national tool & engineering institute jamaica renewable energy · 2. air conditioning and...

C-EFE PROGRAM- INSTITUTIONAL PARTNERSHIP

INSTITUTION’S PROFILE AND TERMS OF REFERENCE

NATIONAL TOOL & ENGINEERING INSTITUTE

JAMAICA – RENEWABLE ENERGY

AUGUST 2012

REF: CAR-02

CAR_02_Jamaica_NTEI_Renewable Energy Page i

Table of Contents

1. Institutional History and Mandate ........................................................................................ 1

2. Strategic plan and Priorities ................................................................................................ 3

2.1 Physical Resources .......................................................................................................... 4

3. Institutional Needs and Expectations .................................................................................. 5

4. Project Context ..................................................................................................................... 8

5. Institute Staffing .................................................................................................................. 9

6. Program Sector Development for C-EFE ..............................................................................12

6.1 Program to be developed ............................................................................................12

6.2 CVQ level targeted......................................................................................................12

6.3 Anticipated entry level .................................................................................................12

6.4 Matriculation ...............................................................................................................13

6.5 Involvement of the Industry & employers ....................................................................13

6.6 Availability and engagement of instructors and staff to work on the institutional

partnership. ...........................................................................................................................14

6.7 Infrastructure ...............................................................................................................14

CAR_02_Jamaica_NTEI_Renewable Energy Page 1

1. Institutional History and Mandate

The HEART Trust/NTA National Tool and Engineering Institute (NTEI), formerly Tool Makers

Institute, was established by the Government of the 1960s under the direction of the Jamaica

Industry Development Corporation (JIDC). The main goal of this initiative was the provision of

technical and vocational training in the field of tool making and industrial maintenance. Its

location in the heart of the country’s industrial belt was therefore a strategic move in providing

the training and repair inputs to growth in this sector of the economy.

Historically, the Institute comprised three (3) distinct operation units; Tool Makers Institute,

National Tool and Die and the Repair and Maintenance unit. The specialist functions of the

respective units included:

training in tool and die making,

design and manufacture of precision tools such as moulds and dies,

training in industrial maintenance applications

During the mid-eighties, under the direction of the Jamaica Promotions Corporation (JAMPRO),

the entities were rationalized as part of the general public sector reorganization. This

rationalization activity produced two entities, National Tool and Engineering Institute (merger of

the Tool Makers Institute and the Repair and Maintenance Unit) and the National Engineering

Company (NTEC), the rebranded National Tool and Die. The focus of the newly formed entities

was then established to provide training (NTEI) and tool design and manufacture (NTEC). The

evolution continued in 1995 when both entities began operating under the management of the

HEART Trust/National Training Agency (NTA).

Since assuming control, HEART has effectively established a more structured and scientific

approach to the delivery of technical vocational education and training through collaboration

with the National Council on Technical and Vocational Education Training (NCTVET), by

instituting programmes that are standards driven and competency based.

The National Tool and Engineering Institute, as the principal industrial maintenance technology

training arm of HEART Trust/NTA, seek to prepare competent technicians to add value to

Jamaica’s industrial maintenance sector, while enhancing their ability to compete globally.

As the national training agency, the HEART has continually responded to the changing

demands of both employers and those seeking places in its institutions. It is primarily for this

reason that the Institution is moving to undertake the most major change in its history. It is

envisaged that in fiscal year 2013/2014 the NTEI and NTEC along with the Jamaica German

Automotive School (JAGAS) will morph into a single entity, The HEART College of Engineering

Services.


The intended name of this institution clearly defines the intention of the Trust’s management in

responding to the

1. need of potential trainees for higher level certification in technical and vocational training

2. changing climate in the manufacturing sector through inclusion of newer technology that

require different standards from their employees.

To this end the new HEART College will introduce a stronger science based curriculum, thereby

facilitating training in cutting edge technologies.

A key component of the new training strategy is the twinning of the activities of NTEC and that

of NTEI to produce a seamless workforce college concept. The aim of this approach is to

provide learners with the practical application of the courses of study they undertake in a job

setting.

