CARICOM Human Resource Development 2030 Strategy - Unlocking Caribbean Human Potential
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CARICOM Human Resource Development 2030 Strategy Unlocking Caribbean Human Potential
The Caribbean Community (CARICOM) Human Resource Development 2030 Strategy Unlocking Caribbean Human Potential
Contents
The CARICOM HRD Commission ix
Abbreviations and Acronyms x
Foreword – CARICOM Human Resource Development 2030 Strategy xii
Executive Summary xv
1. Introduction to the HRD 2030 Strategy 1
1.1. What is the CARICOM HRD 2030 Strategy? . . . . . . . . . . . . . . . . 2
1.1.1. The Seamless HRD System Model 2
1.1.2. The Seamless HRD System within an Ecosystem 7
1.2. Context for the HRD 2030 Strategy . . . . . . . . . . . . . . . . . . . . . 9
1.2.1. Caribbean Diversity, Population Dynamics and Social Challenges 9
1.2.2. Political Systems and Governance of HRD 13
1.2.3. The Economics of Regional HRD 14
1.2.4. HRD for Sustainable Development 17
1.2.5. Technological Innovations and Disruptions in HRD 19
1.2.6. Enabling the Development of the HRD System 21
1.3. How was the HRD 2030 Strategy Developed? . . . . . . . . . . . . . . .22
1.4. Why was the HRD 2030 Strategy Needed? . . . . . . . . . . . . . . . . .23
1.4.1. Developments and Best Practices in HRD 25
1.4.2. Problems and Issues Experienced in HRD 29
1.4.3. A New Philosophy for HRD 31
1.4.4. Call to Action by CARICOM 32
1.4.5. SWOT Analysis – HRD Policy and Practice in CARICOM 33
2. The HRD 2030 Strategy 35
2.1. Strategy Organisation . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
2.2. Strategic Direction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
2.2.1. Vision Statement 38
2.2.2. Mission Statement 39
2.2.3. Core Values 39
2.2.4. Goals 40
2.2.5. Strategies Organized by Imperative for Each HRD Sector 42
2.2.6. Cross-Sectoral Enablers 44
2.3. Strategic Implementation . . . . . . . . . . . . . . . . . . . . . . . . . .45
2.3.1. Theory of Change (ToC) Model 45
2.3.2. Strategy Modules 47
2.3.3. Framework for Action 49
2.3.4. Actors in Implementation 50
2.3.5. Balanced Score Card Methodology 51
2.3.6. Priorities for Implementation 53
2.3.7. Mobilization for Action 53
3. Conclusion 57
Glossary of Terms 59
APPENDIX 1: Outputs for All Strategies by Imperative/Sector 69
TABLES
Summary Problems and Issues in HRD by Sector 30
Theory of Change for HRD 2030 Strategy 47
Levels in the HRD 2030 Strategy Regional Framework for Action 51
Priority Strategies for 2017-2020 Action Planning 54
Basic Education Sector 69
Skills for Lifelong Learning Sector 71
Tertiary Education Sector 72
FIGURES
Typology Model for a Seamless Human Resource Development System 5
Governance Model for a Seamless Human Resource Development System 6
Ecosystem Approach adopted from Brofenbrenner’s Ecological Systems Model 8
Percentage of Poor Population in CARICOM 10
Higher Unemployment Rates among Caribbean Youth 10
Change in Debt/GDP Ratio 2013-2015 & Debt/GDP Ratio, 2015 16
Strategy Map for HRD 2030 Strategy 36
The 3 Goals 40
The Priorities 41
Phases in the Action Planning Process 46
Proposed BSC Framework Model for Cascading the HRD 2030 Strategy 52
Capacity Development Model for the HRD CBI 55
The CARICOM HRD Commission
In fulfilment of its mandate to develop the Human Resource Development 2030 Strategy and the Regional
Framework for Action, the CARICOM Council of Human and Social Development (COHSOD) acknowledges the
work of Members of the Commission for Human Resource Development.
Hon. Shawn Richards (Chair) Dr Didacus Jules (Lead Expert)
Deputy Prime Minister and Director General
Minister of Education, Culture, Youth and Sport ORGANISATION OF EASTERN CARIBBEAN STATES
GOVERNMENT OF ST KITTS AND NEVIS
Dr Paulette Dunn-Pierre (Lead Expert) Dr Martin Baptiste
CEO and Regional TVET Consultant Operations Officer (Education)
DUNN-PIERRE, BARNETT AND ASSOCIATES CARIBBEAN DEVELOPMENT BANK
Mr Wayne Chen Mr Glenroy Cumberbatch
President Registrar and CEO
CARIBBEAN EMPLOYERS’ CONFEDERATION CARIBBEAN EXAMINATIONS COUNCIL
Mr Bevil Wooding Mrs Nancy Mangeondimedjo
ICT Specialist Teacher Educator
CONGRESS OF GLOBAL CONSULTANTS GOVERNMENT OF SURINAME
Prof. Alan Cobley Dr Marcellus Taylor
Pro Vice Chancellor (U.Grad Studies) Deputy Director of Education
UNIVERSITY OF THE WEST INDIES GOVERNMENT OF THE COMMONWEALTH OF BAHAMAS
Mr Don Howell Mr Marcellus Albertin
Representative Head, Human & Social Cluster
CARIBBEAN UNION OF TEACHERS ORGANISATION OF EASTERN CARIBBEAN STATES
Dr Marcia Stewart Dr Sawan Jagnarain
Head, Joint Board for Teacher Education Youth Representative
UNIVERSITY OF THE WEST INDIES GOVERNMENT OF GUYANA
Ms Myrna Bernard Dr Morella Joseph
Director, Human Development Programme Manager – HRD (2015-2016)
CARICOM SECRETARIAT CARICOM SECRETARIAT
Dr Eduardo Ali Ms Patricia McPherson (Project Manager)
Programme Manager – HRD (2016-2017) Deputy Programme Manager, Education
CARICOM SECRETARIAT CARICOM SECRETARIAT
Dr. Nancy George (2015 – Jan 2017) and Dr. Glenford Howe (Feb 2017 – May 2017) provided support for the
work of the HRD Commission in the role of Education Sector Specialist and Consultant respectively.
