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GRENADA WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 1

Grenada

WORKFORCE DEVELOPMENTSABER Country Report

2013

Dimensions Status

1. Strategic FrameworkGovernment and non-government leaders are strongly committed to enhancing the skills of Grenadians. Significant initiatives have been made to align workforce development (WfD) policies with the country’s economic and social goals, including the establishment of the Grenada Council for Technical and Vocational Education and Training. Given the infancy of these measures, some challenges are still to be addressed, mainly regarding monitoring and evaluation of the implementation of strategic measures as well as coordination among government and non-government stakeholders.

2. System OversightVarious initiatives have been undertaken to promote and enable training providers to diversify learning pathways and assure high standards of quality in associated training programs. Competency standards have been developed for major occupations and a National Qualifications Framework has been endorsed and is currently in place. Accreditation requirements have been established and are enforced for most training providers. The WfD system in Grenada relies heavily on donor funding.

3. Service DeliveryThere is a diverse mix of training providers, with most non-state providers registered and licensed under a regime administered by the Grenada National Training Agency. Regular reporting and audits of training providers are conducted, but the management and use of information to improve their performance can be improved. Autonomy and accountability of training providers, particularly at the secondary level, is limited at the moment.



Table of Contents

Executive Summary............................................................................................................................... ...............3

1. Introduction ............................................................................................................................... ......................4

2. Country Context ............................................................................................................................... ................6

3. Overview of Findings and Implications ..........................................................................................................10

Overview of the SABER WfD Assessment Results .........................................................................................10

Policy Implications of the Findings................................................................................................................. 11

4. Aligning Workforce Development to Key Economic and Social Priorities .....................................................13

Socioeconomic Aspirations, Priorities, and Reforms .....................................................................................13

SABER WfD Ratings on the Strategic Framework ..........................................................................................14

Implications of the Findings ........................................................................................................................... 17

5. Governing the System for Workforce Development .....................................................................................18

Overall Institutional Landscape...................................................................................................................... 18

SABER WfD Ratings on System Oversight......................................................................................................18


6. Managing Service Delivery............................................................................................................................. 26

Overview of the Delivery of Training Services ...............................................................................................26

SABER WfD Ratings on Service Delivery ........................................................................................................27


Annex 1: Acronyms ............................................................................................................................... .............34

Annex 2: The SABER WfD Analytical Framework...............................................................................................35

Annex 3: Rubrics for Scoring the SABER WfD Data............................................................................................36

Annex 4: References and Informants................................................................................................................. 45

Annex 5: SABER WfD Scores .............................................................................................................................. 48

Annex 6: Authorship and Acknowledgements...................................................................................................49



Executive Summary

The Skills Agenda in the Tri Island State

Grenada has faced various socioeconomic challenges within the last decade, including the destruction wrought byHurricane Ivan in 2004 and the global financial crisis. As a result, economic indicators for Grenada illustrate unfavorableincreases in the poverty and unemployment rates, especially among the youth and young adults.

As studies show a shortage of skills throughout the economy skills development has come into focus within the last fiveyears in an effort to stimulate the private sector, which continues to struggle to attract foreign investment. Workforcedevelopment (WfD) has been deemed a priority for improving the country’s socioeconomic prospects.

To support the government of Grenada in this effort, the World Bank implemented the diagnostic tool SABER WfD toassess the institutional bottlenecks that stand in the way of progress; this exercise was viewed by the World Bank as afirst step to deepen dialogue around the major WfD challenges that the country needs to address. The results of theassessment presented in this report are expected to assist in clarifying priorities. They classify the WfD system accordingto four stages of maturity in policy and institutional development, as follows: (1) Latent, (2) Emerging, (3) Established,and (4) Advanced.

Prioritizing Next Steps: Reform Imperatives to Advance Economic Growth and Development

The SABER WfD assessment results, summarized on the cover of this report, rate Grenada’s system at the establishedlevel in the functional dimensions of Strategic Framework and System Oversight and at the emerging level in ServiceDelivery. These results show that Grenada’s government is committed to WfD; significant interventions have beendeveloped and launched to coordinate WfD policies with the country’s strategic goals. Specific analysis of theimplementation, monitoring, and evaluation of the WfD system reveals that lower scores were attained at the ServiceDelivery Dimension, which suggests that a greater focus needs to be placed on the implementation of strategicmeasures so that trainees are able to reap the benefits of increased quality and access to training. Results basedmonitoring has been suggested as a key instrument that can be adapted to the Grenadian context. Further measures todiversify learning pathways are also needed and greater incentives are to be developed and implemented to encouragenew training institutions to deliver high quality, accredited programs.

The government of Grenada is committed to advancing the development of its human resources and has declarededucation a pillar of the new economy that it is currently building. It is therefore pivotal to utilize this momentum todevelop the skills profile of the economy.



1. IntroductionGrenada, a member of the Caribbean Community(CARICOM) since 1973, is characterized by its lush greenvegetation, fervent people, and picturesque scenery. Itseconomy is primarily services oriented, resulting from aperceptible shift from an agrarian dominant economyto one characterized by new and emerging servicesectors. Today Grenada is focused on transforming itseconomic position by developing key services sectorsincluding marine and yachting; information andcommunications technologies (ICT); construction; spa,health, and wellness; and education.

With a population of approximately 108,000,1 thegovernment of Grenada remains committed to theprovision of quality education and support services toall its residents. Confronted with challenges ofexpansionary fiscal debt, high susceptibility toexogenous shocks, and low rates of foreign investment,the development of a skilled workforce is imperative torouse private sector activity, attract foreign directinvestment, and stimulate growth and economicdevelopment in the tri island state of Grenada.Workforce development (WfD) is therefore viewed bythe government as a key priority for improving thenation’s socioeconomic prospects.

This report presents an assessment of the regulatory,legislative, and institutional landscape governing WfD inGrenada. The results of this analysis are based on anewly designed analytical tool developed by the WorldBank under the Systems Approach for Better EducationResults (SABER) initiative. The aim of this initiative is togarner data so as to provide systematic documentationand assessment of the policy and institutional factorsthat influence the performance of education andtraining systems of SABER participating countries. TheSABER WfD tool encompasses initial, continuing, andtargeted vocational education and training that areoffered through multiple channels, and focuses largelyon programs at the secondary and post secondarylevels.

1 The World Bank, The Little Green Data Book: 2008, Book 8 (2008)

The tool is based on an analytical framework2 thatidentifies three functional dimensions of WfD policiesand institutions:

1. Strategic Framework, which delineates the praxis ofadvocacy, partnership, and coordination in relationto the objective of aligning WfD in critical areas topriorities for national development;

2. System Oversight, which refers to the arrangementsgoverning funding, quality assurance, and learningpathways that shape the incentives and informationsignals affecting the choices of individuals,employers, training providers, and otherstakeholders; and

3. Service Delivery, which defines the diversity,organization and management of training provision,both state and non state, that deliver results on theground by enabling individuals to acquire marketand job relevant skills.

Figure 1: Functional Dimensions and Policy Goals in theSABER WfD Framework

Source: Tan et al. 2013.

Collectively, these three dimensions facilitate thesystematic analysis of the functioning of a WfD systemas a whole. The focus of the SABER WfD framework is

2 For an explanation of the SABER WfD framework see Tan et al 2013.



on the institutional structures and practices of publicpolicymaking and the resulting effects on capacity in thesystem to conceptualize, design, coordinate, andimplement policies in order to achieve results on theground.

Each dimension comprises three Policy Goals thatcorrespond to important functional aspects of WfDsystems (see Figure 1). Policy Goals are further brokendown into discrete Policy Actions and Topics that revealmore detail about the system.3

Implementing the AnalysisInformation for the analysis of the WfD system inGrenada is gathered using a structured SABER WfD datacollection instrument (DCI). The instrument is designedto collect, to the extent possible, facts rather thanopinions about WfD policies and institutions.

Figure 2: SABER WfD Scoring Rubrics

Source: Tan et al. 2013.

For each Topic, the DCI poses a set of multiple choicequestions which are answered based on documentaryevidence and interviews with knowledgeableinformants. The answers allow each Topic to be scoredon a four point scale against standardized rubrics basedon available knowledge on global good practice (SeeFigure 2).4 Topic scores are averaged to produce Policy

3 See Annex 2 for an overview of the structure of the framework.4 See Annex 3 for the rubrics used to score the data. As in other countries, thedata are gathered by a national principal investigator and his or her team,based on the sources indicated in Annex 4; and they are scored by the WorldBank’s SABER WfD team. See Annex 5 for the detailed scores and Annex 6 fora list of those involved in data gathering, scoring and validation, and reportwriting.

Goal scores, which are then aggregated into Dimensionscores.5 The results are finalized following validation bythe relevant national counterparts, including theinformants themselves. The rest of this reportsummarizes the key findings of the SABER WfDassessment and also presents the detailed results foreach of the three functional dimensions. To put theresults into context, the report begins below with abrief profile of Grenada’s socioeconomic makeup.

5 Since the composite scores are averages of the underlying scores, they arerarely whole numbers. For a given composite score, X, the conversion to thecategorical rating shown on the cover is based on the following rule: 1.00X 1.75 converts to “Latent”; 1.75 < X 2.50, to “Emerging;” 2.50 < X3.25, to “Established;” and 3.25 < X 4.00, to “Advanced.”



2. Country Context

The tri island State of Grenada encompasses Grenada,Carriacou, and Petite Martinique (See Figure 3). The133 square mile island nation forms the southern endof the Windward Islands. Situated between Trinidadand Tobago and Saint Vincent and the Grenadines,Grenada is 100 miles north of Venezuela and 158 milessouthwest of Barbados. Mainland Grenada is 12 mileswide and 21 miles long, and covers a land area of 120square miles. Its sister isles Carriacou and PetiteMartinique are 13 square miles and 486 acresrespectively.

Figure 3: Map of Grenada

Source: Official Website of the Government of Grenadahttp://www.gov.gd/about_grenada.html.

Political Context: Grenada was unknown to Europeuntil the 1498 voyage by Christopher Columbus, whofirst named the island ‘Concepción’. After centuries ofcolonization by various European settlers, the 1834abolition of slavery resulted in the freedom of 24,000slaves who began to determine their destiny asGrenadian people. National political consciousness wasnurtured through the labor movement, and Grenadasteadily made strides to develop political and civicindependence.

In 1958, Grenada became a member of the Federationof the West Indies and, upon its dissolution, in 1967 theIsland evolved into an Associated State with internalself government. In 1974 Grenada acquired the statusof an independent nation, becoming a constitutionalmonarchy with a prime minister, a head of state, and agovernor general as a representative of the Britishmonarch.

From 1979 to 1983, Grenada experienced extreme civilunrest marked by a revolutionary movement, followedby a coup d’etat and completed with the invasion byU.S. troops. Still a constitutional monarchy, Grenadatoday features a political system that comprises 15constituencies. The nation is presently ruled by the NewNational Party (NNP) administration, the result of themost recent elections held on February 19, 2013. Thenext general election will be held in 2018.

Economic Trends: As a small island developing state(SIDS) with an open economy, Grenada is highlysusceptible to exogenous shocks. The global financialcrisis of 2008 resulted in near consistent economiccontractions between the fiscal periods 2008 and 2012(See Figure 4).

Figure 4: Economic Performance of Grenada 200120136

Source: Central Statistics Office, Ministry of Finance, Government of Grenada& Eastern Caribbean Central Bank.

The effects of the crisis crippled economic growth andimpeded the sustainable development of Grenada. Thisspurred the government to address challengesassociated with the nation’s economic competitivenessand its ability to service sectors that yield the highesteconomic benefit. This is imperative, especially giventhe country’s growing debt stock (see Figure 5).

6 Years are denoted by the last digits; 1 is equivalent to 2001, as is 13 to2013.



Figure 5: Growth of Grenada’s Debt Stock as a Percentage ofits Nominal GDP from 2008 2012

Source: Comparison of Grenada’s national budgets from 2009 to 2014.

Efforts to service this debt have placed undue strain onthe fiscal budget of the local government. Therefore,during the period 2009 to 2012, debt financing tookprecedence over other expenditures in key socialsectors including health and education. Furthermore,limited investment was seen in critical economicsectors, including tourism.7

Disaggregated data reflect contractions in value addedto real gross domestic product (GDP) by the hotel andtourism industry in 2009 2010—12.3 percent and 13.62percent respectively. However, 2012 signaled achanging of the tides with positive growth of 6.41percent.8 Agriculture recorded a positive contribution of20.99 percent in 2009, but negative growth of 12.08percent in 2010. In 2011, however, agriculture recordeda 6.41 percent positive value added. Fluctuations acrossother sectors characterize the recent economicperformance of local industries; the sector oftransportation, storage, and communications is the onlyone that has consistently contracted over the past fouryears.9

Confronted by these socioeconomic ailments, thegovernment of Grenada maintains that the key tounlocking the country’s economic potential is in thehands of its most valuable resource: human capital.Workforce development (WfD) is therefore viewed as

7 Source: IMF, 2013. Caribbean Small States: Challenges of High Debt andLow Growth. Accessed at:http://www.imf.org/external/np/pp/eng/2013/022013b.pdf.8 Government of Grenada, 2013 Budget Statement, Presented by Rt. Hon Dr.Keith Mitchell, p.68.http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.9 Government of Grenada, 2013 Budget Statement, Presented by Rt. Hon Dr.Keith Mitchell, p.68,http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.

critical in propelling the economy forward on a path torecovery and further into sustained growth anddevelopment.

Demographic Trends: Grenada possesses apopulation shy of 110,000, and features unevenness inits age distribution (see Figure 6). About 24.7 percent ofthe total population fall within the age range 0 14, and17.1 percent are within the range 15 24. The largestgroup of Grenadians (40.2 percent) is between the agesof 25 54, a period in an individual’s life that isassociated with economic productivity. This furtherreinforces the need to place WfD as a priority within thenational agenda.

Employment: Data from the Central Statistics Office, ascollected in 2008, indicates that Grenada possesses alabor force of 47,581, with 49 percent of the total forcereflecting economically active males and the remaining51 percent being female. These individuals are primarilyemployed in the agricultural and services sectors andgeneral industries (see Figure 7).

Figure 6: Age Distribution of the Population of Grenada

Source: Central Intelligence Agency, The World FactBook – Grenada,https://www.cia.gov/library/publications/the worldfactbook/geos/gj.html. Data is based on 2013 estimates.



Figure 7: Percentage Distribution of Economically ActiveIndividuals Among Key Sectors

Source: CIA FactBook – Grenada.

The country continues to struggle with one of thehighest rates of unemployment within the EasternCaribbean Economic Union, with women and youthbeing most acutely affected. This has adverselyimpacted the socioeconomic situation of Grenada bycreating an unprecedented poverty rate of 37 percentand an unemployment rate that has doubled since2008.10

Recognizing the many socioeconomic ills of the nation,the government has endorsed the building of a NewEconomy for Grenada. Five pillars have been identifiedto support the construction of this new and moderneconomy. These include:

Tourism and HospitalityEnergy Development (renewable and nonrenewable)AgribusinessInformation and Communications TechnologyEducation, Health and Wellness, and Services11

The government of Grenada has also adoptedexpansionary fiscal measures to combat economicchallenges and steer Grenada on the path to economicgrowth and sustainable development. In an effort toattract the inflow of capital, lucrative investmentpackages have been presented to internationalinvestors, including extended temporary tax holidaysand copious concessions. As a result, Grenada reportsan expansion in its hotel and tourism industry. Therecently implemented Citizenship by Investment

10 Government of Grenada, 2013 Budget Statement, Presented by Rt. Hon Dr.Keith Mitchell, p.5,http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.11 Ministry of Finance, Dr. Rt. Hon Keith Mitchell, Prime Minister & Ministerof Finance, Budget Statement 2013, p.25,http://gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.

Program has created an avenue for foreign nationals toobtain citizenship through investment. The legislationsupporting this program was passed in August 2013.12 Itis hoped that such ventures will serve to spur greatereconomic activity and boost employment.

Education and Training: Education is not only a pillaron its own, but an area that affects and is affected bythe other four pillars. WfD initiatives are thereforeinstrumental in addressing the many grave concernsconfronting the nation. The government is committedto the development of human capital and has allocatedincreased revenues towards education and trainingprograms. Figure 8 illustrates the general educationframework in Grenada.

At the beginning of 2010, the Statistical Departmentwithin the Ministry of Education projected that by 2013,education expenditure would represent 6.8 percent ofthe nation’s real GDP, assuming an annual increase ineducation expenditure of 2 percent, coupled with thefurther assumption of a 4 percent annual rise in realGDP.13 However, given that real GDP growth has beenless than 4 percent for the period 2009 2013, andeducation related expenditure has increasedexponentially in response to the socioeconomic needsof the citizenry, it is likely that expenditure associatedwith education would represent a larger percentage ofGDP.14 Of the projected expenditure15 the governmentproposes to allocate approximately 6.9 percent towardsthe following specific projects: Youth EntrepreneursDevelopment Fund; School Books Program; HumanResource Development; School Feeding Program; andSupport for Education, Employment and Development.These monies will be obtained from PetroCaribe Funds.

12 Government of Grenada, Grenada Citizenship by Investment Act 2013Passed in Parliament,http://www.gov.gd/egov/news/2013/aug13/07_08_13/item_1/citizen byinvestment.html.13 Ministry of Education & Human Resource Development, 2010, EducationStatistical Digest: Past Trends, Present Positions and Projections up to2015/2016, p. 135.14 This refers to government expenditure on support services including schoolfeeding, book and uniform programs.15 By 2013, expenditure on education amounted to ECD 110.6 million,approximately 10 percent of total government expenditure for that year.



Figure 8: General Education Framework of Grenada

Source: Author’s construction.

The education landscape of Grenada reflects a relativelyhigh enrollment rate that continues to increase with theexpansion of the youth population. While completesystem wide data has not been released for recentacademic years, the increased enrollment at secondarylevel institutions has resulted in the establishment ofthe J.W. Fletcher Memorial Secondary School. Similarly,the increased number of scholarships provided tonationals has augmented the matriculation numbers atSt. George’s University. This change is also explained bythe education policy of the previous government thatgranted admission to secondary level education to allstudents who sat the 11+ examinations (formerly calledCommon Entrance, now referred to as the CaribbeanPrimary Exit Assessment, or CPEA), with the exceptionof extreme cases.