The course offerings of the NTEI, as indicated before, are geared towards meeting the needs of

the industrial sector. These include certificate training in:

1. Welding

2. Air Conditioning and Refrigeration

3. Mechanical Maintenance

4. Pipe Fitting

5. Electrical Maintenance

6. Industrial Electronics

7. Computer Repairs and

8. System Administration

In addition to encouraging cross training in at least two skill areas, courses are offered on both

full and part-time bases to facilitate those who wish to continue in full-time employment while

upgrading their skills. Notwithstanding this provision, it is recognized that there is the need for

ongoing training in specialized areas. To this end, the Institution also provides for short-term

training in specially designed or customized courses in:

1. Preventative maintenance

2. Introduction to Metal Inert Gas (MIG) and Tungsten Inert Gas (TIG) welding

3. Introduction to and Advanced AutoCAD

4. Introduction to and Advanced Air Conditioning and Refrigeration

5. Pumps and Compressors

6. Motor Controls


2. Strategic plan and Priorities

The operations of the NTEI will of necessity be guided by the vision and mission statements of

the Heart College of Engineering Services.

Vision Statement

To be the Caribbean's leading Technical and Vocational Training Institution on Jamaica in

Automotive and Industrial Maintenance Engineering services

Mission Statement

The HEART College of Engineering Services will provide the Jamaican and Caribbean

workforce with the technical and vocational skill sets, in Automotive and Industrial Maintenance

that will facilitate economic growth, market competitiveness, academic development, quality and

relevance in meeting the challenges of the twenty first century.

As a percentage of the total installed electrical energy generating facility, Jamaica is the regions

leader in renewable energy use. With additional renewable technology use in an area such as

hot water heating systems, the need for qualified and competent technical staff for the proper

installation and maintenance of these systems is of paramount importance. The training and

certification of such a workforce is an important agenda item for the NTEI. As part of the

workforce concept, outlined above, the commercial arm of the Institution will undertake the

manufacture of solar water heaters; this activity will provide the most in-depth exposure to the

trainees but will also provide the only alternative to need for importation. To ensure

sustainability, the establishment of a suitable facility and the ongoing training and upgrade of the

teaching and support staff will be of paramount importance. With the best facilities and

personnel, the real success of this programme will require the development of a robust yet

flexible curriculum capable of responding to changes in technology and practices. It is on these

four pillars:

1. Training and Certification

2. Manufacturing

3. Staff development and training and

4. Curriculum development

that the NTEI seeks to engage its prospective Canadian partners

The move towards the establishment of the HEART College of Engineering Services is the key

objective the NTEI. The college status will require that operations are congruent with that of a


similar type facility. To this end, activities in research and development will be high on its

agenda.

2.1 Physical Resources

While occupying a relatively small acreage, the Institution provides facilities that are similar to

that to which trainees would be exposed in the world of work. Where these facilities are however

insufficient; exposure to industrial processes are attained through state of the art trainers and

software based simulators.

The available facilities include:

1. Two fully operational computer laboratories, each capable of facilitating up to twenty learners

2. Two workshops which in addition to housing lathes and milling machines also houses

a. Air conditioning laboratory b. Pneumatic and Hydraulic laboratory c. Welding laboratory d. Electrical installation laboratory

3. Appropriate classroom and library facilities are also available

As part of the initial establishment of the renewable energy initiative, the Institution has

established a small 1.5 kVA PV system. This system will be used to operate some of the

computers housed in the AutoCAD laboratory as well as some of the perimeter lighting. While

proving some of the energy needs, the system will be used as a training laboratory facility. The

other renewable technologies, such as wind will be added in order to broaden the range of

exposure for the trainees.


3. Institutional Needs and Expectations

The following outlines some of the expectations of the NTEI as it collaborates with its

Canadian partner in the execution of the CEFE programme.

Assist TVET Council with development of occupational analysis and standard for

submission for NVQ and CVQ approval. (if different from current Level 1 CVQ

standard)

The NCTVET is the body charged with the responsibility of developing and monitoring

training standards within the Island. These standards however lead to certification at the

NVQ level. It is envisaged however that trainees from the renewable energy programme

will be certified at the CVQ level. It is also expected that graduates from the programme

will be able to seamlessly articulate into similar higher level programmes that may be

offered outside the region.

It is expected therefore that the participating institution will

1. Work with the NCTVET, through the NTEI, in developing and fine-tuning the national

and regional standards for the programme

2. Provide guidance in programme development towards acceptance by international

professional bodies in the field.