CARICOM HRD 2030 STRATEGY
The CARICOM HRD Commission ix
Abbreviations and Acronyms
ACTI Association of Caribbean Tertiary Institutions
ACTT Accreditation Council of Trinidad and Tobago
BAC Barbados Accreditation Council
BE Basic Education Sector
BOT British Overseas Territories
CANQATE Caribbean Area Network for Quality Assurance in Tertiary Education
CANTA Caribbean Association of National Training Authorities
CAPE Caribbean Advanced Proficiency Examination
CARICOM Caribbean Community
CBET Competency-based Education and Training
CCTTE Caribbean Community Task Force on Teacher Education
C-EFE CARICOM Education for Employment
CDB Caribbean Development Bank
CIDA Canadian International Development Agency (now Global Affairs Canada)
COHSOD Council for Human and Social Development
COL The Commonwealth of Learning
CPEA Caribbean Primary Exit Examination
CQF Caribbean Qualifications Framework
CSEC Caribbean Secondary Education Certificate
CSME CARICOM Single Market and Economy
CVQ Caribbean Vocational Qualification
CXC Caribbean Examinations Council
DFATD Department of Foreign Affairs, Trade and Development (Canada)
ECCE Early Childhood Care and Education
ECE Early Childhood Education
ECLAC Economic Commission for Latin America and the Caribbean
eLJ e-Learning Jamaica
EU European Union
GAC Global Affairs Canada (formerly CIDA and DFATD)
GDP Gross Domestic Product
GoJ Government of Jamaica
HRD Human Resource Development
HFLE Health and Family Life Education
x THE CARICOM HUMAN RESOURCE DEVELOPMENT (HRD) 2030 STRATEGY
UNLOCKING CARIBBEAN HUMAN POTENTIALIDB Inter-American Development Bank
IDP International Development Partner
ILO International Labour Organisation
IMF International Monetary Fund
INQAAHE International Network for Quality Assurance Agencies in Higher Education
IVQ International Vocational Qualification
KPI Key Performance Indicators
NCERD National Centre for Educational Resource Development (Guyana)
NEI National Education Inspectorate (Jamaica)
NTA National Training Authority
ODL Open and Distance Learning
OECD Organisation for Economic Cooperation and Development
OERs Open Educational Resources
PLAR Prior Learning Assessment and Recognition
PPP Public Private Partnership
SLL Skills for Lifelong Learning Sector
TE Tertiary Education Sector
TLI Tertiary Level Institution
TVET Technical Vocational Education and Training
UCJ University Council of Jamaica
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNICEF United Nations Children’s Fund
UPE Universal Primary Education
USE Universal Secondary Education
USAID United States Agency for International Development
UTech University of Technology, Jamaica
UTT University of Trinidad and Tobago
UWI University of the West Indies
WEF World Economic Forum
WB World Bank
CARICOM HRD 2030 STRATEGY
Abbreviations and Acronyms xiForeword –
CARICOM Human Resource
Development 2030 Strategy
Ambassador Irwin LaRocque
Secretary-General and Chief Executive Officer
of the Caribbean Community (CARICOM)
This Strategy document, The CARICOM Human Resource Development (HRD) 2030
Strategy: Unlocking Caribbean Human Potential is an important addition to the suite
of recently developed regional strategies aimed at ensuring the repositioning of the
Caribbean Community for successful participation in 21st Century economy and society.
When the Conference of CARICOM Heads of a mandate from the Heads of Government. It
Government endorsed the Strategy at its Thirty- targets the development of the ‘Ideal Caribbean
Eighth Regular Meeting (July 2017, Grenada), it Person’ articulated by the Leaders in 1997 and
signalled renewed commitment to addressing derives its values from that document. In doing
an important element of the CARICOM Strategic so, it addresses the development of skills and
Plan 2015-2019. This aims at ensuring “an competencies, not only for the economy, but
improved and acceptable also for personal development
quality of life for the It targets the and good citizenship.
people of CARICOM
development of the
and a socially resilient The four Strategic Priorities
Region, capable of
‘Ideal Caribbean which give direction to
taking on the challenges Person’ articulated by the Strategy, namely,
of globalization”. the Leaders in 1997 Access, Equity, Quality and
and derives its values Relevance, and the resultant
The HRD 2030 Strategy from that document focus on a seamless HRD
was developed through system, have been specif-
the work of a Commission on HRD, established ically targeted to address the significant
and guided by the Council for Human and inefficiencies and wastage in education and
Social Development (COHSOD), in fulfilment of training systems throughout the Community.
xii THE CARICOM HUMAN RESOURCE DEVELOPMENT (HRD) 2030 STRATEGY
UNLOCKING CARIBBEAN HUMAN POTENTIALThese shortcomings have resulted in less than include gender and achievement, the use of
optimum outcomes for large segments of our technology within the learning environment;
youth in particular. The seamless system is skills required for 21st Century demands,
intended to provide multiple pathways for development of skills for adults and out-of-
success not only for students currently enrolled school youth and capitalising on our innate
in institutions, but also for persons who have creativity to ensure that it becomes a medium
left the formal system, to engage in learning for personal and regional development and
opportunities, with provision for certification. fostering innovation, a critical requirement for
success.
The Strategy outlines specific targeted
outcomes in the Basic Education (Early The HRD 2030 Strategy will serve as a roadmap
Childhood to Secondary), Tertiary, and Skills for for the CARICOM Regional Education and
Lifelong Learning Sectors. Issues addressed Training Agenda. In doing so, it also seeks to
CARICOM HRD 2030 STRATEGY
Foreword – CARICOM Human Resource Development 2030 Strategy xiiiensure that our Community can fully respond to I congratulate the Chair of the Commission,
the United Nations Sustainable Development the Deputy Prime Minister and Minister of
Goals (SDGs). It applies in particular to Goal Education, Culture, Youth and Sport, St Kitts
4 which seeks to ensure “inclusive and and Nevis, Honourable Shawn Richards,
equitable quality education and promote and all members of the Commission, for the
lifelong learning opportunities for all” and development of this excellent document. Lead
Goal 8 which targets “sustained, inclusive Experts Dr. Didacus Jules, Director-General
and sustainable economic growth, full and of the Organisation of Eastern Caribbean
productive employment and decent work for all”. States Commission (OECS) and Dr. Paulette
Dunn-Pierre, a noted expert in the area of
The importance of the appropriate development Technical and Vocational Education and
of our human resources cannot be overstated. Training, must be commended for the guidance
This Strategy is central to the development they provided. I extend my heartfelt appreci-
of our Community in all its facets and will ation for the time and expertise which they
propel it towards the sustainable, viable and so willingly provided for this initiative.
prosperous economy and society that we
seek. It can be our bulwark against the ills that I wish also to recognise the valuable input
are threatening to upset our social order. of the various persons in Member States
who participated in national and sub-re-
Implementation of the Strategy therefore gional consultations and to the Ministries of
requires a ‘whole of government’, ‘whole of Education for organising these sessions.
society approach’. It was recognition of this
imperative that led the HRD Commission to I also take pride in the work of my own staff of
undertake national and sub-regional consulta- the Secretariat, in particular the Directorate
tions in Member States and Associate Members. of Human and Social Development, who were
These consultations targeted participation dedicated to the task. That team was ably led
from all sectors of government, the private by the Assistant Secretary General, Human
sector and civil society, including youth, and and Social Development, Dr. Douglas Slater.
