completed with the invasion by of the Windward Islands. Situated between Trinidad U.S. troops. Still a constitutional monarchy, Grenada and Tobago and Saint Vincent and the Grenadines, today features a political system that comprises 15 Grenada is 100 miles north of Venezuela and 158 miles constituencies.ThenationispresentlyruledbytheNew southwest of Barbados. Mainland Grenada is 12 miles National Party (NNP) administration, the result of the wide and 21 miles long, and covers a land area of 120 most recent elections held on February 19, 2013. The square miles. Its sister isles Carriacou and Petite nextgeneralelectionwillbeheldin2018. Martinique are 13 square miles and 486 acres respectively. Economic Trends: As a small island developing state (SIDS) with an open economy, Grenada is highly Figure3:MapofGrenada susceptible to exogenous shocks. The global financial crisis of 2008 resulted in nearͲconsistent economic contractions between the fiscal periods 2008 and 2012 (SeeFigure4). Figure 4: Economic Performance of Grenada 2001Ͳ 20136  Source:OfficialWebsiteoftheGovernmentofGrenada http://www.gov.gd/about_grenada.html. Political Context: Grenada was unknown to Europe until the 1498 voyage by Christopher Columbus, who first named the island ‘Concepción’.After centuries of Source:CentralStatisticsOffice,MinistryofFinance,GovernmentofGrenada colonization by various European settlers, the 1834 &EasternCaribbeanCentralBank. abolition of slavery resulted in the freedom of 24,000 slaves who began to determine their destiny as The effects of the crisis crippled economic growth and Grenadian people. National political consciousness was impeded the sustainable development of Grenada. This nurtured through the labor movement, and Grenada spurred the government to address challenges steadily made strides to develop political and civic associated with the nation’s economic competitiveness independence. and its ability to service sectors that yield the highest economic benefit. This is imperative, especially given In 1958, Grenada became a member of the Federation thecountry’sgrowingdebtstock(seeFigure5). oftheWestIndiesand, uponitsdissolution,in1967 the Island evolved into an Associated State with internal  selfͲgovernment. In 1974 Grenada acquired the status of an independent nation, becoming a constitutional  monarchy with a prime minister, a head of state, and a governor general as a representative of the British  monarch.  6 Yearsaredenotedbythelastdigits;1isequivalentto2001,asis13to 2013. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 Figure5:GrowthofGrenada’sDebtStockasaPercentageof critical in propelling the economy forward on a path to itsNominalGDPfrom2008Ͳ2012 recovery and further into sustained growth and development. Demographic Trends: Grenada possesses a population shy of 110,000, and features unevenness in itsagedistribution(seeFigure6).About24.7percentof the total population fall within the age range 0Ͳ14, and 17.1 percent are within the range 15Ͳ24. The largest group of Grenadians (40.2 percent) is between the ages of 25Ͳ54, a period in an individual’s life that is associated with economic productivity. This further Source:ComparisonofGrenada’snationalbudgetsfrom2009to2014. reinforcestheneedtoplaceWfDasaprioritywithinthe  nationalagenda. Efforts to service this debt have placed undue strain on the fiscal budget of the local government. Therefore, Figure6:AgeDistributionofthePopulationofGrenada during the period 2009 to 2012, debt financing took precedence over other expenditures in key social sectors including health and education. Furthermore, limited investment was seen in critical economic sectors,includingtourism.7 Disaggregated data reflect contractions in value added to real gross domestic product (GDP) by the hotel and tourism industry in 2009Ͳ2010—12.3 percent and 13.62 percent respectively. However, 2012 signaled a changing of the tides with positive growth of 6.41 percent.8Agriculturerecordedapositivecontributionof 20.99 percent in 2009, but negative growth of 12.08 percentin2010.In2011,however,agriculturerecorded Source: CentralIntelligenceAgency,TheWorldFactBook– Grenada, a 6.41 percent positive value added. Fluctuations across https://www.cia.gov/library/publications/theͲworldͲ factbook/geos/gj.html.Dataisbasedon2013estimates. other sectors characterize the recent economic  performance of local industries; the sector of Employment:DatafromtheCentralStatisticsOffice,as transportation,storage,andcommunicationsistheonly collected in 2008, indicates that Grenada possesses a one that has consistently contracted over the past four labor force of 47,581, with 49 percent of the total force years.9 reflecting economically active males and the remaining Confronted by these socioeconomic ailments, the 51percentbeingfemale.Theseindividualsareprimarily government of Grenada maintains that the key to employed in the agricultural and services sectors and unlocking the country’s economic potential is in the generalindustries(seeFigure7). hands of its most valuable resource: human capital.  Workforce development (WfD) is therefore viewed as   7 Source:IMF,2013.CaribbeanSmallStates:ChallengesofHighDebtand LowGrowth.Accessedat:  http://www.imf.org/external/np/pp/eng/2013/022013b.pdf. 8 GovernmentofGrenada,2013BudgetStatement,PresentedbyRt.HonDr.  KeithMitchell,p.68. http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.  9 GovernmentofGrenada,2013BudgetStatement,PresentedbyRt.HonDr. KeithMitchell,p.68, http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 Figure 7: Percentage Distribution of Economically Active Program has created an avenue for foreign nationals to IndividualsAmongKeySectors obtain citizenship through investment. The legislation supporting this program was passed inAugust 2013.12 It is hoped that such ventures will serve to spur greater economicactivityandboostemployment. Education and Training: Education is not only a pillar on its own, but an area that affects and is affected by the other four pillars. WfD initiatives are therefore instrumental in addressing the many grave concerns confronting the nation. The government is committed to the development of human capital and has allocated Source:CIAFactBook–Grenada. increased revenues towards education and training  programs. Figure 8 illustrates the general education The country continues to struggle with one of the frameworkinGrenada. highest rates of unemployment within the Eastern Caribbean Economic Union, with women and youth At the beginning of 2010, the Statistical Department being most acutely affected. This has adversely withintheMinistryofEducationprojectedthatby2013, impacted the socioeconomic situation of Grenada by education expenditure would represent 6.8 percent of creating an unprecedented poverty rate of 37 percent the nation’s real GDP, assuming an annual increase in and an unemployment rate that has doubled since education expenditure of 2 percent, coupled with the 2008.10 further assumption of a 4 percent annual rise in real GDP.13 However, given that real GDP growth has been Recognizing the many socioeconomic ills of the nation, less than 4 percent for the period 2009Ͳ2013, and the government has endorsed the building of a New educationͲrelated expenditure has increased Economy for Grenada. Five pillars have been identified exponentially in response to the socioeconomic needs to support the construction of this new and modern of the citizenry, it is likely that expenditure associated economy.Theseinclude: with education would represent a larger percentage of x TourismandHospitality GDP.14 Of the projected expenditure15 the government x EnergyDevelopment(renewableandnonͲ proposestoallocateapproximately6.9 percent towards renewable) the following specific projects: Youth Entrepreneurs x Agribusiness Development Fund; School Books Program; Human x InformationandCommunicationsTechnology Resource Development; School Feeding Program; and Support for Education, Employment and Development. x Education,HealthandWellness,andServices11 ThesemonieswillbeobtainedfromPetroCaribeFunds. The government of Grenada has also adopted expansionary fiscal measures to combat economic challenges and steer Grenada on the path to economic growth and sustainable development. In an effort to attract the inflow of capital, lucrative investment packages have been presented to international investors, including extended temporary tax holidays and copious concessions. As a result, Grenada reports  12 an expansion in its hotel and tourism industry. The GovernmentofGrenada,GrenadaCitizenshipbyInvestmentAct2013 PassedinParliament, recently implemented Citizenship by Investment http://www.gov.gd/egov/news/2013/aug13/07_08_13/item_1/citizenͲbyͲ investment.html.  13 MinistryofEducation&HumanResourceDevelopment,2010,Education 10 GovernmentofGrenada,2013BudgetStatement,PresentedbyRt.HonDr. StatisticalDigest:PastTrends,PresentPositionsandProjectionsupto KeithMitchell,p.5, 2015/2016,p.135. 14 http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf. Thisreferstogovernmentexpenditureonsupportservicesincludingschool 11 MinistryofFinance,Dr.Rt.HonKeithMitchell,PrimeMinister&Minister feeding,bookanduniformprograms. 15 ofFinance,BudgetStatement2013,p.25, By2013,expenditureoneducationamountedtoECD110.6million, http://gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf. approximately10percentoftotalgovernmentexpenditureforthatyear. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 Figure8:GeneralEducationFrameworkofGrenada Source:Author’sconstruction. TheeducationlandscapeofGrenadareflectsarelatively Grenada’sskillsdevelopmentneeds.16 highenrollmentratethatcontinuestoincreasewiththe expansion of the youth population. While complete Under NTA, Grenada has made impressive strides. An systemͲwide data has not been released for recent occupational standards framework has been developed academic years, the increased enrollment at secondary and implemented so as to provide nationally and level institutions has resulted in the establishment of regionally acceptable and recognized standards and the J.W. Fletcher Memorial Secondary School. Similarly, qualifications. These standards are governed under the the increased number of scholarships provided to National and Caribbean Vocational Qualifications nationals has augmented the matriculation numbers at Frameworks (NVQs and CVQs). So far, over 53 St. George’s University. This change is also explained by occupational standards have been approved and others the education policy of the previous government that arependingapprovalandvetting.17 granted admission to secondaryͲlevel education to all students who sat the 11+ examinations (formerly called Common Entrance, now referred to as the Caribbean Primary Exit Assessment, or CPEA), with the exception ofextremecases. Until 2008, T.A. Marryshow Community College (TAMCC) and New Life Organisation (NEWLO) were the primary institutions involved in technical and vocational training. In 2009, a new institution was added to the landscape. Birthed from assessments of the needs of employers, the Grenada National Training Agency (NTA) was established under the Grenada Council for Technical and Vocational Education and Training (GCTVET). This entity facilitates the administration of skills training by partnering with various training providers. NTA is responsible for overseeing, designing, monitoring, promoting, and establishing technical and  vocational education and training (TVET) to meet 16 GrenadaNationalTrainingAgency,RoleoftheGrenadaNationalTraining Agency,http://grenadanta.gd/AboutGNTA.aspx. 17 GrenadaNationalTrainingAgency,OccupationalStandards, http://grenadanta.gd/OccupationalStandards/ListofOccupationalStandards.a spx.InformationfromNTAshowsthat,by2014,103occupationalstandards hadbeenapproved. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 3.OverviewofFindingsandImplications This chapter highlights findings from the assessment of demandͲdriven approach to WfD and (c) strengthening Grenada’s workforce development (WfD) system, based critical coordination for implementation of the strategic on the SABERͲWfD analytical framework and tool. The agenda. focus is on policies, institutions, and practices in three important functional dimensions of policymaking and Figure 9:DimensionͲLevelScores implementation:strategicframework,systemoversight, and service delivery. These aspects collectively create theoperationalenvironmentinwhichindividuals,firms, and training providers, both state and nonͲstate, make decisions with regard to training; as such, they exert an important influence on observed outcomes in skills development. Strong systems of WfD have institutionalized processes and practices for reaching agreement on priorities, for collaboration and coordination, and for generating routine feedback that sustains continuous innovation and improvement. By contrast, weak systems are characterized by fragmentation, duplication of effort, and limited learningfromexperience. The SABERͲWfD assessment results summarized below Note:SeeFigure2foranexplanationofthescaleonthehorizontalaxis. provide a baseline for understanding the current status Source:BasedonanalysisofthedatacollectedusingtheSABERͲWfD of the WfD system in the country, as well as a basis for questionnaire. discussing ideas on how best to strengthen it in the  comingyears. The score for this Dimension indicates sustained advocacy for WfD to support economic development, OverviewoftheSABERǦWfDAssessment evidencedbytheclearsupportofbothgovernmentand Results  nonͲgovernmental leaders to the enhancement of the Figure 9 shows the overall results for the three WfD system in Grenada, as well as the government’s Functional Dimensions in the SABERͲWfD framework.18 interest in human capital development, unemployment For Strategic Framework and System Oversight, reduction, and the advancement of economic growth GrenadaisratedattheEstablishedlevel,butforService throughhigherproductivityofaskilledworkforce. Delivery, the score falls to the Emerging level of AlthoughGrenadahas,formanyyears,beenconsidered development. The findings suggest that although an agrarian society, the dynamism of the global Grenada’s WfD policies and institutional framework are economy has necessitated a paradigm shift, as noted in ambitiousandwellͲstructured,thesystem’scapacityfor aprevioussection. Inresponse,Grenadaistransitioning implementation is quite weak as evidenced by a low from a goodsͲbased to a servicesͲoriented economy, servicedeliveryscore. skilled and semiͲskilled. This change is accompanied by Grenada’ssuccessinaligningnationalskillspolicieswith institutional, regulatory, and legislative reforms, its development goals and priorities forms the basis of inclusive of changes to the WfD landscape. Policies, the assessment under the Strategic Framework programs, and procedures have been modified and Dimension, which is rated at the Established level at updated to reflect both the modernity of the 21st 2.6. Specifically, this component of the SABERͲWfD century and the national development agenda of the framework examines Grenada’s performance in (a) governmentofGrenada. charting a strategic direction for WfD, (b) fostering a The SABER analysis of Grenada’s WfD system profiles a  country where senior government officials are 18 SeeAnnex6forthefullresults. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 committed to WfD and are therefore viewed as weak in terms of sustainability and independence from advocates of the cause. Significant initiatives have been donorͲledinitiatives. made to coordinate WfD policies with the country’s strategic goals, but these have been met with some Specific to the institutional underpinnings of Grenada’s challenges. Many of the successes of the WfD regime WfD framework, a multiͲdimensional landscape of can be attributed to the Grenada Council for Technical organizations, associations, and institutions are and Vocational Education and Training (GCTVET). The featured.PrivateͲpublicsectorpartnershipsareevident multipartite nature of the Council has resulted in the with the NTA collaborating with industry participants achievement of buyͲin from various stakeholder suchastheNationalWaterandSewerageAuthorityand groupings; this buyͲin is essential in driving the WfD external companies such as Crane, from Barbados. agenda. Another significant change, also related to the Strong linkages are also evident between the NTA and enactment and further implementation of the government ministries, specifically the ministries of provisions of the 2009 GCTVET Act, was the Labor,Sports&Youth,andEducation. institutionalization of the Grenada National Training The third Dimension looks at the Service Delivery pillar Agency (NTA), a coordination and oversight body for of WfD in Grenada. It assesses how Grenada has been technical and vocational education and training (TVET) able to (a) enable diversity and excellence in the programs. provision of training, (b) promote and maintain Given the infancy of this framework, the system is still relevance in public training programs, and (c) enhance confronted with some key challenges, such as evidenceͲbased accountability for results. This inadequate monitoring and evaluation systems and Dimension is rated at the Emerging level, with an inefficiencies in translating strategy into effective averagescoreof2.1. implementation of interventions. Other challenges Data collected for this Dimension shows that, overall, pertain to coordination issues among stakeholders in Grenada’s WfD system features both private and public order to avoid duplication of efforts, misalignment of TVET institutions, though private institutions are more policies, and poor strategic and operational decision predominantly featured at the tertiary level. With the making. In addition, the heavy reliance on external progression of time and expansion of the scope of the funding does not augur well for the development of the WfD framework, the role of training providers as workforce in the coming years and highlights the need integral pillars of the WfD framework, along with the for the government and the local private sector to increasing need for sustained regulation of their infusefinancesintoWfD. operations has been highlighted. Bringing this to the System Oversight is the second Dimension under the fore ensures a level of accountability that will likely SABERͲWfD framework, rated at the Established level increase the quality and relevance of training in line for Grenada with a score of 2.6. This Dimension with the needs of the Grenadian economy. The investigates Grenada’s achievements in (a) ensuring following section examines the policy implications of efficiency and equity in funding for TVET, (b) assuring thefindings. relevant and reliable standards, and (c) diversifying pathwaysforskillsacquisition. PolicyImplicationsoftheFindings In promoting the strategic goals of the WfD framework, The establishment of the NTA has led to the synergy between policy goals and the national development of a National Qualifications Framework development strategy is important. Anything contrary (NQF)—the design of over 53 occupational standards tothiswouldbecounterproductiveandcostineffective. and the application of quality assurance mechanisms to In Grenada, there is a deficiency of information about standards and practices for training, a feat of which skills demand. This limits the ability of policymakers to Grenadacanbeproud.19Ontheotherhand,thefunding design frameworks that address deficiencies in the mechanisms for the WfD system were identified as system,astheyareunabletoobtainaholisticpictureof the educational and labor market landscapes. Moreover,industryparticipationiskeytoadvancingthe  development of the system. Current institutional 19 AccordingtoNTA,by2014,103standardshavebeenapproved. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 arrangementsarewelldesignedandlendthemselvesto An intensified focus on the quality of training this. However, slight modifications are necessary to providers—and not merely the quantity—is needed, ensure maximum efficiency is attained; these are especially at the secondary level. Formal mechanisms, proposedbelow. apart from the institutional arrangements provided under the GCTVET, should be implemented to ensure The WfD strategic agenda along with policy decisions greater relevance of training programs and facilitate are to be made with the endorsement of all relevant regularindustryinputandfeedback. stakeholders.Toachievethis,betterorganizedchannels  of communication are necessary. Rather than creating Increasing funding for relevant studies can strengthen new technological platforms, the existing ones can be the WfD system. Investment in skillsͲfocused adapted by involving the ministry responsible for assessments and surveys will garner relevant data and information and communications technologies (ICT). A market information from a wide cross section of shared network, intranet, or some type of internal sources and stakeholders. Additionally, the findings of interface can facilitate continuous sharing of activities these studies and their recommendations must be and increased collaboration among stakeholders. This implemented in order to enhance the accountability of would promote complementarity of initiatives and thesystemandensureevidenceͲbaseddecisionͲmaking. eliminate duplication of efforts and wasting limited The proposed changes can foster greater relevance in resources. training programs, promote diversity and excellence in their delivery, and facilitate systemͲwide decisions Greater emphasis needs to be placed on efficiency and abouttrainingprovision. equity in the use of funds. Systems to strengthen the monitoring and evaluation of WfD initiatives must be  employed. The diversification of sources of funding is also crucial and it is therefore recommended that the Government of Grenada arrests its overdependence on donor funding for WfD initiatives. To infuse financial stability and sustainability in the WfD framework, it is essential to find a balanced formula by which the government, industry participants, business support entities, and donor agencies can contribute to the development of Grenada’s human capital. Furthermore, to attract a larger inflow of capital into the WfD strategies,itisrecommendedthatgreaterincentivesbe provided to investors, both local and abroad. An inflow of capital would facilitate the much needed integration and application of innovative technologies to service delivery and monitoring and evaluation of WfD initiatives. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 4.AligningWorkforceDevelopmenttoKey guidance, and a lack of innovation and application of technologically advanced tools in the administering of EconomicandSocialPriorities technical and vocational education and training (TVET) Workforce development (WfD) is not an end in itself, andrelatedprograms.Grenada’scurrentaccountdeficit but an input toward broader objectives—of boosting has further widened, with the expansion of imports and employability and productivity; relieving skills lethargy of exports. Inflation, however, has remained constraints on business growth and development; and relatively low, with an average rate of 1.8 percent advancing overall economic growth and social wellͲ recordedin2012,affectingpredominantlyfoodprices.20 being. This chapter reports the SABERͲWfD results for Some challenges have been addressed, but—as with Dimension 1, Strategic Framework. The three main many economic variables—the time lag between sections within this chapter explore: (a) the key implementation of corrective measures and the socioeconomic aspirations, priorities, and reforms of attainment of the desired results has further Grenada, to provide a brief background and exacerbated the situation. Various reforms, most contextualize the SABERͲWfD ratings; (b) the SABERͲ notably the establishment of the Grenada National WfD ratings of the Strategic Framework, which describe Training Agency (NTA) and the institution of the this Dimension, examines each Policy Goal and explains Grenada Council for Technical and Vocational Education their scores; and (c) some policy implications of the and Training (GCTVET), were introduced in an attempt findings, which identify areas for improvement in light to tackle skills mismatches. These reforms yielded good oftheSABERͲWfDratings. results but improvements in certain areas are still desired. Furthermore, education reforms in Grenada SocioeconomicAspirations,Priorities, have been successful in improving enrollment and andReforms quality; however, the labor market has not responded Socioeconomic challenges in the context of WfD: with adequate increases in remuneration or even the The current global situation has impacted Grenada as a abilitytoabsorbtheinfluxofnewentrants. small island vulnerable state and has created a set of National aspirations and guiding strategies: complexchallengesforthecountry.Atthesametime,it Grenada has articulated its national socioeconomic has presented an opportunity to address not only priorities, guided by the manifesto of the current immediate political demands, but also institutional and governmentadministrationtotransformthenationinto structural reforms for creating an enabling environment a new economy. The strong focus placed on education for sustained growth and macroeconomic stability. The and employment, especially youth employment, is core challenges of creating such an environment are expressed in the national agenda formulated in 2013. unemployment and lack of skills development. The desired end result is the development of a skilled Compounding these challenges is the slow growth of labor force that can directly service the local economy the Grenadian economy. The incessant decline of and further support nation building and economic economicgrowthinGrenadahasplacedaddedpressure development through cross border labor and other on the labor market’s ability to absorb an annual influx modesofservicetoexternalmarkets. of hundreds of graduates seeking jobs, creating an unfavorable activeͲtoͲtotal population ratio and the Grenada’s focus on human capital development is resulting high unemployment rate. Grenada, however, evident in the 2013 national budget, which adopted the is undeterred in its struggle to develop a new economic theme “Restoring Hope, Building the New Economy and order characterized by enhanced competiveness and a Empowering our People”. Two of the six subͲthemes soundknowledgebase. under the overall goal of “Empowering the People of Grenada”  focus on skills development, specifically the Grenada’s current economic woes are attributed to both exogenous shocks and endogenous factors, including the financial crises of 2007, skills demand and  supply mismatches, absence of adequate career 20 AccordingtoDr.Rt.HonKeithMitchell,PrimeMinister&Ministerof Finance,foodinflationhasexponentiallyincreased,recordingratesof3%in 2012.BudgetStatement2013, http://gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 13 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 subͲtheme “Youth and Sports Development”, and (iii) ensuring coordination among key WfD leaders and “EducationandHumanResourceDevelopment”.21 stakeholders. The ratings for these Policy Goals are presentedandexplainedbelow,followedbyareflection Under the pillar of education, student support services ontheirimplicationsforpolicydialogue. such as the textbook, transportation, school feeding, and uniform programs have been implemented; EC$1 Based on data collected by the SABERͲWfD assessment, million has been allocated to general provision and Grenada receives an overall rating of 2.6, indicating the EC$3.1 million to school feeding. Other interventions classification of Established, though on the lower end, includeincreasedteachertrainingopportunitiesandthe for the Strategic Framework Dimension. The figure retooling of programs to broaden their scope. below illustrates the three Policy Goals which comprise Approximately EC$3.5 million is earmarked to support this Dimension and yield the average score noted the activities of the NTA and EC$12 million for the T.A. above. Goal 1—Setting a Strategic Direction, receives a MarryshowCommunityCollege(TAMCC).22 3.0 score; Goal 2—Fostering a DemandͲled Approach, receivesa2.0score;and, Goal3—StrengtheningCritical Reforms: Dating back to the days of the revolution, Coordination, receives a 2.7 rating. Policy Goals 1 and 3 education has always been recognized as the key that meet the score of the Established level, indicating good could unlock a nation’s potential for sustained practices within these goals; Policy Goal 3 rates at the economic development. In recent years, Grenada has Emerging level, reflecting room to improve in the focused on education as a way to build the country's practices and processes associated with it. Further human capital and transform the economy into a explanations of these ratings, along with their knowledgeͲbasedone. implications,followbelow. Grenada has invested considerably in education since Figure10:SABERͲWfDRatingsforDimension1 the early 1980s and significant achievements have resulted. Universal education has been adopted and integrated into the education system and other reforms from the primary to tertiary levels have unfolded. The movement away from the more traditional streams of education has been embraced, and the stigma attached to vocational and technical education and training has significantly lessened. TVET has therefore received greater support, financially and otherwise, and there has been gravitation towards various skill categories and fields. The most palpable demonstration of the Note:SeeFigure2foranexplanationofthescaleonthehorizontalaxis. support for TVET programs is the establishment and Source: Based on analysis of the data collected using the SABERͲWfD questionnaire. endorsementoftheGCTVETanditssubͲbody,theNTA.  SABERǦWfDRatingsontheStrategic PolicyGoal1:SettingaStrategicDirection Framework Leaders play a significant role in crystalizing a strategic In the SABERͲWfD framework, the role of WfD in vision for WfD that is aligned to the country’s unique realizing Grenada’s socioeconomic aspirations circumstances and opportunities. Their advocacy and materializes through actions to advance the following commitment attract partnership with stakeholders for three Policy Goals: (i) setting a strategic direction for the common good, builds public support for key WfD; (ii) fostering a demandͲled approach in WfD; and prioritiesinWfD,andensuresthatcriticalissuesreceive  due attention in policy dialogue. Taking these ideas into 21 OthersubͲthemesinclude:HealthandSocialSecurity;HousingandSocial account, Policy Goal 1 assesses the extent to which Care;ReliefforSmallDepositorsofCapitalBankandCarriacouandPetite senior most government leaders and the private sector Martinique. 22 MinistryofFinance,Dr.Rt.HonKeithMitchell,PrimeMinister&Minister ofFinance,BudgetStatement2013,p.34, http://gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 14 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 provide sustained advocacy for WfD priorities through significant of these is the absence of reviews and institutionalizedprocesses. assessments. Very few reviews of interventions and program implementations have been undertaken. This Grenada is rated at the Established level on Policy Goal is attributed to resource constraints, primarily financial. 1, with a score of 3.0. Thisconnotes sustained advocacy The few rare reviews tend to be undertaken in an ad by government officials, with palpable support from hocmanner. nonͲgovernment leaders; both the government and NGOs are visible champions for WfD. National political Policy Goal 2: Fostering a DemandǦDriven leaders, government officials and the NTA are the ApproachtoWfD foremost government advocates for WfD in Grenada. Within the government construct, the line ministries Effective advocacy for WfD requires credible responsible for Education & Human Resource assessments of the demand for skills, engagement of Development and Youth Development & Sports are employers in shaping the country’s WfD agenda, and often referenced as public endorsers of TVET programs incentives for employers to support skills development. such as the IMANI Project and the Grenada Young Policy Goal 2 incorporates these ideas and benchmarks Entrepreneurs Project. Strategic plans and policy the system according to the extent to which policies frameworks direct the path of these programs, which and institutional arrangements are in place. This helps are widely endorsed by local government. As a result, to: (i) establish clarity on the demand for skills and these programs are properly carved out and budgetary areas of critical constraint; and (ii) engage employers in allocations are made within line ministries in an effort settingWfDprioritiesandenhancingskillsͲupgradingfor toensurethattheyaresuccessfullyimplemented. workers. NGO participation is also evident within the WfD GrenadaisratedattheEmerginglevelforPolicyGoal2, landscape of Grenada. Organizations that support local with a score of 2.2. Assessment of economic prospects businesses, industry leaders, and private sector training and skills implications take place regularly and focus is providers engage in sustained advocacy for WfD. Much placed on key growth sectors only; many others are of this advocacy is undertaken through GCTVET, which ignored. These assessments are based primarily on also seeks to enhance the regulatory and legislative industry and employer surveys and are conducted only landscape governing WfD. The strengthening of these by government agencies in collaboration with links is viewed as imperative given the increasing international agencies. Although employer engagement reliance on the services sectors as a driver of economic has been institutionalized through GCTVET, there is growth and development, and the subsequent need for limitedinvolvementelsewhere. an appropriately skilled labor force. The government Findings indicate that occasional assessments are has recognized that in order for its human resources to conducted to determine the national economic be competitive globally, they must meet international prospects of Grenada. These evaluations also examine standards and such standards must be regularized skills implications within key sectors. The last national locally. skills needs assessment was conducted in 2008 and The GCTVET meets monthly to discuss a wide array of identified economic sectors with the greatest economic matters, including collaboration in selected industries potential: tourism, manufacturing, agriculture and agriͲ and economic sectors (construction, tourism and business, ICT, financial services, education and training, hospitality, agriculture, ICT, yachting and marina), initial health and wellness, energy, and research and vocational education and training (IVET), onͲtheͲjob development.ThisassessmentalsobirthedtheNTA. training, training in priority sectors, and programs for Employer engagement in policy dialogue about WfD vulnerable populations. Despite the efforts of both matters is channeled primarily through Lead Industry public and private sector entities in coordinating and Groups at GCTVET. Lead Industry Groups are technical, executing a synchronized WfD agenda, the pursuit of