Until 2008, T.A. Marryshow Community College(TAMCC) and New Life Organisation (NEWLO) were theprimary institutions involved in technical and vocationaltraining. In 2009, a new institution was added to thelandscape. Birthed from assessments of the needs ofemployers, the Grenada National Training Agency (NTA)was established under the Grenada Council forTechnical and Vocational Education and Training(GCTVET). This entity facilitates the administration ofskills training by partnering with various trainingproviders. NTA is responsible for overseeing, designing,monitoring, promoting, and establishing technical andvocational education and training (TVET) to meet

Grenada’s skills development needs.16

Under NTA, Grenada has made impressive strides. Anoccupational standards framework has been developedand implemented so as to provide nationally andregionally acceptable and recognized standards andqualifications. These standards are governed under theNational and Caribbean Vocational QualificationsFrameworks (NVQs and CVQs). So far, over 53occupational standards have been approved and othersare pending approval and vetting.17

16 Grenada National Training Agency, Role of the Grenada National TrainingAgency, http://grenadanta.gd/AboutGNTA.aspx.17 Grenada National Training Agency, Occupational Standards,http://grenadanta.gd/OccupationalStandards/ListofOccupationalStandards.aspx. Information from NTA shows that, by 2014, 103 occupational standardshad been approved.



3. Overview of Findings and Implications

This chapter highlights findings from the assessment ofGrenada’s workforce development (WfD) system, basedon the SABER WfD analytical framework and tool. Thefocus is on policies, institutions, and practices in threeimportant functional dimensions of policymaking andimplementation: strategic framework, system oversight,and service delivery. These aspects collectively createthe operational environment in which individuals, firms,and training providers, both state and non state, makedecisions with regard to training; as such, they exert animportant influence on observed outcomes in skillsdevelopment. Strong systems of WfD haveinstitutionalized processes and practices for reachingagreement on priorities, for collaboration andcoordination, and for generating routine feedback thatsustains continuous innovation and improvement. Bycontrast, weak systems are characterized byfragmentation, duplication of effort, and limitedlearning from experience.

The SABER WfD assessment results summarized belowprovide a baseline for understanding the current statusof the WfD system in the country, as well as a basis fordiscussing ideas on how best to strengthen it in thecoming years.

Overview of the SABER WfD AssessmentResultsFigure 9 shows the overall results for the threeFunctional Dimensions in the SABER WfD framework.18

For Strategic Framework and System Oversight,Grenada is rated at the Established level, but for ServiceDelivery, the score falls to the Emerging level ofdevelopment. The findings suggest that althoughGrenada’s WfD policies and institutional framework areambitious and well structured, the system’s capacity forimplementation is quite weak as evidenced by a lowservice delivery score.

Grenada’s success in aligning national skills policies withits development goals and priorities forms the basis ofthe assessment under the Strategic FrameworkDimension, which is rated at the Established level at2.6. Specifically, this component of the SABER WfDframework examines Grenada’s performance in (a)charting a strategic direction for WfD, (b) fostering a

18 See Annex 6 for the full results.

demand driven approach to WfD and (c) strengtheningcritical coordination for implementation of the strategicagenda.

Figure 9: Dimension Level Scores

Note: See Figure 2 for an explanation of the scale on the horizontal axis.Source: Based on analysis of the data collected using the SABER WfDquestionnaire.

The score for this Dimension indicates sustainedadvocacy for WfD to support economic development,evidenced by the clear support of both government andnon governmental leaders to the enhancement of theWfD system in Grenada, as well as the government’sinterest in human capital development, unemploymentreduction, and the advancement of economic growththrough higher productivity of a skilled workforce.

Although Grenada has, for many years, been consideredan agrarian society, the dynamism of the globaleconomy has necessitated a paradigm shift, as noted ina previous section. In response, Grenada is transitioningfrom a goods based to a services oriented economy,skilled and semi skilled. This change is accompanied byinstitutional, regulatory, and legislative reforms,inclusive of changes to the WfD landscape. Policies,programs, and procedures have been modified andupdated to reflect both the modernity of the 21st

century and the national development agenda of thegovernment of Grenada.

The SABER analysis of Grenada’s WfD system profiles acountry where senior government officials are



committed to WfD and are therefore viewed asadvocates of the cause. Significant initiatives have beenmade to coordinate WfD policies with the country’sstrategic goals, but these have been met with somechallenges. Many of the successes of the WfD regimecan be attributed to the Grenada Council for Technicaland Vocational Education and Training (GCTVET). Themultipartite nature of the Council has resulted in theachievement of buy in from various stakeholdergroupings; this buy in is essential in driving the WfDagenda. Another significant change, also related to theenactment and further implementation of theprovisions of the 2009 GCTVET Act, was theinstitutionalization of the Grenada National TrainingAgency (NTA), a coordination and oversight body fortechnical and vocational education and training (TVET)programs.

Given the infancy of this framework, the system is stillconfronted with some key challenges, such asinadequate monitoring and evaluation systems andinefficiencies in translating strategy into effectiveimplementation of interventions. Other challengespertain to coordination issues among stakeholders inorder to avoid duplication of efforts, misalignment ofpolicies, and poor strategic and operational decisionmaking. In addition, the heavy reliance on externalfunding does not augur well for the development of theworkforce in the coming years and highlights the needfor the government and the local private sector toinfuse finances into WfD.

System Oversight is the second Dimension under theSABER WfD framework, rated at the Established levelfor Grenada with a score of 2.6. This Dimensioninvestigates Grenada’s achievements in (a) ensuringefficiency and equity in funding for TVET, (b) assuringrelevant and reliable standards, and (c) diversifyingpathways for skills acquisition.

The establishment of the NTA has led to thedevelopment of a National Qualifications Framework(NQF)—the design of over 53 occupational standardsand the application of quality assurance mechanisms tostandards and practices for training, a feat of whichGrenada can be proud.19 On the other hand, the fundingmechanisms for the WfD system were identified as

19 According to NTA, by 2014, 103 standards have been approved.

weak in terms of sustainability and independence fromdonor led initiatives.

Specific to the institutional underpinnings of Grenada’sWfD framework, a multi dimensional landscape oforganizations, associations, and institutions arefeatured. Private public sector partnerships are evidentwith the NTA collaborating with industry participantssuch as the National Water and Sewerage Authority andexternal companies such as Crane, from Barbados.Strong linkages are also evident between the NTA andgovernment ministries, specifically the ministries ofLabor, Sports & Youth, and Education.

The third Dimension looks at the Service Delivery pillarof WfD in Grenada. It assesses how Grenada has beenable to (a) enable diversity and excellence in theprovision of training, (b) promote and maintainrelevance in public training programs, and (c) enhanceevidence based accountability for results. ThisDimension is rated at the Emerging level, with anaverage score of 2.1.

Data collected for this Dimension shows that, overall,Grenada’s WfD system features both private and publicTVET institutions, though private institutions are morepredominantly featured at the tertiary level. With theprogression of time and expansion of the scope of theWfD framework, the role of training providers asintegral pillars of the WfD framework, along with theincreasing need for sustained regulation of theiroperations has been highlighted. Bringing this to thefore ensures a level of accountability that will likelyincrease the quality and relevance of training in linewith the needs of the Grenadian economy. Thefollowing section examines the policy implications ofthe findings.

Policy Implications of the FindingsIn promoting the strategic goals of the WfD framework,synergy between policy goals and the nationaldevelopment strategy is important. Anything contraryto this would be counterproductive and cost ineffective.In Grenada, there is a deficiency of information aboutskills demand. This limits the ability of policymakers todesign frameworks that address deficiencies in thesystem, as they are unable to obtain a holistic picture ofthe educational and labor market landscapes.Moreover, industry participation is key to advancing thedevelopment of the system. Current institutional



arrangements are well designed and lend themselves tothis. However, slight modifications are necessary toensure maximum efficiency is attained; these areproposed below.

The WfD strategic agenda along with policy decisionsare to be made with the endorsement of all relevantstakeholders. To achieve this, better organized channelsof communication are necessary. Rather than creatingnew technological platforms, the existing ones can beadapted by involving the ministry responsible forinformation and communications technologies (ICT). Ashared network, intranet, or some type of internalinterface can facilitate continuous sharing of activitiesand increased collaboration among stakeholders. Thiswould promote complementarity of initiatives andeliminate duplication of efforts and wasting limitedresources.

Greater emphasis needs to be placed on efficiency andequity in the use of funds. Systems to strengthen themonitoring and evaluation of WfD initiatives must beemployed. The diversification of sources of funding isalso crucial and it is therefore recommended that theGovernment of Grenada arrests its overdependence ondonor funding for WfD initiatives. To infuse financialstability and sustainability in the WfD framework, it isessential to find a balanced formula by which thegovernment, industry participants, business supportentities, and donor agencies can contribute to thedevelopment of Grenada’s human capital. Furthermore,to attract a larger inflow of capital into the WfDstrategies, it is recommended that greater incentives beprovided to investors, both local and abroad. An inflowof capital would facilitate the much needed integrationand application of innovative technologies to servicedelivery and monitoring and evaluation of WfDinitiatives.

An intensified focus on the quality of trainingproviders—and not merely the quantity—is needed,especially at the secondary level. Formal mechanisms,apart from the institutional arrangements providedunder the GCTVET, should be implemented to ensuregreater relevance of training programs and facilitateregular industry input and feedback.

Increasing funding for relevant studies can strengthenthe WfD system. Investment in skills focusedassessments and surveys will garner relevant data andmarket information from a wide cross section ofsources and stakeholders. Additionally, the findings ofthese studies and their recommendations must beimplemented in order to enhance the accountability ofthe system and ensure evidence based decision making.The proposed changes can foster greater relevance intraining programs, promote diversity and excellence intheir delivery, and facilitate system wide decisionsabout training provision.



4. Aligning Workforce Development to KeyEconomic and Social Priorities

Workforce development (WfD) is not an end in itself,but an input toward broader objectives—of boostingemployability and productivity; relieving skillsconstraints on business growth and development; andadvancing overall economic growth and social wellbeing. This chapter reports the SABER WfD results forDimension 1, Strategic Framework. The three mainsections within this chapter explore: (a) the keysocioeconomic aspirations, priorities, and reforms ofGrenada, to provide a brief background andcontextualize the SABER WfD ratings; (b) the SABERWfD ratings of the Strategic Framework, which describethis Dimension, examines each Policy Goal and explainstheir scores; and (c) some policy implications of thefindings, which identify areas for improvement in lightof the SABER WfD ratings.

Socioeconomic Aspirations, Priorities,and Reforms

Socioeconomic challenges in the context of WfD:The current global situation has impacted Grenada as asmall island vulnerable state and has created a set ofcomplex challenges for the country. At the same time, ithas presented an opportunity to address not onlyimmediate political demands, but also institutional andstructural reforms for creating an enabling environmentfor sustained growth and macroeconomic stability. Thecore challenges of creating such an environment areunemployment and lack of skills development.Compounding these challenges is the slow growth ofthe Grenadian economy. The incessant decline ofeconomic growth in Grenada has placed added pressureon the labor market’s ability to absorb an annual influxof hundreds of graduates seeking jobs, creating anunfavorable active to total population ratio and theresulting high unemployment rate. Grenada, however,is undeterred in its struggle to develop a new economicorder characterized by enhanced competiveness and asound knowledge base.

Grenada’s current economic woes are attributed toboth exogenous shocks and endogenous factors,including the financial crises of 2007, skills demand andsupply mismatches, absence of adequate career

guidance, and a lack of innovation and application oftechnologically advanced tools in the administering oftechnical and vocational education and training (TVET)and related programs. Grenada’s current account deficithas further widened, with the expansion of imports andlethargy of exports. Inflation, however, has remainedrelatively low, with an average rate of 1.8 percentrecorded in 2012, affecting predominantly food prices.20

Some challenges have been addressed, but—as withmany economic variables—the time lag betweenimplementation of corrective measures and theattainment of the desired results has furtherexacerbated the situation. Various reforms, mostnotably the establishment of the Grenada NationalTraining Agency (NTA) and the institution of theGrenada Council for Technical and Vocational Educationand Training (GCTVET), were introduced in an attemptto tackle skills mismatches. These reforms yielded goodresults but improvements in certain areas are stilldesired. Furthermore, education reforms in Grenadahave been successful in improving enrollment andquality; however, the labor market has not respondedwith adequate increases in remuneration or even theability to absorb the influx of new entrants.

National aspirations and guiding strategies:Grenada has articulated its national socioeconomicpriorities, guided by the manifesto of the currentgovernment administration to transform the nation intoa new economy. The strong focus placed on educationand employment, especially youth employment, isexpressed in the national agenda formulated in 2013.The desired end result is the development of a skilledlabor force that can directly service the local economyand further support nation building and economicdevelopment through cross border labor and othermodes of service to external markets.

Grenada’s focus on human capital development isevident in the 2013 national budget, which adopted thetheme “Restoring Hope, Building the New Economy andEmpowering our People”. Two of the six sub themesunder the overall goal of “Empowering the People ofGrenada” focus on skills development, specifically the

20 According to Dr. Rt. Hon Keith Mitchell, Prime Minister & Minister ofFinance, food inflation has exponentially increased, recording rates of 3% in2012. Budget Statement 2013,http://gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.



sub theme “Youth and Sports Development”, and“Education and Human Resource Development”.21

Under the pillar of education, student support servicessuch as the textbook, transportation, school feeding,and uniform programs have been implemented; EC$1million has been allocated to general provision andEC$3.1 million to school feeding. Other interventionsinclude increased teacher training opportunities and theretooling of programs to broaden their scope.Approximately EC$3.5 million is earmarked to supportthe activities of the NTA and EC$12 million for the T.A.Marryshow Community College (TAMCC).22

Reforms: Dating back to the days of the revolution,education has always been recognized as the key thatcould unlock a nation’s potential for sustainedeconomic development. In recent years, Grenada hasfocused on education as a way to build the country'shuman capital and transform the economy into aknowledge based one.

Grenada has invested considerably in education sincethe early 1980s and significant achievements haveresulted. Universal education has been adopted andintegrated into the education system and other reformsfrom the primary to tertiary levels have unfolded. Themovement away from the more traditional streams ofeducation has been embraced, and the stigma attachedto vocational and technical education and training hassignificantly lessened. TVET has therefore receivedgreater support, financially and otherwise, and therehas been gravitation towards various skill categoriesand fields. The most palpable demonstration of thesupport for TVET programs is the establishment andendorsement of the GCTVET and its sub body, the NTA.

SABER WfD Ratings on the StrategicFramework

In the SABER WfD framework, the role of WfD inrealizing Grenada’s socioeconomic aspirationsmaterializes through actions to advance the followingthree Policy Goals: (i) setting a strategic direction forWfD; (ii) fostering a demand led approach in WfD; and

21 Other sub themes include: Health and Social Security; Housing and SocialCare; Relief for Small Depositors of Capital Bank and Carriacou and PetiteMartinique.22 Ministry of Finance, Dr. Rt. Hon Keith Mitchell, Prime Minister & Ministerof Finance, Budget Statement 2013, p. 34,http://gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.

(iii) ensuring coordination among key WfD leaders andstakeholders. The ratings for these Policy Goals arepresented and explained below, followed by a reflectionon their implications for policy dialogue.

Based on data collected by the SABER WfD assessment,Grenada receives an overall rating of 2.6, indicating theclassification of Established, though on the lower end,for the Strategic Framework Dimension. The figurebelow illustrates the three Policy Goals which comprisethis Dimension and yield the average score notedabove. Goal 1—Setting a Strategic Direction, receives a3.0 score; Goal 2—Fostering a Demand led Approach,receives a 2.0 score; and, Goal 3—Strengthening CriticalCoordination, receives a 2.7 rating. Policy Goals 1 and 3meet the score of the Established level, indicating goodpractices within these goals; Policy Goal 3 rates at theEmerging level, reflecting room to improve in thepractices and processes associated with it. Furtherexplanations of these ratings, along with theirimplications, follow below.

Figure 10: SABER WfD Ratings for Dimension 1


Policy Goal 1: Setting a Strategic Direction

Leaders play a significant role in crystalizing a strategicvision for WfD that is aligned to the country’s uniquecircumstances and opportunities. Their advocacy andcommitment attract partnership with stakeholders forthe common good, builds public support for keypriorities in WfD, and ensures that critical issues receivedue attention in policy dialogue. Taking these ideas intoaccount, Policy Goal 1 assesses the extent to whichsenior most government leaders and the private sector



provide sustained advocacy for WfD priorities throughinstitutionalized processes.

Grenada is rated at the Established level on Policy Goal1, with a score of 3.0. This connotes sustained advocacyby government officials, with palpable support fromnon government leaders; both the government andNGOs are visible champions for WfD. National politicalleaders, government officials and the NTA are theforemost government advocates for WfD in Grenada.Within the government construct, the line ministriesresponsible for Education & Human ResourceDevelopment and Youth Development & Sports areoften referenced as public endorsers of TVET programssuch as the IMANI Project and the Grenada YoungEntrepreneurs Project. Strategic plans and policyframeworks direct the path of these programs, whichare widely endorsed by local government. As a result,these programs are properly carved out and budgetaryallocations are made within line ministries in an effortto ensure that they are successfully implemented.

NGO participation is also evident within the WfDlandscape of Grenada. Organizations that support localbusinesses, industry leaders, and private sector trainingproviders engage in sustained advocacy for WfD. Muchof this advocacy is undertaken through GCTVET, whichalso seeks to enhance the regulatory and legislativelandscape governing WfD. The strengthening of theselinks is viewed as imperative given the increasingreliance on the services sectors as a driver of economicgrowth and development, and the subsequent need foran appropriately skilled labor force. The governmenthas recognized that in order for its human resources tobe competitive globally, they must meet internationalstandards and such standards must be regularizedlocally.

The GCTVET meets monthly to discuss a wide array ofmatters, including collaboration in selected industriesand economic sectors (construction, tourism andhospitality, agriculture, ICT, yachting and marina), initialvocational education and training (IVET), on the jobtraining, training in priority sectors, and programs forvulnerable populations. Despite the efforts of bothpublic and private sector entities in coordinating andexecuting a synchronized WfD agenda, the pursuit ofsetting a strategic direction for WfD in Grenada is alsoaccompanied by several drawbacks. The most

significant of these is the absence of reviews andassessments. Very few reviews of interventions andprogram implementations have been undertaken. Thisis attributed to resource constraints, primarily financial.The few rare reviews tend to be undertaken in an adhoc manner.