the perspectives and suggestions shared have
been taken into account in the Strategy. I am confident that the implementation of
this Strategy by CARICOM Member States
I must acknowledge that the development and Associate Members, in cooperation
of this Strategy could not have been with the CARICOM Secretariat and regional
achieved without the sterling financial institutions, will lead to robust policies and
and technical support of the Caribbean programmes that would help us to shape
Development Bank (CDB). This Institution that “Ideal Caribbean Citizen”, one who is
continues to make major contributions to the fully prepared to participate meaningfully
development agenda of our Community. in 21st Century society and economy.
xiv THE CARICOM HUMAN RESOURCE DEVELOPMENT (HRD) 2030 STRATEGY
UNLOCKING CARIBBEAN HUMAN POTENTIALExecutive Summary
This document is organised into two main chapters and ends with a brief concluding
statement. Chapter 1 provides an Introduction to the Strategy where contextual
information and a situational analysis have been presented. The issues associated with
reform of education and training in the Region, the factors impacting upon the adoption
of the Strategy as a needed option for the Region at this time and the approaches used
in developing the Strategy are outlined in this Chapter. Chapter 2 is the actual HRD 2030
Strategy. It delineates the strategy design, outlines specific elements such as goals and
strategies and also describes the implementation arrangements.
The Caribbean Community Strategic Plan education levels, have been championed
(2015-2019) recognises regional human resource by individual Member States, led through
development as vital for social and economic regional institutional projects and facilitated
prosperity, regional integration, building by International Development Partners and
resilience and sustainable development. business enterprises. These projects and
This is particularly the case because global initiatives are a testament of the Region’s
social, economic, political,
business, educational and The HRD 2030 Strategy recognizes
technological changes
the need for systemic educational
are not only impacting our
Region in more general
reform leading to the establishment
terms, but also affect the of a single, unified, rationalized and
planning, management and coordinated system framework
delivery of the education and
training systems and cultures which influence commitment to development and progress and,
educational, social and economic outcomes. in many instances, the learners, graduates,
Over the past three decades, the Region has teachers, leaders and icons in education
experienced incremental, sometimes sustained, have been celebrated for their successes.
transformations in how it plans, manages and
delivers its educational and training products Despite these developments, the Region has
and services to its citizens and others residing witnessed significant pockets of undersub-
within our nations. Many of these transfor- scribed enrolment, underperformance and
mations, from early childhood to tertiary inadequate job access at many levels among its
CARICOM HRD 2030 STRATEGY
Executive Summary xvlearners who are participating in institutional that the Conference mandated that the Council
and non-institutional education and training. for Human and Social Development (COHSOD)
Such issues are exacerbated by learner support establish a Commission on Human Resource
deficits and gender, poverty and other Development to develop the CARICOM Human
socio-economic differentials which are affecting Resource Development (HRD) 2030 Strategy to
learning processes, outcomes and people position the Region for 21st Century Economy
productivity. The Region will continue to face and Society. In developing the HRD 2030
dire consequences if we do not confront and Strategy, the Commission engaged in over one
overcome the inherent inadequacies and and a half years of research, brain storming,
dysfunctions that pervade the Region’s policy dialogues and consultations, to ensure
education and training systems. Strategic that the design would: i) establish new priority
transformational initiatives will be needed to areas for the Region’s HRD; ii) facilitate regional
build regional capacity to reform, reorganize and convergence of HRD policies and initiatives
reorder these systems in an attempt to enhance by Member States for effective transforma-
access, participation, equity, quality and tional change and actions; and iii) address
relevance in education and training at all levels. the measures in United Nations Sustainable
More importantly, these systems must ensure Development Goals with particular reference to
that our people are adequately equipped with SDG 4 which targets inclusive, equitable quality
the requisite high-order education and lifelong
knowledge-based skills, It documents learning for all and also
mind-sets and capacities,
3 principal goals, SDG 8 which addresses
otherwise they will continue to
experience lives of exclusion,
4 key imperatives, education and training of
youth and adults leading
risky behaviours, hopelessness,
3 core enablers, to sustainable employa-
vulnerability and poverty. 15 key performance bility and employment.
indicators,
It is within this context that 55 strategies The HRD 2030 Strategy
the Conference of Heads of organized into recognizes the need for
Government of CARICOM at its 3 HRD sectors & systemic educational
Twenty-Fifth Inter-Sessional
76 corresponding reform leading to the
Meeting in March 2014 received
a submission from Dr Didacus
outputs establishment of a single,
unified, rationalized
Jules, (then Registrar of the and coordinated system
Caribbean Examinations Council) on behalf of framework – the Seamless Human Resource
the CARICOM Cluster of HRD Institutions. The Development System for planning and managing
submission presented an analysis of the current the entry, upward and diagonal mobility and exit
situation in education and proposed broad of learners that reduces resource and learning
parameters for a Regional Human Resource duplications, repetitions and misalignment
Development (HRD) Strategy. It was on this basis across all levels of education and training
xvi THE CARICOM HUMAN RESOURCE DEVELOPMENT (HRD) 2030 STRATEGY
UNLOCKING CARIBBEAN HUMAN POTENTIALsectors. The system comprises actors in three sectors and seventy six corresponding outputs.
sectors — basic education (early childhood The Strategy is to be deployed using a CARICOM
to secondary), skills for lifelong learning and gender-sensitive Results-Based Management
tertiary education. This change in the system System where results will be measured in the
must embrace global competitiveness issues short-, medium- and long-term (by 2020, by
as we deliver education and training to our 2025 and by 2030). The HRD 2030 Strategy is
people. The HRD 2030 Strategy focuses on being developed into a fourteen year Master
the development of the ‘whole’ person, not Plan with four-year action planning cycles. The
just for purposes of attaining productive liveli- Council for Human and Social Development,
hoods as competent innovatively skilled having received and endorsed the HRD 2030
workers and entrepreneurs, but to contribute Strategy on March 30th-31st 2017, prioritised
to educating enlightened individuals who can sixteen strategies for implementation in the first
support ‘meaningful and informed’ social and four years (2017-2020). These priority strategies
cultural changes through their daily and profes- will form the basis for a Regional Framework for
sional lives within their homes, communities, Action to be developed with participation from,
schools, workplaces and the global space. inter alia, Member States, Regional Institutions,
It is with this in mind that ‘Human Resource Private Sector Enterprises, Labour, Civil Society,
Development’ was defined. It is seen as all and International Development Partners. The
education and training delivered to citizens and Framework for Action will be implemented using
others to prepare them both for the workforce a HRD Strategy Action Plan Capacity Building
and better citizenship. In brief, the Strategy Initiative (CBI) which is integrated within
prioritizes the acquisition, through learning of the work plans of the CARICOM Secretariat,
the attributes of the Ideal Caribbean Person Member States and Regional Institutions of
(adopted by the CHOG) and what are considered CARICOM. The CBI will be a new mechanism
21st Century Skills and Competencies. for project-managed transformational changes
related to the sixteen priority strategies at the
The HRD 2030 Strategy is a Regional road map regional level that will be carefully monitored
for development of people. Taking note of the and evaluated for success over the period.
foregoing, the Strategy envisions Unlocking
Caribbean Human Potential which can be It is anticipated that the implementation
accomplished by enabling our people as they of the HRD 2030 Strategy and the Regional
progress from their earliest years to senior Framework for Action will redound to the benefit
adulthood to reach their full potential in their of the people of the Region by preparing them
personal and working lives, contributing to for brighter futures in turbulent times and
their families, communities and national and changing economies and societies. It will enable
regional development. It documents three the much needed transformations that will
principal goals, four key imperatives, three core affect the operations of schools, community
enablers, fifteen key performance indicators, colleges, institutes, colleges, universities,
fifty-five strategies organized into three HRD workplaces and other learning communities.
