National Training Agency - Strategic Development and Implementation Plan 2018-2020
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National Training Agency
Strategic Development and Implementation Plan
2018-2020
Version 1.3
June 2018 0
National Training Agency
1
Strategic Development and Implementation Plan 2018-20
National Training Agency
Strategic Development and
Implementation Plan
2018-2020
2
National Training Agency
Contents
ACRONYMS ............................................................................................................. 4
EXECUTIVE SUMMARY ................................................................................................ 5
1. .................................................................................................... INTRODUCTION 11
1.1 TERMS OF REFERENCE ................................................................................................ 11
1.2 SPECIFIC TASKS ......................................................................................................... 12
1.3 APPROACH TO THE ASSIGNMENT ................................................................................... 13
1.4 LIMITING FACTORS .................................................................................................... 13
1.5 LAYOUT OF THE STRATEGIC PLAN ................................................................................... 14
2. ............................................................ THE ECONOMY, LABOUR MARKET AND THE GNTA 15
2.1 THE ECONOMY .......................................................................................................... 15
2.2 THE LABOUR MARKET ................................................................................................ 16
2.3 THE GRENADA NATIONAL TRAINING AGENCY .................................................................... 23
2.3.1 ESTABLISHMENT ................................................................................................ 23
2.3.2 RECENT ACTIVITIES ............................................................................................. 25
2.3.3 NTA ACHIEVEMENTS SINCE FIRST STRATEGIC PLAN ..................................................... 25
2.3.4 LESSONS LEARNED FROM THE FIRST STRATEGIC PLAN .................................................. 26
2.3.5 MAIN AREAS OF FOCUS BEYOND 2017 .................................................................... 30
3. ..................................................................................... THE GNTA STRATEGIC PLAN 32
3.1 THE STRATEGIC PLANNING PROCESS ............................................................................... 32
3.2 VISION STATEMENT.................................................................................................... 32
3.3 MISSION STATEMENT ................................................................................................. 32
3.4 GOAL AND OBJECTIVES ............................................................................................... 33
OBJECTIVE 1: CAPACITY TO DELIVER COMPETENCY-BASED TRAINING STRENGTHENED ........................ 34
OBJECTIVE 2: EMPLOYERS’ AWARENESS OF AND DEMAND FOR LEVEL 3 AND LEVEL 4 SKILLS INCREASED. . 38
OBJECTIVE 3: PUBLIC AWARENESS OF THE VALUE OF N/CVQ HIGHER QUALIFICATIONS IMPROVED. ....... 39
OBJECTIVE 4: ENTERPRISE TRAINING FUND ESTABLISHED AND OPERATIONALIZED.............................. 41
OBJECTIVE 5: A CENTRALIZED ASSESSMENT CENTRE ESTABLISHED IN GRENADA. ............................... 43
OBJECTIVE 6: WORLD SKILLS COMPETITION ESTABLISHED AT LOCAL LEVEL IN GRENADA...................... 44
OBJECTIVE 7: EDUCATIONAL SYSTEM MORE CLOSELY ALIGNED WITH LABOUR MARKET PRIORITIES .......... 45
OBJECTIVE 8: HUMAN RESOURCE PLANNING RE-VISITED AND STRENGTHENED AT THE NTA ................. 49
OBJECTIVE 9: A PHYSICAL PLAN TO ESTABLISH AN NTA-OWNED OFFICE COMPLEX IS DEVELOPED ........... 50
OBJECTIVE 10: GENDER PRIORITIES ARE INCORPORATED INTO STRATEGY IMPLEMENTATION ................ 51
4. ............................................................................. STRATEGIC IMPLEMENTATION PLAN 54
4.1 OBJECTIVES, STRATEGIES, REQUIRED ACTIVITIES AND RESPONSIBLE ENTITIES ............................. 54
APPENDIX 1: PERSONS CONSULTED ............................................................................... 65
APPENDIX 2: DOCUMENTS REVIEWED ............................................................................ 67
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Strategic Development and Implementation Plan 2018-20
Acronyms
APL Assessment of Prior Learning
ATCs Approved Training Centres
CANTA Caribbean Association of National Training Authorities
CARCIP Caribbean Regional Communications Infrastructure Program
CARICOM Caribbean Community
CARILED Caribbean Local Economic Development Project
CBET Competency Based Education and Training
CBT Community Based Training
C-EFE CARICOM Education for Employment Program
CEO Chief Executive Officer
CSO Central Statistics Office
CVQ Caribbean Vocational Qualification
EBT Enterprise Based Training
GCTVET Grenada Council for Technical and Vocational Training
GDP Gross Domestic Product
GIDC Grenada Industrial Development Corporation
GNTA Grenada National Training Agency
GRENCODA Grenada Community Development Agency
IBT Institution Based Training
ICT Information and Communications Technology
IMANI The New IMANI Youth Training Programme
IMF International Monetary Fund
LMIS Labour Market Information System
MOE Ministry of Education
MoF Ministry of Finance
NEWLO New Life Organization
NGOs Non-Government Organisations/civil society
NIS National Insurance Scheme
NVQ National Vocational Qualification
OECS Organization of Eastern Caribbean States
OS Occupational Standards
QA Quality Assurance
SMEs Small and Medium Enterprises
TAMCC T.A. Marryshow Community College
TVET Technical and Vocational Education and Training
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National Training Agency
Executive Summary
Overview. The general objective of this assignment is to formulate a three-year Strategy and
Implementation Plan for the NTA for the period 2018 -2020. The strategy takes into consideration
market demand for skills, institutional approaches being used to facilitate market needs, the
development priorities established by Government and the respective roles of Skills Training
service providers in Grenada.