Policy Goal 2: Fostering a Demand DrivenApproach to WfD

Effective advocacy for WfD requires credibleassessments of the demand for skills, engagement ofemployers in shaping the country’s WfD agenda, andincentives for employers to support skills development.Policy Goal 2 incorporates these ideas and benchmarksthe system according to the extent to which policiesand institutional arrangements are in place. This helpsto: (i) establish clarity on the demand for skills andareas of critical constraint; and (ii) engage employers insetting WfD priorities and enhancing skills upgrading forworkers.

Grenada is rated at the Emerging level for Policy Goal 2,with a score of 2.2. Assessment of economic prospectsand skills implications take place regularly and focus isplaced on key growth sectors only; many others areignored. These assessments are based primarily onindustry and employer surveys and are conducted onlyby government agencies in collaboration withinternational agencies. Although employer engagementhas been institutionalized through GCTVET, there islimited involvement elsewhere.

Findings indicate that occasional assessments areconducted to determine the national economicprospects of Grenada. These evaluations also examineskills implications within key sectors. The last nationalskills needs assessment was conducted in 2008 andidentified economic sectors with the greatest economicpotential: tourism, manufacturing, agriculture and agribusiness, ICT, financial services, education and training,health and wellness, energy, and research anddevelopment. This assessment also birthed the NTA.

Employer engagement in policy dialogue about WfDmatters is channeled primarily through Lead IndustryGroups at GCTVET. Lead Industry Groups are technical,consultative bodies that are primarily composed ofindustry and business representatives who possess



expertise in a particular occupational discipline.23

Besides being responsible for the development ofoccupational standards, these groups also facilitatedialogue and participation by employers in particularareas in order to address the skills implications ofsystem wide policies and investments. It is imperativeto note, however, that while the majority of skillstraining programs benefit from employer engagementand participation, all do not.

Despite the great input of the local industry in policydialogue, the government has not established skillsupgrading incentive programs through which employerscan benefit. While the government intends to designincentive schemes, these have not been created due tothe absence of a policy or legal framework that couldenable such an endeavor.

Policy Goal 3: Strengthening CriticalCoordination for Implementation

Ensuring that the efforts of multiple stakeholdersinvolved in WfD are aligned with the country’s keysocioeconomic priorities is an important goal ofstrategic coordination. Such coordination typicallyrequires leadership at a sufficiently high level toovercome barriers to cross sector or cross ministerialcooperation. Policy Goal 3 examines the extent to whichpolicies and institutional arrangements are in place toformalize roles and responsibilities for coordinatedaction on strategic priorities.

Grenada is rated at the Established level for Policy Goal3, receiving a score of 2.7. Coordination in Grenada’sWfD system was enhanced by the GCTVET Act, alegislative instrument which defines the roles andresponsibilities of government ministries, agencies, andother stakeholders as they relate to WfD. Thecomposition of GCTVET depicts the key institutionswithin the multidimensional WfD landscape in Grenada:the Ministries of Labor, Education, and EconomicDevelopment; the NTA (as a national skills coordinationunit); the Grenada Employers Federation; the T.A.Marryshow Community College (the only communitycollege on the tri island state of Grenada); an NGO with

23 Grenada National Training Agency, The Standards Development Process,http://www.grenadanta.gd/OccupationalStandards/OccupationalStandardsDevelopment.aspx.

TVET interests; and representatives from the privatesector. They are all members of GCTVET. 24

GCTVET provides an institutional platform for dialogue,coordination and execution of the WfD agenda. Forexample, the Council played a prominent role in theimplementation of the Organization of EasternCaribbean States (OECS) Skills for Inclusive GrowthProject, where its members were able to coordinate theimplementation of various components of this project.GCTVET also facilitated the signature of a memorandumof understanding between the Ministry of YouthEmpowerment and Sports and NTA in 2012 to facilitatethe training of various youth under the NQF.25 Throughthis agreement, the Ministry of Youth pledgedassistance to the NTA to complement its efforts,including student stipends in the amount of EC$700along with other non pecuniary support.

Despite efforts to achieve strategic coordination, thesystem still has challenges to overcome. For example,some initiatives are conducted by independent players,without input and direction from GCTVET and NTA,thereby hampering coordination efforts. While both theOECS Skills Project and the IMANI Project are part of thenational WfD agenda, the latter lacks the former’s levelof broad based coordination with all representatives ofthe GCTVET. There is also evidence of overlap,especially at the level of program implementation.Various training providers, both public and otherwise,have undertaken similar skills training programstargeting the same audience. Instances of individualprograms being undersubscribed, or theimplementation of similar programs by other trainingproviders utilizing donor or other financial aid, indicatewasting of resources and inefficiencies that result fromthe ineffectual usage of the NTA as the nationalcoordination unit for skills training programs.

Aware of these challenges, representatives from theMinistry of Education and the T.A. MarryshowCommunity College have proposed to grant the NTA thetitle of principal broker for all skills training and

24 Section 5, subsection 3 of the Grenada Council for Technical and VocationalEducation and Training Act No. 9 of 2009.25 The Grenada National Training Agency, The National Training Agency (NTA)signs a Memorandum of Understanding with the Ministry of YouthEmpowerment and Sports,http://www.grenadanta.gd/News/tabid/81/articleType/ArticleView/articleId/62/National Training Agency signs Memorandum of Understanding withMinistry of Youth Empowerment and Sports.aspx.



education programs. Under this proposal, programsundertaken without the NTA’s endorsement wouldincur penalties. Although this proposal is at an initialstage, stakeholders are clear that a move in thisdirection must be accompanied by strong leadership bythe Ministry of Education as well as an aggressive andcomprehensive communications strategy.

Implications of the Findings

The findings for the Strategic Framework Dimensionreveal that Grenada has invested heavily in charting astrategy through which WfD is widely integratednationally. The country has surmounted many hurdles,but there are still core areas that can be furtherstrengthened. GCTVET, as the primary mechanismthrough which coordinated efforts and championing ofWfD is undertaken, could broaden the scope ofadvocacy and dialogue among WfD actors so they cancollaborate around not only economic sectors, but onthe development and execution of an economy wideWfD agenda.

Strong collaboration among WfD actors is critical toensure that overlaps in functions and duplication ofefforts do not occur. In the absence of suchcollaboration, resulting inefficiencies will create aninadequate system for the oversight of providers andthe delivery of training. Although coordination does notseem to be an important challenge in Grenada,occasional poor communication among ministries could

have avoided past situations in which similar andundersubscribed skills programs were duplicated undertwo separate national programs.

Better coordination, fewer inefficiencies, andduplication of efforts can be achieved by improvedmonitoring and evaluation practices. It is proposed thata mandatory linkage be made between the design andimplementation of projects and their review. It shouldbe mandatory to make arrangements –includingsecuring the necessary funding for regular monitoringand evaluation of WfD related initiatives at the outsetfor projects at the national and local level. To ensurethat this is enforced, it is imperative that WfD policyand legislation prescribe the NTA as the sole broker ofskills programs in the country.

In order to better align the skills demand and supplysides, it is recommended that the government adopt ademand driven approach to WfD. Grenada hasdemonstrated promising steps in this direction, butchallenges remain. First, funding is insufficient toformally assess the skills needed to increase thecountry's competitiveness and productivity. Greateremphasis must be placed on increasing the scope andfrequency of assessments of skills mismatches, in linewith the country’s economic priorities. Ideally, policies,regulations, and legislation that aim to strengthen areasof economic interest should allow for a synergybetween three main elements: an increased privateinvestment, an enabling environment for sectordevelopment, and interventions to create a workforcewith relevant skills. The second challenge relates to thelack of financial and non financial incentives foremployers to upgrade the skills of their employees. Theinclusion of employers in charting the strategic directionfor WfD and in the delivery of training is alsofundamental as they are the end users of skills and thus,knowledgeable about the skills needed for increasedproductivity.

Box 1: Learning from Global Practices

More advanced systems conduct routine assessmentsbased on multiple data sources on the country'seconomic prospects and their implications for skills. Awide range of measures with broad coverage are taken toaddress critical skills constraints. Governments recognizeemployers as strategic partners in WfD, formalize theirrole, and provide support for skills upgrading throughincentive schemes that are reviewed and adjusted.



5. Governing the System for WorkforceDevelopment

Workforce development (WfD) authorities fosterefficient and equitable funding of investments inworkforce development, facilitate effective skillsacquisition by individuals, and enable employers tomeet their demand for skilled workers in a timelymanner. The objective is to minimize systemicimpediments to skills acquisition and mismatches inskills supply and demand. This chapter highlights theSABER WfD results for Dimension 2: System Oversight.It comprises three sections: (a) the overall institutionallandscape, which summarizes the organization andgovernance of the WfD system and the fundingmechanisms for WfD; (b) the SABER WfD ratings onSystem Oversight, which explains the rationale for thescores and findings under Policy Goals 4, 5, and 6; and(c) the implications of the findings, which identify areasfor improvement in light of the SABER WfD ratings.

Overall Institutional Landscape

The Ministry of Education and Human Resources, theGrenada Council for Technical and Vocational Educationand Training (GCTVET), its sub agency the GrenadaNational Training Agency (NTA), and the Ministry ofYouth Empowerment and Sports are the primaryinstitutions with responsibility for WfD in Grenada.Other line ministries have also impacted certain aspectsof the direction and development of WfD, but the mostsignificant contributions have come from the abovementioned organizations.

The Ministry of Education and Human Resources isresponsible for ensuring equitable access to quality andrelevant education to all Grenadians regardless of sex,race, color, creed, ability, or socioeconomic status. Thisministry endeavors to equip citizens with theknowledge, attitudes, values, and skills that will assist inthe development of their capacities to contribute to thenation’s social and economic development.

NTA, formally referred to as the Grenada NationalTraining Agency, is a body legislatively establishedunder the GCTVET Act. This primary legislativeinstrument also establishes the GCTVET, which serves asan advisory body to the Minister of Education. ThisCouncil focuses on the design of policies, strategies, andprograms for the management of technical and

vocational education and training (TVET). In practice, itsfunctions are quite broad (ranging from monitoring andevaluation of WfD initiatives to quality assurancemeasures). Semi autonomous in nature and withexecutive authority to prepare a national TVET policy,the Council engages key WfD stakeholders throughformalized institutional arrangements in an effort todesign and execute a strategic program that addressesthe WfD needs of Grenada.26 The GCTVET isinstitutionally designed to engage a wide range of WfDstakeholders including representatives from theMinistries of Education, Labor, Economic Development,the NTA, private sector organizations, the tertiary leveltraining and education providers, non governmentalorganizations, and representatives of various industrysectors.

The success of WfD in Grenada is largely dependent onthe sustainability of key organs such as the GCTVET.Initial financial support for its operation was providedby the Japanese government through the Jamaica HeartTrust. The NTA was later implemented and thegovernment assumed greater responsibility for theoperation of this body. Findings from this assessmentreveal that although it is clear that funding to supportthese entities is critical, reliability and sustainability offinancial resources is questionable. The structuresthrough which funding is secured are not properlydefined. Grenada demonstrates a large dependence ondonors’ funds with the primary alternative for financingbeing general taxation. This reflects poor financialplanning, which adversely impacts the proper deliveryof training and the adequate monitoring and evaluationof WfD related initiatives, among others.

SABER WfD Ratings on System Oversight

The SABER WfD framework identifies three pertinentPolicy Goals corresponding to oversight mechanisms forinfluencing the choices of individuals, training providers,and employers. These include: (i) ensuring efficiencyand equity in funding, (ii) assuring relevant and reliablestandards, and (iii) diversifying pathways for skillsacquisition. The ratings for these Policy Goals arepresented and explained below, followed by a reflectionon their implications for policy dialogue.

26 Grenada National Training Agency, The Grenada Council for Technical andVocational Education and Training,http://grenadanta.gd/b/AboutGNTA/GCTVET/WhatistheGCTVET.aspx.



Based on data collected for the SABER WfD assessment,Grenada receives an overall rating of 2.6 for the SystemOversight Dimension, corresponding to an Establishedlevel of development (See Figure 11). This score reflectsthe average rating for the underlying Policy Goals. Italso reflects the progress the country has made indeveloping and establishing a National QualificationsFramework (NQF), designing occupational standards forseveral occupations, and facilitating learning pathways.On the other hand, challenges remain in the area offunding for the WfD system as it depends heavily ondonor led initiatives.

Policy Goal 4: Ensuring Efficiency and Equityin Funding

WfD requires a significant investment of resources bythe government, households and employers. To ensurethat these resources are effectively used it is importantto examine the extent to which policies and institutionalarrangements are in place to: (i) ensure stable fundingfor effective programs in initial, continuing, andtargeted VET; (ii) monitor and assess equity in funding;and (iii) foster partnerships with employers for fundingWfD. These are the elements Policy Goal 4 analyses.

Grenada is rated at the Emerging level on Policy Goal 4.The country’s performance in promoting efficiency andequity in funding earned a score of 1.9—the lowestrating received throughout the nine Policy Goalscovered in the SABER WfD assessment. Poor financialplanning and weak resource mobilization efforts werenoted as the principal challenges crippling Grenada’sperformance in this area. The low score is also theresult of significant challenges regarding the assessmentof the effect of funding for TVET programs on equity.

Grenada’s WfD system suffers from poor financialplanning. There is no dedicated training fund for thepromotion and sustainability of WfD programs, thoughnational annual budgets reflect financial allocationsdedicated to human capital development. These arecaptured under apportionments for the Ministry ofEducation & Human Resource Development, mainfunder of the WfD system. As shown in Table 1, therehas been a gradual decrease in the percentage of totalgovernment expenditure that is destined for educationand human resource development. However, the actualexpenditure on these areas during the last five yearshas fluctuated.

The Ministry of Youth Empowerment and Sports alsoallocates funds towards certain TVET programs.However, a large percentage of programs implementedby the Ministry of Youth are either jointly held with theMinistry of Education through the NTA or inpartnerships with external institutions. The overallpercentage of expenditure associated with the Ministryof Youth as compared to total government expenditurehas not surpassed 4 percent in the last five years. Thehighest percentage was reached in 2013 (3.85 percent),which responds to the increased impetus of thegovernment to revitalize the IMANI project, now calledthe New IMANI. A significant dimension of this projectcomprises TVET programs that are jointly executed withNTA.

The highest percentage of expenditure associated witheducation and human resource development, relativeto total government expenditure, was recorded in 2009.This reflected the firm commitment of the governmentof the time to education, which was declared as one offive transformational sectors. A concerted effort wastherefore made to ensure that supporting mechanismswere in place to yield the desired results. Legal,regulatory, and institutional mechanisms weredeveloped: the GCTVET Act, the GCTVET, and the NTA.Between 2009 and 2012, the government directed itsfinancial resources into areas of teacher education andtraining; refurbishment and upgrading of teachingfacilities; and refocusing the curricula to better reflectthe fluidity of the national and international economies.In 2012, financial allocations also took intoconsideration plans to complete a national resourcedevelopment policy and database, which is yet to becompleted primarily due to political factors.

Figure 11: SABER WfD Ratings for Dimension 2




Recognizing the importance of WfD to the developmentof the nation, the government of Grenada has soughtpartnerships with various donor agencies in executingTVET programs over the last five years. Internationalpartners including USAID, the International YouthFoundation (IYF), the World Bank, the CanadianInternational Development Agency (CIDA), and thegovernment of India have been approached to assistGrenada develop its human resources.

USAID sponsors TVET programs delivered by New LifeOrganization (NEWLO), which in 2013 held its 27thgraduating exercise producing a cohort of 79 graduates.IYF has financially endorsed skills development inGrenada through the Caribbean Youth EmpowermentProgram (CYEP), an initiative coordinated by theIndustrial Development Corporation (GIDC), the primaryinvestment promotion agency in Grenada. In 2013, 139individuals successfully completed CYEP. The WorldBank has been the principal sponsor of the OECS Skillsfor Inclusive Growth Project, which supported theestablishment of GCTVET and NTA. CIDA has alsofunded TVET programs throughout the entire Caribbean

27 While allocations to the Ministry of Education and Human ResourceDevelopment are part of the annual budgeting process, the source of someof these funds is external partners. For illustration purposes, this table showsallocations to the Ministry of Education and Human Resource Developmentas a proxy for public sector contributions to WfD. However, it is important tonote that resources allocated to other ministries and agencies, as well asfunds for donor led initiatives are not captured in these figures.

Community (CARICOM) region and has supportedvarious projects, including exchange TVET programs andthe provision of equipment.28 The government of Indiaprovided financial assistance to establish and operatean ICT Centre for Excellence. This financial contributionenabled the staffing and equipping of the trainingfacility with the requisite hardware and computersoftware. It also facilitated the subsidization ofprograms by the government, thus making programs inthe critical area of ICT more affordable.

This heavy reliance on international funding sources,however, is of great concern as it highlightsvulnerabilities in terms of sustainability. Recent globaleconomic occurrences have resulted in declines indonor funding, and Grenada’s continued dependenceon outside sources can hamper its ability to furtherdevelop its economy through a robust andinstitutionalized WfD system. Enhancing resourcemobilization procedures would serve to improveGrenada’s ability to better pursue a WfD strategy. Thiswas proposed as a key intervention by representativesof the GCTVET and the Ministry of Education.

Reviews regarding the impact of funding on trainingbeneficiaries are done mostly for externally fundedprojects, generally as a component of the project itself.To some extent, Grenada utilizes the conclusions andrecommendations of these assessments to informfuture projects and advance the development of itslocal WfD initiatives. The OECS Skills for InclusiveGrowth Project undertook the most recent review;

28 Canadian International Development Agency, International DevelopmentProjects Grenada, http://www.acdicida.gc.ca/cidaweb/cpo.nsf/fWebCSAZEn?ReadForm&idx=11&CC=GD.

Table 1: Allocations to MOEHRD, 2009 201327

Fiscal Year

Allocations to the Ministry of Education and HumanResource Development (ECD Millions) Total

Expenditure USDMillions1

% of TotalGovernmentExpenditure

RecurrentExpenditure

CapitalExpenditure

TotalExpenditure

2009 80.7 29.7 110.4 40.9 16.32010 86.8 18.9 105.7 39.1 15.72011 87.8 27.5 115.3 42.7 14.72012 89.6 19.9 109.5 40.6 10.72013 90.4 20.2 110.6 41.0 10.0

Source: Grenada National Estimates of Revenue and Expenditure (2009 2013)



outside of this, no other recent review has beenundertaken. The ability of the system to attract largerquanta of financial resources can also serve to financemore regular reviews and assessments of WfDinterventions.