CARICOM HRD 2030 STRATEGY
Executive Summary xviiPHOTO CREDIT: THE UNIVERSITY OF THE WEST INDIES
xviii THE CARICOM HUMAN RESOURCE DEVELOPMENT (HRD) 2030 STRATEGY
UNLOCKING CARIBBEAN HUMAN POTENTIALIntroduction
to the
HRD 2030
Strategy
CARICOM HRD 2030 STRATEGY
11.1. What is the
CARICOM HRD 2030 Strategy?
The CARICOM Human Resource Development plans and for all parties to develop
(HRD) 2030 Strategy is a long-term regional corresponding implementation plans. This will
development policy framework which steers the enable the Region to move towards a converged
development of human resources in CARICOM. It approach to addressing and advancing
mobilises the interests of CARICOM Member education and training.
States, Associate Members, Regional Institu-
tions, Private Sector, Civil Society and The HRD 2030 Strategy is principally concerned
International Development Partners interests to with the design, development and implemen-
prioritise, harmonise and converge national and tation of a globally competitive seamless
regional planning processes in order to deliver HRD system. This system will serve to
effective sustainable strategies for people eliminate wastage of resources for planning,
development. The HRD 2030 Strategy defines management and delivery of education and
HRD as all education and training (early training and produce citizens at all levels, who
childhood to tertiary education and skills-based are equipped to function effectively in 21st
learning) offered to citizens of the CARICOM Century Economy and Society. This new system
Region for the development of their knowledge, will facilitate ease of access at all levels, to
skills and competencies in pursuit of regional multiple pathways to personal achievement
workforce development and better citizenship. and employment opportunities, enabling all
The Strategy provides a blueprint for Member learners to achieve their personal goals through
States to draft their HRD sector plans, for a diversified and regionally/internationally
Regional institutions to devise their strategic recognised education and training system.
1.1.1. The Seamless HRD System Model
The Seamless HRD System articulated in this efficient and effective manner. These principles
Strategy is an open framework which ration- will together form the bedrock of a more agile
alises, articulates, harmonises and develops and efficient education and training system,
three priority sectors (basic education, (early with enhanced capacities at all levels and in all
childhood primary and secondary education areas.
sectors), skills for lifelong learning and
tertiary education) within the HRD System. The The Seamless HRD System articulates
Seamless System is only operable when ten (10) educational levels within sectors (or
principles contained in Box 1 are applied in an sub-sectors) in a typology comprising learning
2 THE CARICOM HUMAN RESOURCE DEVELOPMENT (HRD) 2030 STRATEGY
UNLOCKING CARIBBEAN HUMAN POTENTIALBOX 1. Principles for the Design of a Seamless System for Human Resource Development 1
1 ACCESS: 2 ARTICULATION:
equitable access qualifications which are articulated from level to level
and provision of (across all three sectors) so that several vertical,
HRD for all horizontal and diagonal learning pathways exist from
persons; access to completion;
3 CO-OPERATION: 4 EMPHASIS:
ensures that all actors (governing bodies, regulatory emphasizes learn-
agencies, institutions and employers operating within the er-centredness in
three sectors) have established collaborative partnerships the design of
that facilitate effective co-operation towards effectiveness curricula, in
and efficiency; teaching and in
learning support so
that learners
achieve the desired
5 FLEXIBILITY: outcomes;
facilitates operational flexibility to ensure that
learners achieve desired results, for example,
through creation of mechanisms for decentral-
ization of authority to competent bodies to support 6 INTEGRATION:
effective planning, management, implementation integrates all three
and quality assurance and offers diverse pathways sectors within a single
and channels for learners to achieve; unified framework;
7 NON-DUPLICATION: 8 PROGRESS:
eliminates or avoids duplication of resource cultivates a continuous well
usage or learning experience. For example, in tracked flow of information
recognition of prior learning, an assessment of about the learner’s access,
the learners’ prior experience is credited towards progress and performance
another qualification the learner may choose; across the system;
9 QUALITY: 10 SUCCESS:
based on clearly defined quality ensures that the student achieves optimal
standards which are articulated success from the learning experience and
across the system; that deliberate effort is made for retention.
1
CARICOM Secretariat (2017). HRD 2030 Strategy Implementation. 32nd Meeting of the Council of Human and Social
Development CARICOM HRD 2030 STRATEGY
The Seamless HRD System Model 3communities where qualifications are offered in prime emphasis on formal learning in schools
both educational and lifelong learning contexts. and other institutions. Informal and non-formal
learning which takes place largely outside of
As shown in Diagram 1, the typology shows the traditional institutional learning environments
opportunities for upward and diagonal mobility have not been as formalized nor been
of learners from level to level. Learners can recognized for awards of credit, credentialing or
access and exit learning programmes at a variety other assessments for re-entry into the formal
of educational institutions such as early system. UNESCO’s Medium Term Strategy
childhood centres, primary and secondary 2014-2021 aims to ‘promote and support
schools, technical and vocational institutions, lifelong learning with a focus on adult and
community colleges, colleges, polytechnics and continuing education, literacy and non-formal
teaching, corporate, research and entrepre- basic education. The activities of the
neurial universities. It is envisaged that in the UNESCO Institute for Lifelong Learning place
Seamless HRD System, educational institutions particular emphasis on furthering educational
may offer externally validated qualifications that equity for disadvantaged groups and in
are designed in accordance with established countries most afflicted by poverty and conflict’.