The specific objectives of this assignment were:
• The review of the GNTA Strategic Plan for 2014-2016 and the formulation of GNTA’s
Strategic Development and Implementation Plan for 2018-2020;
• The facilitation of input from Key Stakeholders into the Strategic Development and
Implementation Plan.
• The development of a Strategy and Implementation Plan aligned with a) CARICOM’s
Regional TVET Strategy for Workforce Development and Economic Competitiveness, b) the
Ministry of Education’s Strategic Plan, c) the GCTVET ACT and d) national development
priorities in key areas identified for economic growth.
The development of a strategy that addresses the current and future employment gaps in
all sectors (formal and informal) of the Grenadian economy with emphasis on the main
sectors mentioned above.
• The development of a strategy and implementation plan that outline occupational streams
and levels for which new training programs should be facilitated and areas for further
expansion of existing training programs be developed.
• The development of a strategy and implementation plan that address employers’ concerns
regarding the deficiencies in the professional profile of applicants and new entrants to the
labour market as well as persons already in the workforce who are uncertified or in need
of further training and certification.
This 2018 – 2020 Strategic Plan is presented in two main parts:
1. Articulation of the Strategic Objectives, and
2. Presentation of the Implementation Plan which the GNTA and associated stakeholders
would have to initiate to confirm that the Strategic Objectives have been realized by end-
of-year 2020.
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Strategic Development and Implementation Plan 2018-20
The Labour Market. Grenada’s labour market has undergone substantial change in recent years.
The most outstanding metric is the significant divergence in unemployment by education level
where unemployment among primary and secondary school leavers is at least six times as high as
for post-secondary and tertiary level educated students.
Still, employment in Grenada has been trending upwards between 2011 and 2017. The size of the
labour market has expanded but most of the jobs are now in the public sector. Noticeably,
estimates of job creation in the informal sector have not been provided although that sector itself
is obviously expanding.
More educated entrants are increasing their share of the workforce market. But some employers
are still concerned about the clear deficiencies in Soft Skills of their employees –regardless of the
level of employment that they are appointed to in companies.
There are some expected shortfalls in skilled labour supply but there are no pressing bottlenecks
in filling vacancies. However, a word of caution should be noted: the absence of bottlenecks in
2013 – 2014 cannot be extrapolated into 2017 – 2018 given that structurally, the economy has
not been expanding evenly over the last 3 – 5 years. Consequently, there are some expected
shortages in a number of skilled areas which have been noted in this document.
Overall, the employability of school leavers is perhaps not as attractive as it needs to be with
employers emphasizing that Government should better equip young people for the labour market
by providing them with relevant training and Soft Skills. That perspective is reinforced in the
statistical data analyzed by the Central Statistics Office and the International Monetary Fund
(IMF).
NTA Achievements since its first Strategic Plan. NTA achievements have been commendable over
the duration of its first Strategic Plan. Of a total of seven strategic objectives (SOs) established in
the first plan, the NTA successfully realized four of the seven (57%) of them and made substantive
advancements on another two SOs. Overall therefore the Agency has succeeded or made
substantial progress on six of its seven strategic objectives. Such progress is impressive –
especially since most strategic plans realize only a third to 50% of their objectives when those
plans are implemented.
Main areas of focus beyond 2017. Because the NTA had been intimately engaged with the
development of Grenada’s competency-based TVET system (i.e. from inception) it has established
its priorities – or areas of primary focus beyond 2017 – to be as follows:
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National Training Agency
1. Strengthening the capacity of the Agency and training institutions to deliver Levels 3 and
4 training and certifications to the workforce.
2. Because the training and certification system is demand-led, the NTA needs to address the
challenge of getting the private and public sectors to buy-into the need for/use of
qualifications at Levels 3 and 4.
3. Implementing an NTA communications strategy. This is important for various reasons,
including promotion of the CVQ and NVQ qualifications and certifications, the private
sector’s development of a stronger appreciation of the NTA system and its benefits to
them; and promotion of the Enterprise Training Fund (ETF).
4. Government’s acceptance of the ETF model and the development into law of legislation
that would establish the ETF in Grenada. The NTA would also have to be equipped with an
institutional support infrastructure i.e. staffing, to support the ETF’s management.
5. Development of an Assessment Centre. This is especially important because training
certifications need to be (periodically) validated and because higher levels of vocational
training (e.g. Levels, 3 and 4) require assessments with the appropriate equipment that is
normally used/preferred by employees.
6. Putting in place the institutional capacity that would allow the NTA to coordinate and
deliver an annual World Skills (local competition) in Grenada.
7. Re-emphasizing the results of the 2014 Labour Market Needs assessment including the
need to a) improve the development of basic and soft skills in education, b) stimulate the
development of entrepreneurial skills in education, c) encourage cooperation between
government and private sector regarding the development of technical skills, whereby a
role can be played by a system of apprenticeships, and d) provide competency-based
practice-oriented training to currently unemployed persons
These areas of focus are closely aligned with a) the findings from the Labour Market Needs
Assessment, and b) the evolution of the NTA as a training certification agency – now with
increasing emphasis on Levels 3 and 4 Certification.
The GNTA 2018 – 2020 Strategic Plan. The overall goal of the GNTA is to enhance the competence
of Grenada’s workforce through adoption of occupational standards and N/CVQ certification.
Realization of this goal is linked to the NTA’s Mission of “enhancing the employability of Grenada’s
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Strategic Development and Implementation Plan 2018-20
workforce” given that standards adoption and
certification are prerequisites for achieving the
Agency’s Mission.