consultative bodies that are primarily composed of setting a strategic direction for WfD in Grenada is also industry and business representatives who possess accompanied by several drawbacks. The most SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 15 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 expertise in a particular occupational discipline.23 TVET interests; and representatives from the private Besides being responsible for the development of sector.TheyareallmembersofGCTVET.24 occupational standards, these groups also facilitate dialogue and participation by employers in particular GCTVET provides an institutional platform for dialogue, areas in order to address the skills implications of coordination and execution of the WfD agenda. For systemͲwide policies and investments. It is imperative example, the Council played a prominent role in the to note, however, that while the majority of skills implementation of the Organization of Eastern training programs benefit from employer engagement Caribbean States (OECS) Skills for Inclusive Growth andparticipation,alldonot. Project,whereitsmemberswereabletocoordinatethe implementation of various components of this project. Despite the great input of the local industry in policy GCTVETalsofacilitatedthesignatureofamemorandum dialogue, the government has not established skillsͲ of understanding between the Ministry of Youth upgradingincentive programsthrough which employers Empowerment and Sports and NTA in 2012 to facilitate can benefit. While the government intends to design the training of various youth under the NQF.25 Through incentive schemes, these have not been created due to this agreement, the Ministry of Youth pledged the absence of a policy or legal framework that could assistance to the NTA to complement its efforts, enablesuchanendeavor. including student stipends in the amount of EC$700 alongwithothernonͲpecuniarysupport. PolicyGoal3:StrengtheningCritical CoordinationforImplementation Despite efforts to achieve strategic coordination, the system still has challenges to overcome. For example, Ensuring that the efforts of multiple stakeholders some initiatives are conducted by independent players, involved in WfD are aligned with the country’s key without input and direction from GCTVET and NTA, socioeconomic priorities is an important goal of therebyhamperingcoordinationefforts.Whileboththe strategic coordination. Such coordination typically OECSSkillsProjectandtheIMANIProjectarepartofthe requires leadership at a sufficiently high level to national WfD agenda, the latter lacks the former’s level overcome barriers to crossͲsector or crossͲministerial of broadͲbased coordination with all representatives of cooperation.PolicyGoal3examinestheextenttowhich the GCTVET. There is also evidence of overlap, policies and institutional arrangements are in place to especially at the level of program implementation. formalize roles and responsibilities for coordinated Various training providers, both public and otherwise, actiononstrategicpriorities. have undertaken similar skills training programs targeting the same audience. Instances of individual Grenada is rated at the Established level for Policy Goal programs being undersubscribed, or the 3, receiving a score of 2.7. Coordination in Grenada’s implementation of similar programs by other training WfD system was enhanced by the GCTVET Act, a providers utilizing donor or other financial aid, indicate legislative instrument which defines the roles and wasting of resources and inefficiencies that result from responsibilities of government ministries, agencies, and the ineffectual usage of the NTA as the national other stakeholders as they relate to WfD. The coordinationunitforskillstrainingprograms. composition of GCTVET depicts the key institutions withinthe multidimensionalWfDlandscapein Grenada: Aware of these challenges, representatives from the the Ministries of Labor, Education, and Economic Ministry of Education and the T.A. Marryshow Development; the NTA (as a national skills coordination CommunityCollegehaveproposedtogranttheNTAthe unit); the Grenada Employers Federation; the T.A. title of principal broker for all skills training and Marryshow Community College (the only community college on the triͲisland state of Grenada); an NGO with  24 Section5,subsection3oftheGrenadaCouncilforTechnicalandVocational EducationandTrainingActNo.9of2009. 25 TheGrenadaNationalTrainingAgency,TheNationalTrainingAgency(NTA) signsaMemorandumofUnderstandingwiththeMinistryofYouth  EmpowermentandSports, 23 GrenadaNationalTrainingAgency,TheStandardsDevelopmentProcess, http://www.grenadanta.gd/News/tabid/81/articleType/ArticleView/articleId http://www.grenadanta.gd/OccupationalStandards/OccupationalStandardsD /62/NationalͲTrainingͲAgencyͲsignsͲMemorandumͲofͲUnderstandingͲwithͲ evelopment.aspx. MinistryͲofͲYouthͲEmpowermentͲandͲSports.aspx. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 16 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 education programs. Under this proposal, programs have avoided past situations in which similar and undertaken without the NTA’s endorsement would undersubscribed skills programs were duplicated under incur penalties. Although this proposal is at an initial twoseparatenationalprograms. stage, stakeholders are clear that a move in this Better coordination, fewer inefficiencies, and direction must be accompanied by strong leadership by duplication of efforts can be achieved by improved the Ministry of Education as well as an aggressive and monitoring and evaluation practices. It is proposed that comprehensivecommunicationsstrategy. a mandatory linkage be made between the design and implementation of projects and their review. It should ImplicationsoftheFindings be mandatory to make arrangements –including The findings for the Strategic Framework Dimension securing the necessary fundingͲ for regular monitoring reveal that Grenada has invested heavily in charting a and evaluation of WfDͲrelated initiatives at the outset strategy through which WfD is widely integrated for projects at the national and local level. To ensure nationally. The country has surmounted many hurdles, that this is enforced, it is imperative that WfD policy but there are still core areas that can be further and legislation prescribe the NTA as the sole broker of strengthened. GCTVET, as the primary mechanism skillsprogramsinthecountry. through which coordinated efforts and championing of WfD is undertaken, could broaden the scope of In order to better align the skills demand and supply advocacy and dialogue among WfD actors so they can sides, it is recommended that the government adopt a collaborate around not only economic sectors, but on demandͲdriven approach to WfD. Grenada has the development and execution of an economyͲwide demonstrated promising steps in this direction, but WfDagenda. challenges remain. First, funding is insufficient to formally assess the skills needed to increase the Strong collaboration among WfD actors is critical to country's competitiveness and productivity. Greater ensure that overlaps in functions and duplication of emphasis must be placed on increasing the scope and efforts do not occur. In the absence of such frequency of assessments of skills mismatches, in line collaboration, resulting inefficiencies will create an with the country’s economic priorities. Ideally, policies, inadequate system for the oversight of providers and regulations,andlegislationthataimtostrengthenareas the delivery of training. Although coordination does not of economic interest should allow for a synergy seem to be an important challenge in Grenada, between three main elements: an increased private occasional poor communication among ministries could investment, an enabling environment for sector development, and interventions to create a workforce with relevant skills. The second challenge relates to the Box1:LearningfromGlobalPractices lack of financial and nonͲfinancial incentives for More advanced systems conduct routine assessments employers to upgrade the skills of their employees. The based on multiple data sources on the country's inclusionofemployersinchartingthestrategicdirection economic prospects and their implications for skills. A for WfD and in the delivery of training is also widerangeofmeasureswithbroadcoveragearetakento fundamentalastheyaretheendusersofskillsandthus, address critical skills constraints. Governments recognize employers as strategic partners in WfD, formalize their knowledgeable about the skills needed for increased role, and provide support for skills upgrading through productivity. incentiveschemesthatarereviewedandadjusted.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 17 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 5.GoverningtheSystemforWorkforce vocational education and training (TVET). In practice, its functions are quite broad (ranging from monitoring and Development evaluation of WfD initiatives to quality assurance Workforce development (WfD) authorities foster measures). SemiͲautonomous in nature and with efficient and equitable funding of investments in executive authority to prepare a national TVET policy, workforce development, facilitate effective skills the Council engages key WfD stakeholders through acquisition by individuals, and enable employers to formalized institutional arrangements in an effort to meet their demand for skilled workers in a timely design and execute a strategic program that addresses manner. The objective is to minimize systemic the WfD needs of Grenada.26 The GCTVET is impediments to skills acquisition and mismatches in institutionally designed to engage a wide range of WfD skills supply and demand. This chapter highlights the stakeholders including representatives from the SABERͲWfD results for Dimension 2: System Oversight. Ministries of Education, Labor, Economic Development, It comprises three sections: (a) the overall institutional the NTA, private sector organizations, the tertiaryͲlevel landscape, which summarizes the organization and training and education providers, nonͲgovernmental governance of the WfD system and the funding organizations, and representatives of various industry mechanisms for WfD; (b) the SABERͲWfD ratings on sectors. System Oversight, which explains the rationale for the The success of WfD in Grenada is largely dependent on scores and findings under Policy Goals 4, 5, and 6; and the sustainability of key organs such as the GCTVET. (c) the implications of the findings, which identify areas Initial financial support for its operation was provided forimprovementinlightoftheSABERͲWfDratings. bythe Japanesegovernment through theJamaica Heart Trust. The NTA was later implemented and the OverallInstitutionalLandscape government assumed greater responsibility for the The Ministry of Education and Human Resources, the operation of this body. Findings from this assessment GrenadaCouncilfor TechnicalandVocationalEducation reveal that although it is clear that funding to support and Training (GCTVET), its subͲagency the Grenada these entities is critical, reliability and sustainability of National Training Agency (NTA), and the Ministry of financial resources is questionable. The structures Youth Empowerment and Sports are the primary through which funding is secured are not properly institutions with responsibility for WfD in Grenada. defined. Grenada demonstrates a large dependence on Other line ministries have also impacted certain aspects donors’ funds with the primary alternative for financing of the direction and development of WfD, but the most being general taxation. This reflects poor financial significant contributions have come from the aboveͲ planning, which adversely impacts the proper delivery mentionedorganizations. of training and the adequate monitoring and evaluation ofWfDͲrelatedinitiatives,amongothers. The Ministry of Education and Human Resources is responsible for ensuring equitable access to quality and SABERǦWfDRatingsonSystemOversight relevant education to all Grenadians regardless of sex, race, color, creed, ability, or socioeconomic status. This The SABERͲWfD framework identifies three pertinent ministry endeavors to equip citizens with the Policy Goals corresponding to oversight mechanisms for knowledge,attitudes,values,andskillsthatwillassistin influencingthechoicesofindividuals,trainingproviders, thedevelopmentoftheircapacitiestocontributetothe and employers. These include: (i) ensuring efficiency nation’ssocialandeconomicdevelopment. and equity in funding, (ii) assuring relevant and reliable standards, and (iii) diversifying pathways for skills NTA, formally referred to as the Grenada National acquisition. The ratings for these Policy Goals are Training Agency, is a body legislatively established presentedandexplainedbelow,followedbyareflection under the GCTVET Act. This primary legislative ontheirimplicationsforpolicydialogue. instrumentalsoestablishestheGCTVET,whichservesas an advisory body to the Minister of Education. This  Councilfocusesonthedesignofpolicies,strategies,and 26 GrenadaNationalTrainingAgency,TheGrenadaCouncilforTechnicaland programs for the management of technical and VocationalEducationandTraining, http://grenadanta.gd/b/AboutGNTA/GCTVET/WhatistheGCTVET.aspx. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 18 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 BasedondatacollectedfortheSABERͲWfDassessment, Grenada’s WfD system suffers from poor financial Grenada receives an overall rating of 2.6 for the System planning. There is no dedicated training fund for the Oversight Dimension, corresponding to an Established promotion and sustainability of WfD programs, though level of development (See Figure 11). This score reflects national annual budgets reflect financial allocations the average rating for the underlying Policy Goals. It dedicated to human capital development. These are also reflects the progress the country has made in captured under apportionments for the Ministry of developing and establishing a National Qualifications Education & Human Resource Development, main Framework (NQF), designing occupational standards for funder of the WfD system. As shown in Table 1, there several occupations, and facilitating learning pathways. has been a gradual decrease in the percentage of total On the other hand, challenges remain in the area of government expenditure that is destined for education funding for the WfD system as it depends heavily on and human resource development. However, the actual donorͲledinitiatives. expenditure on these areas during the last five years hasfluctuated. Figure11:SABERͲWfDRatingsforDimension2 The Ministry of Youth Empowerment and Sports also allocates funds towards certain TVET programs. However, a large percentage of programs implemented by the Ministry of Youth are either jointly held with the Ministry of Education through the NTA or in partnerships with external institutions. The overall percentage of expenditure associated with the Ministry of Youth as compared to total government expenditure has not surpassed 4 percent in the last five years. The Note:SeeFigure2foranexplanationofthescaleonthehorizontalaxis. Source: Based on analysis of the data collected using the SABERͲWfD highest percentage was reached in 2013 (3.85 percent), questionnaire. which responds to the increased impetus of the  government to revitalize the IMANI project, now called Policy Goal 4: Ensuring Efficiency and Equity the New IMANI. A significant dimension of this project inFunding comprises TVET programs that are jointly executed with NTA. WfD requires a significant investment of resources by the government, households and employers. To ensure The highest percentage of expenditure associated with that these resources are effectively used it is important education and human resource development, relative toexaminetheextenttowhichpoliciesandinstitutional tototalgovernmentexpenditure,wasrecordedin2009. arrangements are in place to: (i) ensure stable funding This reflected the firm commitment of the government for effective programs in initial, continuing, and of the time to education, which was declared as one of targeted VET; (ii) monitor and assess equity in funding; five transformational sectors. A concerted effort was and (iii) foster partnerships with employers for funding therefore made to ensure that supporting mechanisms WfD.ThesearetheelementsPolicyGoal4analyses. were in place to yield the desired results. Legal, regulatory, and institutional mechanisms were Grenada is rated at the Emerging level on Policy Goal 4. developed: the GCTVET Act, the GCTVET, and the NTA. The country’s performance in promoting efficiency and Between 2009 and 2012, the government directed its equity in funding earned a score of 1.9—the lowest financial resources into areas of teacher education and rating received throughout the nine Policy Goals training; refurbishment and upgrading of teaching covered in the SABERͲWfD assessment. Poor financial facilities; and refocusing the curricula to better reflect planning and weak resource mobilization efforts were thefluidityofthenationalandinternationaleconomies. noted as the principal challenges crippling Grenada’s In 2012, financial allocations also took into performance in this area. The low score is also the consideration plans to complete a national resource resultofsignificantchallengesregardingtheassessment development policy and database, which is yet to be oftheeffectoffundingforTVETprogramsonequity. completedprimarilyduetopoliticalfactors. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 19 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 RecognizingtheimportanceofWfDtothedevelopment Community (CARICOM) region and has supported of the nation, the government of Grenada has sought variousprojects,includingexchangeTVETprogramsand partnerships with various donor agencies in executing the provision of equipment.28 The government of India TVET programs over the last five years. International provided financial assistance to establish and operate partners including USAID, the International Youth an ICT Centre for Excellence. This financial contribution Foundation (IYF), the World Bank, the Canadian enabled the staffing and equipping of the training International Development Agency (CIDA), and the facility with the requisite hardware and computer government of India have been approached to assist software. It also facilitated the subsidization of Grenadadevelopitshumanresources. programs by the government, thus making programs in thecriticalareaofICTmoreaffordable. USAID sponsors TVET programs delivered by New Life Organization (NEWLO), which in 2013 held its 27th This heavy reliance on international funding sources, graduating exercise producing a cohort of 79 graduates. however, is of great concern as it highlights IYF has financially endorsed skills development in vulnerabilities in terms of sustainability. Recent global Grenada through the Caribbean Youth Empowerment economic occurrences have resulted in declines in Program (CYEP), an initiative coordinated by the donor funding, and Grenada’s continued dependence IndustrialDevelopmentCorporation(GIDC),theprimary on outside sources can hamper its ability to further investment promotion agency in Grenada. In 2013, 139 develop its economy through a robust and individuals successfully completed CYEP. The World institutionalized WfD system. Enhancing resource Bank has been the principal sponsor of the OECS Skills mobilization procedures would serve to improve for Inclusive Growth Project, which supported the Grenada’s ability to better pursue a WfD strategy. This establishment of GCTVET and NTA. CIDA has also was proposed as a key intervention by representatives funded TVET programsthroughoutthe entireCaribbean oftheGCTVETandtheMinistryofEducation. Reviews regarding the impact of funding on training beneficiaries are done mostly for externally funded projects, generally as a component of the project itself. To some extent, Grenada utilizes the conclusions and recommendations of these assessments to inform future projects and advance the development of its local WfD initiatives. The OECS Skills for Inclusive Growth Project undertook the most recent review; Table1:AllocationstoMOEHRD,2009Ͳ201327 AllocationstotheMinistryofEducationandHuman  ResourceDevelopment(ECDMillions) Total %ofTotal  Recurrent Capital Total ExpenditureUSD Government FiscalYear Expenditure Expenditure Expenditure Millions1 Expenditure 2009 80.7 29.7 110.4 40.9 16.3 2010 86.8 18.9 105.7 39.1 15.7 2011 87.8 27.5 115.3 42.7 14.7 2012 89.6 19.9 109.5 40.6 10.7 2013 90.4 20.2 110.6 41.0 10.0 Source:GrenadaNationalEstimatesofRevenueandExpenditure(2009Ͳ2013)  27  While allocations to the Ministry of Education and Human Resource Development are part of the annual budgeting process, the source of some ofthesefundsisexternalpartners.Forillustrationpurposes,thistableshows allocations to the Ministry of Education and Human Resource Development  28 asaproxyforpublicsectorcontributionstoWfD.However,itisimportantto CanadianInternationalDevelopmentAgency,InternationalDevelopment note that resources allocated to other ministries and agencies, as well as ProjectsͲGrenada,http://www.acdiͲ fundsfordonorͲledinitiativesarenotcapturedinthesefigures. cida.gc.ca/cidaweb/cpo.nsf/fWebCSAZEn?ReadForm&idx=11&CC=GD. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 20 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 outside of this, no other recent review has been learning and helps employers to identify workers with undertaken. The ability of the system to attract larger relevant skills set. Under Policy Goal 5 it is therefore quanta of financial resources can also serve to finance important to assess the status of policies and more regular reviews and assessments of WfD institutionsto:(i)setreliablecompetencystandards;(ii) interventions. assure the credibility of skills testing and certification; and(iii)developandenforceaccreditationstandardsfor Policy 5: Assuring Relevant and Reliable maintainingthequalityoftrainingprovision. Standards Grenada scored at the Advanced level for this Policy The WfD system comprises a wide range of training Goal,withascoreof3.3.Thisratingreflectsthesuccess providers, both state and otherwise, offering courses at attained due to the establishment of Grenada’s NQF various levels in diverse technical, vocational, and and its institutional infrastructure for curricula traditional fields. An effective system of standards and alignment, testing procedures, accreditation standards, accreditation enables students to document their and licensing. The sectoral coverage of standards under Figure12:CompetencyStandardLevelsintheQualificationsFramework Source:GrenadaNationalTrainingAgencyhttp://www.grenadanta.gd/OccupationalStandards/OccupationalStandardsFramework.aspxand http://www.grenadanta.gd/LinkClick.aspx?fileticket=VNo9UZkRDKk%3d&tabid=116&mid=464. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 21 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 the NQF is still limited in scope and does not training and certification framework that is applied to incorporate some key occupational areas that are of the TVET system in Grenada. This framework promotes economicinterest. the concepts of competencyͲbased training, assessments,andcertificationsthatleadtonationaland Grenada established the GCTEVT in 2009. With key regionalqualifications.30 stakeholdersfrompublicandprivatesectors,alongwith NGO representatives, the GCTVET designed the WfD In line with good practices, Grenada developed agenda of Grenada. It played a crucial role in the competencyͲbased curricula in alignment with development of the NQF, which was developed with occupational standards. Protocols are applied to ensure continuous input from WfD stakeholders through and maintain the integrity of programs in which this institutional arrangements and formal mechanisms, competencyͲbased approach is applied. The NTA has including figures such as the Lead Industry Groups. The heightened awareness on competencyͲbased education Standards and Planning Department of NTA evaluates and training (CBET) through various public education competencyandfacilitystandardsandcollaborateswith initiatives, including the development and publishing of industryleadbodiestovalidateandadoptthem. CBET material (accessible via their website) and the hosting of training workshops for WfD stakeholders, The framework develops nationally and regionally particularly instructors.31The wide application of CBET recognized standards and qualifications referred to as facilitates the progression of learning to the next level National Vocational Qualifications and Caribbean once trainees have demonstrated a firm grasp of the Vocational Qualifications. Certificates awarded on relevantoccupationalcompetencies.32 completion of assessments measured against national occupational standards are classified as National Certificates are awarded according to a set of Vocational Qualifications (NVQ), while those awarded procedures to assess theoretical and practical against regional occupational standards are Caribbean competencies against occupational standards. Vocational Qualifications (CVQs). The attainment of Individuals must provide evidence that they have the these qualifications improves employment prospects, ability to perform activities to the standards required earningcapability,andmobility. for employment. Since industry and employers are actively involved in the process to develop standards, These qualifications promote quality assurance and are individuals who demonstrate competence are well very well defined and structured. Over 53 standards prepared for the local and regional workforce.33 have been developed and the occupational standards framework comprises five levels of competency standards, ranging from entry level/basic to complex (SeeFigure12).29 TheNQFcoversawiderangeofoccupationalstandards. Over 53 standards have been developed and approved by GCTVET (See Box 2). The gradual pace of standards development equipped the NTA and the GCTVET with  adequate time to assure their relevance and to set 30 GrenadaNationalTrainingAgency,QualityAssuranceManual:ManualA mechanisms for regular reviews and revisions in the policyandproceduresmanualforassuringthequalityofqualifications providedbytheGrenadaNationalTrainingAgency,p.7, future. http://www.grenadanta.gd/LinkClick.aspx?fileticket=VNo9UZkRDKk%3d&tabi d=116&mid=464. To promote and maintain quality assurance throughout 31 GrenadaNationalTrainingAgency,CBETTrainingforInstructorsͲPart2, the WfD framework, the NTA has developed a quality http://www.grenadanta.gd/Home/tabid/39/ArticleType/ArticleView/ArticleI D/38/Default.aspx. assurance manual that is applied to all programs 32 GrenadaNationalTrainingAgency,CompetencyBasedEducation& endorsed by the Agency. This ensures a standardized Training, http://www.grenadanta.gd/LinkClick.aspx?fileticket=WYaqbPvn3A4%3d&tab  id=116&mid=464. 29 33 GrenadaNationalTrainingAgency,OccupationalStandardsFramework, GrenadaNationalTrainingAgency,CentreApprovalGuidelines:Becoming http://www.grenadanta.gd/OccupationalStandards/OccupationalStandardsF anApprovedTrainingCentre,p.53, ramework.aspx.InformationfromNTAshowsthat,by2014,103 http://www.grenadanta.gd/LinkClick.aspx?fileticket=lTtvqu7iHsY%3d&tabid= occupationalstandardshadbeenapproved. 116&mid=464. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 22 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 Box2:SomeOccupationalStandardsApprovedbyGCTVET The Centre Approval Process is quite robust and  requires that all programs offered by training providers Food&BeverageͲBarService(Portering)Level1 are accredited. There is broad enforcement of the Food&BeverageͲRestaurantService(Server)Level1 Housekeeping(RoomAttendant)Level1 requirements for obtaining center approval. Training CommercialFoodPreparation(Cookery)Level1 providers must assume and understand their IndustrialSecurityOperationsLevel1 responsibilitiesasanapprovedcenter.Theymustfollow GeneralOfficeAdministration(OfficeClerk)Level1 protocols in relation to physical and human resource CommunityTourismLevel1 management, recruit staff with a certain level of FloralArrangementLevel1 qualification and experience, support learners and GeneralCosmetologyLevel1 instructors, ensure occupational health and safety, and PlumbingLevel1&3 establish evaluation mechanisms and quality assurance MasonryLevel1 procedures.35 Once they have met the specified criteria, GeneralConstructionLevel1&2 Training Centres are approved for threeͲyear periods. CarpentryLevel1&2 ElectricalInstallationLevel1,2&3 Annual reviews can be conducted when warranted.36 In DataOperationsLevel1&2 cases of nonͲconformance, GCTVET provides technical MotorVehicleEngineSystemsLevel1&2 support and conducts regular monitoring audits but, if AgroFoodProcessingLevel1 the problem persists, it revokes the institution’s ApicultureLevel2 approvalstatus.37 FabricDesignLevel1 GarmentProductionLevel1 Policy Goal 6:  Diversifying Pathways for ParentingFacilitationLevel3 SkillsAcquisition FurnitureMakingLevel1&2 FurnitureFinishingLevel1 Dynamic economic environments require workers to PhotographyLevel1 not only acquire new skills and competencies but also SmallAppliancesRepairsLevel1 keep their skills upͲtoͲdate throughout their working TechnicalAssistanceinTVandVideoProductionLevel1 CricketPitchandFieldMaintenanceLevel1 lives. They are best served by a system of initial and YouthDevelopmentWorkLevel1&2 continuing education and training that promotes Building&ConstructionͲSiteSupervisionLevel3 lifelong learning by offering clear and flexible pathways GraphicArtsLevel1 fortransfersacrosscourses,progressiontohigherlevels WeldingLevel1&2 of training, and access to programs in other fields. For MotorVehicleBodyRepairs(Cars&LightTrucks)Level1 thosealreadyintheworkforce,schemesforrecognition MetalWorkEngineeringLevel2 of prior learning are essential to allow individuals to EarlyChildhoodDevelopmentLevel1 efficiently upgrade their skills and learn new ones. Policy Goal 6 therefore evaluates the extent to which Source:GrenadaNationalTrainingAgency,OccupationalStandards Framework. policies and institutions are in place to: (i) enable  progression through multiple learning pathways, including for students in TVET streams; (ii) facilitate the The quality of Grenada’s network of public and private recognition of prior learning; and (iii) provide targeted TVETprovidersisoverseenbyNTA,whichtogetherwith supportservices,particularlyamongthedisadvantaged. GCTVET sets and reviews the standards for accreditation of programs and licensing of training Grenada scores at the lower end of the Established providers. These standards are based on the Centre level (2.7) for Policy Goal 6. Despite pathways being Approval Guidelines. All training providers, with the availableforTVETstudentstoprogresstoothertypesof exceptionsofrecognizedschools,mustobtainaGCTVET programs, several parts of the system are still license prior to the commencement of training disconnected. The integration of vocational and provision; however, there are a few providers that go academic pathways was facilitated by the recent undetected.34  35 GrenadaNationalTrainingAgency,CentreApprovalGuidelines:Becoming anApprovedTrainingCentre,Op.Cit.  36 Ibid.p.2. 34 37 SABERͲWfDValidationWorkshop,September2013. Ibid.p.11. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 23 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 success of TAMCC in conferring dual qualification to ImplicationsoftheFindings some of its students. 2012/2013 was the first academic year that students were able to graduate with both Grenada has adopted and adapted international best associate degrees and certifications under the NQF.38 practices for the oversight of its system. Key The framework provides a seamless system of interventions to ensure relevant and reliable standards integrating vocational and traditional academic have been integrated into the local WfD system, pathways and further enables portability of skills across including the introduction of competency standards, CARICOMcountries,astheNQFisrecognizedregionally. skills testing, the NQF, and the assessment of prior learning.  Grenada has developed several occupational The WfD system has made significant efforts to standardsinarangeofareassuchasICT,hospitalityand facilitate the recognition and certification of prior tourism, construction, engineering, and health, learning under the NQF. A set of rules governing the wellness, and beauty.41 Other areas of cultural interest assessment of prior learning for skilled persons with and economic potential should however also be years of experience has been established. Under this included under the framework. Policy dialogue is assessmentscheme,recognitionofskillsandknowledge therefore recommended to explore broadening the of individuals are assessed against approved sectoral scope of the occupational standards to include occupational standards. Full and partial qualifications occupations with potentialin thelocal economysuchas can be achieved and further training can also be boat construction, costume fabrication, and steel pan obtained to acquire additional qualifications and tuning.42 recognition. To promote and maintain the integrity of the system, The government of Grenada finances training programs quality assurance standards have been developed and thattargetmarginalizedanddisadvantagedgroups.One are applied at every level. The system owes its success such program is the New IMANI, a revision of the in part to the synergized approach in which standards previousIMANIprogramthatprovidesopportunitiesfor have been developed and maintained and, in part, to development for young and vulnerable individuals the fact that industry, government, and nonͲ between the ages of 17 and 30 who are unemployed. government stakeholders have informed the processes. The government allocated EC$15.9M to this program There are, however, some elements of inefficiency with the intention of providing training to within the WfD system. Not all TVET programs are approximately 2,000 young individuals—about endorsed by NTA; some training providers operate EC$7,950 per trainee.39 Thus far, 1,125 individuals have independently and are therefore not subject to the started the selfͲdevelopment training component, and requirements of approved training centers. This limits it is expected that another 1,000 will soon enroll.40 If the system’s ability to effectively supervise and control enrollment exceeds the estimates and, as the the quality of training provision, with potential negative Government of Grenada remains committed to the impact on the system and its beneficiaries. Existing implementation of this program and the development regulations should be amended so that all training of its disadvantaged and vulnerable groups, greater providers,stateandnonͲstate,forͲprofitandnonͲprofit, resource mobilization efforts to satisfy the demand will are required to register as such. The registry should be likelybeundertaken. managed by a Registrar and subject to review based on the requirements of becoming an approved training center. The lack of a mandatory minimum standard opens the space for unregulated training programs and providers, making the oversight of Grenada’s WfD  system susceptible to poor quality and diminishing its 38 InterviewwithDeputyChairmanandTAMCCRepresentative,GCTVET. credibilitylocallyandregionally. 