Develop sample assessment tools for use in PLAR and in-school learning related

to this program.

The use of renewable energy technologies within the Island and the region has been a

growing trend for several years. In the establishment of large projects, expertise has had

to be sourced along with the equipment installed. It is without doubt that knowledge

transfer has occurred to locals who are also charged with the maintenance of these

systems. In relation to smaller domestic and commercial systems much of the standard

practices have been developed through trial and error as well as product specific training

by suppliers.

It is without doubt that there is a wealth of knowledge that resides across the region. It is

therefore expected that the participating institution will assist the NTEI in

1. Establishing a robust mechanism, applicable regionally, to assess the prior learning

of individuals involved in the industry for certification

2. Developing a template for remedial training towards certification


Tools for assessor and verifier training specific to this program area.

The HEART-NTA through the NCTVET has established its own system of assessor

verifier training; it will however be necessary to strengthen this training to facilitate the

regional and international acceptance of graduates from this programme.

It is therefore expected that the institutional partner will assist in the review and

strengthening of this system. This will be undertaken through work with NTEI’s quality

assurance committee as well as our registry.

Refine LMI for occupation to be developed.

The decision to focus on renewable energy systems installation and maintenance was

made in part to the labour market information provided by the Trust’s research unit. The

raw data was provided by the local statistical institute. While this informs the need for

NVQs, the broader CVQ and international qualification needs are of importance.

It is expected that the participating institution will assist the NTEI in capturing and

publicising these needs as a means of attracting quality trainees.

Develop curriculum and learning materials to facilitate delivery of program.

The NTEI is currently undertaking the development of training manuals and materials for

its current training options. It is expected that the participating institution will assist the

Institution in

1. Developing manuals for the renewable training programme, that are of international

standard

2. Producing material that can be used online to facilitate greater training reach

Provide management and leadership training for institutional management.

Transfer of best practices will ensure that steady state is realised through the effort of

local expertise. To this end exposure of management and other senior staff to operations

in the participating institution will be key. It is therefore the expectation of the NTEI that

the participating institution will be able to facilitate the exposure of its staff to operations,

through short term placements.

Provide training for instructors in CBET delivery contextualized to this

occupation.

Similar to the item above, strengthening of CBET training towards renewables can also

be enhanced through short term placements of relevant staff. However for a broader


reach and to enhance the capabilities of training staff, the engagement of suitably

qualified personnel to provide guidance would be of importance.

Entrepreneurship and Incubator development

The tradition of completing training and seeking employment from an already established

company has been the predominant focus of tertiary graduates on Jamaica. For many others

the alternative is to seek employment outside the country and region. In an attempt to stem this

flow and build capacity, the Trust, as part of its mandate for its upgraded institutions, requires

the establishment of incubators to facilitate graduates in creating their own businesses.

Although the organisation has established a unit to guide the development of such facilities; the

NTEI has very limited resources to ensure its effective implementation.

It is expected that the participating institution will assist the NTEI in the development and

implementation of an incubator framework to assist graduates of the renewable energy

programme to establish their own businesses.

Enhancement of Career Services.

The career development officer (CDO) under the direction of the deputy manager is responsible

for the coordination, implementation and administration of counselling programmes to facilitate

the holistic development of trainees. The officer is involved in the selection, and the provision of

personal and professional development services to learners. In conjunction with the workforce

solutions department, the CDO places trainees that have completed their course of study into

relevant industry areas. The officer also works closely with government ministries and agencies

(Ministry of Labour and the Planning Institute of Jamaica) to provide relevant information to

trainees, regarding labour market trends.

While the tasks outlined above helps to provide meaningful engagement for trainees, it is

expected that the participating institution will assist the NTEI in

1. Development of a more structured internship programme to include both local and

regional companies

2. Development and implementation of a peer counselling programme

3. Establishment of a robust mentorship programme

4. Guidance towards the integration of an Alumni body into the operation of the Institute

These services being offered in the context of the Institutions transition to college


4. Project Context

The national energy policy 2030 has set as one of its fundamental goals the realisation of 20%

of the country’s energy needs being met by renewables. The target in this policy, having been

developed in 2009/10, is being viewed by the new minister as being inadequate and has

espoused a 50% increase to 30% of the overall energy needs. To this end the relevant policy

adjustments are being made to facilitate the attainment of this goal. This must be viewed

against the background that approximately 95% of the electricity produced in Jamaica comes

from fossil fuel, diesel and bunker sea oil. Additionally, 62% of the cost of electricity production

is fuel related and is passed directly on to the consumer. It is therefore without question that

focus on alternatives is a necessity as the cost of energy has stymied the growth of

manufacturing sector of Jamaica and many of its non-oil neighbours.