This goal will be achieved by maintaining a
comprehensive and integrated Training system with
emphasis on the relevance, quality and standards of
NTA STRATEGIC 1) the curriculum, 2) the form/mode of training, 3)
OBJECTIVES 2018-20 assessment, 4) qualifications, 5) public and private
• Objective 1: Capacity to training institutions, 6) tertiary institutions, 7) NGOs
deliver competency-based
and 8) the workplace.
training strengthened
• Objective 2: Employers’
awareness of and demand for The following related strategic objectives are aligned
Level 3 and Level 4 skills with the overall goal and with the NTA’s progressive
increased realization of its Mission over the next three years
• Objective 3: Public awareness
(2018 – 2020):
of the value of N/CVQ higher
qualifications improved
• Objective 4: Enterprise • Objective 1: Capacity to deliver competency-
Training Fund established and based training strengthened
operationalized in Grenada • Objective 2: Employers’ awareness of and
• Objective 5: A centralized
demand for Level 3 and Level 4 skills increased
Assessment Centre established
in Grenada • Objective 3: Public awareness of the value of
• Objective 6: World Skills N/CVQ higher qualifications improved
Competition established at • Objective 4: Enterprise Training Fund
local level in Grenada established and operationalized in Grenada
• Objective 7: Educational
• Objective 5: A centralized Assessment Centre
system more closely aligned
with labour market priorities established in Grenada
• Objective 8: Human resource • Objective 6: World Skills Competition
planning re-visited and established at local level in Grenada
strengthened at the NTA • Objective 7: Educational system more closely
• Objective 9: A physical plan to
aligned with labour market priorities
establish an NTA-owned office
complex is developed • Objective 8: Human resource planning re-
• Objective 10: Gender visited and strengthened at the NTA
priorities are incorporated into • Objective 9: A physical plan to establish an
Strategy implementation. NTA-owned office complex is developed
• Objective 10: Gender priorities are
incorporated into Strategy implementation.
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National Training Agency
Each of these objectives and their associated strategies and actions are articulated in the body of
this document. An implementation plan was developed to highlight the critical actions that need
to be initiated by the NTA over the three-year strategy period and is presented in Section 4 of this
document. In particular, special attention was given to three strategic priorities:
1. Strengthening Grenada’s capacity to undertake competency-based training
2. Development of a comprehensive communication strategy with specific actions to be
implemented that would improve employer and the public’s awareness of TVET and
N/CVQ qualifications in Grenada, and
3. Future-looking perspectives on key steps to be taken to align labour market priorities with
a reformed educational system.
The first two priorities can be fully implemented with the 2018 – 2020 Strategy time frame. The
third priority can be initiated within the same time frame, but implementation should be expected
to extend well beyond the strategy period because of the complexity of addressing this challenge.
Implementation implications of the strategic plan. To implement this strategic plan, the NTA will have
to adopt a rigorous project management approach to planning, assigning responsibilities,
monitoring progress, and adjusting the plan towards realisation of each of the ten strategic
objectives.
There are three key reasons why such an approach is emphasized:
1. There are 10 strategic objectives and 80 separate actions to be implemented over the
three-year strategy period of 2018 to 2020. This compares with seven strategic objectives
and 47 actions in the first Strategic Plan. In terms of strategic objectives and actions, the
2018 – 2020 strategy is 30% and 70% larger respectively than similar metrics in the First
Strategic Plan.
2. The number of strategic objectives and actions are larger because a new strategic
objective (World Skills) was added to the Strategic Objective portfolio and three additional
objectives were specifically requested by the NTA nearing completion of the plan:
(Objective 8: Human resource planning re-visited and strengthened; Objective 9: A
physical plan to establish an NTA-owned office complex is developed; and Objective 10:
Gender priorities are incorporated into Strategy implementation). Twenty-one (21)
additional actions were associated with these four strategic objectives.
3. Thirty-five (35) actions, or 43% of the total of 80, are to be initiated in Year 1. Many of
these actions/activities will be continued into Years 2 and 3 – with new actions also being
added in Years 2 and 3. Therefore, there is limited room for slippage in terms of start and
completion dates for successful strategy implementation.
9Strategic Development and Implementation Plan 2018-20
To avoid a snow-balling effect of Year 1 actions into Years 2 and 3, overall implementation must
be well-organized, with completion targets agreed between the NTA teams and management.
Also, human resources and, where appropriate, funding must be allocated to each action to
ensure that it can be effectively implemented.
101. Introduction
1.1 Terms of Reference
On 23 October 2017 the Grenada National Training Agency (GNTA or NTA) entered into a contract
with Michael Julien, a Strategy Consultant, to develop a strategic plan for the Agency.
The general objective of this assignment is to formulate a three-year Strategy and
Implementation Plan for the NTA for the period 2018 -2020. The strategy shall take into
consideration market demand for skills, institutional approaches being used to facilitate market
needs, the development priorities established by Government and the respective roles of Skills
Training service providers in Grenada.
In conducting the assignment, the Consultant is required to make adequate provision to address
the employment gaps in Grenada in all sectors with emphasis on the targeted economic sectors
including agriculture, agro processing, health and wellness, ICT, marine, construction and
hospitality & tourism. The Strategic Plan should provide adequately for the employment needs
in Grenada that would inform future training plans and the formulation of policies and
programmes for skills training that correspond to the current and projected labour market needs.
The specific objectives of this assignment were:
• The review of the GNTA Strategic Plan for 2014-2016 and the formulation of GNTA’s
Strategic Development and Implementation Plan for 2018-2020;
• The facilitation of input from Key Stakeholders into the Strategic Development and
Implementation Plan.
• The development of a Strategy and Implementation Plan aligned with a) CARICOM’s
Regional TVET Strategy for Workforce Development and Economic Competitiveness, b)
the Ministry of Education’s Strategic Plan, c) the GCTVET ACT and d) national
development priorities in key areas identified for economic growth.
• The development of a strategy that addresses the current and future employment gaps
in all sectors (formal and informal) of the Grenadian economy with emphasis on the main
sectors mentioned above.