national and regional quality assurance “Skills for Lifelong Learning” is the informal and
standards. Skills-based programmes, which are non-formal learning sector which addresses the
delivered by a variety of international organisa- skills, competencies and literacies to be
tions, state enterprises, professional bodies, acquired by children, youth and adults that
employers, media would both prepare them
entities, communi- In the Seamless HRD for active citizenship,
ty-based groups and System, educational re-entry into the formal
formal extension projects institutions may offer sector and productivity
within communities, may
externally validated for employment
be assessed and granted
vocational, professional
qualifications that engagement wherever
and whenever it can be
and continuing education are designed in accommodated in their
awards that can be accordance with lives. This sector would
further validated by established national also essentially address
educational institutions and regional quality vulnerable, marginalized,
for issuing prior learning assurance standards disenfranchised and
credits. disengaged target
societal groups. The sector would include, inter
The Region recognizes lifelong learning as the alia: i) home schooling, ii) open learning for
pursuit of every individual to ensure that he/she children and youth, iii) community-based
is prepared with the competencies and skills learning for children, youth and adults,
throughout his/her lifetime to learn, develop iv) government training and retooling initiatives,
and earn. Traditionally, the Region has placed v) NGO-led youth development initiatives,
4 THE CARICOM HUMAN RESOURCE DEVELOPMENT (HRD) 2030 STRATEGY
UNLOCKING CARIBBEAN HUMAN POTENTIALDiagram 1. Typology Model for a Seamless Human Resource Development System
EDUCATIONAL EDUCATIONAL LEARNING COMMUNITIES/
LEVEL/SECTOR CQF LEVEL QUALIFICATIONS INSTITUTIONS
Tertiary: Higher Degrees Earned Doctoral Degrees
by Research
Research Masters
TECHNICAL & VOCATIONAL
UNIVERSITIES
Tertiary: Taught Taught Masters
POLYTECHNICS
Postgraduate Certifications
Postgraduate Diplomas/Certificates
Tertiary: Baccalaureate Honours Bachelors
COMMUNITY COLLEGES
COLLEGES
Bachelors
Tertiary: Sub-baccalaureate Associate Degrees/ Higher Diplomas/
Caribbean Advanced Proficiency
Examinations (CAPE) Level 2 Diploma
Caribbean Advanced Proficiency
Examinations (CAPE) Level 1 Certificate/
Diploma
Secondary Advanced Certificate/ Secondary school: grade 12
Caribbean Secondary Education
Certificate (CSEC)
Certificate III/ Secondary school: grade 11
Caribbean Certificate of Secondary school: grade 10
Secondary Level Competence Secondary school: grade 9
(CCSLC) Secondary school: grade 8
Primary Certificate II/ Caribbean Primary Exit Primary school: grade 6
Assessment (CPEA) or equivalent
national common entrance test Primary school: grade 5
Certificate I Primary school: grade 4
Primary school: grade 3
Primary school: grade 2
Primary school: grade 1
Early Childhood Competency Age 5
Development Certificate Age 4
Age 3
Age 0-2
CVQ – Caribbean Vocational Qualifications
CVQs are aligned to qualifications in the system at levels. Skills-based lifelong learning certifications
represent community-based, workforce and other work-based institutional certifications where prior
learning and experience may be validated through a competency-based assessment model.
Source: (2017). A Typology Model for A Seamless HRD System. CARICOM Secretariat, Georgetown, Guyana.
CARICOM HRD 2030 STRATEGY
The Seamless HRD System Model 5vi) workforce development programmes, professional learning and management/
vii) informal mobile, digital and online learning executive leadership development.
i.e. open access learning and MOOCs and
viii) public education initiatives and ix) CPD The Seamless HRD System is to be organised
(continuing education and professional through a single unified and coordi-
development) programmes for career mobility, nated governance model for ensuring
Diagram 2. Governance Model for a Seamless Human Resource Development System
The 2030 Seamless Human Resource Development System agency/Functional map
THE POLiCY: HRD 2030 STRaTEgY
RESPONSiBiLiTY: CCS/mEmBER STaTES
COHSOD/COTED
SECTOR PLaNNiNg SECTOR CHaNgE SECTOR
VaRiED miNiSTRiES aND maNagEmENT aND REFORm PRODUCTiViTY
Sector Research Systems Review Economic Planning
Policy Analysis Systems Redesign Resource Planning
EmPLOYERS & iNDUSTRY Integrated Planning Systems Modeling Institutional Alignment
Country Monitoring Systems Intervention Impact Evaluation
RESPONSiBiLiTY: miNiSTRiES OF EDUCaTiON
EFFECTiVE LEgiSLaTiON RELEVaNT STaNDaRDS aPPROPRiaTE REgULaTiONS
EFFECTiVE gOVERNaNCE LEaRNiNg mODEL
PLaNNiNg
LEaDERSHiP EXCELLENCE TEaCHiNg EXCELLENCE LEaRNiNg SUPPORT EFFiCiENT RESOURCES QUaLiTY aSSURaNCE
By Laws Pedagogical Skills Classroom Learning Finance Licensing
Board Processes Subject Knowledge Open Access Learning Infrastructure Registration
Committees Assessment Practice Blended Learning Spaces Assessment
Decision Making Lesson Planning Mobile Learning Technologies Evaluation
Management ICT Integration E-Learning People Accreditation
Impact Evaluation Learner Contracts Co-Curricular Learning Partners Improvement
Student Services
RESPONSiBiLiTY: LEaRNiNg COmmUNiTiES
BaSiC EDUCaTiON SECTOR LiFELONg LEaRNiNg TERTiaRY EDUCaTiON STUDENTS
(ECD, PRimaRY, SECONDaRY) SECTOR SECTOR
Public Schools Community-Based Learning Public Domestic TEIs
Private Schools Centres (NGOs, CBOs, FBOs) Private Domestic TEIs gRaDUaTES
International Schools Vocational Learning, Offshore & Foreign DL TEIs
CPDs, Public Education
SOCiETY
6 THE CARICOM HUMAN RESOURCE DEVELOPMENT (HRD) 2030 STRATEGY
UNLOCKING CARIBBEAN HUMAN POTENTIALeffectiveness and efficiency in education embrace a national quality assurance
and training within the three sectors. For mechanism for basic education, lifelong
implementation of the Seamless System learning and tertiary education which
Model, a governance model (Diagram 2) reflect seven (7) core components or
is proposed. There are three broad-based criteria such as effective governance,
levels of engagement and responsibilities for leadership excellence, teaching
governance of the system. They are at the: excellence, the learning model, learning
support systems, efficient resources
i) regional level where HRD sector policies and quality assurance processes; and
are planned, reforms managed and
productivity harnessed based on iii) the advancement of the learning
inputs from CARICOM organs, Member communities within schools and
States and employers and industry; HRD institutions to educate and train
learners for the needs of Member
ii) the national level where Member States States. It is here where the typology
take full responsibility for introducing of learning communities exist which
policies, legislation, operating standards includes a differentiated system at
and regulations for the effectiveness all levels to include public, private,
and efficiency of the national HRD international, community-based and
system. The operational standards may other kinds of learning providers.