Policy changes such as net-metering have created much excitement among renewable energy

sector interests, and are expected to result in significant expansion in the sector. These

changes along with long standing interest by many Jamaicans will inevitable result in greater

spread and greater complexity of the systems installed. By extension the need for a large cadre

of skilled personnel to both install and maintain such systems will become necessary. At

present, formal training regarding these technologies are obtained outside the country or

developed from apprenticeship.

The HEART Trust, given its mandate and source of funding, is obliged to meet this need in the

Jamaican workforce. Having been suitably informed by the labour market survey, through the

Trust’s research unit, the need for certification in this area is of paramount importance.

While there is much interest across the Caribbean in renewable energy, Jamaica stands as one

the leaders in policy development and technology use. It is for this reason why it is considered,

as natural the positioning of the country as the lead in the establishment of CVQ certification.

Given the high level of skills required for this type of activity, it is envisaged that first set of

graduates will be at certification level 3. They will be drawn from other areas of specialisation in

mechanical and electrical technologies in the first phase. Further roll out will see associate

degree and diploma level training developed from the high school level.


5. Institute Staffing

The Institution operates under the management of a manager who has overall responsibility for

all academic, administrative and commercial activities. The manager operates under the advice

of a Management Advisory Committee (MAC) that is charged with the responsibility of providing

direction towards strengthening the link between the Institution and industry while remaining

relevant to existing needs.

The Institution’s daily operations is lead by a senior management team consisting of

1. Deputy Manager

2. Accountant

3. Administrator

4. Technical Coordinator and

5. Maintenance Supervisor

The academic management of the Institution, under the direction of the deputy manager, is

carried out by a team consisting of

Librarian

Admissions and Assessment and Monitoring Officer

Career Development Officer

Section Heads

o Mechanical

o Electrical

These are summarized by the charts shown below


Manager

Deputy

ManagerAdministrator Accountant

Management Structure

Management

Advisory

Committee

Maintenance

Supervisor

Deputy

Manager

Head of Section

Electrical

Head of Section

Mechanical

Academic Management Structure

Senior Instructor

Mechanical

Senior Instructor

(Air

Conditioning)

Senior Instructor

Related Studies

Senior Instructor

Electrical and

Computing

Admissions

Assessment and

Monitoring Officer

Career

Development

Officer

Librarian

Staff Profile

The Seventeen (17) full-time academic members of staff serving the Institution are all required

to have achieved the minimum qualification of an undergraduate degree in the specific or

associated area of delivery. This number is however complimented by an addition Seven (7)

part-time instructors drawn from industry, who through their relevant experience provide an

important added dimension to the learning experience.


The academic staff is supported by fourteen administrative staff inclusive of Career Councillor,

Registrar and an Accountant.

The current number of trainees in training, inclusive of full and part-time, is Six Hundred and

Nine (609); it is expected that this number will increase to approximately Nine Hundred (900) in

September. While a significant number of the trainees are males, the approximately 90%

representation, is in part reflective of the continuing shift in the national trend towards more

women getting involved in technical vocational areas. Computer Repairs and Industrial

Electrical Maintenance course offerings are the most popular in numbers.

The production arm of the Institution consists of four technical members and one non-technical

member of staff who are highly regarded in their trade area of specialization, inter-alia Tool and

Die, Welding and Fabrication. Members of staff of the training arm are also involved in the

production activities of this unit.


6. Program Sector Development for C-EFE

6.1 Program to be developed

Investment in renewable energy sources has grown tremendously over the last decade, and

with the acknowledgement by governments globally that the future for energy sources lies in

renewables, then the need for workers in this industry is forecasted to experience accelerated

growth. The US administration has estimated that occupations in clean energy and sustainability

will grow by an impressive 52% between 2000 and 2016. Given the accelerated growth of the

solar energy industry, demand for qualified installers and repairers in this field has grown

quickly. Additionally, the photovoltaic installer, which is one of the two solar categories, is

expected to account for more than 75% of all solar energy jobs.