• The development of a strategy and implementation plan that outline occupational
streams and levels for which new training programs should be facilitated and areas for
further expansion of existing training programs.
11Strategic Development and Implementation Plan 2018-20
• The development of a strategy and implementation plan that address employers’
concerns regarding the deficiencies in the professional profile of applicants and new
entrants to the labour market as well as persons already in the workforce who are
uncertified or in need of further training and certification.
1.2 Specific Tasks
The consultant was required to carry out the following tasks:
1. Conduct a review of the National Training Agency Strategic Development Plan (2014-
2016). The findings of this review will be taken into consideration along with stakeholder
consultations and other factors in the formulation of the new strategy for 2018-2020.
2. Meet with stakeholder groups to discuss their activities, national developmental issues
and strategic perspectives on vocational and technical skills development in Grenada.
These groups shall include but will not be limited to training institutions, private service
providers, NGOs, private sector organizations, labour unions and major
companies/players in priority growth sectors of the economy.
3. Develop the outline of the contents of a strategic plan and associated implementation
plan and present that outline to the Strategic Planning Committee (SPC) for review and
suggestions for improving the outline/framework.
4. Prepare the content, structure and processes to be used to carry out a stakeholder
workshop on the formulation of the actual content of the strategic plan. Key points of
reference will include the Ministry of Education’s strategic plan, the GCTVET Act,
CARICOM’s Regional TVET Strategy for Workforce Development and Economic
Competitiveness and any other relevant documents and/or policy positions/priorities.
5. Conduct a workshop with key stakeholders to provide input for development of the
strategic plan. The specific objectives of the workshop are to: (a) Formulate the rationale,
objectives and expected outputs of the strategy; (b) Formulate a strategy that will guide
implementation with broad activities for achieving desired outputs, and (c) Identify the
principal partners for successful implementation of the plan.
6. Produce a draft three-year strategic plan document for the GNTA after the workshop for
the SPC’s consideration and make a presentation to the Council on the draft plan to
12National Training Agency
explain its contents and seek Council’s approval. This may also require submission of the
draft plan “in detail” to Council members for their comments/feedback.
7. Prepare the final version of the Strategy and Implementation Plan, incorporating all key
comments and feedback from the NTA and Council.
1.3 Approach to the Assignment
The consultant’s approach to the assignment included the following:
1. Meetings, using a questionnaire format, to solicit feedback from private and public sector
entities involved in training and in technical and vocational work in Grenada (including
TAMCC, Grenada Marine, Grey’s Typing and Computer Services, , the Grenada Industrial
Development Corporation (GIDC), the Business Development Centre, the Grenada
Chamber of Commerce, private businesses such as McIntyre Brothers and Anro Industries
etc. (See Appendix 1).
2. A review of international, regional and national documentation on the labour market,
education and the challenges faced in deepening Grenada’s TVET systems and priorities.
A list of documents reviewed is provided in Appendix 2.
3. Repeat meetings with the National Training Agency to seek clarification on their role and
key functions and meetings with Certified Trainers to solicit their views on the evolution
of TVET education in Grenada.
4. Presentation of an outline strategic development plan with indicative performance
indicators and the soliciting of feedback from the GNTA on the prioritization of each of
the strategic objectives proposed.
5. Presentation to the GCTVET and revisions to the draft/final versions of the NTA strategic
development and implementation plan for 2018 -2020.
1.4 Limiting Factors
The factors that constrained formulation of the GNTA’s first Strategic Development Plan for 2014
– 2016 were mainly informational. In contrast today, there is much more information to work
with for the second Strategic Development Plan for 2018 – 2020. The NTA had implemented the
13Strategic Development and Implementation Plan 2018-20
first strategic plan and there were lessons learned that would influence the development of the
second plan. A Grenada Labour Market Needs Assessment was carried out in May 2014. A study
and proposal for a Grenada Enterprise Training Fund had been developed. GNTA’s
Communication Strategy and Action Plan had been articulated and CANTA’s Regional Strategy for
Workforce Development and Economic Development was formulated in March 2014. Also, from
a Skills perspective, Grenada’s private sector is today more exposed to and knowledgeable about
competency-based training – although they are still to be convinced of the importance of
certification in terms of productivity, efficiency and cost savings to the beneficiary enterprise.
The primary challenge now is not the absence of information – as it was during the
preparation of the first Strategic Development Plan - but the degree to which employers will
buy-into higher levels of competency-based training and certification in Grenada.
1.5 Layout of the Strategic Plan
This Strategic Plan is presented in two main parts:
1. Articulation of the Strategic Objectives and related strategies, and
2. Presentation of the associated Implementation Plan which the GNTA and associated
stakeholders would have to initiate to confirm that the Strategic Objectives have been
realized by end-of-year 2020.
The consultant would like to re-iterate the guiding principles already highlighted in the first
Strategic Development Plan – namely that Strategic and Implementation Plans are both flexible
and can be adjusted as a result of unexpected events such as slowing economic growth or
environment threats that actually materialize. Should such events occur the plan can be modified
to reflect the effects of such circumstances. Therefore, this Strategic Plan should be reviewed at
least annually and appropriate adjustments made to ensure that it remains on track for the
duration of the implementation period.
14National Training Agency
2. The Economy, Labour Market and the GNTA
2.1 The Economy
Grenada’s economic fortunes have been robust in recent years. The economy grew by 3.9% in
2016 – helped by strong construction activity and steady tourism demand.
Table 1: GDP Growth and Influencing Factors 2005 - 2016
Source: Grenada – Sixth Review under the Extended Credit Facility Arrangement and Financing
Assurances Review. IMF Country Report No. 17/131. May 2017
Overall, progress under Grenada’s IMF program has been impressive: there was broad ownership
and consultation across the country on Government’s reform program and the country
benefitted from extensive technical assistance from the IMF and its Caribbean Regional Technical
Assistance Centre (CARTAC). Also, Grenada has benefited from positive external forces –
especially stronger growth in key export markets and a rebound in tourism generally in the
Caribbean as well as recovery in agriculture.