1.1.2. The Seamless HRD System within an Ecosystem
The HRD 2030 Strategy recognises that human brenner’s ecological model (1994)2 suggests
resource development occurs in the context that the ecosystem approach may examine five
of, and is influenced by, a number interacting (5) key components which influence human
social, economic, environmental, technological development including learning in children,
and political forces. Thus, the new Seamless youth and adults. These are the micro‑, meso‑,
HRD System will function to provide added exo‑, macro- and chrono-systems. In short, the
value and support to this larger ecosystem HRD 2030 Strategy examines these components
in which HRD takes place. For this reason, and defines them as shown in Diagram 3:
the ecosystem adopts a “whole society”
approach which is in-keeping with the UN i) Governance (government laws and
Sustainable Development agenda. Brofen- policies, historical antecedents, social
2
Brofenbrenner, U. (1994). Ecological models of human development. In: International Cyclopedia of Education, Vol 3: 2nd.
Oxford, Elsevier
CARICOM HRD 2030 STRATEGY
The Seamless HRD System within an Ecosystem 7values, culture, economy, human iv) School (management, curriculum,
rights, media and technology); effective teaching, classroom
peers and services).
ii) Community (neighbour-
hoods, psychosocial support, In terms of governance, the HRD 2030
activities and child raising); Strategy may therefore be seen as an integral
member of CARICOM’s family of strategies
iii) Family/Home (socio-economic class, which seek to address other issues and
parenting, familial relationships, opportunities within the broader ecosystem.
nurturing and support) and These include, but are not limited to:
Diagram 3. Ecosystem Approach adopted from Brofenbrenner’s Ecological Systems Model
maCROSYSTEm
Laws History Culture
Economic System Social Conditions
EXOSYSTEm
Extended Family Parents’ Work Environments
School Board Neighbourhoods Mass Media
miCROSYSTEm
Family Classroom
mESO
SYSTEm
Siblings iNDiViDUaL CHiLD Peers
8 THE CARICOM HUMAN RESOURCE DEVELOPMENT (HRD) 2030 STRATEGY
UNLOCKING CARIBBEAN HUMAN POTENTIAL`` The CARICOM Gender Differ- `` The Petion Ville Declaration on the
entials Framework, rights of persons with disabilities,
`` The CARICOM Framework for `` The Strategy on Violence Against Children,
Action for Children,
`` The Climate Change Strategy,
`` Regional TVET Strategy for
Workforce Development and `` The Cultural Industries Strategy,
Economic Competitiveness
`` The policy directions laid out in the
`` The CARICOM Social Development and CARICOM Strategic Plan with regard
Crime Prevention Strategy and Action Plan, to economic and technological
resilience and regional identity.
`` The CARICOM Strategy for Prevention
of Adolescent pregnancy, It is therefore imperative that the HRD 2030
Strategy be conceptualised, developed and
`` The CARICOM Youth Development implemented as a collaborative effort involving
Strategy and Action Plan, all stakeholders from the broader ecosystem.
1.2. Context for the HRD 2030 Strategy
1.2.1. Caribbean Diversity, Population Dynamics
and Social Challenges
As a geographical space, the Caribbean stretches from the Bahamas in the extreme
Community is populated by 19 Million persons, north, Belize on the Central American sub-con-
comprising culturally and linguistically diverse tinent to Guyana and Suriname in the extreme
groups of people who have historical roots to south. Over the past decade, the Community has
Africa, India, China, the Middle East, Indonesia, experienced marginal growth with a mean
and First Nations or Aboriginal civilizations. It population growth rate of approximately 1.5%
CARICOM HRD 2030 STRATEGY
Caribbean Diversity, Population Dynamics and Social Challenges 9Diagram 4. Percentage of Poor Population in CARICOM
FIGURE 8
Percentage of population poor
58.5
60
50 47.2
41.3
40 37.7
36.1
28.8 30.2 28.8
30
21.8
19.0 20.0
18.3
20 15.5
9.9
10
0
2001
2005
2007
2008
2009
2010
2012
2015
Antigua Bahamas Barbados Belize Dominica Grenada Guyana
Haiti Jamaica St. Kitts St. Lucia St. Vincent Suriname Trinidad & Tobago
Source: Caribbean Development Bank (2016)
EXCERPTED FROM UNDP CARIBBEAN HUMAN DEVELOPMENT REPORT
and interventions to help the region achieve Poverty rates in CARICOM exceed those in
the ambitious and universal targets of the new Latin America and the Caribbean as a whole
Agenda 2030. The 2014 Human Development and are also higher than those in countries
Report indicates that poverty and vulnerability classified as low and middle income countries
Diagram 5. Higher Unemployment are linked, Rates among Caribbean
multidimensional and, Youth
at times, by international agencies. Haiti, because of its
Key multidimensional mutually reinforcing. But they are not syn- high share in the CARICOM population and
FIGURE 2 include reducing
priorities onymous. The poor are inherently vulnerable its poverty rate being much higher than those
the debt burden,
Unemployment is more building because they lack sufficient core capabilities to of the other countries, elevates the average for
severe among youth, with the exception of Belize, Guyana and St. Kitss & Nevis
resilience to shocks at exercise their full agency. the region. If Haiti is excluded from the calcu-
all
80 levels and addressing
For most CARICOM economies, the ob- lation the average poverty rate becomes 24 per-
significant challenges stacles to multidimensional progress are deeply cent. There has been a reduction in poverty in
60 in youth employment. structural and linked to an extremely high debt 6 countries and worsening of poverty in 5. It is
burden, vulnerabilities to natural disasters and possible that countries experiencing economic
40 the additional costs of Small Island Developing growth recovery in 2011-2015 may have recov-
States – high costs for food imports and high ered from any slippage in their poverty rates or
20
costs for energy. Therefore, key multidimen- may have prevented slippage while those with
0
sional priorities include reducing the debt bur- negative or no growth would have experienced
den, building resilience to shocks at all levels some deterioration.
Antigua & Barbuda
Bahamas, The
Barbados
Belize
Dominica
Grenada
Guyana
Haiti
Jamaica
St. Kitts & Nevis
St. Lucia
St.Vincent & the Grenadines
Suriname
Trinidad & Tobago
and addressing significant challenges in youth There is also a problem of indigence, i.e. ex-
employment, and social inclusion of vulnerable treme poverty, where indigence is defined as an
groups. individual’s incapacity to afford the basic food
Poverty indicators for Caribbean basket. The percentage of population estimat-
Community countries are not current. Figure ed to be indigent is as high as 23.8 percent in
8 shows high levels of poverty for the most Haiti, 18.6 percent in Guyana, 17 percent in St.
Population below national poverty line Unemployment Rate Youth Unemployment (Aged 15 to 24 )
recent years, based on estimates compiled for Kitts and Nevis and 15.8 percent in Belize. The
13 countries. The population weighted average estimate is 9.1 percent for Barbados in 2001.
poverty
Source: CARICOM Regional Statistical Database; 2015 rateandis 2016
Economic Review 43.7 percent
Forecast, Caribbeanfor CARICOM.