As earlier stated, there are no institutions locally or regionally, based on our research, that

currently offer certificate training for alternative energy technicians. It therefore means that there

is a need for trained and certified installers, repairers and maintenance technicians to satisfy the

current job market.

6.2 CVQ level targeted

The certification level targeted, in the first instance, will be at the CVQ level 3. It will be expected

however to offer certification at the lower levels as well as at the associate degree and diploma

levels, with the transition to college status.

6.3 Anticipated entry level

Entry to all courses offered at the NTEI requires that applicants must be aged sixteen (16) and

over.

The first cohorts of the Renewable Energy program will be required to have completed level 3 in

one of the following NVQ or CVQ course offerings:

Industrial Electrical Maintenance

Industrial Electronics

Mechanical Maintenance


6.4 Matriculation

The ultimate goal is to have trainees enter the Institution with the expressed desire to complete

training in alternative energy systems, without first qualifying for any of the offerings listed

above. To do so the minimum entry requirements will be similar to that now required for all other

training offerings within the Institution. These include:

passes in four (4) subjects in the CXC, GCE, ULCI or equivalent examinations; inclusive of

i. English Language

ii. Mathematics

iii. Science Subject

iv. one other subject – preferably a technical subject.

OR

Three subjects (including items i, ii and iii above) with minimum one year work experience for

part time persons only.

OR

Must have completed Grade 11 at the CXC level having done a minimum of at least four CXC,

GCE ULCI (including Mathematics and English Language) and passed the institution’s entry

test.

OR

Students who do not meet matriculation standards are given remediation in order to fulfill these

requirements (training of students entering through this avenue may take longer than the

established schedule).

6.5 Involvement of the Industry & employers The HEART Trust-NTA was established Thirty (as at November 04 2012) years ago to meet the

training needs of the Jamaican workforce. IT is funded through percentage contributions from all

businesses across the island. Owing to this very unique link, there is a reciprocal relationship

between the trust and industry.

Firstly the Management Advisory Committee (MAC) consists of input from the industries aligned

with the offerings of the institution. This ensures that the content of the training programmes

remain relevant to the needs of the respective sectors.

Secondly trainees having completed their studies are required to undertake a period of

internship in the appropriate industry. During the period of internship, students are exposed to


real world, on the job experiences where they are assessed in specific areas by the employers

which is then fed back to the Institution.

Opportunities for staff are also created through furloughs in participating institutions. Through

this mechanism, the Institution facilitates time off for these staff to be engaged in industries

where advanced technologies are employed. This allows staff to remain relevant in their training

delivery.

Further link with industry is realized through the development of short term training courses to

meet specific demands. Some of these courses were highlighted in section one of this

document.

6.6 Availability and engagement of instructors and staff to work on the

institutional partnership.

The parent body of this organization has mandated the institution to take a lead role in the

preparation of a suitable workforce to meet the demands of the alternative energy sector. As

already established the manager of the Institution having overall responsibility for the activities

undertaken, will also have specific responsibility for this project. A senior instructor has been

mandated to work on this and all other renewable energy projects and his current teaching

schedule has been adjusted to reflect this mandate. Having the support of another member of

instructional staff, he is also provided with a direct reporting responsibility to the senior

management team of the Institution fortnightly.

Although unique, the project will be managed as one of our training programmes and will

therefore also have oversight from the deputy manager in charge of training. Through this office

the senior instructor will receive the requisite administrative support. With adequate notice,

provisions will be made for the relevant staff to be engaged in discussions, planning sessions

within or external to the institution and or country.

6.7 Infrastructure

As with any new programme, a resource audit is conducted to establish the required

facilities for its delivery. This will be no different for this renewable energy project. As a

first step however the institution has recently completed the installation of a PV system

which will also provide the initial laboratory facilities.

Please see supporting documents for the CARICOM-EFE at http://www.accc.ca/xp/index.php/en/programs/int-partnerships/efe-intro/efe-caricom - Related Documents and Institutional Partnerships

http://www.accc.ca/xp/index.php/en/programs/int-partnerships/efe-intro/efe-caricom