Fiscal adjustment during 2014 -2016 exceeded IMF program estimates. The sizable reduction in
the debt-to-GDP ratio has been a commendable accomplishment. Public debt declined from
108% of GDP IN 2014 to 72% today. About a quarter of that reduction was due to comprehensive
debt restructuring and about half was driven by GDP growth. Also, the financial sector – and
especially the credit unions, are experiencing stronger (lending) growth than in the past: credit
union sector assets expanded by 13% in 2016 and overall credit to the private sector increased
by 2.6% in the same year.
Still, considerable challenges remain. Public debt is still high and the country is vulnerable to
external shocks. Therefore, fiscal prudence needs to be maintained beyond the life of the IMF-
assisted program. Likewise, unemployment – although down from 35% in 2012 to 28.6% in 2016,
remains high and economic prosperity remains evasive: 47% of those in the workforce between
15Strategic Development and Implementation Plan 2018-20
the ages of 15 and 24 are economically inactive and 41.7% of the working population earns less
than EC$1,200 per month1.
Improving the quality of labor supply would, over the longer-term, reduce unemployment. To
address this issue, Government has undertaken an independent review of the IMANI youth
employment program and taken steps towards establishing a labor market information system.
The IMF has urged Government to make the IMANI study available to the public and clarify an
action plan going forward to raise its effectiveness. The IMF also encourages implementation of
the recommendations in the 2016 labor market Selected Issues Paper (SIP), including revising the
education curriculum and developing new training and job search services in collaboration with
the private sector.
2.2 The Labour Market
In 2014, the GNTA commissioned a Grenada Labour Market Needs Assessment. A synopsis of
the main findings is highlighted below:
1. There is a disconnect or imbalance between labour demand and supply in Grenada.
2. The labour market is characterized by a high rate of unemployment, especially among
younger persons – combined with particular skills gaps and shortages.
3. The labour force fluctuated between 2005 and 2008. It increased from 42,000 in 2001 to
47,000 in 2005. But participation declined from 66% in 2005 to 62% in 2008.
4. Overall employment in Grenada has increased from 38,000 to 41,000 between 2001 and
2011 or at an annual growth rate of 0.9% during that period.
1 Source: Central Statistical Office, Ministry of Finance: 2016 National Labour Force Survey Results, Basic Tables for
Grenada, Carriacou and Petite Martinique.
16National Training Agency
Table 2: Employment by Sex – 2001, 2005, 2011
Source: Grenada Labour Market Needs Assessment 2014
5. Between 2001 and 2011 there was a marked shift in employment from the primary and
secondary sectors to public administration, defense, social security, education and health
and private services. It is therefore possible that the latter group now employs 38% - 40%
of the workforce.
Table 3: Employment According to Industry 2001 and 2011 (Percentage shares)
Source: Grenada Labour Market Needs Assessment 2014
6. At 35%, the clerical and services workforce sub-sector dominate workforce composition.
Skilled workers – including craft, related trade workers, plant and machine operators,
skilled agricultural, forestry and fisheries workers accounted for 28% of the workforce in
2011 with managers and professionals accounting for 25% of the total in the same year.
17Strategic Development and Implementation Plan 2018-20
7. Although the proportion of paid employees in the workforce had dropped from 65% in
2001 to 57% in 2011, this category of workers still represents the largest single share of
the workforce at the time of the Labour Market Needs Assessment (2014).
8. There has been a substantial shift in the composition of employment from lower to higher
levels of education. The higher-educated made up 13% of employed persons in 2001
compared with 25% a decade later. University-educated persons have doubled their
share of workforce participation (from 9% to 18%) since 2001 while the proportion of
persons with primary school education in the workforce has declined from 58% to 38%
over the same 10-year period (2001 to 2011).
9. Labour market projections developed in the Labour Market Needs Assessment of 2014
suggest that employment opportunities for persons educated at University level will
increase with more than 90% being employed in the labour force and that shortages of
University-level workers could occur in Grenada. Prospects also look good for those with
post-secondary education with that employment rate estimated to increase to 86% in the
near future. The “losers” are likely to be the Primary-educated workers where the
employment rate is anticipated to diminish to 36% in 2018. This will solidify (high)
unemployment in this sub-sector and is expected to persist - and possibly increase -for
this group into the near future.
10. In terms of employee performance, while most employers were actually happy with the
performance of their staff, the reasons for poor performance are highlighted in Table 4,
below:
Table 4: Reasons for inadequate or poor performance in 54 businesses in Grenada
Source: Grenada Labour Market Needs Assessment 2014
18National Training Agency
As the table reveals, the three main issues with performance account for 43 of the 54 responses
or 80% of the recorded responses: lack of communication skills (7); lack of self-initiative (13) and
lack of right attitude (23).
11. There are no major bottlenecks to filling vacancies. Nearly all the employers (i.e. 90 per
cent of them) were able to fill all the vacancies they had in 2013. In total, 93 per cent of
the vacancies were filled. However, 34 employers reported one or more difficult-to-fill
vacancies. In total, 84 of the 760 vacancies (i.e. 11 per cent) were considered difficult to
fill.
12. Estimates of expected shortages in specific occupations are mixed. The occupations for
which employers most often reported that they expected vacancies were sales
representatives, cooks, office administrators and cashiers. Expected vacancies were also
listed for managers, bakers, waiters, and sales clerks. Some employers expected vacancies
in technical and professional occupations such as mechanics, graphic artists, plant
propagators, masons, pharmacists, IT specialists, nurses, carpenters, painters etc. But
most employers i.e. about 67%, do not expect any shortages at all.