39 GovernmentofGrenada,2013BudgetStatementpresentedbyDr.HonRt. KeithC.Mitchell,PrimeMinisterandMinisterofFinanceandEnergy,p.36, http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf. 40 GovernmentInformationSystem,Another1000YouthtoAccessTraining  41 throughthenewIMANI,http://www.grenadaembassyusa.org/wpͲ Thereare,however,othersectorsforwhichstandardshavebeen content/uploads/2013/08/NewsͲReleaseͲAnotherͲ1000ͲYouthͲtoͲAccessͲ developed. 42 TrainingͲThroughͲtheͲNewͲIMANI.pdf. SABERͲWfDValidationWorkshop,September2013. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 24 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 Financing has also been flagged as a key concern; The local framework for WfD lacks a comprehensive Grenada has traditionally been heavily dependent on investmentstrategythatlinksthevariousDimensionsof external donors for the development of the country’s the system. Emphasis has been placed on facilitating human capital. To create a labor force comparable to access to training, and only recently on setting up those found in developed nations, Grenada must infuse systems for quality assurance (under the NTA) or good financial planning and management into the WfD establishing sustainable funding mechanisms. This has framework. createdinefficienciesinthesystem.Itisfundamentalto incorporate an investment strategy to support WfD Box3:LearningfromGlobalPractices priorities. Inmoreadvancedsystems,thegovernmentfundsinitial  vocationalandeducationtraining(IVET),continuing Providing career development services for the vocationalandeducationtraining(CVET),andactivelabor beneficiaries of training increases the employability of marketprograms(ALMPs).FundingforIVETisroutineand graduates. Career development in Grenada is indirectly basedonmultiplecriteria,includingevidenceofprogram effectiveness.RecurrentfundingforCVETreliesonformal supported through international agreements that processeswithinputfromkeystakeholdersandannual provide scholarships; however, a broader coverage of reporting.FundingforALMPsisdeterminedthrougha educational programs in new and emerging areas is systematicprocesswithinputfromkeystakeholders. needed. Members of both the public service and the ALMPstargetdiversepopulationgroupsthroughvarious private sector are afforded the opportunity to advance channelsandarereviewedforimpact.Thegovernment their career development through these programs. takesactiontofacilitateformalpartnershipsbetween Some programs have age limitations which restrict the trainingprovidersandemployersatmultiplelevels advancement of individuals, particularly those normally (institutionalandsystemic).Italsoreviewstrainingto excluded from the education and training system. assesstheimpactoffundingonbothtrainingͲrelated Setting a higher age threshold would result in a greater indicatorsandlabormarketoutcomes.Suchreviews stimulatedialogueamongWfDstakeholdersandresultin numberofpersonscapitalizingontheseopportunities. theimplementationofatleastsomerecommendations.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 25 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 6.ManagingServiceDelivery at 15:1 for that school year. Enrollment has steadily increased since then and far exceeded official estimates Training providers, both nonͲstate and government, are for 2013/14, resulting in the recent establishment of an the primary channels through which a country’s additional secondary school to address capacity workforce development (WfD) policies are translated constraints. into tangible results on the ground. This chapter The average age range of students within secondaryͲ highlights the SABERͲWfD results for Dimension 3, level institutions in Grenada is 11Ͳ18 and the system Service Delivery. It comprises three sections: (a) an provides for a stay of at least five years to ensure the overview of the delivery of training services; (b) the completion of this level of education and the SABER WfD ratings for Policy Goals 7, 8 and 9, including attainmentofahighschooldiploma. a description and explanation of the scores for each; and (c) the implications of the findings, which identify Table2:StructureoftheEducationSysteminGrenada areas for improvement in light of the SABERͲWfD ratings. SchoolLevel Exam/Certificate awarded Grades From To Years OverviewoftheDeliveryofTraining Primary CaribbeanPrimaryExit Assessment(CPEA) 1 7 7 Services Lowersecondary School LeavingCertificate  Examination(optional) 8 10 3 Uppersecondary CaribbeanSecondaryEducation Education in Grenada is compulsory between the ages (general ortechnical) Certificate Examinations 11 12 2 of 5 and 14. Students are expected to have seven years PostͲsecondary CaribbeanAdvancedPlacement Examination(CAPE) 2 of primary education, after which they must take a Tertiary Degree Caribbean Primary Exit Assessment (CPEA) to continue Source:UNESCO to lower secondary. After completing grade 9, students who do not plan to continue further studies in the While there are no TVETͲspecific public secondary general track can take a school leaving certificate schools, Grenada offers training programs through the examination. Higher secondary education lasts two New Life Organization (NEWLO), the Program for years, after which students can take the Caribbean Adolescent Mothers (PAM), and T.A. Marryshow General Certificate of Education (GCE), or the Community College (TAMCC). NEWLO provides life and CambridgeGCE(SeeTable2). vocational skills training programs for disadvantaged youthbetweentheagesof17and24,whilePAMcaters Grenada has two layers of technical and vocational to teenage mothers. TAMCC offers technical and education and training (TVET): educational institutions vocational programs to different population groups but that administer TVET programs as part of their beingacommunitycollegeandnotapolytechnic,italso instruction at the secondary level, and programs offers a wider cadre of educational programs. Besides overseen by the Grenada National Training Agency these public postͲsecondary institutions, there are a (NTA). In 2013, the country’s education system greater number of private postͲsecondary training comprised a total of 23 secondary schools, the majority providers, the majority of which are registered with of which are stationed on mainland Grenada, with two NTA. There are, however, other private service situated on the sisterͲisle of Carriacou. Most secondary providers that are neither registered with the NTA, nor education institutions in Grenada are governmentͲ regulatedundertheWfDsystem. managed; two are private. None of these institutions can be classified as fullͲfledged technical schools, but At the tertiary level, Grenadians can pursue studies at mostprovideTVETprogramswithintheircurriculum. two universities: St. George’s University, which is the only institution with a campus on the island, and the The most recent data available on enrollment covers University of the West Indies, which provides the academic year of 2009/10. During this period, a educational services through the open campus route. total of 10,171 students were enrolled in the then 19 The Grenada University of Science and Technology is secondary schools on the island. With a total of 664 registered as a university but does not have a real teachersintheseschools,thestudentͲteacherratiowas presenceontheisland. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 26 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 Recently, an information and communications Figure13:OverviewofDimension3 technologies (ICT) center for excellence was established to provide ICT skills training to Grenadians. To encourage enrollment, the government and its international partners provided subsidized funding to easethetuitioncostburden.Despitethegoodintention behind this initiative, various challenges were encountered and the center is no longer fully functional. It is still to be determined whether this is permanentoratemporarysetback.  SABERǦWfDRatingsonServiceDelivery Note:SeeFigure2foranexplanationofthescaleonthehorizontalaxis. Source: Based on analysis of the data collected using the SABERͲWfD questionnaire. The Policy Goals for this Dimension in the SABERͲWfD framework focus on the following three aspects of service delivery: (i) enabling diversity and excellence in Policy Goal 7:  Incentivizing Diversity and training provision; (ii) fostering relevance in public ExcellenceinTrainingProvision training programs; and (iii) enhancing evidenceͲbased accountability for results. The ratings for these three Because the demand for skills is impossible to predict Policy Goals are presented below and are followed by a with precision, having a diversity of providers is a reflectionontheirimplicationsforpolicydialogue. feature of strong WfD systems.  Among nonͲstate providers the challenge is to temper the profit motive Grenada’s score of 2.1 reflects that the system is at an or other program agendas with appropriate regulation Emerging level of development on this Dimension (See to assure quality and relevance. Among state providers Figure 13). Diversity in the provision of training occurs akeyconcernistheirresponsivenesstothedemandfor where both state and nonͲstate providers operate. As skills from employers and students. Striking the right can be expected, private training providers exercise balance between institutional autonomy and greater autonomy as compared to state providers. accountability is one approach to address this concern. However, private providers receive little by way of Policy Goal 7 takes these ideas into account and government incentives, have lower levels of benchmarks the system according to the extent to accountability, and are not as frequently monitored or which policies and institutional arrangements are in regulatedastheirpublicprovidercounterparts. place to: (i) encourage and regulate nonͲstate provision of training and (ii) foster excellence in public training The NTA uses both informal and formal mechanisms to provision by combining incentives and autonomy in the gather inputs from employers for both curricula and management of public institutions. With a score of 2.2, facility standards. Additional efforts to ensure quality GrenadaratesatanEmerginglevelforPolicyGoal7. and relevance of programs include the definition of clear criteria such as minimum academic qualifications Scope and Formalization of NonǦState Training and industry or teaching experience to recruit Providers instructors and heads of institutions. Educators are TheworkforcedevelopmentsysteminGrenadaincludes provided professional development opportunities public and nonͲstate, domestic and foreign, forͲprofit through scholarship programs secured by the and nonprofit training providers. NonͲstate domestic government of Grenada in partnership with countries organizations with profit pursuits have been recognized suchasMorocco,Cuba,China,India,Australia,andNew as approved training providers under the national TVET Zealand. framework and NTA. These institutions are in  possession of the requisite requirements under the  Approved Center Process guidelines developed and  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 27 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 administered by the NTA.43 Approved profitͲseeking butnopolicydocumenthasbeendevelopedandafiscal organizationsincludetheSecurityTrainingInstitute,and incentive program remains at a stage of intent. It is Grey's Typing School & Kool System, among others. A expected that further work will be undertaken to list of preͲqualified training providers can be found in ensure that the incentive program moves from the theannualreportscompiledbytheNTA.44 point of dialogue to that of implementation. The requisitelegislativeframeworkwillneedtobeapproved Apart from the domestic nonͲstate providers that to support any policy decision in this regard, but the comprise Grenada’s WfD regime, also featured within constrained capacity of the Chamber of the Attorney this framework is an offshore education institution: St. General in terms of staff and workload can delay this George’s University (SGU). While mainly focused on the process. In addition, the change of government after provision of medical training, SGU supports the TVET the 2013 elections has slowed the momentum on the framework through the provision of programs for interventionscommencedbythepreviousgovernment. convalescent care training. Another tertiaryͲlevel training provider (considered as such given its target NTA has been assigned responsibility for quality population) is NEWLO. Founded in 1984, it is one of the assurance, recognized as a significant element of the leading domestic nonͲprofit skills training institutions. WfD system. Quality assurance measures for nonͲstate NEWLO is committed to the provision of life and providers include requirements for regular reporting, vocational skills training for disadvantaged youth, specifically either after the completion of a cycle of particularly between the ages of 17Ͳ24 and receives training programs or annually. NTA also audits financialassistancefromthegovernmentandUSAID. institutions to ensure that facilities meet adequate standards.Thesefacilityauditscanbedonetwiceayear Over 75 percent of the nonͲstate providers are and conform to the Center Approval Process guidelines. registered and licensed under the Grenada Council of In cases of nonͲcompliance with certain stipulations, Technical and Vocational Education and Training NTA provides guidance to help the training provider (GCTVET) regime; however, there are others that are complywiththestandards.Thosetrainingprovidersnot undocumented and unregulated. This small percentage subject to NTA’s quality assurance measures (e.g., of informal training providers adversely impacts the Junior Achievement) can provide certificates of integrityoftheWfDsystem. participation upon completion of training courses, but Recognizing the integral role that domestic nonͲstate they are not recognized under the National Vocational providers play in the development of Grenada’s Qualifications (NVQ) and Caribbean Vocational workforce, the government has attempted to review Qualifications(CVQ)frameworks. policies affecting nonͲstate training provision. Such In seeking to further promote and maintain a high reviews are generally constrained by financial and quality standard within the WfD framework, the human capacity resources. However, the government introduction and closure of public training programs, provides nonͲfinancial incentives to encourage private including those administered by secondary level training provision, such as access to support services, institutions, are governed by systematic procedures. instructor training seminars, and informational and Despitethepresenceofthesearrangements,thereisno developmental conferences. Representatives from evidenceofrecentlyintroducedorclosedprogramsthat these institutions are also encouraged to participate as havefollowedorbeenaresultoftheseprocedures. members in national bodies such as GCTVET. Although recognized as a critical tool to encourage nonͲstate Autonomy & Accountability of Public Training provision, financial incentives have not yet been put in Institutions place. There has been dialogue on this matter among At the secondary level, training providers possess key government stakeholders and training providers, limited authority to purchase materials and other  inputs, or recruit and dismiss staff. The Material 43 GrenadaNationalTrainingAgency,CentreApprovalGuidelines, Production Unit within the Ministry of Education and http://www.grenadanta.gd/LinkClick.aspx?fileticket=lTtvqu7iHsY%3d&tabid= Human Resources works with the Curriculum 116&mid=464. 44 GrenadaNationalTrainingAgency,AnnualReport2011, Development Officers to produce relevant teachingͲ http://www.grenadanta.gd/LinkClick.aspx?fileticket=qdu6HQZͲ learning materials. Input from secondaryͲlevel Wo0%3d&tabid=116&mid=464. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 28 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 education institutions is sought, but limited professional development for instructors and discretionary authority is assigned at the school level. administrators. Policy Goal 8 considers the extent to Staff recruitment and dismissal are also managed which arrangements are in place for public training centrally through the Public Service Commission, as providers to: (i) benefit from industry and expert input stipulatedbythePublicServiceCommissionregulations, in the design of programs and (ii) recruit administrators SRO 27 of 1969. The management board of a secondary and instructors with relevant qualifications and support level institution cannot hire staff, but can make their professional development. With a score of 2.3, recommendations to the Ministry of Education. GrenadaratesatanEmerginglevelforPolicyGoal8. Similarly, they can request a transfer or recommend LinksbetweenTrainingInstitutionsandIndustry termination in situations when severe professional misconduct is observed, but the ultimate decision lies The WfD system of Grenada has helped establish withtheMinistryofEducation. linkages between training institutions and industries, though links are generally stronger in some sectors and Providers at the tertiary level exhibit a greater level of levels. independence in their operations. TAMCC exercises autonomyintheselectionandadmissionofstudents,as The Ministry of Education and NTA have worked on well as the recruitment and dismissal of staff and developing a relationship with employers. The Ministry faculty. It undertakes these functions with the guidance occasionally consults industry representatives regarding of a College Council, whose roles and responsibilities the revision of curricula to suit new and emerging are legislatively prescribed in the TAMCC Act Cap 315B. trends. This is spearheaded by the Senior Education The act provides for the establishment of committees Officer with responsibility for Curriculum Development under the Council which possess responsibility for key and is undertaken in a formalized manner. The level of areas of the college’s operation: finance, academics, collaboration varies across industries, with strong andeducationalprograms. partnerships in the sectors of tourism and hospitality, construction,andagriculture. Accountability of training institutions is managed by NTA, which demands regular reporting and conducts Partnerships between secondary schools and firms are audits. These quality assurance mechanisms are applied weak to nonͲexistent. The few instances of to accredited nonͲstate service providers and those collaboration are predominantly informal. At the seeking accreditation. Suspension and, in severe cases, tertiary level, such partnerships are more developed. revocationoflicensesarethepenaltiesattachedtononͲ TAMCC has established formal partnerships with the compliance to the current policies and procedures. National Water and Sewerage Authority, Grenada’s HighͲlevel performers are not rewarded financially, but main public utilities company, and the Electricity some recognition is occasionally given at graduation Services Company (GRENLEC) to provide onͲtheͲjob ceremoniesandinthemedia. training to their employees. TAMCC has also partnered with the Ministry of Social Development in training day Policy Goal 8:  Fostering Relevance in Public TrainingPrograms Box4:EmployerEngagementinTrainingProvision Public training institutions need reliable information on TheGrenadaChamberofIndustryandCommerce,aleading current and emerging skills demands in order to keep private sector organization, is the primary entity with theirprogramofferingsrelevanttomarketconditions.It responsibility for the Junior Achievement Program. This is is therefore desirable for public training institutions to an international initiative that has been endorsed by Corporate Grenada and adapted to best suit Grenada. establish and maintain relationships with employers, Under this program, students at the secondary level are industry associations, and research institutions. Such provided the inimitable opportunity to develop practical partners are a source of both information about skills skills in a wide range of areas from industry practitioners. competencies and expertise, and advice on curriculum This program is undertaken as an extracurricular activity design and technical specifications for training facilities and is not directly linked to the curriculum of secondaryͲ andequipment. Theycan alsohelpcreateopportunities leveleducationalinstitutions. forworkplacetrainingforstudentsandcontinuing SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 29 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 care workers and the Ministry of Health in training Zealand and Australia to provide scholarships for individualsinvolvedinchildcareandgeriatriccare.45 professional development programs. However, some of the programs offered have come under scrutiny for Anotherinstanceofemployerengagementintrainingat issues relating to international recognition and the postͲsecondary level relates to the Lead Expert accreditation. Groups. Through these groups, industry experts provide input into the development of occupational standards At the postͲsecondary level, heads of public training which, after being endorsed by industry representatives institutions are recruited on the basis of minimum and validated by GCTVET, are the basis upon which academic qualifications, and industry or teaching trainingprogramsaredesigned. experience. Heads of departments and instructors at the postͲsecondary level are also provided professional Recruitment and InǦService Training of Staff in PublicTrainingInstitutions development opportunities. Section 147 of the Education Act outlines the conditions under which Staff recruitment of public training providers is teachers can apply and qualify for study leave. As the undertaken through the Public Service Commission Act does not outline financial allocations for such (PSC). Section 14 of PSC regulations outlines the activities, instructors often depend on selfͲfinancing or provisions governing recruitment of public officers and theavailabilityofbursariesandscholarships. Section 46 the conditions governing the termination of The Education Act No. 21 of 2002, amended by Act No. appointments. Administrative practices further 11of2003,putsforwardnewprovisionsforthedelivery establish a system for recruiting all levels of school staff of education services in Grenada by both the public and and instructors under PSC. These procedures, however, the private sectors. Section 95 (1) of this act clearly do not guarantee the matching of satisfactory states that teachers within private educational competencies and minimum qualifications with the institutions must meet the same minimum needsofinstitutionsandstudents. requirements as instructors within public education While minimum qualification standards and experience institutions. As a critical organ that promotes and are not legislatively enshrined, the government of maintains industry relevance, and in line with the Grenada recently implemented a policy in which Education Act, NTA applies the minimum recruitment instructors and school directors are recruited on the requirements to staffing in private training institutions basis of minimum qualifications, including a bachelor’s under its supervision. It is however noted that degreeoranequivalentqualificationforthosetechnical recruitment regulation of private foreign training and vocational areas for which undergraduate degrees providers is difficult. Although it can be assumed that arenonͲexistent. minimum standards are in fact applied in these training Itisthedesireofthegovernmentthatinstructorsatthe institutions in an attempt to remain competitive, there isnoevidencetosupportsuchanassumption. secondary level possess a degree from a recognized institution (college or university) or an equivalent Policy Goal 9:  Enhancing EvidenceǦBased qualification based on the area of the curriculum being AccountabilityforResults covered. The Ministry of Education reports that over 10 percent of educators have enrolled in undergraduate Systematic monitoring and evaluation of service degree programs to improve their qualifications; some delivery are important for both quality assurance and have completed their studies, but most are expected to system improvement. Accomplishing this function dosoaspartͲtimestudentswithinthenexttwotothree requires gathering and analyzing data from a variety of years. sources. The reporting of institutionͲlevel data enables Directors and instructors of public training institutions the relevant authorities to ensure that providers are are provided with opportunities for professional delivering on expected outcomes. Such data also development training thus enabling them to remain enables these authorities to identify gaps or challenges current with new developments and requirements of in training provision or areas of good practice. theirrespectiveareas.GrenadahaspartneredwithNew Additionally, periodic surveys and evaluations of major programs generate complementary information that  45 DeputyChairmanandTAMCCRepresentative,GCTVET. can help enhance the relevance and efficiency of the SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 30 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 system as a whole. Policy Goal 9 considers these ideas similarlevelofcompetenciesthroughoutthecountry.In when assessing the system’s arrangements for 2009, there was a revision of curricula for technical collecting and using data to focus attention on training trainingintheagriculturalsector. outcomes, efficiency, and innovation in service delivery. GrenadaratesatanEmerginglevel,recordingascoreof ImplicationsoftheFindings 1.8forPolicyGoal9. FromthedisaggregationofscoresunderDimension3,it All training providers under the NTA are required to is clear that Grenada’s performance must be enhanced collect and report minimum basic administrative data, tostrengthenthedeliveryoftraining. which are utilized to assess institutional performance and analyze systemͲlevel trends. The Ministry of Accountability of providers: The performance of Education also collects data and produces annual public training institutions is in part hindered by a lack systemͲwide reports. The management of data and the of financial incentives to achieve concrete results. production of annual reports are limited, with NTA and Performance targets for public training providers are the Statistical Department at the Ministry of Education currently underutilized in Grenada, where only the having principal responsibility for this function. The feedback of trainees is utilized as a means of improving lattercoversthewiderscopeoftheWfDsystem. the delivery of training programs. The creation of a more competitive environment through which clear The last year for which systemͲwide WfD data are performance targets are developed and shared with available is 2010. Information collected is made public training providers would have a positive impact on the through an Annual Statistical Digest, which is produced deliveryoftraining. by the Ministry of Education and features data on administration, enrollment and graduation rates, test The diversity of nonͲstate training providers creates scores,andteacherͲstudentratios. competition and market accountability, which are pivotal in improving the quality of training. However, as PostͲsecondary training institutions provide similar notallnonͲstatepublicprovidersareunderthepurview data. Administrative information was required for the of NTA, some providers are not regulated and the first time in 2000, and data on graduation rates, job quality of their services is not assessed. Actions to placement,andclientfeedbackin2010.NonͲstatepostͲ ensure that these providers meet relevance and quality secondary institutions are also required to report data standardsarenecessary.Theycaninclude,forexample, and most do, if required, during visits by the Ministry of the authorization to issue certificates and diplomas Education. recognized by the government to those providers that Atthetertiarylevel,fewproviderssubmitdata.Thiscan choosetocomplywithNTAstandardsandprocedures. beattributedtothefactthatmosttertiaryleveltraining The absence of financial incentives can dissuade providers are not under the Ministry of Education and potential new entrants to the training market. The are not formally within the WfD framework, meaning development of a set of financial incentives, under a that they are not recognized as approved training legislative framework, would eliminate some entry providers by the NTA. This is a deficiency of the system. barriers. Incentives can include eligibility to enroll There is also no centralized database where data are students receiving financial aid from the government, storedandmaintained. eligibility to compete for governmentͲfunded training Data are also obtained from adͲhoc skills related contracts,traininggrants,andtaxexemptions. surveys and assessments undertaken for specific Autonomy: Increased accountability of public training programs and purposes. The most recent systemͲwide providers, particularly at the secondary level, can be assessment was undertaken in 2007 and indicated accompanied by greater levels of autonomy. This could actions that should be taken to increase the be achieved by establishing school management boards effectiveness of Grenada’s WfD system. The Review of and amending legislation to include greater financial Skills Training Programs in Grenada assessed training controls for training providers. Examples of good programs and providers (public and private) practice in the establishment of empowered boards nationwide, and reviewed the curricula to ensure a SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 31 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 include community colleges in the United States, or employers can be pursued in order to enhance the eventhatofTAMCCtosomeextent. relevanceofskillstraining. TAMCC has legislatively established an Academic Board Monitoring and evaluation system: Effective and an Education Programs Board. These are each monitoring and evaluation systems require appropriate empowered to undertake various functions and possess tools for measuring quality and performance, and separate but complementary responsibilities. The robust management information systems. In Grenada, Academic Board is responsible for the monitoring and data are often limited in quality, scope, timeliness, and maintaining of academic and teaching standards; the accessibility. The nation is currently constrained by review and development of curriculum content and financial,technical,andinfrastructuralfactors.Aculture teaching methods; the design and development of in which information is widely shared will serve to course program requirements; the moderation, improve the WfD system, since enhanced data accreditation, and certification of academic reporting requirements can inform the design and achievementsubjecttoanyrequirementsoftheCouncil delivery of programs to better equip trainees with the and the Education Programs Board; and staff skills desired by employers. The creation of a virtual development, training, and research.46 The Education platform through which this can be facilitated was Programs Board, on the other hand, is responsible for widely endorsed by WfD stakeholders consulted for this the preparation of education development plans, the assessment. approval of course programs, and the consideration of proposals for new courses by the Academic Board. In ResultsͲbased monitoring (RBM) and evaluation is an addition, this Board prepares rules for the admission of element imperative to the enhancement of the efficacy students in consultation with the Academic Board, training provision. RBM is widely endorsed by the monitors the attendance of students, makes International Labor Organization as a means to support recommendations to the Council for the accreditation youth employment initiatives and improve the of courses by external bodies, and approves effectiveness of their programs. This initiative has been arrangements for internal accreditation in consultation undertaken through the Taqeem Fund (‘taqeem’ means with the Academic Board.47 Clarity in defining the roles ‘evaluation’)andisbeingutilizedtobuildcapacityinthe of these Boards and the manner in which they support Middle East and North Africa to measure and monitor the achievement of the TAMCC’s overall strategic goals theimpactofnationalprograms.48 enhances the institution’s ability to ensure high quality Box6:LearningfromGlobalPractices: oftrainingandeducation. InmoreadvancedWfDsystems,trainingproviderscollect andreportadministrativeandotherdata(e.g.,job Box5:LearningfromGlobalPractices placementstatistics),mostpublicprovidersissuepublicly InmoreadvancedWfDsystems,traininginstitutionshave availableannualreports,andthegovernmentroutinely theautonomytoselect,hire,andtraintheirstaff. sponsorsorconductsskillsͲrelatedsurveysandimpact Instructorsarerecruitedonthebasisofminimumacademic evaluations;thegovernmentconsolidatesdatainasystemͲ qualifications,inadditiontoindustryandteaching wide,upͲtoͲdatedatabaseandusesadministrativedata, experience,andhaveopportunitiesforregularinͲservice informationfromsurveys,andimpactevaluationsto training,includingperiodicindustryattachments. monitorandimprovesystemperformance;thegovernment publishesinformationongraduatelabormarketoutcomes   formosttrainingprogramsonline. Employer engagement: The establishment of the  GCTVET and its Lead Expert Groups serves to propel a Additionally, the establishment of a Human Resources demandͲdriven approach to WfD and is instrumental in database, as a joint initiative by NTA, the Ministry of ensuring that high quality standards are observed in Education, and the Ministry of Labor will allow for a training provision. However, further engagement with betterͲinformed decision making process. Having  48 InternationalLaborOrganization,TheTaqeemFund:ResultsͲbased  monitoringandevaluationforyouthemploymentintheMENAregion: 46 Section12(3)oftheT.A.MarryshowCommunityCollegeAct. PublicͲPrivatePartnership,http://www.ilo.org/pardev/publicͲprivateͲ 47 Section13(2)oftheT.A.MarryshowCommunityCollegeAct. partnerships/WCMS_193812/langͲͲen/index.htm. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 32 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 accurate information on skills demand and supply will further enable individuals, training providers, industry, and potential employers to make better decisions in different areas, ranging from the selection of training programs by individuals and training providers, to the selection of partner schools by industries and firms. Steps have already commenced to establish such a database. It is hoped that the Ministry of Labor, in conjunction with other partners, will have an efficiently functioningdatabasewithinthenextthreeyears.