Development In the
Bank; and World Databank other countries the range is between 1.2
http://data.worldbank.org 1
12 | CARIBBEAN HUMAN DEVELOPMENT REPORT MULTIDIMENSIONAL PROGRESS: HUMAN RESILIENCEEXCERPTED
BEYOND INCOME
FROM UNDP CARIBBEAN HUMAN DEVELOPMENT REPORT
income countries that require new metrics additional information to existing multidimen-
and new policies to move forward. sional poverty measurement tools.
In this Report, multidimensional progress The insertion of the concept of multidi-
is defined as a space for human development mensional progress into the discourse on
regulated by normative limits: nothing that Caribbean development introduces a fun-per annum with high population growth in the rates of poverty and extreme poverty rates in
British Overseas Territories such as Cayman many countries, with Haiti being among the
Islands (2.7%) and the Turks and Caicos Islands most severely affected4. Investment in people
(4.5%), while some territories such as Suriname development strategies is therefore critical to
and St Vincent and the Grenadines (0.1%) facilitate the reduction of poverty in Member
register low rates. This change in population States.
growth is balanced by a crude mean annual birth
rate of 18 per thousand and mean mortality rate Natural disasters have likewise been taking
of 6.5 per thousand. The average life expectancy a severe toll on the Region. A Caribbean
for the Region is 70 years. Migration has Development Bank (CDB) analysis of the
therefore become a impact of natural
major issue in many With the exception of disasters estimated
territories such as the Trinidad and Tobago, youth that the hazards
Cayman Islands and unemployment rates are during that period
the Turks and Caicos between 18 and 47 percent cost the Community
Islands. Within this over US$ 18 bn.5
context, the Region’s development of human These disasters impacted negatively on human
resources would therefore require significant development, especially in the poorest and
investment from birth to senior adulthood, most vulnerable parts of the Region6. Some
recognising that while population growth is countries face unique situations. In the
minimal the changes and outreach in human Bahamas for example, the multi-island Small
resource development must address different State characteristic has the effect of signifi-
people groups given their historical, geo-po- cantly driving up the cost of education and this
litical, cultural and linguistic contexts. exacerbates the challenges of access and equity
in education provision. Countries such as Haiti,
Human resource development strategies are Guyana, Belize and Suriname also experience
regarded as a collective weapon for poverty additional issues because significant elements
alleviation in developing countries (Li, 1994)3. of their populations are located in far-flung
While social and economic progress has been areas of the country which might be difficult
achieved over the past two decades across the to reach because of geographical terrain, and
Region, poverty continues to plague Caribbean the absence of reliable ICT networks. Box 2
countries. As can be seen in Diagram 4 points to the serious socio-economic and other
Caribbean countries are characterized by high disparities and inequalities which often exist
3
Li, W. (1994). Human resources development and poverty alleviation: A study of 23 poor counties in China. Asia Pacific
Population Journal. Sept 9 (3): 3-18
4
See for poverty rates, UNDP (2016) Caribbean Human Development Report, p.28
5
Cited in UNDP (2016). Caribbean Human Development Report, p.7
6
Cited in UNDP (2016). Caribbean Human Development Report, p.7
CARICOM HRD 2030 STRATEGY
Caribbean Diversity, Population Dynamics and Social Challenges 11BOX 2. Situation of Indigenous & Tribal Groups – Case of Suriname 7
L A R G E G R O U P S O F T H E P O P U L AT I O N [ H AV E B E E N ] I N A
D I S A DVA N TAG E D P O S I T I O N F O R A LO N G T I M E … T H EY A R E , I N PA RT I C U L A R , T H E
indigenous and tribal groups I N [ T H E ] I N T E R I O R .
S U C H G R O U P S are deprived of much of what is
necessary to lead a decent life F R O M A H U M A N I TA R I A N
STA N D P O I N T. T H U S T H EY L AC K S O U N D A N D A D EQ UAT E FAC I L I T I E S I N T H E A R E A O F
E D U C AT I O N , M E D I C A L A N D S O C I A L C A R E . T H E R E I S N O Q U E ST I O N O F ST R U C T U R E D
E M P LOYM E N T A N D M A N Y L AC K A F I X E D I N CO M E . T H E P R OV I S I O N S F O R A H E A LT H Y
L I V I N G E N V I R O N M E N T A R E M I SS I N G I N T H E I N T E R I O R , W H E R E P OV E RT Y A N D P R O B L E M S
R E L AT E D T H E R E TO P R E D O M I N AT E … T H E R E A L I T Y O F T H E D I S A DVA N TAG E D, T H E
condemnation and maintenance of the
underprivileged as the ‘outcasts’
O F [ T H E ] S O C I E T Y constitutes a major risk F O R T H E S P I R I T U A L
W E L FA R E A N D T H E L E V E L O F C I V I L I S AT I O N O F [ T H E ] S O C I E T Y.
I T I S A M AT T E R O F T H E H I G H E ST P R I O R I T Y TO WO R K O N A RA D I C A L
A N D T H U S F U N DA M E N TA L L I F T I N G O F T H I S S I T UAT I O N .
Source: Extracted from “Suriname’s Multi-year Development Plan 2012-16” pp 66 and 67 and cited in CDB (2014). Country Strategy Paper,
2014-2018 The Republic of Suriname. http://www.caribank.org/wp-content/uploads/2016/03/BD53_14_CSP_Suriname_FINAL.pdf
7
See, following Box 4, the comprehensive initiatives undertaken by the Government of Suriname to rectify these challenges
in terms of improving education access, equity and quality.between populations in coastal and in the rural education and employment prospects. The
hinterland districts of some Caribbean countries. Report notes that “the data might be pointing
to differences between the education levels
With the exception of Trinidad and Tobago, employers want in the labour force and what
youth unemployment rates in the Community are the education system produces.”9 It also
between 18 and 47 percent, representing rates noted the need for “improving the levels,
twice to three times the rates for adults. Youth quality and relevance of education and
account for 28 to 50 percent of all unemployed training of the population”, especially given
persons as seen in Diagram 5.8 It is also worth the high cost of youth unemployment for the
noting that female youth unemployment is Region, and its impact on economic develop-
usually significantly higher among than that ment.10 This currently impacts HRD within
for the males even in spite of generally better CARICOM. It has also been one of the most
education achievement. A 2016 UNDP Report important determinants of educational access,
points to the positive association between equity and relevance within the Region.