13. The employability of young school leavers and unemployed people is, at best, ranked as
“fair” by employers. Most of the employers interviewed think that the government can
better equip young people for the labour market by especially providing training on
technical and soft skills and by paying more attention to vocational education. There were
employers who responded that the government should focus on basic literacy and
numeracy or stimulate entrepreneurship. To better equip unemployed persons for the
labour market, the government should, in the opinion of a lot of employers, take similar
measures as for school leavers: providing training on technical and soft skills and on
improving basic literacy and numeracy.
14. Economic growth is not connected to labour force strategy and employment needs are not
connected to investment needs. Sometimes foreign labour has to be brought in because
of this disconnect. Moreover, there is no condition/requirement that foreign workers
train local people when they are issued a work permit.
In its most recent report of May 2017, the IMF shares similar views with those proffered by the
consultants who undertook the Labour Market Needs Assessment in 2014.
19Strategic Development and Implementation Plan 2018-20
The IMF points out that:
1. Unemployment is still high. It had worsened due to natural disasters and during the
prolonged recession i.e. prior to 2013.
2. Unemployment is particularly high among the youth but has fallen in recent years due
partly to sustained economic growth.
3. Labour force participation has increased in
2014 and 2015.
4. Employment levels have risen, especially for “The noticeably high
those with at least tertiary education.
unemployment among
5. Duration of unemployment i.e. short,
medium, long term, has been on the decline. the least educated
6. The noticeably high unemployment among
suggests that a
the least educated suggests that a
significant skills mismatch exists in Grenada. significant skills
But, since Grenada is growing at 3% per year,
mismatch exists in
it could also be reflecting a low job content
of growth, compared to growth of the labor Grenada”
force over time – especially at the unskilled
end of the market.
“…unemployment
Table 5 below provides a snapshot of the labour
among primary and
market related metrics highlighted by the IMF.
secondary school leavers
The most outstanding metric in the Table is the
is at least six times as
substantial divergence in unemployment by
education level where unemployment among high as for post-
primary and secondary school leavers is at least six
secondary and tertiary
times as high as for post-secondary and tertiary
level educated students. level educated students”
Overall, however, employment in Grenada was
trending upwards in 2017. The size of the labour
market has expanded but most of the jobs are now in the public sector. Noticeably, estimates of
job creation in the informal sector have not been provided although that sector itself is obviously
expanding.
More educated entrants are increasing their share of the workforce market. Still, employers are
concerned about the clear deficiencies in Soft Skills of their employees –regardless of the level of
20National Training Agency
employment that they are appointed to in companies.
There are some expected shortfalls in skilled labour supply but there are no pressing bottlenecks
in filling vacancies. But a word of caution should be noted: the absence of bottlenecks in 2013 –
2014 cannot be extrapolated into 2017 – 2018 given that structurally, the economy has not been
expanding evenly over the last 3 – 5 years. Consequently, there are some expected shortages in
a number of skilled areas which have been noted under 2.2 The Labour Market, point 12, above.
Finally, the employability of school leavers is perhaps not as attractive as it needs to be with
employers emphasizing that Government should better equip young people for the labour
market by providing them with relevant training and Soft Skills. That perspective is reinforced in
Table 5 below: IMF Metrics on Labour Force Trends in Grenada 2001 – 2015 (see last table on the
bottom right side of chart on unemployment by education level).
21Strategic Development and Implementation Plan 2018-20
Table 5: IMF Metrics on Labour Force Trends in Grenada 2001 - 2015
Source: Grenada – Sixth Review under the Extended Credit Facility Arrangement and Financing Assurances Review.
IMF Country Report No. 17/131. May 2017
22National Training Agency
Going forward, there are three workforce challenges or priorities to be addressed: 1) the risk of
a shortage of and/or growing demand for post-secondary and tertiary skills which are accounting
for larger shares of the labour market; 2) the need to improve Soft Skills capacity at all Levels and
3) improving the employability of workforce entrants with primary and secondary education.
2.3 The Grenada National Training Agency
2.3.1 Establishment
The GCTVET Act of 2009 established the Grenada National Training Agency and the Grenada
Council for Technical and Vocational Education and Training. Under the Act 1) the GCTVET has
responsibility for providing guidance and supervision to the NTA and to advise the Minister of
Education on TVET, and 2) the NTA has responsibility for overseeing the development and
delivery of TVET in Grenada and is accountable to the Council2.
The functions of the National Training Agency are to:
• Oversee, design, monitor, coordinate and promote the establishment of a TVET system
that will meet Grenada's skills development needs
• Develop occupational standards for training and certification.
• Establish a system of National Vocational Qualifications (NVQs) and management of the
issuance of certificates in relation to TVET
• Development and implementation of plans for TVET in consultation with stakeholders
• Approve design and delivery of training programmes
• Provision of support to training providers, employers and trainees to facilitate their
effective participation in training.
• Manage the accreditation and registration of training providers
• Ensure the application of quality assurance mechanisms.
The Agency also has the mandate to perform the following additional functions:
• To advise the Council on the development of new standards relating to TVET and to assist
in the formulation of the competencies and qualifications relating to such standards;
2 This section of the Strategy document has been excerpted from the First Strategy document for the period 2014 -
2016
23Strategic Development and Implementation Plan 2018-20
• To advise the Council on training facilities to be provided at institutions for persons
seeking training in TVET;
• To develop plans for technical and vocational education and training;
• To manage the accreditation and registration of training providers;
• To establish a system of national vocational qualifications, course entry qualifications and
job-related qualifications;
• To ensure the application of quality assurance mechanisms;
• To validate regional competency standards and develop new competency standards as
needed, drawing from regional and international best practices;
• To manage the process of registration of trainees and matching such trainees with
courses and traineeships;
• To manage the issuance of certificates in relation to TVET;
• To provide support to training providers, employers and trainees in order to facilitate
their participation and enable effective training.