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 33 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013  Annex1:Acronyms  WfD WorkforceDevelopment  DCI DataCollectionInstrument SIDS SmallIslandDevelopingState GDP GrossDomesticProduct TVET TechnicalandVocationalEducationandTraining NTA NationalTrainingAgency GCTVET GrenadaCouncilofTechnicalandVocationalEducationandTraining NVQ NationalVocationalQualification SABER SystemApproachforBetterEducationResults CVQ CaribbeanVocationalQualification NGO NonͲGovernmentalOrganization IVET InitialVocationalandEducationandTraining ICT Information,Communication&Technologies OECS OrganizationofEasternCaribbeanStates NQF NationalQualificationFramework NEWLO TheNewLifeOrganization SRO StatutoryRegulatoryOrder MoE MinistryofEducation TAMCC T.A.MarryshowCommunityCollege           SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 34 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013 Annex2:TheSABERͲWfDAnalyticalFramework   PolicyGoal PolicyAction TopicinDCI2.5FINAL SettingaStrategic ProvidesustainedadvocacyforWfDatthetopleadership G1_T1 AdvocacyforWfDtoSupportEconomicDevelopment StrategicFramework G1 Direction level G1_T2 StrategicFocusandDecisionsbytheWfDChampions OverallAssessmentofEconomicProspectsandSkills Dimension1 Establishclarityonthedemandforskillsandareasof G2_T1 Implications Fosteringa criticalconstraint G2_T2 CriticalSkillsConstraintsinPriorityEconomicSectors G2 DemandͲLed G2_T3 RoleofEmployersandIndustry Approach EngageemployersinsettingWfDprioritiesandin G2_T4 SkillsͲUpgradingIncentivesforEmployers enhancingskillsͲupgradingforworkers G2_T5 MonitoringoftheIncentivePrograms Strengthening G3_T1 RolesofGovernmentMinistriesandAgencies FormalizekeyWfDrolesforcoordinatedactionon G3_T2 RolesofNonͲGovernmentWfDStakeholders G3 Critical strategicpriorities Coordination G3_T3 CoordinationfortheImplementationofStrategicWfDMeasures G4_T1 OverviewofFundingforWfD RecurrentFundingforInitialVocationalEducationandTraining G4_T2 Providestablefundingforeffectiveprogramsininitial, (IVET) continuingandtargetedvocationaleducationand RecurrentFundingforContinuingVocationalEducationand EnsuringEfficiency G4_T3 training TrainingPrograms(CVET) G4 andEquityin RecurrentFundingforTrainingͲrelatedActiveLaborMarket Funding G4_T4 Programs(ALMPs) Monitorandenhanceequityinfundingfortraining G4_T5 EquityinFundingforTrainingPrograms Facilitatesustainedpartnershipsbetweentraining G4_T6 PartnershipsbetweenTrainingProvidersandEmployers SystemOversight institutionsandemployers Dimension2 Broadenthescopeofcompetencystandardsasabasis G5_T1 CompetencyStandardsandNationalQualificationsFrameworks fordevelopingqualificationsframeworks G5_T2 CompetencyStandardsforMajorOccupations G5_T3 OccupationalSkillsTesting Establishprotocolsforassuringthecredibilityofskills AssuringRelevant G5_T4 SkillsTestingandCertification testingandcertification G5 andReliable G5_T5 SkillsTestingforMajorOccupations Standards G5_T6 GovernmentOversightofAccreditation G5_T7 EstablishmentofAccreditationStandards Developandenforceaccreditationstandardsfor AccreditationRequirementsandEnforcementofAccreditation maintainingthequalityoftrainingprovision G5_T8 Standards G5_T9 IncentivesandSupportforAccreditation Promoteeducationalprogressionandpermeability G6_T1 LearningPathways throughmultiplepathways,includingforTVETstudents G6_T2 PublicPerceptionofPathwaysforTVET Diversifying FacilitatelifeͲlonglearningthrougharticulationofskills G6_T3 ArticulationofSkillsCertification G6 PathwaysforSkills certificationandrecognitionofpriorlearning G6_T4 RecognitionofPriorLearning Acquisition Providesupportservicesforskillsacquisitionbyworkers, G6_T5 SupportforFurtherOccupationalandCareerDevelopment jobͲseekersandthedisadvantaged G6_T6 TrainingͲrelatedProvisionofServicesfortheDisadvantaged G7_T1 ScopeandFormalityofNonͲStateTrainingProvision G7_T2 IncentivesforNonͲStateProviders EncourageandregulatenonͲstateprovisionoftraining EnablingDiversity G7_T3 QualityAssuranceofNonͲStateTrainingProvision G7 andExcellencein G7_T4 ReviewofPoliciestowardsNonͲStateTrainingProvision TrainingProvision G7_T5 TargetsandIncentivesforPublicTrainingInstitutions Combineincentivesandautonomyinthemanagementof G7_T6 AutonomyandAccountabilityofPublicTrainingInstitutions ServiceDelivery publictraininginstitutions Dimension3 G7_T7 IntroductionandClosureofPublicTrainingPrograms G8_T1 LinksbetweenTrainingInstitutionsandIndustry Integrateindustryandexpertinputintothedesignand G8_T2 IndustryRoleintheDesignofProgramCurricula Fostering deliveryofpublictrainingprograms G8_T3 IndustryRoleintheSpecificationofFacilityStandards Relevancein G8_T4 LinksbetweenTrainingandResearchInstitutions G8 PublicTraining RecruitmentandInͲServiceTrainingofHeadsofPublicTraining Recruitandsupportadministratorsandinstructorsfor G8_T5 Programs Institutions enhancingthemarketͲrelevanceofpublictraining RecruitmentandInͲServiceTrainingofInstructorsofPublic programs G8_T6 TrainingInstitutions Enhancing G9_T1 AdministrativeDatafromTrainingProviders ExpandtheavailabilityanduseofpolicyͲrelevantdatafor EvidenceͲbased G9_T2 SurveyandOtherData G9 focusingproviders'attentionontrainingoutcomes, Accountabilityfor G9_T UseofDatatoMonitorandImproveProgramandSystem efficiencyandinnovation Results 3 Performance  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 35 GRENADAۣWORKFORCEDEVELOPMENT   SABERCOUNTRYREPORT|2013 Annex3:RubricsforScoringtheSABERͲWfDData Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced Visible champions for WfD are Some visible champions provide ad- Government leaders exercise Both government and non- either absent or take no specific hoc advocacy for WfD and have sustained advocacy for WfD with government leaders exercise action to advance strategic WfD acted on few interventions to occasional, ad-hoc participation sustained advocacy for WfD, and priorities. advance strategic WfD priorities; no from non-government leaders; their rely on routine, institutionalized arrangements exist to monitor and advocacy focuses on selected processes to collaborate on well- review implementation progress. industries or economic sectors and integrated interventions to advance manifests itself through a range of a strategic, economy-wide WfD for WfD specific interventions; policy agenda; implementation implementation progress is progress is monitored and reviewed monitored, albeit through ad-hoc through routine, institutionalized reviews. processes. G1: Setting a Strategic Direction SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 36 GRENADAۣWORKFORCEDEVELOPMENT   SABERCOUNTRYREPORT|2013  Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced There is no assessment of the Some ad-hoc assessments exist on Routine assessments based on A rich array of routine and robust country's economic prospects and the country's economic prospects multiple data sources exist on the assessments by multiple their implications for skills; industry and their implications for skills; country's economic prospects and stakeholders exists on the country's and employers have a limited or no some measures are taken to address their implications for skills; a wide economic prospects and their role in defining strategic WfD critical skills constraints (e.g., range of measures with broad implications for skills; the priorities and receive limited support incentives for skills upgrading by coverage are taken to address critical information provides a basis for a from the government for skills employers); the government makes skills constraints; the government wide range of measures with broad upgrading. limited efforts to engage employers recognizes employers as strategic coverage that address critical skills as strategic partners in WfD. partners in WfD, formalizes their constraints; the government role, and provides support for skills recognizes employers as strategic upgrading through incentive partners in WfD, formalizes their schemes that are reviewed and role, and provides support for skills Approach to WfD adjusted. upgrading through incentives, including some form of a levy-grant G2: Fostering a Demand-Led scheme, that are systematically reviewed for impact and adjusted accordingly.      SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 37 GRENADAۣWORKFORCEDEVELOPMENT   SABERCOUNTRYREPORT|2013  Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced Industry/employers have a limited Industry/employers help define WfD Industry/employers help define WfD Industry/employers help define WfD or no role in defining strategic priorities on an ad-hoc basis and priorities on a routine basis and priorities on a routine basis and WfD priorities; the government make limited contributions to make some contributions in selected make significant contributions in either provides no incentives to address skills implications of major areas to address the skills multiple areas to address the skills encourage skills upgrading by policy/investment decisions; the implications of major implications of major employers or conducts no reviews government provides some incentives policy/investment decisions; the policy/investment decisions; the of such incentive programs. for skills upgrading for formal and government provides a range of government provides a range of informal sector employers; if a levy- incentives for skills upgrading for all incentives for skills upgrading for all grant scheme exists, its coverage is employers; a levy-grant scheme with employers; a levy-grant scheme with limited; incentive programs are not broad coverage of formal sector comprehensive coverage of formal systematically reviewed for impact. employers exists; incentive programs sector employers exists; incentive are systematically reviewed and programs to encourage skills Implementation adjusted; an annual report on the upgrading are systematically levy-grant scheme is published with reviewed for impact on skills and a time lag. productivity and are adjusted accordingly; an annual report on the levy-grant scheme is published in a timely fashion. G3: Strengthening Critical Coordination for   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 38 GRENADAۣWORKFORCEDEVELOPMENT   SABERCOUNTRYREPORT|2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced The government funds IVET, CVET The government funds IVET, CVET The government funds IVET, CVET The government funds IVET, CVET and ALMPs (but not on-the-job (including OJT in SMEs) and ALMPs; (including OJT in SMEs) and ALMPs; (including OJT in SMEs) and ALMPs; training in small and medium funding for IVET and CVET follows funding for IVET is routine and based funding for IVET is routine and based enterprises) based on ad-hoc routine budgeting processes involving on multiple criteria, including on comprehensive criteria, including budgeting processes, but takes no only government officials with evidence of program effectiveness; evidence of program effectiveness, that action to facilitate formal partnerships allocations determined largely by the recurrent funding for CVET relies on are routinely reviewed and adjusted; between training providers and previous year's budget; funding for formal processes with input from key recurrent funding for CVET relies on employers; the impact of funding on ALMPs is decided by government stakeholders and annual reporting with formal processes with input from key the beneficiaries of training programs officials on an ad-hoc basis and targets a lag; funding for ALMPs is stakeholders and timely annual has not been recently reviewed. select population groups through determined through a systematic reporting; funding for ALMPs is various channels; the government process with input from key determined through a systematic takes some action to facilitate formal stakeholders; ALMPs target diverse process with input from key partnerships between individual population groups through various stakeholders; ALMPs target diverse training providers and employers; channels and are reviewed for impact population groups through various recent reviews considered the impact but follow-up is limited; the channels and are reviewed for impact of funding on only training-related government takes action to facilitate and adjusted accordingly; the indicators (e.g. enrollment, formal partnerships between training government takes action to facilitate completion), which stimulated providers and employers at multiple formal partnerships between training dialogue among some WfD levels (institutional and systemic); providers and employers at all levels stakeholders. recent reviews considered the impact (institutional and systemic); recent of funding on both training-related reviews considered the impact of indicators and labor market outcomes; funding on a full range of training- the reviews stimulated dialogue among related indicators and labor market G4: Ensuring Efficiency and Equity in Funding WfD stakeholders and some outcomes; the reviews stimulated recommendations were implemented. broad-based dialogue among WfD stakeholders and key recommendations were implemented.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 39 GRENADAۣWORKFORCEDEVELOPMENT   SABERCOUNTRYREPORT|2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced Policy dialogue on A few stakeholders engage in ad- Numerous stakeholders engage in policy All key stakeholders engage in policy competency standards and/or hoc policy dialogue on dialogue on competency standards and/or dialogue on competency standards and/or the NQF occurs on an ad-hoc competency standards and/or the the NQF through institutionalized the NQF through institutionalized basis with limited engagement NQF; competency standards exist processes; competency standards exist processes; competency standards exist for of key stakeholders; for a few occupations and are for most occupations and are used by most occupations and are used by training competency standards have used by some training providers some training providers in their providers in their programs; the NQF, if in not been defined; skills in their programs; skills testing is programs; the NQF, if in place, covers place, covers most occupations and a wide testing for major occupations competency-based for a few some occupations and a range of skill range of skill levels; skills testing for is mainly theory-based and occupations but for the most part levels; skills testing for most occupations most occupations follows standard certificates awarded are is mainly theory-based; follows standard procedures, is procedures, is competency-based and recognized by public sector certificates are recognized by competency-based and assesses both assesses both theoretical knowledge and employers only and have public and some private sector theoretical knowledge and practical practical skills; robust protocols, little impact on employment employers but have little impact skills; certificates are recognized by both including random audits, ensure the and earnings; no system is in on employment and earnings; the public and private sector employers credibility of certification; certificates are place to establish accreditation accreditation of training providers and may impact employment and valued by most employers and standards. is supervised by a dedicated earnings; the accreditation of training consistently improve employment office in the relevant ministry; providers is supervised by a dedicated prospects and earnings; the accreditation private providers are required to agency in the relevant ministry; the of training providers is supervised by a be accredited, however agency is responsible for defining dedicated agency in the relevant ministry; accreditation standards are not accreditation standards with stakeholder the agency is responsible for defining consistently publicized or input; standards are reviewed on an ad- accreditation standards in consultation enforced; providers are offered hoc basis and are publicized or enforced with stakeholders; standards are reviewed G5: Assuring Relevant and Reliable Standards some incentives to seek and retain to some extent; all providers receiving following established protocols and are accreditation. public funding must be accredited; publicized and routinely enforced; all providers are offered incentives and training providers are required as well as limited support to seek and retain offered incentives and support to seek accreditation. and retain accreditation. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 40 GRENADAۣWORKFORCEDEVELOPMENT   SABERCOUNTRYREPORT|2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced Students in technical and Students in technical and vocational Students in technical and vocational Students in technical and vocational vocational education have few education can only progress to education can progress to vocationally- education can progress to academically or or no options for further vocationally-oriented, non- oriented programs, including at the vocationally-oriented programs, formal skills acquisition university programs; the university level; the government takes some including at the university level; the beyond the secondary level government takes limited action to action to improve public perception of TVET government takes coherent action on and the government takes no improve public perception of TVET (e.g. diversifying learning pathways and multiple fronts to improve public action to improve public (e.g. diversifying learning improving program quality) and reviews the perception of TVET (e.g. diversifying perception of TVET; pathways); some certificates for impact of such efforts on an ad-hoc basis; learning pathways and improving program certificates for technical and technical and vocational programs most certificates for technical and vocational quality and relevance, with the support of a vocational programs are not are recognized in the NQF; few programs are recognized in the NQF; a large media campaign) and routinely reviews recognized in the NQF; qualifications certified by non- number of qualifications certified by non- and adjusts such efforts to maximize their qualifications certified by non- Education ministries are recognized Education ministries are recognized by impact; most certificates for technical and Education ministries are not by formal programs under the formal programs under the Ministry of vocational programs are recognized in the recognized by formal Ministry of Education; Education, albeit without the granting of NQF; a large number of qualifications programs under the Ministry policymakers pay some attention to credits; policymakers give some attention to certified by non-Education ministries are of Education; recognition of the recognition of prior learning the recognition of prior learning and provide recognized and granted credits by formal prior learning receives limited and provide the public with some the public with some information on the programs under the Ministry of Education; attention; the government information on the subject; the subject; a formal association of stakeholders policymakers give sustained attention to provides practically no government offers limited services provides dedicated attention to adult the recognition of prior learning and support for further for further occupational and career learning issues; the government offers provide the public with comprehensive occupational and career development through stand-alone limited services for further occupational and information on the subject; a national development, or training local service centers that are not career development, which are available organization of stakeholders provides programs for disadvantaged integrated into a system; training through an integrated network of centers; dedicated attention to adult learning populations. programs for disadvantaged training programs for disadvantaged issues; the government offers a populations receive ad-hoc support. populations receive systematic support and comprehensive menu of services for are reviewed for impact on an ad-hoc basis. further occupational and career G6: Diversifying Pathways for Skills Acquisition development, including online resources, which are available through an integrated network of centers; training programs for disadvantaged populations receive systematic support with multi-year budgets and are routinely reviewed for impact and adjusted accordingly. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 41 GRENADAۣWORKFORCEDEVELOPMENT   SABERCOUNTRYREPORT|2013  Functional Dimension 3: Service Delivery Policy Level of Development Goal Latent Emerging Established Advanced There is no diversity of training There is some diversity in training There is diversity in training There is broad diversity in training provision as the system is largely provision; non-state providers operate provision; non-state training provision; non-state training comprised of public providers with with limited government incentives providers, some registered and providers, most registered and limited or no autonomy; training and governance over registration, licensed, operate within a range of licensed, operate with provision is not informed by formal licensing and quality assurance; government incentives, systematic comprehensive government assessment, stakeholder input or public training is provided by quality assurance measures and incentives, systematic quality performance targets. institutions with some autonomy and routine reviews of government assurance measures and routine informed by some assessment of policies toward non-state training review and adjustment of implementation constraints, providers; public providers, mostly government policies toward non-state stakeholder input and basic targets. governed by management boards, training providers; public providers, have some autonomy; training mostly governed by management Provision provision is informed by formal boards, have significant autonomy; analysis of implementation decisions about training provision are constraints, stakeholder input and time-bound and informed by formal basic targets; lagging providers assessment of implementation receive support and exemplary constraints; stakeholder input and use institutions are rewarded. of a variety of measures to incentivize performance include support, rewards and performance- G7: Enabling Diversity and Excellence in Training based funding. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 42 GRENADAۣWORKFORCEDEVELOPMENT   SABERCOUNTRYREPORT|2013  Functional Dimension 3: Service Delivery Policy Level of Development  Goal Latent Emerging Established Advanced There are few or no attempts to Relevance of public training is Relevance of public training is Relevance of public training is foster relevance in public training enhanced through informal links enhanced through formal links enhanced through formal links programs through encouraging links between some training institutions, between some training institutions, between most training institutions, between training institutions, industry industry and research institutions, industry and research institutions, industry and research institutions, and research institutions or through including input into the design of leading to collaboration in several leading to significant collaboration in setting standards for the recruitment curricula and facility standards; heads areas including but not limited to the a wide range of areas; heads and and training of heads and instructors and instructors are recruited on the design of curricula and facility instructors are recruited on the basis in training institutions. basis of minimum academic standards; heads and instructors are of minimum academic and standards and have limited recruited on the basis of minimum professional standards and have opportunities for professional academic and professional regular access to diverse Training Programs development. standards and have regular access opportunities for professional to opportunities for professional development, including industry development. attachments for instructors. G8: Fostering Relevance in Public SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 43 GRENADAۣWORKFORCEDEVELOPMENT   SABERCOUNTRYREPORT|2013  Functional Dimension 3: Service Delivery Policy Level of Development Goal Latent Emerging Established Advanced There are no specific data Training providers collect and report Training providers collect and report Training providers collect and report collection and reporting administrative data and there are administrative and other data (e.g., administrative and other data (e.g., job requirements, but training significant gaps in reporting by non- job placement statistics, earnings of placement statistics, earnings of graduates) providers maintain their own state providers; some public graduates) and there are some gaps in and there are few gaps in reporting by non- databases; the government does providers issue annual reports and the reporting by non-state providers; state providers; most public providers not conduct or sponsor skills- government occasionally sponsors or most public providers issue internal issue publicly available annual reports related surveys or impact conducts skills-related surveys; the annual reports and the government and the government routinely sponsors or evaluations and rarely uses data government does not consolidate routinely sponsors skills-related conducts skills-related surveys and impact to monitor and improve system data in a system-wide database and surveys; the government consolidates evaluations; the government consolidates performance. uses mostly administrative data to data in a system-wide database and data in a system-wide, up to date monitor and improve system uses administrative data and database and uses administrative data, performance; the government information from surveys to monitor information from surveys and impact publishes information on graduate and improve system performance; the evaluations to monitor and improve labor market outcomes for some government publishes information on system performance; the government Accountability for Results training programs. graduate labor market outcomes for publishes information on graduate labor G9: Enhancing Evidence-based numerous training programs. market outcomes for most training programs online. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 44 GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013  Annex4:ReferencesandInformants Legislation x CaribbeanCommunitySkilledNationalsActNo.32of1995,AmendedbyActNo.16of2006  x EducationActNo.21of2002,AmendedbyActNo.11of2003  x EmploymentActNo.14of1999,AmendedbyActNo.10of2000,SRO10of2000andActNo.21 of2000  x FiscalIncentiveActNo.41of1974,AmendedbyAct14of1993andAct14of1995and subsidiarylegislation  x GrenadaCouncilForTechnicalAndVocationalEducationAndTrainingActNo.9of2009  x LabourRelations(Amendment)Act,2003(No.9of2003)  x St.George’sUniversityLimitedActNo.18of1996amendedbyActNo.19of2002,SRO14of 2003  x StatisticalActNo.30of1960amendedbyActNo.21of1961  x T.A.MarryshowActNo.41of1996,AmendedbyActNo.18of2009 Websites x http://planipolis.iiep.unesco.org/upload/Grenada/Grenada%20Speed%20II.pdf  x http://ddpͲext.worldbank.org/EdStats/GRDrep12.pdf  x http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdfͲ versions/Grenada.pdf  x http://www.ilo.org/wcmsp5/groups/public/ͲͲͲed_emp/documents/publication/ wcms_140945.pdf  x http://www.ilo.org/wcmsp5/groups/public/ͲͲͲdgreports/ͲͲͲintegration/documents/ publication/wcms_151966.pdf  x http://www.gov.gd/egov/docs/legislations/act_09_2003_labour_relations.pdf  x http://www.caribank.org/uploads/publicationsͲreports/economicsͲstatistics/countryͲpovertyͲ assessmentͲreports/Grenada+CPA+Ͳ+Vol++1+Main+Report+_Submitted_.pdf  x http://www.caribank.org/uploads/publicationsͲreports/economicsͲstatistics/countryͲpovertyͲ assessmentͲreports/Grenada+CPAVol++3+IA+Reportfinal1.pdf   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 45  GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013  x http://www.gov.gd/egov/docs/reports/Grenada_MDG_Progress_Assessment_Report_2010.pdf  x http://ec.europa.eu/development/icenter/repository/scanned_gd_csp10_en.pdf  x http://siteresources.worldbank.org/INTLAC/Resources/Chap3_bckgr_Grenada_Invest_Climate.p df  x http://grenadanta.gd/LinkClick.aspx?fileticket=IiFfTio_4tY%3D&tabid=116&mid=464  x http://grenadanta.gd/LinkClick.aspx?fileticket=VNo9UZkRDKk%3D&tabid=81  x http://www.unesco.org.ve/dmdocuments/biblioteca/libros/national_report_grenada.pdf  x http://www.tamcc.edu.gd/images/docs/ARforweb9Ͳ14Ͳ11.pdf  Listofinformants x AdrianFrancis,FormerDeputyLabourCommissioner  x AlisonMiller,FormerPermanentSecretary,GovernmentofGrenada  x AndreaPhillip,ChiefEducationOfficer,MinistryofEducationandHumanResource Development  x BeverleyGrey,ManagingDirector,Grey’sTypingandComputerServices  x BridgetteAssing,RepresentativefromQuinn&Associates(ConstructionRepresentativeonthe GrenadaCouncilofTechnicalandVocationalEducationandTraining  x CurlanGilchrist,Director,MacroeconomicPolicyUnit,MinistryofFinance  x DavidFlemming,SeniorLecturer,T.A.MarryshowCommunityCollegeandRepresentative, GrenadaNationalTrainingAgency  x EmmalinPierre,Minister,MinistryofYouthEmpowermentandSports  x FrancesRuffin,CoordinatorforQualityAssurance,GrenadaNationalTrainingAgency  x HalimBrizan,Director,CentralStatisticalOffice,MinistryofFinance  x HazelAnHutchinson,ExecutiveDirector,GrenadaChamberofIndustry&Commerce  x ImiChitterman,EducationStatisticsConsultant,MinistryofEducationandHumanResource Development  x JeanetteDuBois,SoftSkillsTrainingProfessionalandformerOfficeroftheGovernmentof Grenada  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 46  GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013  x JessieCumberbatch,ExecutiveDirector,JuniorAchievementGrenadaInc  x JuniorAlexis,Statistician,MinistryofEducationandHumanResourceDevelopment  x KendallAlexander,EconomistI,MacroeconomicPolicyUnit,MinistryofFinance  x KerryPierre,BudgetOfficer,MinistryofFinance  x KevinAndall,CoordinatorofYouth,MinistryofYouthEmpowermentandSports  x LincolnMorgan,ChiefExecutiveOfficer,GrenadaNationalTrainingAgency  x MarleneFinlay,DeanoftheSchoolofAppliedArtsandTechnology(SAAT),T.A.Marryshow CommunityCollege  x MelissaFelician,Consultant  x MerylCambridgeFinlay,AdministrativeOfficer,StGeorge’sUniversity  x MichaelStephens,SeniorPolicyAnalyst,MacroeconomicPolicyUnit,MinistryofFinance  x MikePhilbert,President,GrenadaEmployersFederation  x PaulineSt.Paul,SupportServicesOfficer,MinistryofEducationandHumanResource Development  x PeronJohnson,PortfolioManager,Project,CoordinationUnit  x RoderickGriffith,CoordinatorForStandardsandPlanning,GrenadaNationalTrainingAgency  x SheldonScott,Senator,MinistryofYouthEmpowermentandSports  x ShermaStephenson,FinanceOfficer,MinistryofEducationandHumanResourceDevelopment  x ShevornLicorish,MonitoringandEvaluationOfficer,GrenadaNationalTrainingAgency  x StephenJerome,Representative,GrenadaCouncilofTechnicalandVocationalEducationand Training     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 47  GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013  Annex5:SABERͲWfDScores PolicyGoal PolicyAction  Topic G1_T1 3.0 G1 3.0 ProvidesustainedadvocacyforWfDatthetopleadershiplevel 3.0 G1_T2 3.0 G2_T1 2.0 Establishclarityonthedemandforskillsandareasofcriticalconstraint 2.5 Dimension1 G2_T2 3.0 G2 2.2 G2_T3 3.0 2.6 EngageemployersinsettingWfDprioritiesandinenhancingskillsͲupgrading forworkers 2.0 G2_T4 2.0 G2_T5 1.0 G3_T1 2.0 G3 2.7 FormalizekeyWfDrolesforcoordinatedactiononstrategicpriorities 2.7 G3_T2 4.0 G3_T3 2.0 G4_T1 info Providestablefundingforeffectiveprogramsininitial,continuingand G4_T2 2.0 targetedvocationaleducationandtraining 2.7 G4_T3 3.0 G4_T4 3.0 G4 1.9 G4_T5_IVET 1.0 Monitorandenhanceequityinfundingfortraining 1.0 G4_T5_CVET 1.0 G4_T5_ALMP 1.0 Facilitatesustainedpartnershipsbetweentraininginstitutionsandfirms 2.0 G4_T6 2.0 Broadenthescopeofcompetencystandardsasabasisfordeveloping G5_T1 3.0 qualificationsframeworks 3.0 G5_T2 3.0 Dimension2 G5_T3 3.0 Establishprotocolsforassuringthecredibilityofskillstestingand 2.6 certification 3.7 G5_T4 4.0 G5 3.3 G5_T5 4.0 G5_T6 info Developandenforceaccreditationstandardsformaintainingthequalityof G5_T7 2.0 trainingprovision 3.0 G5_T8 4.0 G5_T9 3.0 Promoteeducationalprogressionandpermeabilitythroughmultiple G6_T1 4.0 pathways,includingforTVETstudents 3.0 G6_T2 2.0 G6_T3 2.0 G6 2.7 Strengthenthesystemforskillscertificationandrecognition 2.5 G6_T4 3.0 Enhancesupportforskillsacquisitionbyworkers,jobͲseekersandthe G6_T5 1.0 disadvantaged 2.5 G6_T6 4.0 G7_T1 4.0 G7_T2 2.0 EncourageandregulatenonͲstateprovisionoftraining 2.8 G7_T3 3.0 G7 2.2 G7_T4 2.0 G7_T5 1.0 Combineincentivesandautonomyinthemanagementofpublictraining 1.5 G7_T6 2.5 institutions Dimension3 G7_T7 1.0 G8_T1 2.0 2.1 Integrateindustryandexpertinputintothedesignanddeliveryofpublic G8_T2 4.0 2.3 trainingprograms G8_T3 2.0 G8 2.3 G8_T4 1.0 Recruitandsupportadministratorsandinstructorsforenhancingthe G8_T5 2.5 2.3 marketͲrelevanceofpublictrainingprograms G8_T6 2.0 G9_T1 2.8 ExpandtheavailabilityanduseofpolicyͲrelevantdataforfocusing G9 1.8 1.8 G9_T2 1.5 providers'attentionontrainingoutcomes,efficiencyandinnovation G9_T3 1.3  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 48  GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013  Annex6:AuthorshipandAcknowledgements ThisreportistheproductofcollaborationbetweenthePrincipalInvestigator,NicoleGarraway,andstaff at the World Bank comprising Harriet Nannyonjo as well as JeeͲPeng Tan, and Viviana Gomez Venegas, leader and members, respectively, of the SABERͲWfD team based in the Education Global Practice. NicoleGarrawaycollectedthedatausingtheSABERͲWfDdatacollectioninstrumentandpreparedinitial drafts of the report; the Bank team scored the data and designed the template for the report; and Viviana Gomez Venegas finalized the report. This report has benefited from suggestions and feedback fromK.LincolnMorgan,ChiefExecutiveOfficeroftheNationalTrainingAgency. The research team acknowledges the support of all who have contributed to the report and its findings, including informants, survey respondents, participants at various consultation workshops, as well as other members of the SABERͲWfD team at the World Bank: Rita Costa, Sankalpa Dashrath, Angela Demas, Ryan Flynn, and Kiong Hock Lee. The research team gratefully acknowledges the generous financial support of the Government of the United Kingdom through its Department of International Development’s Partnership for Education Development with the World Bank, which makes it possible for the SABERͲWfD team to provide technical support to the principal investigator in the form of standardizedtoolsforandguidanceondatacollection,analysis,andreporting.        SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 49  GRENADAۣWORKFORCEDEVELOPMENT  SABERCOUNTRYREPORT|2013    www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems.  SABER evaluates the quality of education policies against evidenceͲbased global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuringthatallchildrenandyouthlearn.  This report focuses specifically on policies in the area of Workforce Development. This work is a product of the staff of The World Bank with external contributions.  The findings, interpretations, and conclusionsexpressedinthisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirectors,or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the partofTheWorldBankconcerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 50