Policy 5: Assuring Relevant and ReliableStandards

The WfD system comprises a wide range of trainingproviders, both state and otherwise, offering courses atvarious levels in diverse technical, vocational, andtraditional fields. An effective system of standards andaccreditation enables students to document their

learning and helps employers to identify workers withrelevant skills set. Under Policy Goal 5 it is thereforeimportant to assess the status of policies andinstitutions to: (i) set reliable competency standards; (ii)assure the credibility of skills testing and certification;and (iii) develop and enforce accreditation standards formaintaining the quality of training provision.

Grenada scored at the Advanced level for this PolicyGoal, with a score of 3.3. This rating reflects the successattained due to the establishment of Grenada’s NQFand its institutional infrastructure for curriculaalignment, testing procedures, accreditation standards,and licensing. The sectoral coverage of standards under

Figure 12: Competency Standard Levels in the Qualifications Framework

Source: Grenada National Training Agency http://www.grenadanta.gd/OccupationalStandards/OccupationalStandardsFramework.aspx andhttp://www.grenadanta.gd/LinkClick.aspx?fileticket=VNo9UZkRDKk%3d&tabid=116&mid=464.



the NQF is still limited in scope and does notincorporate some key occupational areas that are ofeconomic interest.

Grenada established the GCTEVT in 2009. With keystakeholders from public and private sectors, along withNGO representatives, the GCTVET designed the WfDagenda of Grenada. It played a crucial role in thedevelopment of the NQF, which was developed withcontinuous input from WfD stakeholders throughinstitutional arrangements and formal mechanisms,including figures such as the Lead Industry Groups. TheStandards and Planning Department of NTA evaluatescompetency and facility standards and collaborates withindustry lead bodies to validate and adopt them.

The framework develops nationally and regionallyrecognized standards and qualifications referred to asNational Vocational Qualifications and CaribbeanVocational Qualifications. Certificates awarded oncompletion of assessments measured against nationaloccupational standards are classified as NationalVocational Qualifications (NVQ), while those awardedagainst regional occupational standards are CaribbeanVocational Qualifications (CVQs). The attainment ofthese qualifications improves employment prospects,earning capability, and mobility.

These qualifications promote quality assurance and arevery well defined and structured. Over 53 standardshave been developed and the occupational standardsframework comprises five levels of competencystandards, ranging from entry level/basic to complex(See Figure 12).29

The NQF covers a wide range of occupational standards.Over 53 standards have been developed and approvedby GCTVET (See Box 2). The gradual pace of standardsdevelopment equipped the NTA and the GCTVET withadequate time to assure their relevance and to setmechanisms for regular reviews and revisions in thefuture.

To promote and maintain quality assurance throughoutthe WfD framework, the NTA has developed a qualityassurance manual that is applied to all programsendorsed by the Agency. This ensures a standardized

29 Grenada National Training Agency, Occupational Standards Framework,http://www.grenadanta.gd/OccupationalStandards/OccupationalStandardsFramework.aspx. Information from NTA shows that, by 2014, 103occupational standards had been approved.

training and certification framework that is applied tothe TVET system in Grenada. This framework promotesthe concepts of competency based training,assessments, and certifications that lead to national andregional qualifications.30

In line with good practices, Grenada developedcompetency based curricula in alignment withoccupational standards. Protocols are applied to ensureand maintain the integrity of programs in which thiscompetency based approach is applied. The NTA hasheightened awareness on competency based educationand training (CBET) through various public educationinitiatives, including the development and publishing ofCBET material (accessible via their website) and thehosting of training workshops for WfD stakeholders,particularly instructors.31 The wide application of CBETfacilitates the progression of learning to the next levelonce trainees have demonstrated a firm grasp of therelevant occupational competencies.32

Certificates are awarded according to a set ofprocedures to assess theoretical and practicalcompetencies against occupational standards.Individuals must provide evidence that they have theability to perform activities to the standards requiredfor employment. Since industry and employers areactively involved in the process to develop standards,individuals who demonstrate competence are wellprepared for the local and regional workforce.33

30 Grenada National Training Agency, Quality Assurance Manual: Manual Apolicy and procedures manual for assuring the quality of qualificationsprovided by the Grenada National Training Agency, p. 7,http://www.grenadanta.gd/LinkClick.aspx?fileticket=VNo9UZkRDKk%3d&tabid=116&mid=464.31 Grenada National Training Agency, CBET Training for Instructors Part 2,http://www.grenadanta.gd/Home/tabid/39/ArticleType/ArticleView/ArticleID/38/Default.aspx.32 Grenada National Training Agency, Competency Based Education &Training,http://www.grenadanta.gd/LinkClick.aspx?fileticket=WYaqbPvn3A4%3d&tabid=116&mid=464.33 Grenada National Training Agency, Centre Approval Guidelines: Becomingan Approved Training Centre, p. 53,http://www.grenadanta.gd/LinkClick.aspx?fileticket=lTtvqu7iHsY%3d&tabid=116&mid=464.



The quality of Grenada’s network of public and privateTVET providers is overseen by NTA, which together withGCTVET sets and reviews the standards foraccreditation of programs and licensing of trainingproviders. These standards are based on the CentreApproval Guidelines. All training providers, with theexceptions of recognized schools, must obtain a GCTVETlicense prior to the commencement of trainingprovision; however, there are a few providers that goundetected.34

34 SABER WfD Validation Workshop, September 2013.

The Centre Approval Process is quite robust andrequires that all programs offered by training providersare accredited. There is broad enforcement of therequirements for obtaining center approval. Trainingproviders must assume and understand theirresponsibilities as an approved center. They must followprotocols in relation to physical and human resourcemanagement, recruit staff with a certain level ofqualification and experience, support learners andinstructors, ensure occupational health and safety, andestablish evaluation mechanisms and quality assuranceprocedures.35 Once they have met the specified criteria,Training Centres are approved for three year periods.Annual reviews can be conducted when warranted.36 Incases of non conformance, GCTVET provides technicalsupport and conducts regular monitoring audits but, ifthe problem persists, it revokes the institution’sapproval status.37

Policy Goal 6: Diversifying Pathways forSkills Acquisition

Dynamic economic environments require workers tonot only acquire new skills and competencies but alsokeep their skills up to date throughout their workinglives. They are best served by a system of initial andcontinuing education and training that promoteslifelong learning by offering clear and flexible pathwaysfor transfers across courses, progression to higher levelsof training, and access to programs in other fields. Forthose already in the workforce, schemes for recognitionof prior learning are essential to allow individuals toefficiently upgrade their skills and learn new ones.Policy Goal 6 therefore evaluates the extent to whichpolicies and institutions are in place to: (i) enableprogression through multiple learning pathways,including for students in TVET streams; (ii) facilitate therecognition of prior learning; and (iii) provide targetedsupport services, particularly among the disadvantaged.

Grenada scores at the lower end of the Establishedlevel (2.7) for Policy Goal 6. Despite pathways beingavailable for TVET students to progress to other types ofprograms, several parts of the system are stilldisconnected. The integration of vocational andacademic pathways was facilitated by the recent

35 Grenada National Training Agency, Centre Approval Guidelines: Becomingan Approved Training Centre, Op. Cit.36 Ibid. p. 2.37 Ibid. p. 11.

Box 2: Some Occupational Standards Approved by GCTVET

Food & Beverage Bar Service (Portering) Level 1Food & Beverage Restaurant Service (Server) Level 1Housekeeping (Room Attendant) Level 1Commercial Food Preparation (Cookery) Level 1Industrial Security Operations Level 1General Office Administration (Office Clerk) Level 1Community Tourism Level 1Floral Arrangement Level 1General Cosmetology Level 1Plumbing Level 1 & 3Masonry Level 1General Construction Level 1 & 2Carpentry Level 1 & 2Electrical Installation Level 1, 2 & 3Data Operations Level 1 & 2Motor Vehicle Engine Systems Level 1 & 2Agro Food Processing Level 1Apiculture Level 2Fabric Design Level 1Garment Production Level 1Parenting Facilitation Level 3Furniture Making Level 1 & 2Furniture Finishing Level 1Photography Level 1Small Appliances Repairs Level 1Technical Assistance in TV and Video Production Level 1Cricket Pitch and Field Maintenance Level 1Youth Development Work Level 1&2Building & Construction Site Supervision Level 3Graphic Arts Level 1Welding Level 1 & 2Motor Vehicle Body Repairs (Cars & Light Trucks) Level 1Metal Work Engineering Level 2Early Childhood Development Level 1

Source: Grenada National Training Agency, Occupational StandardsFramework.



success of TAMCC in conferring dual qualification tosome of its students. 2012/2013 was the first academicyear that students were able to graduate with bothassociate degrees and certifications under the NQF.38

The framework provides a seamless system ofintegrating vocational and traditional academicpathways and further enables portability of skills acrossCARICOM countries, as the NQF is recognized regionally.

The WfD system has made significant efforts tofacilitate the recognition and certification of priorlearning under the NQF. A set of rules governing theassessment of prior learning for skilled persons withyears of experience has been established. Under thisassessment scheme, recognition of skills and knowledgeof individuals are assessed against approvedoccupational standards. Full and partial qualificationscan be achieved and further training can also beobtained to acquire additional qualifications andrecognition.

The government of Grenada finances training programsthat target marginalized and disadvantaged groups. Onesuch program is the New IMANI, a revision of theprevious IMANI program that provides opportunities fordevelopment for young and vulnerable individualsbetween the ages of 17 and 30 who are unemployed.The government allocated EC$15.9M to this programwith the intention of providing training toapproximately 2,000 young individuals—aboutEC$7,950 per trainee.39 Thus far, 1,125 individuals havestarted the self development training component, andit is expected that another 1,000 will soon enroll.40 Ifenrollment exceeds the estimates and, as theGovernment of Grenada remains committed to theimplementation of this program and the developmentof its disadvantaged and vulnerable groups, greaterresource mobilization efforts to satisfy the demand willlikely be undertaken.

38 Interview with Deputy Chairman and TAMCC Representative, GCTVET.39 Government of Grenada, 2013 Budget Statement presented by Dr. Hon Rt.Keith C. Mitchell, Prime Minister and Minister of Finance and Energy, p. 36,http://www.gov.gd/egov/docs/budget_speech/Budget_Speech_2013.pdf.40 Government Information System, Another 1000 Youth to Access Trainingthrough the new IMANI, http://www.grenadaembassyusa.org/wpcontent/uploads/2013/08/News Release Another 1000 Youth to AccessTraining Through the New IMANI.pdf.


Grenada has adopted and adapted international bestpractices for the oversight of its system. Keyinterventions to ensure relevant and reliable standardshave been integrated into the local WfD system,including the introduction of competency standards,skills testing, the NQF, and the assessment of priorlearning. Grenada has developed several occupationalstandards in a range of areas such as ICT, hospitality andtourism, construction, engineering, and health,wellness, and beauty.41 Other areas of cultural interestand economic potential should however also beincluded under the framework. Policy dialogue istherefore recommended to explore broadening thesectoral scope of the occupational standards to includeoccupations with potential in the local economy such asboat construction, costume fabrication, and steel pantuning.42

To promote and maintain the integrity of the system,quality assurance standards have been developed andare applied at every level. The system owes its successin part to the synergized approach in which standardshave been developed and maintained and, in part, tothe fact that industry, government, and nongovernment stakeholders have informed the processes.There are, however, some elements of inefficiencywithin the WfD system. Not all TVET programs areendorsed by NTA; some training providers operateindependently and are therefore not subject to therequirements of approved training centers. This limitsthe system’s ability to effectively supervise and controlthe quality of training provision, with potential negativeimpact on the system and its beneficiaries. Existingregulations should be amended so that all trainingproviders, state and non state, for profit and non profit,are required to register as such. The registry should bemanaged by a Registrar and subject to review based onthe requirements of becoming an approved trainingcenter. The lack of a mandatory minimum standardopens the space for unregulated training programs andproviders, making the oversight of Grenada’s WfDsystem susceptible to poor quality and diminishing itscredibility locally and regionally.

41 There are, however, other sectors for which standards have beendeveloped.42 SABER WfD Validation Workshop, September 2013.



Financing has also been flagged as a key concern;Grenada has traditionally been heavily dependent onexternal donors for the development of the country’shuman capital. To create a labor force comparable tothose found in developed nations, Grenada must infusegood financial planning and management into the WfDframework.

The local framework for WfD lacks a comprehensiveinvestment strategy that links the various Dimensions ofthe system. Emphasis has been placed on facilitatingaccess to training, and only recently on setting upsystems for quality assurance (under the NTA) orestablishing sustainable funding mechanisms. This hascreated inefficiencies in the system. It is fundamental toincorporate an investment strategy to support WfDpriorities.

Providing career development services for thebeneficiaries of training increases the employability ofgraduates. Career development in Grenada is indirectlysupported through international agreements thatprovide scholarships; however, a broader coverage ofeducational programs in new and emerging areas isneeded. Members of both the public service and theprivate sector are afforded the opportunity to advancetheir career development through these programs.Some programs have age limitations which restrict theadvancement of individuals, particularly those normallyexcluded from the education and training system.Setting a higher age threshold would result in a greaternumber of persons capitalizing on these opportunities.


In more advanced systems, the government funds initialvocational and education training (IVET), continuingvocational and education training (CVET), and active labormarket programs (ALMPs). Funding for IVET is routine andbased on multiple criteria, including evidence of programeffectiveness. Recurrent funding for CVET relies on formalprocesses with input from key stakeholders and annualreporting. Funding for ALMPs is determined through asystematic process with input from key stakeholders.ALMPs target diverse population groups through variouschannels and are reviewed for impact. The governmenttakes action to facilitate formal partnerships betweentraining providers and employers at multiple levels(institutional and systemic). It also reviews training toassess the impact of funding on both training relatedindicators and labor market outcomes. Such reviewsstimulate dialogue among WfD stakeholders and result inthe implementation of at least some recommendations.



6. Managing Service Delivery

Training providers, both non state and government, arethe primary channels through which a country’sworkforce development (WfD) policies are translatedinto tangible results on the ground. This chapterhighlights the SABER WfD results for Dimension 3,Service Delivery. It comprises three sections: (a) anoverview of the delivery of training services; (b) theSABER WfD ratings for Policy Goals 7, 8 and 9, includinga description and explanation of the scores for each;and (c) the implications of the findings, which identifyareas for improvement in light of the SABER WfDratings.

Overview of the Delivery of TrainingServices

Education in Grenada is compulsory between the agesof 5 and 14. Students are expected to have seven yearsof primary education, after which they must take aCaribbean Primary Exit Assessment (CPEA) to continueto lower secondary. After completing grade 9, studentswho do not plan to continue further studies in thegeneral track can take a school leaving certificateexamination. Higher secondary education lasts twoyears, after which students can take the CaribbeanGeneral Certificate of Education (GCE), or theCambridge GCE (See Table 2).

Grenada has two layers of technical and vocationaleducation and training (TVET): educational institutionsthat administer TVET programs as part of theirinstruction at the secondary level, and programsoverseen by the Grenada National Training Agency(NTA). In 2013, the country’s education systemcomprised a total of 23 secondary schools, the majorityof which are stationed on mainland Grenada, with twosituated on the sister isle of Carriacou. Most secondaryeducation institutions in Grenada are governmentmanaged; two are private. None of these institutionscan be classified as full fledged technical schools, butmost provide TVET programs within their curriculum.

The most recent data available on enrollment coversthe academic year of 2009/10. During this period, atotal of 10,171 students were enrolled in the then 19secondary schools on the island. With a total of 664teachers in these schools, the student teacher ratio was

at 15:1 for that school year. Enrollment has steadilyincreased since then and far exceeded official estimatesfor 2013/14, resulting in the recent establishment of anadditional secondary school to address capacityconstraints.

The average age range of students within secondarylevel institutions in Grenada is 11 18 and the systemprovides for a stay of at least five years to ensure thecompletion of this level of education and theattainment of a high school diploma.

While there are no TVET specific public secondaryschools, Grenada offers training programs through theNew Life Organization (NEWLO), the Program forAdolescent Mothers (PAM), and T.A. MarryshowCommunity College (TAMCC). NEWLO provides life andvocational skills training programs for disadvantagedyouth between the ages of 17 and 24, while PAM catersto teenage mothers. TAMCC offers technical andvocational programs to different population groups butbeing a community college and not a polytechnic, it alsooffers a wider cadre of educational programs. Besidesthese public post secondary institutions, there are agreater number of private post secondary trainingproviders, the majority of which are registered withNTA. There are, however, other private serviceproviders that are neither registered with the NTA, norregulated under the WfD system.

At the tertiary level, Grenadians can pursue studies attwo universities: St. George’s University, which is theonly institution with a campus on the island, and theUniversity of the West Indies, which provideseducational services through the open campus route.The Grenada University of Science and Technology isregistered as a university but does not have a realpresence on the island.

Table 2: Structure of the Education System in Grenada

From To Years

PrimaryCaribbean Primary ExitAssessment (CPEA) 1 7 7

Lower secondarySchool Leaving CertificateExamination (optional) 8 10 3

Upper secondary(general or technical)

Caribbean Secondary EducationCertificate Examinations 11 12 2

Post secondaryCaribbean Advanced PlacementExamination (CAPE) 2

Tertiary Degree

GradesSchool Level Exam / Certificate awarded

Source: UNESCO



Recently, an information and communicationstechnologies (ICT) center for excellence was establishedto provide ICT skills training to Grenadians. Toencourage enrollment, the government and itsinternational partners provided subsidized funding toease the tuition cost burden. Despite the good intentionbehind this initiative, various challenges wereencountered and the center is no longer fullyfunctional. It is still to be determined whether this ispermanent or a temporary setback.

SABER WfD Ratings on Service Delivery

The Policy Goals for this Dimension in the SABER WfDframework focus on the following three aspects ofservice delivery: (i) enabling diversity and excellence intraining provision; (ii) fostering relevance in publictraining programs; and (iii) enhancing evidence basedaccountability for results. The ratings for these threePolicy Goals are presented below and are followed by areflection on their implications for policy dialogue.

Grenada’s score of 2.1 reflects that the system is at anEmerging level of development on this Dimension (SeeFigure 13). Diversity in the provision of training occurswhere both state and non state providers operate. Ascan be expected, private training providers exercisegreater autonomy as compared to state providers.However, private providers receive little by way ofgovernment incentives, have lower levels ofaccountability, and are not as frequently monitored orregulated as their public provider counterparts.