The National Training Agency is also responsible for:
• The introduction of CARICOM approved occupational standards in all areas of training
including Hospitality, Construction, Agriculture and Marina.
• Establishment of Lead Industry Bodies to validate all standards in the different occupational
areas for use in Grenada.
• Establishment of Accreditation and Quality Assurance Procedures to facilitate training and
certification that will enable trainees to achieve the Caribbean Vocational Qualification (CVQ)
in their specific area of training.
• The Registration of certified trainees into a qualification databank common to all OECS
countries participating in the OECS Skills for Inclusive Growth Project.
• The Certification of the Grenada workforce to meet the labour market demands of industry.
Establishment of a Standard Qualifications Framework.
The Agency spearheads the introduction and management of Caribbean Vocational
Qualifications (CVQs) in Grenada. CVQs are awarded to candidates that demonstrate
competence to the Regional Occupational Standards. You can obtain a CVQ at your job through
the workplace competence certification route. CVQ certification can be pursued through
institutions, community and enterprise-based training programmes.
The NTA promotes Prior Learning Assessment and Recognition (APLR) which recognizes an
individual’s acquired skills and knowledge; no matter how, when or where the learning occurred.
The person’s skills and knowledge are assessed against approved occupational standards. Full or
24National Training Agency
partial qualification can be achieved. Where necessary, further training in specific areas are
identified and addressed.
2.3.2 Recent Activities
In 2016 the NTA concentrated on 1) placing emphasis on assuring adherence to quality assurance
guidelines established by CANTA and increasing the training and certification of assessors; 2)
approving seven training and assessment centres and revising their Guidelines, 3) strengthening
quality assurance capacity, 4) developing and approving nine occupational standards – bringing
the number of approved C/NVQ standards in Grenada to 138, 5) starting work on development
of curricula to support training and certification in Office Administration, etc., 6) establishing
sector advisory committees in Automotive Technology and Tourism and Hospitality and 7)
promoting the use of occupational standards in various sectors.
Also, the NTA continued to provide support for training and certification of Grenadians who are
already in the workforce and carried out over 150 assessments under the Assessment of Prior
Learning Programme (APL). Finally, the Agency oversaw training and certification activities
conducted in the workplace – under its Enterprise Based Training (EBT) Programme. The
preceding activities represent a snapshot of the GNTA’s operational functions. In 2017, the
Agency extended its focus into Levels 3 and 4 occupational standards and certifications and will
continue this emphasis in 2008 – 2020.
2.3.3 NTA Achievements since First Strategic Plan
Table 6 below provides a snapshot of the NTA’s achievements since its first Strategic Plan. Of a
total of seven strategic objectives (SOs) established in the first plan, the NTA successfully realized
four of the seven (57%) of them and made substantive advancements on another two SOs.
Overall therefore the Agency has succeeded or made substantial progress on six of its seven
strategic objectives. Such progress is commendable – especially since most strategic plans realize
only a third to 50% of their strategic objectives when those plans are implemented.
The four SOs “fully realized” were:
SO1. The NTA core funding is assured. Core funding was assured by Government although the
NTA also secured funding from projects and from consultancy services as well.
25Strategic Development and Implementation Plan 2018-20
SO2. Awareness of workforce development increased. Awareness has increased but a more
deliberate effort must be made to promote the NTA to employers and the public in the future.
SO4. Public awareness of the value of TVET enhanced. Public awareness of TVET’s value has
been enhanced. However, in this case, the actual increase in awareness needs to be measured
through a public awareness study.
SO7. TVET coordination streamlined and improved. The TVET system is continually being
improved: the number of certified programs – especially those at Levels 1 and 2 have increased
exponentially and a growing number of Level 3 and 4 programs are being introduced to
employers and the workforce
The two SOs for which “substantial improvements” were made were:
SO5. Occupational standards and certification capacity expanded – where a 72.5%
accomplishment was achieved for increasing the number of persons certified, and where 70% of
the target was achieved for increasing the number of master assessors (see consultant comments
in Table 6 below), and
SO6. Quality assurance of TVET assured – where the number of approved training centers were
increased from 2 to 9 when compared with the target of 10 (a 90% success rate).
The SO for which “moderate progress” was made was:
SO3. Financial sustainability of workforce training achieved – an Enterprise Training Fund was
designed. However, legislation has not yet been developed nor an Act passed to legally create
the ETF by the Government of Grenada (see comments in Table 6, below).
2.3.4 Lessons Learned from the First Strategic Plan
Four relevant lessons were learnt from implementation of the first Strategic Plan:
1. Quantitative estimates need to be somewhat more conservative to reflect the logistical
challenges faced in expanding the scope of the NTA’s oversight of competency-based
training in Grenada. As a guiding rule, unforeseen circumstances and the lack of complete
control over indicators should be reflected in the establishment of targets for strategic
plans.
26National Training Agency
2. The time frames for advancing reforms – especially ones that require new legislation –
are often much longer than are initially estimated. In the Caribbean, legal reforms in
many countries can, on average, take between 5 - 10 years to put into effect.
3. The absorptive capacity of implementing institutions can be less than originally envisaged.
Some external institutions that are involved in implementation (e.g. other Government
agencies’) may be constrained by budgetary or human resource (capacity) limitations.
4. The continual use/referencing of a Monitoring and Evaluation system is key to a) staying
focused on your strategic objectives and b) realising them. The NTA is commended for
establishing an M&E system and for using it to monitor progress towards its indicator
performance targets associated with implementation of its first strategic plan.