1.2.2. Political Systems and Governance of HRD
Building the sustainability of HRD towards the for the Region’s HRD and therefore use the
year 2030 will require the stability of CARICOM Strategy to creatively negotiate their priorities
political systems which influence good for National HRD it can only be beneficial to their
governance. Political systems in the Region country’s development. This may be achieved
involve transfers of power through multi-party by using a mix of governmental actions, legisla-
constitutionally determined elections. Political tions, fiscal and budgetary measures and
parties negotiate their policy priorities with the data from the monitoring and evaluation of
electorate, articulate the priorities in manifestos previously executed projects that fall within
and, once successful, implement them for their own country education sector strategy.
five-year terms at a time. Such implemen- In this way, there will be continuity in public,
tation will involve government policy actions, private and international investments in HRD
legislation formulated through the Parliamentary at the state level, despite resource constraints.
machinery and Appropriation Bills for budget Collectively as a Region, all Member States will
prioritization. If political parties consider the move on similar pathways to implementation
HRD 2030 Strategy as a key development policy of a Regional HRD System within CARICOM.
8
UNDP (2016) Caribbean Human Development Report, p.38 &.73
9
UNDP (2016) Caribbean Human Development Report, pp.151
10
UNDP (2016) Caribbean Human Development Report, p.151
CARICOM HRD 2030 STRATEGY
Political Systems and Governance of HRD 131.2.3. The Economics of Regional HRD
Several Member States have allocated large among the most indebted in the world and
proportions of their Gross Domestic Product have debt burdens in excess of 60% and some
(GDP) to education. According to the World over 90% which places them in a precarious
Bank, in 2013, education expenditures in fiscal position with their indebtedness
CARICOM as a whole represented about 4 undermining their growth and development.14
percent of GDP, comparing favourably to the
Organisation for Economic Cooperation and One of the most striking features of the current
Development (OECD) average of 5.2 percent of economic situation of regional economies is
GDP.11 In 2011, The World Bank reported that that the Caribbean has been underperforming
Caribbean small island states dedicated an even when measured against other parts of
average of 6.3 percent of GDP to education, a the developing world, including other small
marked increase from the 2.8 percent allocation island developing states (SIDS). This represents
in 1999.12 Whatever the 2016-17 percentage of a significant reversal of fortunes since as one
GDP allocated to education and training, it is study showed, “while in 1980 Caribbean GDP
safe to say that per capita was four
there is a sizeable
The Caribbean has been times higher than
commitment to
education from
underperforming even when the of other small
economies, by 2012
the public purse
measured against other parts this ratio had fallen to
in CARICOM of the developing world, less than parity – at
countries.13 This including other small island 0.94”. The trend is
commitment has developing states (SIDS) predicted to continue,
occurred in a and Caribbean GDP is
context of severe financial difficulty for most projected to fall, in a business as usual scenario,
countries in the Region since they have been to 0.89 of the GDP of other small economies
experiencing declining economic conditions by 2018.”15 The Caribbean Development Bank
for over the last decade, or more. This is attributes the lack of growth and indebtedness
reflected in the debt to GDP ratio and poor of Caribbean countries, relative to even the
growth in the majority of countries. As seen performance of other small island developing
in Diagram 6, many Caribbean countries are states (SIDS), as being a reflection not only
11
World Bank (2013), “Quality Counts for Skills and Growth.”
12
Information downloaded August 19, 2016 from http://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS
13
This significant allocation of GDP to education needs to be considered in light of the high burden of debt-to-GDP ratio of
the majority of CARICOM countries. In light of their debt burdens, the commitment to education is even more significant.
14
CARTAC (2015). Caribbean Regional Technical Assistance Centre, Annual Report September 2015, P.10 http://cartac.org/
wp-content/uploads/2016/01/AR_CARTAC_FINAL_WEB_Nov-13-2015.pdf ; ECLAC (2015) The Caribbean and the Post-2015
Sustainable Development Agenda. Symposium on sustainable development goals for the Caribbean within the post-2015
development agenda held in Port of Spain, Trinidad and Tobago, 24-25 June 2015, https://unite.un.org/events/sites/unite.
un.org.events/files/Final%20Paper%20on%20SDGs%20for%20the%20Caribbean.pdf
15
ECLAC (2015) The Caribbean and the Post-2015 Sustainable Development Agenda, p.8
14 THE CARICOM HUMAN RESOURCE DEVELOPMENT (HRD) 2030 STRATEGY
UNLOCKING CARIBBEAN HUMAN POTENTIALof the region’s vulnerability but also its lack expenditure on HRD only represents a part
of competitiveness and low productivity.16 of overall spending on these sectors. Private
expenditures may include costs related to
Economic conditions have been affecting textbooks, writing materials, transportation,
HRD sectors in the Region by determining the school uniforms, and lunches, among other
quantum of resources governments within things. Additionally, Member States have been
restrained conditions can afford to dedicate tinkering with alternatives such as non-tradi-
to financing education and training. This tional options for delivery of HRD. Such options
situation in turn has had implications for the may be inclusive, high quality, service-driven
pace, amount and quality of job opportu- and learner-centred with reasonably lower cost
nities, which in turn determines the returns on models. The potential of open learning models
investment in education. These impacts are and modalities which will be addressed in
felt at all levels of the education system. The subsequent sections of this Strategy represent
precarious nature of the Region’s economies critical options for HRD planning and delivery.
and especially their high levels of indebt-
edness produce negative impacts on HRD as The negative ramification of economic
well, since it not only constrains the ability challenges is often gendered, as economic
of countries to make further investments in crises have serious implications for female-
this area, and those services such as health, headed households in the Caribbean. The
and social protection which are crucial to severity of the impact is not restricted to
enabling educational access and equity.17 resources for books, clothes, lunch and other
such essentials. The crises force female heads
The effects of lowering economic conditions of households to increase their participation
on HRD access and equity have historically in the labour force to earn more and these
also been evident at the level of families and mothers therefore have less time to dedicate to
individuals, especially those of lower socio-eco- providing help for their children at home with
nomic backgrounds. Educational choices homework and lessons, among other things.18
which learners and their families make both The The past and current economic conditions in
in terms of level and type of studies to be the Caribbean have had negative effects on the
pursued are also often influenced by economic aspirations of individuals and families in terms
conditions within respective countries. It of their educational expectations. Whether rich
is worth bearing in mind that government or poor, parents in the Caribbean expect that
16
CDB Economic Review 2015, p.5
17
ECLAC (2015, p.7-8) notes for example that in the case of Jamaica, in the 2015–2016 Budget Estimates of Expenditure
tabled in Parliament in February 2015 the country allocated J$310.2 billion or approximately 47 per cent of projected
Expenditure to servicing debt; in the same Estimates spending on education was reduced by three 3 per cent – from J$83.8
billion to J$81.3 billion.”
18
Juliana S. Foster and Rhoda R. Reddock (2010) The Global Financial Crisis and Caribbean Women: A Gender Analysis of
Regional Policy Responses” paper submitted to SALISES 11th Annual Conference Hyatt Regency Hotel, Port of Spain Trinidad
and Tobago March 24-26th. http://sta.uwi.edu/conferences/09/salises/documents/J%20Foster.pdf
CARICOM HRD 2030 STRATEGY
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