The NTA uses both informal and formal mechanisms togather inputs from employers for both curricula andfacility standards. Additional efforts to ensure qualityand relevance of programs include the definition ofclear criteria such as minimum academic qualificationsand industry or teaching experience to recruitinstructors and heads of institutions. Educators areprovided professional development opportunitiesthrough scholarship programs secured by thegovernment of Grenada in partnership with countriessuch as Morocco, Cuba, China, India, Australia, and NewZealand.

Figure 13: Overview of Dimension 3


Policy Goal 7: Incentivizing Diversity andExcellence in Training Provision

Because the demand for skills is impossible to predictwith precision, having a diversity of providers is afeature of strong WfD systems. Among non stateproviders the challenge is to temper the profit motiveor other program agendas with appropriate regulationto assure quality and relevance. Among state providersa key concern is their responsiveness to the demand forskills from employers and students. Striking the rightbalance between institutional autonomy andaccountability is one approach to address this concern.Policy Goal 7 takes these ideas into account andbenchmarks the system according to the extent towhich policies and institutional arrangements are inplace to: (i) encourage and regulate non state provisionof training and (ii) foster excellence in public trainingprovision by combining incentives and autonomy in themanagement of public institutions. With a score of 2.2,Grenada rates at an Emerging level for Policy Goal 7.

Scope and Formalization of Non State TrainingProviders

The workforce development system in Grenada includespublic and non state, domestic and foreign, for profitand nonprofit training providers. Non state domesticorganizations with profit pursuits have been recognizedas approved training providers under the national TVETframework and NTA. These institutions are inpossession of the requisite requirements under theApproved Center Process guidelines developed and



administered by the NTA.43 Approved profit seekingorganizations include the Security Training Institute, andGrey's Typing School & Kool System, among others. Alist of pre qualified training providers can be found inthe annual reports compiled by the NTA.44

Apart from the domestic non state providers thatcomprise Grenada’s WfD regime, also featured withinthis framework is an offshore education institution: St.George’s University (SGU). While mainly focused on theprovision of medical training, SGU supports the TVETframework through the provision of programs forconvalescent care training. Another tertiary leveltraining provider (considered as such given its targetpopulation) is NEWLO. Founded in 1984, it is one of theleading domestic non profit skills training institutions.NEWLO is committed to the provision of life andvocational skills training for disadvantaged youth,particularly between the ages of 17 24 and receivesfinancial assistance from the government and USAID.

Over 75 percent of the non state providers areregistered and licensed under the Grenada Council ofTechnical and Vocational Education and Training(GCTVET) regime; however, there are others that areundocumented and unregulated. This small percentageof informal training providers adversely impacts theintegrity of the WfD system.

Recognizing the integral role that domestic non stateproviders play in the development of Grenada’sworkforce, the government has attempted to reviewpolicies affecting non state training provision. Suchreviews are generally constrained by financial andhuman capacity resources. However, the governmentprovides non financial incentives to encourage privatetraining provision, such as access to support services,instructor training seminars, and informational anddevelopmental conferences. Representatives fromthese institutions are also encouraged to participate asmembers in national bodies such as GCTVET. Althoughrecognized as a critical tool to encourage non stateprovision, financial incentives have not yet been put inplace. There has been dialogue on this matter amongkey government stakeholders and training providers,

43 Grenada National Training Agency, Centre Approval Guidelines,http://www.grenadanta.gd/LinkClick.aspx?fileticket=lTtvqu7iHsY%3d&tabid=116&mid=464.44 Grenada National Training Agency, Annual Report 2011,http://www.grenadanta.gd/LinkClick.aspx?fileticket=qdu6HQZWo0%3d&tabid=116&mid=464.

but no policy document has been developed and a fiscalincentive program remains at a stage of intent. It isexpected that further work will be undertaken toensure that the incentive program moves from thepoint of dialogue to that of implementation. Therequisite legislative framework will need to be approvedto support any policy decision in this regard, but theconstrained capacity of the Chamber of the AttorneyGeneral in terms of staff and workload can delay thisprocess. In addition, the change of government afterthe 2013 elections has slowed the momentum on theinterventions commenced by the previous government.

NTA has been assigned responsibility for qualityassurance, recognized as a significant element of theWfD system. Quality assurance measures for non stateproviders include requirements for regular reporting,specifically either after the completion of a cycle oftraining programs or annually. NTA also auditsinstitutions to ensure that facilities meet adequatestandards. These facility audits can be done twice a yearand conform to the Center Approval Process guidelines.In cases of non compliance with certain stipulations,NTA provides guidance to help the training providercomply with the standards. Those training providers notsubject to NTA’s quality assurance measures (e.g.,Junior Achievement) can provide certificates ofparticipation upon completion of training courses, butthey are not recognized under the National VocationalQualifications (NVQ) and Caribbean VocationalQualifications (CVQ) frameworks.

In seeking to further promote and maintain a highquality standard within the WfD framework, theintroduction and closure of public training programs,including those administered by secondary levelinstitutions, are governed by systematic procedures.Despite the presence of these arrangements, there is noevidence of recently introduced or closed programs thathave followed or been a result of these procedures.

Autonomy & Accountability of Public TrainingInstitutions

At the secondary level, training providers possesslimited authority to purchase materials and otherinputs, or recruit and dismiss staff. The MaterialProduction Unit within the Ministry of Education andHuman Resources works with the CurriculumDevelopment Officers to produce relevant teachinglearning materials. Input from secondary level



education institutions is sought, but limiteddiscretionary authority is assigned at the school level.Staff recruitment and dismissal are also managedcentrally through the Public Service Commission, asstipulated by the Public Service Commission regulations,SRO 27 of 1969. The management board of a secondarylevel institution cannot hire staff, but can makerecommendations to the Ministry of Education.Similarly, they can request a transfer or recommendtermination in situations when severe professionalmisconduct is observed, but the ultimate decision lieswith the Ministry of Education.

Providers at the tertiary level exhibit a greater level ofindependence in their operations. TAMCC exercisesautonomy in the selection and admission of students, aswell as the recruitment and dismissal of staff andfaculty. It undertakes these functions with the guidanceof a College Council, whose roles and responsibilitiesare legislatively prescribed in the TAMCC Act Cap 315B.The act provides for the establishment of committeesunder the Council which possess responsibility for keyareas of the college’s operation: finance, academics,and educational programs.

Accountability of training institutions is managed byNTA, which demands regular reporting and conductsaudits. These quality assurance mechanisms are appliedto accredited non state service providers and thoseseeking accreditation. Suspension and, in severe cases,revocation of licenses are the penalties attached to noncompliance to the current policies and procedures.High level performers are not rewarded financially, butsome recognition is occasionally given at graduationceremonies and in the media.

Policy Goal 8: Fostering Relevance in PublicTraining Programs

Public training institutions need reliable information oncurrent and emerging skills demands in order to keeptheir program offerings relevant to market conditions. Itis therefore desirable for public training institutions toestablish and maintain relationships with employers,industry associations, and research institutions. Suchpartners are a source of both information about skillscompetencies and expertise, and advice on curriculumdesign and technical specifications for training facilitiesand equipment. They can also help create opportunitiesfor workplace training for students and continuing

professional development for instructors andadministrators. Policy Goal 8 considers the extent towhich arrangements are in place for public trainingproviders to: (i) benefit from industry and expert inputin the design of programs and (ii) recruit administratorsand instructors with relevant qualifications and supporttheir professional development. With a score of 2.3,Grenada rates at an Emerging level for Policy Goal 8.

Links between Training Institutions and Industry

The WfD system of Grenada has helped establishlinkages between training institutions and industries,though links are generally stronger in some sectors andlevels.

The Ministry of Education and NTA have worked ondeveloping a relationship with employers. The Ministryoccasionally consults industry representatives regardingthe revision of curricula to suit new and emergingtrends. This is spearheaded by the Senior EducationOfficer with responsibility for Curriculum Developmentand is undertaken in a formalized manner. The level ofcollaboration varies across industries, with strongpartnerships in the sectors of tourism and hospitality,construction, and agriculture.

Partnerships between secondary schools and firms areweak to non existent. The few instances ofcollaboration are predominantly informal. At thetertiary level, such partnerships are more developed.TAMCC has established formal partnerships with theNational Water and Sewerage Authority, Grenada’smain public utilities company, and the ElectricityServices Company (GRENLEC) to provide on the jobtraining to their employees. TAMCC has also partneredwith the Ministry of Social Development in training day

Box 4: Employer Engagement in Training Provision

The Grenada Chamber of Industry and Commerce, a leadingprivate sector organization, is the primary entity withresponsibility for the Junior Achievement Program. This isan international initiative that has been endorsed byCorporate Grenada and adapted to best suit Grenada.Under this program, students at the secondary level areprovided the inimitable opportunity to develop practicalskills in a wide range of areas from industry practitioners.This program is undertaken as an extracurricular activityand is not directly linked to the curriculum of secondarylevel educational institutions.



care workers and the Ministry of Health in trainingindividuals involved in child care and geriatric care.45

Another instance of employer engagement in training atthe post secondary level relates to the Lead ExpertGroups. Through these groups, industry experts provideinput into the development of occupational standardswhich, after being endorsed by industry representativesand validated by GCTVET, are the basis upon whichtraining programs are designed.

Recruitment and In Service Training of Staff inPublic Training Institutions

Staff recruitment of public training providers isundertaken through the Public Service Commission(PSC). Section 14 of PSC regulations outlines theprovisions governing recruitment of public officers andSection 46 the conditions governing the termination ofappointments. Administrative practices furtherestablish a system for recruiting all levels of school staffand instructors under PSC. These procedures, however,do not guarantee the matching of satisfactorycompetencies and minimum qualifications with theneeds of institutions and students.

While minimum qualification standards and experienceare not legislatively enshrined, the government ofGrenada recently implemented a policy in whichinstructors and school directors are recruited on thebasis of minimum qualifications, including a bachelor’sdegree or an equivalent qualification for those technicaland vocational areas for which undergraduate degreesare non existent.

It is the desire of the government that instructors at thesecondary level possess a degree from a recognizedinstitution (college or university) or an equivalentqualification based on the area of the curriculum beingcovered. The Ministry of Education reports that over 10percent of educators have enrolled in undergraduatedegree programs to improve their qualifications; somehave completed their studies, but most are expected todo so as part time students within the next two to threeyears.

Directors and instructors of public training institutionsare provided with opportunities for professionaldevelopment training thus enabling them to remaincurrent with new developments and requirements oftheir respective areas. Grenada has partnered with New

45 Deputy Chairman and TAMCC Representative, GCTVET.

Zealand and Australia to provide scholarships forprofessional development programs. However, some ofthe programs offered have come under scrutiny forissues relating to international recognition andaccreditation.

At the post secondary level, heads of public traininginstitutions are recruited on the basis of minimumacademic qualifications, and industry or teachingexperience. Heads of departments and instructors atthe post secondary level are also provided professionaldevelopment opportunities. Section 147 of theEducation Act outlines the conditions under whichteachers can apply and qualify for study leave. As theAct does not outline financial allocations for suchactivities, instructors often depend on self financing orthe availability of bursaries and scholarships.

The Education Act No. 21 of 2002, amended by Act No.11 of 2003, puts forward new provisions for the deliveryof education services in Grenada by both the public andthe private sectors. Section 95 (1) of this act clearlystates that teachers within private educationalinstitutions must meet the same minimumrequirements as instructors within public educationinstitutions. As a critical organ that promotes andmaintains industry relevance, and in line with theEducation Act, NTA applies the minimum recruitmentrequirements to staffing in private training institutionsunder its supervision. It is however noted thatrecruitment regulation of private foreign trainingproviders is difficult. Although it can be assumed thatminimum standards are in fact applied in these traininginstitutions in an attempt to remain competitive, thereis no evidence to support such an assumption.

Policy Goal 9: Enhancing Evidence BasedAccountability for Results

Systematic monitoring and evaluation of servicedelivery are important for both quality assurance andsystem improvement. Accomplishing this functionrequires gathering and analyzing data from a variety ofsources. The reporting of institution level data enablesthe relevant authorities to ensure that providers aredelivering on expected outcomes. Such data alsoenables these authorities to identify gaps or challengesin training provision or areas of good practice.Additionally, periodic surveys and evaluations of majorprograms generate complementary information thatcan help enhance the relevance and efficiency of the



system as a whole. Policy Goal 9 considers these ideaswhen assessing the system’s arrangements forcollecting and using data to focus attention on trainingoutcomes, efficiency, and innovation in service delivery.Grenada rates at an Emerging level, recording a score of1.8 for Policy Goal 9.

All training providers under the NTA are required tocollect and report minimum basic administrative data,which are utilized to assess institutional performanceand analyze system level trends. The Ministry ofEducation also collects data and produces annualsystem wide reports. The management of data and theproduction of annual reports are limited, with NTA andthe Statistical Department at the Ministry of Educationhaving principal responsibility for this function. Thelatter covers the wider scope of the WfD system.

The last year for which system wide WfD data areavailable is 2010. Information collected is made publicthrough an Annual Statistical Digest, which is producedby the Ministry of Education and features data onadministration, enrollment and graduation rates, testscores, and teacher student ratios.

Post secondary training institutions provide similardata. Administrative information was required for thefirst time in 2000, and data on graduation rates, jobplacement, and client feedback in 2010. Non state postsecondary institutions are also required to report dataand most do, if required, during visits by the Ministry ofEducation.

At the tertiary level, few providers submit data. This canbe attributed to the fact that most tertiary level trainingproviders are not under the Ministry of Education andare not formally within the WfD framework, meaningthat they are not recognized as approved trainingproviders by the NTA. This is a deficiency of the system.There is also no centralized database where data arestored and maintained.

Data are also obtained from ad hoc skills relatedsurveys and assessments undertaken for specificprograms and purposes. The most recent system wideassessment was undertaken in 2007 and indicatedactions that should be taken to increase theeffectiveness of Grenada’s WfD system. The Review ofSkills Training Programs in Grenada assessed trainingprograms and providers (public and private)nationwide, and reviewed the curricula to ensure a

similar level of competencies throughout the country. In2009, there was a revision of curricula for technicaltraining in the agricultural sector.


From the disaggregation of scores under Dimension 3, itis clear that Grenada’s performance must be enhancedto strengthen the delivery of training.

Accountability of providers: The performance ofpublic training institutions is in part hindered by a lackof financial incentives to achieve concrete results.Performance targets for public training providers arecurrently underutilized in Grenada, where only thefeedback of trainees is utilized as a means of improvingthe delivery of training programs. The creation of amore competitive environment through which clearperformance targets are developed and shared withtraining providers would have a positive impact on thedelivery of training.

The diversity of non state training providers createscompetition and market accountability, which arepivotal in improving the quality of training. However, asnot all non state public providers are under the purviewof NTA, some providers are not regulated and thequality of their services is not assessed. Actions toensure that these providers meet relevance and qualitystandards are necessary. They can include, for example,the authorization to issue certificates and diplomasrecognized by the government to those providers thatchoose to comply with NTA standards and procedures.

The absence of financial incentives can dissuadepotential new entrants to the training market. Thedevelopment of a set of financial incentives, under alegislative framework, would eliminate some entrybarriers. Incentives can include eligibility to enrollstudents receiving financial aid from the government,eligibility to compete for government funded trainingcontracts, training grants, and tax exemptions.

Autonomy: Increased accountability of public trainingproviders, particularly at the secondary level, can beaccompanied by greater levels of autonomy. This couldbe achieved by establishing school management boardsand amending legislation to include greater financialcontrols for training providers. Examples of goodpractice in the establishment of empowered boards



include community colleges in the United States, oreven that of TAMCC to some extent.

TAMCC has legislatively established an Academic Boardand an Education Programs Board. These are eachempowered to undertake various functions and possessseparate but complementary responsibilities. TheAcademic Board is responsible for the monitoring andmaintaining of academic and teaching standards; thereview and development of curriculum content andteaching methods; the design and development ofcourse program requirements; the moderation,accreditation, and certification of academicachievement subject to any requirements of the Counciland the Education Programs Board; and staffdevelopment, training, and research.46 The EducationPrograms Board, on the other hand, is responsible forthe preparation of education development plans, theapproval of course programs, and the consideration ofproposals for new courses by the Academic Board. Inaddition, this Board prepares rules for the admission ofstudents in consultation with the Academic Board,monitors the attendance of students, makesrecommendations to the Council for the accreditationof courses by external bodies, and approvesarrangements for internal accreditation in consultationwith the Academic Board.47 Clarity in defining the rolesof these Boards and the manner in which they supportthe achievement of the TAMCC’s overall strategic goalsenhances the institution’s ability to ensure high qualityof training and education.

Employer engagement: The establishment of theGCTVET and its Lead Expert Groups serves to propel ademand driven approach to WfD and is instrumental inensuring that high quality standards are observed intraining provision. However, further engagement with

46 Section 12 (3) of the T.A. Marryshow Community College Act.47 Section 13 (2) of the T.A. Marryshow Community College Act.

employers can be pursued in order to enhance therelevance of skills training.

Monitoring and evaluation system: Effectivemonitoring and evaluation systems require appropriatetools for measuring quality and performance, androbust management information systems. In Grenada,data are often limited in quality, scope, timeliness, andaccessibility. The nation is currently constrained byfinancial, technical, and infrastructural factors. A culturein which information is widely shared will serve toimprove the WfD system, since enhanced datareporting requirements can inform the design anddelivery of programs to better equip trainees with theskills desired by employers. The creation of a virtualplatform through which this can be facilitated waswidely endorsed by WfD stakeholders consulted for thisassessment.

Results based monitoring (RBM) and evaluation is anelement imperative to the enhancement of the efficacytraining provision. RBM is widely endorsed by theInternational Labor Organization as a means to supportyouth employment initiatives and improve theeffectiveness of their programs. This initiative has beenundertaken through the Taqeem Fund (‘taqeem’ means‘evaluation’) and is being utilized to build capacity in theMiddle East and North Africa to measure and monitorthe impact of national programs.48

Additionally, the establishment of a Human Resourcesdatabase, as a joint initiative by NTA, the Ministry ofEducation, and the Ministry of Labor will allow for abetter informed decision making process. Having

48 International Labor Organization, The Taqeem Fund: Results basedmonitoring and evaluation for youth employment in the MENA region:Public Private Partnership, http://www.ilo.org/pardev/public privatepartnerships/WCMS_193812/lang en/index.htm.