These lessons suggest that the NTA’s next strategic plan should be somewhat more cautious in
its projections – especially because a) the NTA does not have full control over the number of
certifications it actually awards each year since those numbers depend on the programs offered
by approved training institutions and the uptake by employers and learners and b) the efficiency
of some of the Agency’s core functions is partly dependent on third party decision-making
beyond its direct control/influence e.g. Government of Grenada and private approved training
providers.
The lessons learned also suggest that the NTA should continue to record and monitor progress
towards its new SOs over the strategy’s implementation period – which is perhaps one of the
most effective ways of monitoring and keeping strategy implementation “on track”.
Table 6: NTA Achievements since its First Strategic Plan for 2014-2016.
No. Description of Strategic 2014 2015 2016 2017 Comments on Progress to
Objective Date
1 The NTA’s core funding is Core funding – from the
assured: 1) Government Government of Grenada
of Grenada to assure was assured/provided for
coverage of all core each of the four years of
operating expenses; 2) NTA operations. The NTA
fee-based income also generated consulting
associated with the NVQ fees from its superior
and CVQ standards and status as the most
27Strategic Development and Implementation Plan 2018-20
certifications provided by advanced national
the NTA, and 3) project training agency in the
funding provided by other OECS.
external donors.
2 Awareness of workforce Based on feedback from
development increased: interviewees for the 2018
1) Encourage the private – 2020 Strategy, the NTA
sector to link employee needs to substantially
remuneration to NVQs and increase its promotion
CVQs, 2) NTA to promote and “success” stories
increased productivity via around competency-
competently trained based training.
workforce
3 Financial sustainability of In line with the Logical
workforce training x Framework, a study was
achieved: 1) development conducted that formed
of an Enterprise Training the basis for introduction
Fund and 2) facilitate of an ETF in Grenada.
legislation to govern the Preliminary discussions
adoption of the ETF into are planned (on
practice and legally enactment) with
establish the Fund Government in 2018.
4 Public awareness of the Baseline established for
value of TVET enhanced measuring the
via development of a effectiveness of NTA’s
series of communication efforts to increase public
strategies to rebrand TVET awareness in the Wave
and to allay the fears of Communications’ NTA
influencers about the Communications Strategy
benefits and scalability of and Action Plan but the
TVET actual increase in public
awareness still to be
measured/assessed by
the NTA
5 Occupational standards Actual achievements of
and certification capacity trained persons: 133 in
expanded by: 1) 500 800 1200 N/A 2014; 323 in 2015; 581 in
increasing the number of 2016; 776 in 2017: total =
28National Training Agency
persons certified each 1813 vs. 2,500 target
year, 2) increasing the (72.5% of target
number of Master achieved).
Assessors from 3 to 15; 3) Actual achievements of
increasing the number of master assessors: 7 to
trained assessors and Level 4 in 2016. (70% of
internal and external target achieved)
verifiers – on a rolling Training assessors and
design basis. verifiers increased from
67, 30 and 39 to 154, 42
and 51 respectively.
6 Quality assurance of TVET Numbers for increase in
assured by 1) increasing x x x assessors and internal
the number of trained and external verifiers
assessors and verifiers; 2) noted under Objective 5
increasing the number of above.
approved training centers Number of ATCs
from 2 to 10; 3) increasing increased from 2 to 9 plus
the level of NTA staffing 1 Assessment Centre (10
with QA; 4) increasing the in total).
level of assessment of Increased support
challenges faced by the provided to MOE TVET
MOE TVET Unit. Unit
7 TVET Coordination The number of certified
streamlined and training programmes
improved via 1) engaging offered have increased
in a national drive on via 1) increases in
training programmes national training capacity
vetted and approved by from 1 public and 21
the NTA and 2) training private institutions to 3
institutions providing brief public and 31 private
profiles of the institutions and 2)
programmes they offer. increases for Levels 1, 2, 3
and 4 occupational
standards over the four-
year period.
29Strategic Development and Implementation Plan 2018-20
2.3.5 Main areas of Focus beyond 2017
Because the NTA had been intimately engaged with the development of Grenada’s competency-
based TVET system (i.e. from inception) it has established its priorities – or areas of primary focus
beyond 2017 – to be as follows:
1. Strengthening the capacity of the NTA and training institutions to deliver Levels 3 and 4
training programmes and certifications to the workforce.
2. Because the training and certification system is demand-led, the NTA needs to address
the challenge of getting the private and public sectors to buy-into the need for/use of
qualifications at Levels 3 and 4.
3. Implementing an NTA communications strategy. This is important for various reasons,
including promotion of the CVQ and NVQ qualifications and certifications, the private
sector’s development of a stronger appreciation of the NTA system and its benefits to
them; and promotion of the Enterprise Training Fund.
4. Government’s acceptance of the ETF model and the development into law of legislation
that would establish the ETF in Grenada. The NTA would also have to be equipped with
an institutional support infrastructure i.e. staffing, to support the ETF management.
Development of an Assessment Centre. This is especially important because training
certifications need to be (periodically) validated and because higher levels of vocational training
(e.g. Levels, 3 and 4) require assessments with the appropriate equipment that is normally
used/preferred by employees.
5. Putting in place the institutional capacity that would allow the NTA to coordinate and
deliver an annual World Skills (local competition) in Grenada.
6. Re-emphasizing the results of the 2014 Labour Market Needs assessment including the
need to a) improve the development of basic and soft skills, b) stimulate the development
of entrepreneurial skills in education, c) encourage cooperation between government
and private sector regarding the development of technical skills, whereby a role can be
played by a system of apprenticeships, and d) provide competency-based practice-
oriented training to currently unemployed persons
30National Training Agency
These areas of focus are closely aligned with a) the findings from the Labour Market Needs
Assessment, and b) the evolution of the NTA as a training certification agency – now with
increasing emphasis on Levels 3 and 4 Certification.
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