In more advanced WfD systems, training institutions havethe autonomy to select, hire, and train their staff.Instructors are recruited on the basis of minimum academicqualifications, in addition to industry and teachingexperience, and have opportunities for regular in servicetraining, including periodic industry attachments.

Box 6: Learning from Global Practices:

In more advanced WfD systems, training providers collectand report administrative and other data (e.g., jobplacement statistics), most public providers issue publiclyavailable annual reports, and the government routinelysponsors or conducts skills related surveys and impactevaluations; the government consolidates data in a systemwide, up to date database and uses administrative data,information from surveys, and impact evaluations tomonitor and improve system performance; the governmentpublishes information on graduate labor market outcomesfor most training programs online.



accurate information on skills demand and supply willfurther enable individuals, training providers, industry,and potential employers to make better decisions indifferent areas, ranging from the selection of trainingprograms by individuals and training providers, to theselection of partner schools by industries and firms.Steps have already commenced to establish such adatabase. It is hoped that the Ministry of Labor, inconjunction with other partners, will have an efficientlyfunctioning database within the next three years.



Annex 1: Acronyms

WfD Workforce Development

DCI Data Collection Instrument

SIDS Small Island Developing State

GDP Gross Domestic Product

TVET Technical and Vocational Education and Training

NTA National Training Agency

GCTVET Grenada Council of Technical and Vocational Education and Training

NVQ National Vocational Qualification

SABER System Approach for Better Education Results

CVQ Caribbean Vocational Qualification

NGO Non Governmental Organization

IVET Initial Vocational and Education and Training

ICT Information, Communication & Technologies

OECS Organization of Eastern Caribbean States

NQF National Qualification Framework

NEWLO The New Life Organization

SRO Statutory Regulatory Order

MoE Ministry of Education

TAMCC T.A. Marryshow Community College



Annex 2: The SABER WfD Analytical FrameworkPolicy Goal Policy Action Topic in DCI 2.5 FINAL

Dimen

sion

1

StrategicFram

ework G1 Setting a Strategic

DirectionProvide sustained advocacy for WfD at the top leadershiplevel

G1_T1 Advocacy for WfD to Support Economic DevelopmentG1_T2 Strategic Focus and Decisions by the WfD Champions

G2Fostering aDemand LedApproach

Establish clarity on the demand for skills and areas ofcritical constraint

G2_T1 Overall Assessment of Economic Prospects and SkillsImplications

G2_T2 Critical Skills Constraints in Priority Economic Sectors

Engage employers in setting WfD priorities and inenhancing skills upgrading for workers

G2_T3 Role of Employers and IndustryG2_T4 Skills Upgrading Incentives for EmployersG2_T5 Monitoring of the Incentive Programs

G3Strengthening

CriticalCoordination

Formalize key WfD roles for coordinated action onstrategic priorities

G3_T1 Roles of Government Ministries and AgenciesG3_T2 Roles of Non Government WfD StakeholdersG3_T3 Coordination for the Implementation of Strategic WfD Measures

Dimen

sion

2

System

Oversight

G4Ensuring Efficiency

and Equity inFunding

Provide stable funding for effective programs in initial,continuing and targeted vocational education andtraining

G4_T1 Overview of Funding for WfD

G4_T2 Recurrent Funding for Initial Vocational Education and Training(IVET)

G4_T3 Recurrent Funding for Continuing Vocational Education andTraining Programs (CVET)

G4_T4 Recurrent Funding for Training related Active Labor MarketPrograms (ALMPs)

Monitor and enhance equity in funding for training G4_T5 Equity in Funding for Training ProgramsFacilitate sustained partnerships between traininginstitutions and employers G4_T6 Partnerships between Training Providers and Employers

G5Assuring Relevant

and ReliableStandards

Broaden the scope of competency standards as a basisfor developing qualifications frameworks

G5_T1 Competency Standards and National Qualifications FrameworksG5_T2 Competency Standards for Major Occupations

Establish protocols for assuring the credibility of skillstesting and certification

G5_T3 Occupational Skills TestingG5_T4 Skills Testing and CertificationG5_T5 Skills Testing for Major Occupations

Develop and enforce accreditation standards formaintaining the quality of training provision

G5_T6 Government Oversight of AccreditationG5_T7 Establishment of Accreditation Standards

G5_T8 Accreditation Requirements and Enforcement of AccreditationStandards

G5_T9 Incentives and Support for Accreditation

G6Diversifying

Pathways for SkillsAcquisition

Promote educational progression and permeabilitythrough multiple pathways, including for TVET students

G6_T1 Learning PathwaysG6_T2 Public Perception of Pathways for TVET

Facilitate life long learning through articulation of skillscertification and recognition of prior learning

G6_T3 Articulation of Skills CertificationG6_T4 Recognition of Prior Learning

Provide support services for skills acquisition by workers,job seekers and the disadvantaged

G6_T5 Support for Further Occupational and Career DevelopmentG6_T6 Training related Provision of Services for the Disadvantaged

Dimen

sion

3

ServiceDe

livery

G7Enabling Diversityand Excellence inTraining Provision

Encourage and regulate non state provision of training

G7_T1 Scope and Formality of Non State Training ProvisionG7_T2 Incentives for Non State ProvidersG7_T3 Quality Assurance of Non State Training ProvisionG7_T4 Review of Policies towards Non State Training Provision

Combine incentives and autonomy in the management ofpublic training institutions

G7_T5 Targets and Incentives for Public Training InstitutionsG7_T6 Autonomy and Accountability of Public Training InstitutionsG7_T7 Introduction and Closure of Public Training Programs

G8

FosteringRelevance inPublic Training

Programs

Integrate industry and expert input into the design anddelivery of public training programs

G8_T1 Links between Training Institutions and IndustryG8_T2 Industry Role in the Design of Program CurriculaG8_T3 Industry Role in the Specification of Facility StandardsG8_T4 Links between Training and Research Institutions

Recruit and support administrators and instructors forenhancing the market relevance of public trainingprograms

G8_T5 Recruitment and In Service Training of Heads of Public TrainingInstitutions

G8_T6 Recruitment and In Service Training of Instructors of PublicTraining Institutions

G9

EnhancingEvidence basedAccountability for

Results

Expand the availability and use of policy relevant data forfocusing providers' attention on training outcomes,efficiency and innovation

G9_T1 Administrative Data from Training ProvidersG9_T2 Survey and Other DataG9_T3

Use of Data to Monitor and Improve Program and SystemPerformance

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Anne

x3:

Rubricsfor

ScoringtheSA

BERWfD

Data

Func

tiona

lDim

ensi

on 1

: Str

ateg

ic F

ram

ewor

kPo

licy

Goa

lL

evel

of D

evel

opm

ent

Lat

ent

Em

ergi

ng

Est

ablis

hed

Adv

ance

d

G1: Setting a Strategic Direction for WfD

Vis

ible

cha

mpi

ons f

or W

fD a

re

eith

er a

bsen

t ort

ake

no sp

ecifi

c ac

tion

to a

dvan

ce st

rate

gic

WfD

pr

iorit

ies.

Som

e vi

sibl

e ch

ampi

ons p

rovi

de a

d-ho

cad

voca

cy fo

r WfD

and

hav

e ac

ted

on fe

w in

terv

entio

ns to

ad

vanc

e st

rate

gic

WfD

prio

ritie

s; n

oar

rang

emen

ts e

xist

to m

onito

r and

re

view

impl

emen

tatio

n pr

ogre

ss.

Gov

ernm

ent l

eade

rs e

xerc

ise

sust

aine

dad

voca

cyfo

r WfD

with

oc

casi

onal

, ad-

hoc

parti

cipa

tion

from

non

-gov

ernm

ent l

eade

rs; t

heir

advo

cacy

focu

ses o

n se

lect

ed

indu

strie

s or e

cono

mic

sect

ors a

nd

man

ifest

s its

elf t

hrou

gh a

ran

ge o

f sp

ecifi

c in

terv

entio

ns;

impl

emen

tatio

n pr

ogre

ss is

m

onito

red,

alb

eit t

hrou

gh a

d-ho

c re

view

s.

Bot

h go

vern

men

t and

non

-go

vern

men

t lea

ders

exe

rcis

e su

stai

ned

advo

cacy

for W

fD, a

nd

rely

on

rout

ine,

inst

itutio

naliz

ed

proc

esse

s to

colla

bora

te o

n w

ell-

inte

grat

ed in

terv

entio

ns to

adv

ance

a

stra

tegi

c, e

cono

my-

wid

e W

fD

polic

y ag

enda

; im

plem

enta

tion

prog

ress

is m

onito

red

and

revi

ewed

th

roug

h ro

utin

e, in

stitu

tiona

lized

pr

oces

ses.

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Func

tiona

l Dim

ensi

on 1

: Str

ateg

ic F

ram

ewor

k

Polic

yG

oal

Lev

el o

f Dev

elop

men

t L

aten

t E

mer

ging

E

stab

lishe

dA

dvan

ced

G2: Fostering a Demand-LedApproach to WfD

Ther

e is

no

asse

ssm

ent o

f the

co

untry

's ec

onom

ic p

rosp

ects

and

th

eir i

mpl

icat

ions

for s

kills

; ind

ustry

an

d em

ploy

ers h

ave

a lim

ited

or n

o ro

le in

def

inin

g st

rate

gic

WfD

pr

iorit

ies a

nd re

ceiv

e lim

ited

supp

ort

from

the

gove

rnm

ent f

or sk

ills

upgr

adin

g.

Som

e ad

-hoc

asse

ssm

ents

exi

st o

n th

e co

untry

's ec

onom

ic p

rosp

ects

an

d th

eir i

mpl

icat

ions

for s

kills

;so

me

mea

sure

s are

take

n to

add

ress

cr

itica

l ski

lls c

onst

rain

ts (e

.g.,

ince

ntiv

es fo

r ski

lls u

pgra

ding

by

empl

oyer

s); t

he g

over

nmen

t mak

es

limite

def

forts

to e

ngag

e em

ploy

ers

as st

rate

gic

partn

ers i

n W

fD.

Rou

tine

asse

ssm

ents

bas

ed o

n m

ultip

le d

ata

sour

ces e

xist

on

the

coun

try's

econ

omic

pro

spec

ts a

nd

thei

r im

plic

atio

ns fo

r ski

lls; a

wid

e ra

nge

of m

easu

resw

ithbr

oad

cove

rage

are

take

n to

add

ress

crit

ical

sk

ills c

onst

rain

ts; t

he g

over

nmen

t re

cogn

izes

em

ploy

ers a

s stra

tegi

c pa

rtner

s in

WfD

, for

mal

izes

thei

r ro

le, a

nd p

rovi

des s

uppo

rt fo

r ski

lls

upgr

adin

g th

roug

h in

cent

ive

sche

mes

that

are

rev

iew

ed a

nd

adju

sted

.

A ri

ch a

rray

of r

outin

e an

d ro

bust

as

sess

men

ts b

y m

ultip

lest

akeh

olde

rs e

xist

s on

the

coun

try's

econ

omic

pro

spec

ts a

nd th

eir

impl

icat

ions

for s

kills

; the

in

form

atio

n pr

ovid

es a

bas

is fo

r a

wid

e ra

nge

of m

easu

res w

ith b

road

cove

rage

that

add

ress

crit

ical

skill

s co

nstra

ints

; the

gov

ernm

ent

reco

gniz

es e

mpl

oyer

s as s

trate

gic

partn

ers i

n W

fD, f

orm

aliz

es th

eir

role

, and

pro

vide

s sup

port

for s

kills

up

grad

ing

thro

ugh

ince

ntiv

es,

incl

udin

g so

me

form

of a

levy

-gra

nt

sche

me,

that

are

syst

emat

ical

ly

revi

ewed

for i

mpa

ct a

nd a

djus

ted

acco

rdin

gly.

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Func

tiona

l Dim

ensi

on 1

: Str

ateg

ic F

ram

ewor

k

Polic

yG

oal

Lev

el o

f Dev

elop

men

t

Lat

ent

Em

ergi

ngE

stab

lishe

dA

dvan

ced

G3: Strengthening Critical Coordination for Implementation

Indu

stry

/em

ploy

ers h

ave

a lim

ited

or n

o ro

le in

def

inin

g st

rate

gic

WfD

prio

ritie

s; th

e go

vern

men

t ei

ther

pro

vide

s no

ince

ntiv

es to

en

cour

age

skill

s upg

radi

ng b

y em

ploy

ers o

r con

duct

s no

revi

ews

of su

ch in

cent

ive

prog

ram

s.

Indu

stry

/em

ploy

ers h

elp

defin

e W

fD

prio

ritie

s on

an a

d-ho

cba

sis a

nd

mak

e lim

ited

cont

ribut

ions

to

addr

ess s

kills

impl

icat

ions

of m

ajor

po

licy/

inve

stm

ent d

ecis

ions

; the

go

vern

men

t pro

vide

s som

e in

cent

ives

fo

r ski

lls u

pgra

ding

for f

orm

al a

nd

info

rmal

sect

or e

mpl

oyer

s; if

a le

vy-

gran

t sch

eme

exis

ts, i

ts c

over

age

is

limite

d; in

cent

ive

prog

ram

s are

not

sy

stem

atic

ally

revi

ewed

for i

mpa

ct.

Indu

stry

/em

ploy

ers h

elp

defin

e W

fD

prio

ritie

s on

a ro

utin

eba

sis a

nd

mak

e so

me

cont

ribut

ions

in se

lect

ed

area

s to

addr

ess t

he sk

ills

impl

icat

ions

of m

ajor

po

licy/

inve

stm

ent d

ecis

ions

; the

go

vern

men

t pro

vide

s a r

ange

of

ince

ntiv

es fo

r ski

lls u

pgra

ding

for a

ll em

ploy

ers;

a le

vy-g

rant

sche

me

with

br

oad

cove

rage

of f

orm

al se

ctor

em

ploy

ers e

xist

s; in

cent

ive

prog

ram

s ar

esy

stem

atic

ally

revi

ewed

and

adju

sted

; an

annu

al re

port

on th

e le

vy-g

rant

sche

me

is p

ublis

hed

with

a tim

e la

g.

Indu

stry

/em

ploy

ers h

elp

defin

e W

fD

prio

ritie

s on

a ro

utin

eba

sis a

nd

mak

e si

gnifi

cant

con

tribu

tions

in

mul

tiple

area

s to

addr

ess t

he sk

ills

impl

icat

ions

of m

ajor

po

licy/

inve

stm

ent d

ecis

ions

; the

go

vern

men

t pro

vide

s a r

ange

of

ince

ntiv

es fo

r ski

lls u

pgra

ding

for a

ll em

ploy

ers;

a le

vy-g

rant

sche

me

with

com

preh

ensi

ve c

over

age

of fo

rmal

se

ctor

em

ploy

ers e

xist

s; in

cent

ive

prog

ram

s to

enco

urag

e sk

ills

upgr

adin

g ar

e sy

stem

atic

ally

re

view

ed fo

r im

pact

on

skill

s and

pr

oduc

tivity

and

are

adj

uste

dac

cord

ingl

y; a

nan

nual

repo

rt on

the

levy

-gra

nt sc

hem

e is

pub

lishe

d in

atim

ely

fash

ion.

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Func

tiona

l Dim

ensi

on 2

: Sys

tem

Ove

rsig

ht

Polic

yG

oal

Lev

el o

f Dev

elop

men

t

Lat

ent

Em

ergi

ng

Est

ablis

hed

Adv

ance

d

G4: Ensuring Efficiency and Equity in Funding

The

gove

rnm

ent f

unds

IVET

, CV

ET

and

ALM

Ps (b

ut n

ot o

n-th

e-jo

b tra

inin

g in

smal

l and

med

ium

en

terp

rises

) bas

ed o

n ad

-hoc

budg

etin

g pr

oces

ses,

but t

akes

no

actio

n to

faci

litat

e fo

rmal

par

tner

ship

s be

twee

n tra

inin

g pr

ovid

ers a

nd

empl

oyer

s; th

e im

pact

of f

undi

ng o

n th

e be

nefic

iarie

s of t

rain

ing

prog

ram

s ha

snot

bee

n re

cent

ly r

evie

wed

.

The

gove

rnm

ent f

unds

IVET

, CV

ET

(incl

udin

g O

JT in

SM

Es) a

nd A

LMPs

; fu

ndin

g fo

r IV

ET a

nd C

VET

follo

ws

rout

ine

budg

etin

g pr

oces

ses i

nvol

ving

on

ly g

over

nmen

t off

icia

ls w

ithal

loca

tions

det

erm

ined

larg

ely

by th

e pr

evio

us y

ear'

s bud

get;

fund

ing

for

ALM

Ps is

dec

ided

by

gove

rnm

ent

offic

ials

on

anad

-hoc

bas

is a

nd ta

rget

s se

lect

pop

ulat

ion

grou

ps th

roug

h va

rious

cha

nnel

s; th

e go

vern

men

t ta

kess

ome

actio

n to

faci

litat

e fo

rmal

partn

ersh

ips b

etw

een

indi

vidu

al

train

ing

prov

ider

s and

em

ploy

ers;

re

cent

revi

ews c

onsi

dere

d th

e im

pact

of

fund

ing

on o

nly

trai

ning

-rel

ated

in

dica

tors

(e.g

. enr

ollm

ent,

com

plet

ion)

, whi

ch st

imul

ated

di

alog

ue a

mon

g so

me

WfD

st

akeh

olde

rs.

The

gove

rnm

ent f

unds

IVET

, CV

ET

(incl

udin

g O

JT in

SM

Es) a

nd A

LMPs

; fu

ndin

g fo

r IV

ET is

rou

tine

and

base

d on

mul

tiple

crit

eria

, inc

ludi

ng

evid

ence

of p

rogr

am e

ffec

tiven

ess;

re

curr

ent f

undi

ng fo

r CV

ET re

lies o

nfo

rmal

proc

esse

s with

inpu

t fro

m k

ey

stak

ehol

ders

and

ann

ual r

epor

ting

with

a

lag;

fund

ing

for A

LMPs

is

dete

rmin

ed th

roug

h a

syst

emat

icpr

oces

s with

inpu

t fro

m k

ey

stak

ehol

ders

; ALM

Ps ta

rget

div

erse

popu

latio

n gr

oups

thro

ugh

vario

us

chan

nels

and

are

revi

ewed

for i

mpa

ct

but f

ollo

w-u

p is

lim

ited;

the

gove

rnm

ent

take

s act

ion

to fa

cilit

ate

form

alpa

rtner

ship

sbet

wee

n tra

inin

g pr

ovid

ers a

nd e

mpl

oyer

s at m

ultip

le

leve

ls (i

nstit

utio

nal a

nd sy

stem

ic);

rece

nt re

view

s con

side

red

the

impa

ct

of fu

ndin

g on

bot

h tra

inin

g-re

late

d in

dica

tors

and

labo

r mar

ket o

utco

mes

; th

e re

view

s stim

ulat

ed d

ialo

gue

amon

g W

fD st

akeh

olde

rs a

nd so

me

reco

mm

enda

tions

wer

e im

plem

ente

d.

The

gove

rnm

ent f

unds

IVET

, CV

ET

(incl

udin

g O

JT in

SM

Es) a

nd A

LMPs

; fu

ndin

g fo

r IV

ET is

rou

tine

and

base

d on

com

preh

ensi

ve c

riter

ia, i

nclu

ding

ev

iden

ce o

f pro

gram

eff

ectiv

enes

s, th

at

are

rout

inel

y re

view

ed a

nd a

djus

ted;

recu

rren

t fun

ding

for C

VET

relie

s on

form

alpr

oces

sesw

ithin

put f

rom

key

st

akeh

olde

rs a

nd ti

mel

y an

nual

re

port

ing;

fund

ing

for A

LMPs

is

dete

rmin

ed th

roug

ha

syst

emat

ic

proc

ess w

ith in

put f

rom

key

st

akeh

olde

rs; A

LMPs

targ

et d

iver

sepo

pula

tion

grou

ps th

roug

h va

rious

ch

anne

ls a

nd a

re re

view

ed fo

r im

pact

an

d ad

just

ed a

ccor

ding

ly; t

he

gove

rnm

ent t

akes

act

ion

to fa

cilit

ate

form

alpa

rtner

ship

s bet

wee

n tra

inin

g pr

ovid

ers a

nd e

mpl

oyer

s at a

ll le

vels

(inst

itutio

nal a

nd sy

stem

ic);

rece

nt

revi

ews c

onsi

dere

d th

e im

pact

of

fund

ing

on a

full

rang

e of

trai

ning

-re

late

d in

dica

tors

and

labo

r mar

ket

outc

omes

; the

revi

ews s

timul

ated

broa

d-ba

sed

dial

ogue

am

ong

WfD

st

akeh

olde

rs a

nd k

ey

reco

mm

enda

tions

wer

e im

plem

ente

d.

GREN

ADA

WORK

FORC

EDE

VELO

PMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

40

Func

tiona

l Dim

ensi

on 2

: Sys

tem

Ove

rsig

htPo

licy

Goa

lL

evel

of D

evel

opm

ent

Lat

ent

Em

ergi

ng

Est

ablis

hed

Adv

ance

d

G5: Assuring Relevant and Reliable Standards

Polic

y di

alog

ue o

n co

mpe

tenc

y st

anda

rds a

nd/o

r th

e N

QF

occu

rs o

n an

ad-

hoc

basi

s with

lim

ited

enga

gem

ent

of k

ey st

akeh

olde

rs;

com

pete

ncy

stan

dard

s hav

e no

t bee

n de

fined

; ski

lls

test

ing

for m

ajor

occ

upat

ions

is

mai

nly

theo

ry-b

ased

and

ce

rtific

ates

aw

arde

d ar

e re

cogn

ized

by

publ

ic se

ctor

em

ploy

erso

nly

and

have

little

impa

ct o

n em

ploy

men

t an

d ea

rnin

gs; n

o sy

stem

is in

pl

ace

to e

stab

lish

accr

edita

tion

stan

dard

s.

A fe

w st

akeh

olde

rs e

ngag

e in

ad-

hoc

polic

y di

alog

ue o

n co

mpe

tenc

y st

anda

rds a

nd/o

r the

N

QF;

com

pete

ncy

stan

dard

s exi

st

for a

few

occ

upat

ions

and

are

us

ed b

y so

me

train

ing

prov

ider

s in

thei

r pro

gram

s; sk

ills t

estin

g is

co

mpe

tenc

y-ba

sed

for a

few

oc

cupa

tions

but

for t

he m

ost p

art

ism

ainl

y th

eory

-bas

ed;

certi

ficat

es a

rere

cogn

ized

by

publ

ic a

nd so

me

priv

ate

sect

or

empl

oyer

s but

hav

e lit

tle im

pact

on e

mpl

oym

ent a

nd e

arni

ngs;

the

accr

edita

tion

of tr

aini

ng p

rovi

ders

is

supe

rvis

ed b

y a

dedi

cate

d of

fice

in th

e re

leva

nt m

inis

try;

priv

ate

prov

ider

s are

requ

ired

to

be a

ccre

dite

d, h

owev

er

accr

edita

tion

stan

dard

s are

not

co

nsis

tent

ly p

ublic

ized

or

enfo

rced

; pro

vide

rs a

re o

ffer

ed

som

ein

cent

ives

to se

ek a

nd re

tain

ac

cred

itatio

n.

Num

erou

s sta

keho

lder

s eng

age

in p

olic

y di

alog

ue o

n co

mpe

tenc

y st

anda

rds a

nd/o

r th

e N

QF

thro

ugh

inst

itutio

naliz

ed

proc

esse

s; c

ompe

tenc

y st

anda

rds e

xist

fo

r mos

t occ

upat

ions

and

are

use

d by

som

e tra

inin

g pr

ovid

ers i

n th

eir

prog

ram

s; th

e N

QF,

if in

pla

ce, c

over

s so

me

occu

patio

ns a

nd a

rang

e of

skill

le

vels

; ski

lls te

stin

g fo

r mos

t occ

upat

ions

fo

llow

s sta

ndar

d pr

oced

ures

, is

com

pete

ncy-

base

d an

d as

sess

es b

oth

theo

retic

al k

now

ledg

e an

d pr

actic

al

skill

s; c

ertif

icat

es a

re re

cogn

ized

by b

oth

publ

ic a

nd p

riva

te se

ctor

em

ploy

ers

and

may

impa

ct e

mpl

oym

ent a

nd

earn

ings

; the

acc

redi

tatio

n of

trai

ning

pr

ovid

ers i

s sup

ervi

sed

by a

ded

icat

ed

agen

cy in

the

rele

vant

min

istry

; the

ag

ency

is re

spon

sibl

e fo

r def

inin

g ac

cred

itatio

n st

anda

rds w

ith st

akeh

olde

r in

put;

stan

dard

s are

revi

ewed

on

an a

d-ho

c ba

sis a

nd a

re p

ublic

ized

or e

nfor

ced

to so

me

exte

nt; a

ll pr

ovid

ers r

ecei

ving

pu

blic

fund

ing

mus

t be

accr

edite

d;

prov

ider

s are

off

ered

ince

ntiv

es a

ndlim

ited

supp

ort t

o se

ek a

nd re

tain

ac

cred

itatio

n.

All

key

stak

ehol

ders

eng

age

in p

olic

y di

alog

ue o

n co

mpe

tenc

y st

anda

rds a

nd/o

r th

e N

QF

thro

ugh

inst

itutio

naliz

edpr

oces

ses;

com

pete

ncy

stan

dard

s exi

st fo

r m

osto

ccup

atio

ns a

nd a

re u

sed

by tr

aini

ng

prov

ider

s in

thei

r pro

gram

s; th

e N

QF,

if in

pl

ace,

cov

ers m

ost o

ccup

atio

ns a

nd a

wid

era

nge

of sk

ill le

vels

; ski

lls te

stin

g fo

r m

ost o

ccup

atio

ns fo

llow

s sta

ndar

d pr

oced

ures

, is c

ompe

tenc

y-ba

sed

and

asse

sses

both

theo

retic

al k

now

ledg

e an

d pr

actic

al sk

ills;

robu

st p

roto

cols

,in

clud

ing

rand

om a

udits

, ens

ure

the

cred

ibili

ty o

f cer

tific

atio

n; c

ertif

icat

es a

reva

lued

by

mos

t em

ploy

ers a

nd

cons

iste

ntly

impr

ove

empl

oym

ent

pros

pect

s and

ear

ning

s; th

e ac

cred

itatio

n of

trai

ning

pro

vide

rs is

supe

rvis

ed b

y a

dedi

cate

d ag

ency

in th

e re

leva

nt m

inis

try;

the

agen

cy is

resp

onsi

ble

for d

efin

ing

accr

edita

tion

stan

dard

s in

cons

ulta

tion

with

stak

ehol

ders

; sta

ndar

ds a

re re

view

ed

follo

win

g es

tabl

ishe

d pr

otoc

ols a

nd a

re

publ

iciz

ed a

nd r

outin

ely

enfo

rced

; all

train

ing

prov

ider

s are

requ

ired

as w

ell a

s of

fere

d in

cent

ives

and

supp

ort t

o se

ek

and

reta

in a

ccre

dita

tion.

GREN

ADA

WORK

FORC

EDE

VELO

PMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

41

Func

tiona

l Dim

ensi

on 2

: Sys

tem

Ove

rsig

ht

Polic

yG

oal

Lev

el o

f Dev

elop

men

t L

aten

t E

mer

ging

Est

ablis

hed

Adv

ance

d

G6: Diversifying Pathways for Skills Acquisition

Stud

ents

in te

chni

cal a

nd

voca

tiona

l edu

catio

n ha

ve fe

w

or n

o op

tions

for f

urth

er

form

al sk

ills a

cqui

sitio

n be

yond

the

seco

ndar

y le

vel

and

the

gove

rnm

ent t

akes

no

actio

n to

impr

ove

publ

ic

perc

eptio

n of

TV

ET;

certi

ficat

es fo

r tec

hnic

al a

nd

voca

tiona

l pro

gram

s are

not

reco

gniz

ed in

the

NQ

F;

qual

ifica

tions

cer

tifie

d by

non

-Ed

ucat

ion

min

istri

es a

re n

otre

cogn

ized

by

form

al

prog

ram

s und

er th

e M

inis

try

of E

duca

tion;

reco

gniti

on o

f pr

ior l

earn

ing

rece

ives

lim

ited

atte

ntio

n; th

e go

vern

men

t pr

ovid

espr

actic

ally

no

supp

ortf

or fu

rther

oc

cupa

tiona

l and

car

eer

deve

lopm

ent,

or tr

aini

ng

prog

ram

s for

dis

adva

ntag

ed

popu

latio

ns.

Stud

ents

in te

chni

cal a

nd v

ocat

iona

l ed

ucat

ion

can

only

pro

gres

s to

voca

tiona

lly-o

rien

ted,

non

-un

iver

sity

pro

gram

s; th

e go

vern

men

t tak

es li

mite

dac

tion

to

impr

ove

publ

ic p

erce

ptio

n of

TV

ET

(e.g

. div

ersi

fyin

g le

arni

ng

path

way

s); s

ome

certi

ficat

esfo

rte

chni

cal a

nd v

ocat

iona

l pro

gram

s ar

e re

cogn

ized

in th

e N

QF;

few

qual

ifica

tions

certi

fied

by n

on-

Educ

atio

n m

inis

tries

are

reco

gniz

edby

form

al p

rogr

ams u

nder

the

Min

istry

of E

duca

tion;

po

licym

aker

s pay

som

e at

tent

ion

to

the

reco

gniti

on o

f prio

r lea

rnin

g an

d pr

ovid

e th

e pu

blic

with

som

e in

form

atio

n on

the

subj

ect;

the

gove

rnm

ent o

ffer

s lim

ited

serv

ices

for f

urth

er o

ccup

atio

nal a

nd c

aree

r de

velo

pmen

t thr

ough

stan

d-al

one

loca

l ser

vice

cen

ters

that

are

not

inte

grat

edin

to a

syst

em; t

rain

ing

prog

ram

s for

dis

adva

ntag

ed

popu

latio

ns re

ceiv

e ad

-hoc

supp

ort.

Stud

ents

in te

chni

cal a

nd v

ocat

iona

l ed

ucat

ion

can

prog

ress

to v

ocat

iona

lly-

orie

nted

pro

gram

s, in

clud

ing

at th

e un

iver

sity

leve

l; th

e go

vern

men

t tak

es so

me

actio

n to

impr

ove

publ

ic p

erce

ptio

n of

TV

ET

(e.g

. div

ersi

fyin

g le

arni

ng p

athw

ays a

nd

impr

ovin

g pr

ogra

m q

ualit

y) a

nd re

view

s the

im

pact

of s

uch

effo

rts o

n an

ad-

hoc

basi

s;m

ost c

ertif

icat

es fo

r tec

hnic

al a

nd v

ocat

iona

l pr

ogra

ms a

re re

cogn

ized

in th

e N

QF;

a la

rge

num

ber

of q

ualif

icat

ions

cer

tifie

d by

non

-Ed

ucat

ion

min

istri

es a

re re

cogn

ized

by

form

al p

rogr

ams u

nder

the

Min

istry

of

Educ

atio

n, a

lbei

t with

out t

he g

rant

ing

of

cred

its; p

olic

ymak

ers g

ive

som

e at

tent

ion

to

the

reco

gniti

on o

f prio

r lea

rnin

g an

d pr

ovid

e th

e pu

blic

with

som

e in

form

atio

non

the

subj

ect;

a fo

rmal

ass

ocia

tion

of st

akeh

olde

rs

prov

ides

dedi

cate

dat

tent

ion

to a

dult

lear

ning

issu

es; t

he g

over

nmen

t off

ers

limite

dse

rvic

es fo

r fur

ther

occ

upat

iona

l and

ca

reer

dev

elop

men

t, w

hich

are

ava

ilabl

e th

roug

h an

inte

grat

ed n

etw

ork

of c

ente

rs;

train

ing

prog

ram

s for

dis

adva

ntag

ed

popu

latio

ns re

ceiv

e sy

stem

atic

supp

ort a

nd

are

revi

ewed

for i

mpa

ct o

n an

ad-

hoc

basi

s.

Stud

ents

in te

chni

cal a

nd v

ocat

iona

l ed

ucat

ion

can

prog

ress

to a

cade

mic

ally

or

voca

tiona

lly-o

rien

ted

prog

ram

s,in

clud

ing

at th

e un

iver

sity

leve

l; th

e go

vern

men

t tak

es c

oher

ent a

ctio

non

mul

tiple

fron

ts to

impr

ove

publ

ic

perc

eptio

n of

TV

ET (e

.g. d

iver

sify

ing

lear

ning

pat

hway

s and

impr

ovin

g pr

ogra

m

qual

ity a

nd re

leva

nce,

with

the

supp

ort o

f a

med

ia c

ampa

ign)

and

rou

tinel

yre

view

s an

d ad

just

s suc

h ef

forts

to m

axim

ize

thei

r im

pact

; mos

t cer

tific

ates

for t

echn

ical

and

vo

catio

nal p

rogr

ams a

re re

cogn

ized

in th

e N

QF;

a la

rge

num

ber

of q

ualif

icat

ions

ce

rtifie

d by

non

-Edu

catio

n m

inis

tries

are

re

cogn

ized

and

gra

nted

cre

dits

by

form

al

prog

ram

s und

er th

e M

inis

try o

f Edu

catio

n;

polic

ymak

ers g

ive

sust

aine

d at

tent

ion

to

the

reco

gniti

on o

f prio

r lea

rnin

g an

d pr

ovid

e th

e pu

blic

with

com

preh

ensi

vein

form

atio

n on

the

subj

ect;

a na

tiona

lor

gani

zatio

n of

stak

ehol

ders

pro

vide

s de

dica

ted

atte

ntio

n to

adu

lt le

arni

ng

issu

es; t

he g

over

nmen

t off

ers a

co

mpr

ehen

sive

men

u of

serv

ices

for

furth

er o

ccup

atio

nal a

nd c

aree

r de

velo

pmen

t, in

clud

ing

onlin

e re

sour

ces,

whi

ch a

re a

vaila

ble

thro

ugh

an in

tegr

ated

netw

ork

of c

ente

rs; t

rain

ing

prog

ram

s for

di

sadv

anta

ged

popu

latio

ns re

ceiv

e sy

stem

atic

supp

ort w

ith m

ulti-

year

bu

dget

s and

are

rou

tinel

y re

view

edfo

rim

pact

and

adju

sted

acc

ordi

ngly

.

GREN

ADA

WORK

FORC

EDE

VELO

PMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

42

Func

tiona

l Dim

ensi

on 3

: Ser

vice

Del

iver

yPo

licy

Goa

lL

evel

of D

evel

opm

ent

Lat

ent

Em

ergi

ng

Est

ablis

hed

Adv

ance

d

G7: Enabling Diversity and Excellence in Training Provision

Ther

e is

no

dive

rsity

of t

rain

ing

prov

isio

n as

the

syst

em is

larg

ely

com

pris

ed o

f pub

lic p

rovi

ders

with

limite

d or

no

auto

nom

y; tr

aini

ng

prov

isio

n is

not

info

rmed

by

form

al

asse

ssm

ent,

stak

ehol

der i

nput

or

perf

orm

ance

targ

ets.

Ther

e is

som

e di

vers

ity in

trai

ning

pr

ovis

ion;

non

-sta

te p

rovi

ders

ope

rate

w

ith li

mite

d go

vern

men

t inc

entiv

es

and

gove

rnan

ce o

ver r

egis

tratio

n,

licen

sing

and

qua

lity

assu

ranc

e;

publ

ic tr

aini

ng is

pro

vide

d by

in

stitu

tions

with

som

e au

tono

my

and

info

rmed

by

som

e as

sess

men

tof

impl

emen

tatio

n co

nstra

ints

, st

akeh

olde

r inp

ut a

nd b

asic

targ

ets.

Ther

e is

div

ersi

ty in

trai

ning

pr

ovis

ion;

non

-sta

te tr

aini

ng

prov

ider

s, so

me

regi

ster

ed a

nd

licen

sed,

ope

rate

with

in a

ran

ge o

f go

vern

men

t inc

entiv

es, s

yste

mat

ic

qual

ity a

ssur

ance

mea

sure

s and

ro

utin

ere

view

sof g

over

nmen

t po

licie

s tow

ard

non-

stat

e tra

inin

g pr

ovid

ers;

pub

lic p

rovi

ders

,mos

tly

gove

rned

by

man

agem

ent b

oard

s, ha

ve so

me

auto

nom

y; tr

aini

ng

prov

isio

n is

info

rmed

by

form

al

anal

ysis

of i

mpl

emen

tatio

n co

nstra

ints

, sta

keho

lder

inpu

t and

ba

sic

targ

ets;

lagg

ing

prov

ider

s re

ceiv

e su

ppor

t and

exe

mpl

ary

inst

itutio

ns a

re r

ewar

ded.

Ther

e is

bro

ad d

iver

sity

in tr

aini

ng

prov

isio

n; n

on-s

tate

trai

ning

pr

ovid

ers,

mos

t reg

iste

red

and

licen

sed,

ope

rate

with

com

preh

ensi

ve g

over

nmen

t in

cent

ives

, sys

tem

atic

qua

lity

assu

ranc

e m

easu

res a

nd r

outin

e re

view

and

adju

stm

ent o

fgo

vern

men

t pol

icie

s tow

ard

non-

stat

e tra

inin

g pr

ovid

ers;

pub

lic p

rovi

ders

, m

ostly

gov

erne

d by

man

agem

ent

boar

ds, h

ave

signi

fican

t aut

onom

y;

deci

sion

s abo

ut tr

aini

ng p

rovi

sion

are

tim

e-bo

und

and

info

rmed

by

form

al

asse

ssm

ent o

f im

plem

enta

tion

cons

train

ts; s

take

hold

er in

put a

nd u

se

of a

var

iety

ofm

easu

res t

oin

cent

iviz

e pe

rfor

man

ce in

clud

e su

ppor

t, re

war

ds a

nd p

erfo

rman

ce-

base

d fu

ndin

g.

GREN

ADA

WORK

FORC

EDE

VELO

PMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

43

Func

tiona

l Dim

ensi

on 3

: Ser

vice

Del

iver

y Po

licy

Goa

lL

evel

of D

evel

opm

ent

Lat

ent

Em

ergi

ng

Est

ablis

hed

Adv

ance

d

G8: Fostering Relevance in Public Training Programs

Ther

e ar

e fe

w o

r no

att

empt

s to

fost

er re

leva

nce

in p

ublic

trai

ning

pr

ogra

ms t

hrou

gh e

ncou

ragi

ng li

nks

betw

een

train

ing

inst

itutio

ns, i

ndus

try

and

rese

arch

inst

itutio

ns o

r thr

ough

se

tting

stan

dard

s for

the

recr

uitm

ent

and

train

ing

of h

eads

and

inst

ruct

ors

in tr

aini

ng in

stitu

tions

.

Rel

evan

ce o

f pub

lic tr

aini

ng is

en

hanc

ed th

roug

h in

form

al li

nks

betw

een

som

e tra

inin

g in

stitu

tions

, in

dust

ry a

nd re

sear

ch in

stitu

tions

, in

clud

ing

inpu

t int

o th

e de

sign

of

curr

icul

a an

d fa

cilit

y st

anda

rds;

hea

ds

and

inst

ruct

ors a

re re

crui

ted

on th

e ba

sis o

f min

imum

aca

dem

ic

stan

dard

s and

hav

e lim

ited

oppo

rtuni

ties f

or p

rofe

ssio

nal

deve

lopm

ent.

Rel

evan

ce o

f pub

lic tr

aini

ng is

enha

nced

thro

ugh

form

al li

nks

betw

een

som

e tra

inin

g in

stitu

tions

, in

dust

ry a

nd re

sear

ch in

stitu

tions

,le

adin

g to

col

labo

ratio

n in

seve

ral

area

s inc

ludi

ng b

ut n

ot li

mite

d to

the

desi

gn o

f cur

ricul

a an

d fa

cilit

y st

anda

rds;

hea

ds a

nd in

stru

ctor

s are

re

crui

ted

on th

e ba

sis o

f min

imum

ac

adem

ic a

nd p

rofe

ssio

nal

stan

dard

s and

hav

e re

gula

r ac

cess

to o

ppor

tuni

ties f

or p

rofe

ssio

nal

deve

lopm

ent.

Rel

evan

ce o

f pub

lic tr

aini

ng is

en

hanc

ed th

roug

h fo

rmal

link

s be

twee

n m

ost t

rain

ing

inst

itutio

ns,

indu

stry

and

rese

arch

inst

itutio

ns,

lead

ing

to si

gnifi

cant

col

labo

ratio

n in

a

wid

e ra

nge

of a

reas

; hea

ds a

nd

inst

ruct

ors a

re re

crui

ted

on th

e ba

sis

of m

inim

um a

cade

mic

and

pr

ofes

sion

al st

anda

rds a

nd h

ave

regu

lar

acce

ss to

div

erse

op

portu

nitie

sfor

pro

fess

iona

l de

velo

pmen

t, in

clud

ing

indu

stry

at

tach

men

ts fo

r ins

truct

ors.

GREN

ADA

WORK

FORC

EDE

VELO

PMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

44

Func

tiona

l Dim

ensi

on 3

: Ser

vice

Del

iver

y

Polic

yG

oal

Lev

el o

f Dev

elop

men

t

Lat

ent

Em

ergi

ng

Est

ablis

hed

Adv

ance

d

G9: Enhancing Evidence-based Accountability for Results

Ther

e ar

e no

spec

ific

data

co

llect

ion

and

repo

rting

re

quire

men

ts,b

ut tr

aini

ng

prov

ider

s mai

ntai

n th

eir o

wn

data

base

s; th

e go

vern

men

t doe

sno

t con

duct

or sp

onso

r sk

ills-

rela

ted

surv

eys o

r im

pact

ev

alua

tions

and

rar

ely

uses

dat

a to

mon

itor a

nd im

prov

e sy

stem

pe

rfor

man

ce.

Trai

ning

pro

vide

rs c

olle

ct a

nd re

port

adm

inis

trat

ive

data

and

ther

e ar

esi

gnifi

cant

gap

s in

repo

rting

by

non-

stat

e pr

ovid

ers;

som

e pu

blic

pr

ovid

ers i

ssue

ann

ual r

epor

ts a

nd th

e go

vern

men

t occ

asio

nally

spon

sors

or

cond

ucts

skill

s-re

late

d su

rvey

s; th

e go

vern

men

t doe

s not

con

solid

ate

data

in a

syst

em-w

ide

data

base

and

us

esm

ostly

adm

inis

trat

ive

data

to

mon

itor a

nd im

prov

e sy

stem

pe

rfor

man

ce; t

he g

over

nmen

t pu

blis

hes i

nfor

mat

ion

on g

radu

ate

labo

r mar

ket o

utco

mes

for s

ome

train

ing

prog

ram

s.

Trai

ning

pro

vide

rs c

olle

ct a

nd re

port

adm

inis

trat

ive

and

othe

r da

ta (e

.g.,

job

plac

emen

t sta

tistic

s, ea

rnin

gs o

f gr

adua

tes)

and

ther

e ar

e so

me

gaps

in

repo

rting

by

non-

stat

e pr

ovid

ers;

m

ost p

ublic

pro

vide

rs is

sue

inte

rnal

an

nual

repo

rts a

nd th

e go

vern

men

t ro

utin

ely

spon

sors

skill

s-re

late

d su

rvey

s; th

e go

vern

men

t con

solid

ates

da

ta in

a sy

stem

-wid

e da

taba

se a

nd

uses

adm

inis

trat

ive

data

and

in

form

atio

n fr

om su

rvey

s to

mon

itor

and

impr

ove

syst

em p

erfo

rman

ce; t

he

gove

rnm

ent p

ublis

hes i

nfor

mat

ion

on

grad

uate

labo

r mar

ket o

utco

mes

for

num

erou

s tra

inin

g pr

ogra

ms.

Trai

ning

pro

vide

rs c

olle

ct a

nd re

port

adm

inis

trat

ive

and

othe

r da

ta(e

.g.,

job

plac

emen

t sta

tistic

s, ea

rnin

gs o

f gra

duat

es)

and

ther

e ar

e fe

wga

ps in

repo

rting

by

non-

stat

e pr

ovid

ers;

mos

t pub

lic p

rovi

ders

is

sue

publ

icly

ava

ilabl

e an

nual

repo

rts

and

the

gove

rnm

ent r

outin

ely

spon

sors

or

cond

ucts

skill

s-re

late

d su

rvey

s and

impa

ct

eval

uatio

ns; t

he g

over

nmen

t con

solid

ates

da

ta in

a sy

stem

-wid

e, u

p to

dat

e da

taba

se a

nd u

ses a

dmin

istr

ativ

e da

ta,

info

rmat

ion

from

surv

eys a

ndim

pact

ev

alua

tions

to m

onito

r and

impr

ove

syst

em p

erfo

rman

ce; t

he g

over

nmen

t pu

blis

hes i

nfor

mat

ion

on g

radu

ate

labo

r m

arke

t out

com

es fo

r mos

t tra

inin

g pr

ogra

ms o

nlin

e.



Annex 4: References and InformantsLegislation

Caribbean Community Skilled Nationals Act No. 32 of 1995, Amended by Act No. 16 of 2006

Education Act No. 21 of 2002, Amended by Act No. 11 of 2003

Employment Act No. 14 of 1999, Amended by Act No. 10 of 2000, SRO 10 of 2000 and Act No. 21of 2000

Fiscal Incentive Act No. 41 of 1974, Amended by Act 14 of 1993 and Act 14 of 1995 andsubsidiary legislation

Grenada Council For Technical And Vocational Education And Training Act No. 9 of 2009

Labour Relations (Amendment) Act, 2003 (No. 9 of 2003)

St. George’s University Limited Act No. 18 of 1996 amended by Act No. 19 of 2002, SRO 14 of2003

Statistical Act No. 30 of 1960 amended by Act No. 21 of 1961

T. A. Marryshow Act No. 41 of 1996, Amended by Act No. 18 of 2009

Websiteshttp://planipolis.iiep.unesco.org/upload/Grenada/Grenada%20Speed%20II.pdf

http://ddp ext.worldbank.org/EdStats/GRDrep12.pdf

http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdfversions/Grenada.pdf

http://www.ilo.org/wcmsp5/groups/public/ ed_emp/documents/publication/wcms_140945.pdf

http://www.ilo.org/wcmsp5/groups/public/ dgreports/ integration/documents/publication/wcms_151966.pdf

http://www.gov.gd/egov/docs/legislations/act_09_2003_labour_relations.pdf

http://www.caribank.org/uploads/publications reports/economics statistics/country povertyassessment reports/Grenada+CPA+ +Vol++1+Main+Report+_Submitted_.pdf

http://www.caribank.org/uploads/publications reports/economics statistics/country povertyassessment reports/Grenada+CPAVol++3+IA+Reportfinal1.pdf



http://www.gov.gd/egov/docs/reports/Grenada_MDG_Progress_Assessment_Report_2010.pdf

http://ec.europa.eu/development/icenter/repository/scanned_gd_csp10_en.pdf

http://siteresources.worldbank.org/INTLAC/Resources/Chap3_bckgr_Grenada_Invest_Climate.pdf

http://grenadanta.gd/LinkClick.aspx?fileticket=IiFfTio_4tY%3D&tabid=116&mid=464

http://grenadanta.gd/LinkClick.aspx?fileticket=VNo9UZkRDKk%3D&tabid=81

http://www.unesco.org.ve/dmdocuments/biblioteca/libros/national_report_grenada.pdf

http://www.tamcc.edu.gd/images/docs/ARforweb9 14 11.pdf

List of informantsAdrian Francis, Former Deputy Labour Commissioner

Alison Miller, Former Permanent Secretary, Government of Grenada

Andrea Phillip, Chief Education Officer, Ministry of Education and Human ResourceDevelopment

Beverley Grey, Managing Director, Grey’s Typing and Computer Services

Bridgette Assing, Representative from Quinn & Associates (Construction Representative on theGrenada Council of Technical and Vocational Education and Training

Curlan Gilchrist, Director, Macroeconomic Policy Unit, Ministry of Finance

David Flemming, Senior Lecturer, T.A. Marryshow Community College and Representative,Grenada National Training Agency

Emmalin Pierre, Minister, Ministry of Youth Empowerment and Sports

Frances Ruffin, Coordinator for Quality Assurance, Grenada National Training Agency

Halim Brizan, Director, Central Statistical Office, Ministry of Finance

Hazel An Hutchinson, Executive Director, Grenada Chamber of Industry & Commerce

Imi Chitterman, Education Statistics Consultant, Ministry of Education and Human ResourceDevelopment

Jeanette Du Bois, Soft Skills Training Professional and former Officer of the Government ofGrenada



Jessie Cumberbatch, Executive Director, Junior Achievement Grenada Inc

Junior Alexis, Statistician, Ministry of Education and Human Resource Development

Kendall Alexander, Economist I, Macroeconomic Policy Unit, Ministry of Finance

Kerry Pierre, Budget Officer, Ministry of Finance

Kevin Andall, Coordinator of Youth, Ministry of Youth Empowerment and Sports

Lincoln Morgan, Chief Executive Officer, Grenada National Training Agency

Marlene Finlay, Dean of the School of Applied Arts and Technology (SAAT), T.A. MarryshowCommunity College

Melissa Felician, Consultant

Meryl Cambridge Finlay, Administrative Officer, St George’s University

Michael Stephens, Senior Policy Analyst, Macroeconomic Policy Unit, Ministry of Finance

Mike Philbert, President, Grenada Employers Federation

Pauline St. Paul, Support Services Officer, Ministry of Education and Human ResourceDevelopment

Peron Johnson, Portfolio Manager, Project, Coordination Unit

Roderick Griffith, Coordinator For Standards and Planning, Grenada National Training Agency

Sheldon Scott, Senator, Ministry of Youth Empowerment and Sports

Sherma Stephenson, Finance Officer, Ministry of Education and Human Resource Development

Shevorn Licorish, Monitoring and Evaluation Officer, Grenada National Training Agency

Stephen Jerome, Representative, Grenada Council of Technical and Vocational Education andTraining



Annex 5: SABER WfD Scores

Policy Goal Policy Action Topic

Dimen

sion

1

2.6

G1 3.0 Provide sustained advocacy for WfD at the top leadership level 3.0 G1_T1 3.0G1_T2 3.0

G2 2.2

Establish clarity on the demand for skills and areas of critical constraint 2.5 G2_T1 2.0G2_T2 3.0

Engage employers in setting WfD priorities and in enhancing skills upgradingfor workers 2.0

G2_T3 3.0G2_T4 2.0G2_T5 1.0

G3 2.7 Formalize key WfD roles for coordinated action on strategic priorities 2.7G3_T1 2.0

G3_T2 4.0

G3_T3 2.0

Dimen

sion

2

2.6

G4 1.9

Provide stable funding for effective programs in initial, continuing andtargeted vocational education and training 2.7

G4_T1 infoG4_T2 2.0G4_T3 3.0G4_T4 3.0

Monitor and enhance equity in funding for training 1.0G4_T5_IVET 1.0

G4_T5_CVET 1.0

G4_T5_ALMP 1.0

Facilitate sustained partnerships between training institutions and firms 2.0 G4_T6 2.0

G5 3.3

Broaden the scope of competency standards as a basis for developingqualifications frameworks 3.0

G5_T1 3.0

G5_T2 3.0

Establish protocols for assuring the credibility of skills testing andcertification 3.7

G5_T3 3.0

G5_T4 4.0

G5_T5 4.0

Develop and enforce accreditation standards for maintaining the quality oftraining provision 3.0

G5_T6 info

G5_T7 2.0

G5_T8 4.0

G5_T9 3.0

G6 2.7

Promote educational progression and permeability through multiplepathways, including for TVET students 3.0

G6_T1 4.0G6_T2 2.0

Strengthen the system for skills certification and recognition 2.5G6_T3 2.0

G6_T4 3.0

Enhance support for skills acquisition by workers, job seekers and thedisadvantaged 2.5

G6_T5 1.0

G6_T6 4.0

Dimen

sion

3

2.1

G7 2.2

Encourage and regulate non state provision of training 2.8

G7_T1 4.0

G7_T2 2.0

G7_T3 3.0

G7_T4 2.0

Combine incentives and autonomy in the management of public traininginstitutions 1.5

G7_T5 1.0

G7_T6 2.5

G7_T7 1.0

G8 2.3

Integrate industry and expert input into the design and delivery of publictraining programs 2.3

G8_T1 2.0

G8_T2 4.0

G8_T3 2.0

G8_T4 1.0

Recruit and support administrators and instructors for enhancing themarket relevance of public training programs 2.3

G8_T5 2.5

G8_T6 2.0

G9 1.8 Expand the availability and use of policy relevant data for focusingproviders' attention on training outcomes, efficiency and innovation 1.8

G9_T1 2.8

G9_T2 1.5

G9_T3 1.3



Annex 6: Authorship and AcknowledgementsThis report is the product of collaboration between the Principal Investigator, Nicole Garraway, and staffat the World Bank comprising Harriet Nannyonjo as well as Jee Peng Tan, and Viviana Gomez Venegas,leader and members, respectively, of the SABER WfD team based in the Education Global Practice.Nicole Garraway collected the data using the SABER WfD data collection instrument and prepared initialdrafts of the report; the Bank team scored the data and designed the template for the report; andViviana Gomez Venegas finalized the report. This report has benefited from suggestions and feedbackfrom K. Lincoln Morgan, Chief Executive Officer of the National Training Agency.

The research team acknowledges the support of all who have contributed to the report and its findings,including informants, survey respondents, participants at various consultation workshops, as well asother members of the SABER WfD team at the World Bank: Rita Costa, Sankalpa Dashrath, AngelaDemas, Ryan Flynn, and Kiong Hock Lee. The research team gratefully acknowledges the generousfinancial support of the Government of the United Kingdom through its Department of InternationalDevelopment’s Partnership for Education Development with the World Bank, which makes it possiblefor the SABER WfD team to provide technical support to the principal investigator in the form ofstandardized tools for and guidance on data collection, analysis, and reporting.



www.worldbank.org/education/saber

The Systems Approach for Better Education Results (SABER) initiativeproduces comparative data and knowledge on education policies andinstitutions, with the aim of helping countries systematicallystrengthen their education systems. SABER evaluates the quality ofeducation policies against evidence based global standards, using newdiagnostic tools and detailed policy data. The SABER country reportsgive all parties with a stake in educational results—fromadministrators, teachers, and parents to policymakers and businesspeople—an accessible, objective snapshot showing how well thepolicies of their country's education system are oriented towardensuring that all children and youth learn.

This report focuses specifically on policies in the area of WorkforceDevelopment.

This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, andconclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, orthe governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. Theboundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on thepart of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

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