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 Roles of sub committees – especially the audit committee and procurement committee

Board+Evaluations">Board Evaluations; and

 Strategies to address the issues of the business of the Public Body, as well as those of the

industry and subsector.

The development sessions may be organized for the entire Board by the Corporate Secretary or

persons may attend sessions organized by the portfolio ministry or the Ministry with

responsibility for finance on a periodic basis. The initial induction is mandatory. However, it is

recommended that ongoing training be conducted at least once each year during the tenure of

the director. Once a director has participated in induction and board member development

activities, the Secretariat is to be notified by the Corporate Secretary of the public body within 15

days so that these may be noted in the database for Board directors.

6. Other Instances when Boards are to be Appointed

The above process is expected to be adhered to when there is a change in administration. There

may be a few variations in other instances when Boards are to be nominated, selected and

appointed. These instances include:

 Change of portfolio Minister;

 End of term of appointment for the entire Board; and

 Resignation or removal of an individual director.

6.1. Change of Portfolio Minister

In the case of a change in the Portfolio Minister, the existing Board should offer its resignation,

which would not take effect until a new Board is duly appointed, within the recommended

timeframe of sixty (60) days. The outgoing Board is expected to observe the roles and

responsibilities of the Board during the transition period as outlined in the Transition Guidelines

(Appendix 2) and which should be stated in the Code of Conduct. The Minister should

reappoint at least one-third of the outgoing Board. Otherwise, the steps in the main process

should be followed as outlined in Diagram 1.

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CAP EDUCATIONAL PROVIDER/CO-ORDINATOR - HANDBOOK 2017 CAP EDUCATIONAL PROVIDER/CO-ORDINATOR - HANDBOOK 2017

All participating institutions will be held accountable in the areas of retention, certifica- tion, fiscal prudence, quality assurance and docu- ment submission. The proposed and updated established targets will be the base for evaluation and the measure for success as outlined below:

A. Maintain a minimum of 75% retention of students enrolled across all skill areas

B. Achieve a minimum of 60% certification rate for both NVQ-J, CVQ, and City and Guilds Examinations

C. Maintain fiscal prudence and proper financial management as it relates to the utilisation of CAP Subventions D. Foster a quality conscious culture and practice continuous improvement

E. Timely submission of documents as per established guidelines

Additionally, institutions must offer Labor Market driven courses and have the facilities approved by the NCTVET and experienced, qualified teachers to deliver competency-based training.

CAP Quality Register of Documents

The framework and its associate documents will be used to guide:

• Programme Approval (Expression of Interest guidelines)

• Programme Planning Tools ( centre approval, Programme readiness checklist)

• Programme Implementation (CAP Operational Guidelines and CAP Student Guide)

• Programme Review (audits and evaluation tools )

• Programme Support, Systems and Structures (Technical Working Committee Guiding Coalition (and its Sub Committees) -Terms of Reference and associate documents, Technical Officers)

Leadership and Governance

The education provider shall assign designated personnel with responsibility for CAP Finances so as to ensure that all financial procedures are adhered to according to the procedures outlined by the Ministry of Education Youth and Information.

CAPE Entrepreneurial / NCTVET Entrepreneurial Skills (CEFE) In our effort to ensure that our students complete their programmes of study as well-rounded, career focused individuals, we expose them to training in the area of entrepre- neurship.

The purpose is to assist them to see their skills as marketable beyond being employed and to create employment for themselves.

Students on the Traditional 6th Form pathway pursue CAPE Entrepreneurial Studies. All other students pursue their entrepreneurship training following the traditional format of classroom teach- ing and assessment or in a one-week workshop setting using the Competency-Based Economies for the Formation of Enterprise (CEFE) methodology. (Further reference can be made to the operation- al Guide)

Curriculum Guides, Learner Resources

The programmes offered in the Career Advance- ment Programme are guided by the development of Curricula and Learning resources from the HEART Trust NTA, the National Council on Tech- nical Vocational Education & Training (NCTVET) and City and Guilds.

The Career Advancement Programme administers programmes at the NVQJ/CVQ Levels 1 and 2 skill offerings. The HEART Trust NTA also supports the curriculum framework through the provision of Curriculum guides and learning resources relating to Career Development, Entrepreneurship, Employ- ability Skills, Learner Guides and Student Manuals.

City and Guilds provides the Mathematics and English Curricula and is designed to cater to the varied needs of students who gain entry into the programme. The English for Office Skills is offered at Level 1-2 and Mathematics is offered from Level 1-3.

Excursions, Study Tours

As an enrolled student, you will be expected to participate in educational excursions that will enhance your personal and professional development.

The excursions may be planned withi n your respec- tive skill area or by the institution based on career development and employability skills infusion. Procedures governing the implementation and facilitation of excursions may vary based on the institution of enrolment. Students should be guided accordingly.

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CAP Operational Team

The operational team comprising of six Technical Development Officers and the Di- rector of the Career Advancement Programme will be task with the responsibility for managing all mechanisms relating to the programme. Each TDO will be assigned to one of the six MOE regions and carry out the assigned duties, responsibilities and function from the regional MOE office. Each TDO will serve on the various sub-committees as the direct link between stakeholders and the Ministry of Education. The Subcommittee co-ordination and management are as follows:

moeYi region Assigned Technical Working Committee Sub Committee Assignment

CAP Director: Establishes, Guides and Oversees the critical deliverables of the Sub Committees and as such provides guidance and technical support to the development of Terms of References, implementation plans and schedules

Technical Development Officer and Assistant Technical Development Officer - Region1 (Kingston & St. Andrew)

External Assessment and Certification

Technical Development Officer and Assis- tant Technical Development Officer - Region 2 (St. Mary, Portland, St. Thomas)

Recruitment, Admissions and Completion

Technical Development Officer and Assistant Technical Development Officer - Region 3 (Trelawny, St. Ann) and TDO (Administrative and Technical)

Capacity Building and Continuous Professional Development

Technical Development Officer and Assistant Technical Development Officer - Region 4 (St. James, Hanover, Westmoreland)

Quality Assurance management, Monitoring and Supervision and Data Management

Technical Development Officer and Assistant Tech- nical Development Officer - Region 5 (St. Elizabeth, Manchester)

Teaching and Continuous Assessment

Technical Development Officer and Assistant Technical Development Officer - (Clarendon, St. Catherine)

Industry Collaboration and Partnerships

EO – Tech VOC (Region 3) Marketing and Communication

CAP Accountant and CAP Principal (Region 2) Finance

Career advanCement Programme - r e b r a n d i n g i n i t i at i v e

CAP OPERATIONS GUIDELINES MANUAL26

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Career advanCement Programme - r e b r a n d i n g i n i t i at i v e

NCTveT

The NCTVET as the examination body shall assume the responsibility for the assess- ment and certification of the skills and competencies of the CAP learners according to set standards. The organization will also be responsible for assessing weaknesses identified during training and assessment through its external verification process and communicate those identified needs or deficiencies to the training organisations and sub committees for corrective action. The Agency will also responsible for timely com- munication and documentation of examination systems, procedures and policies (ex- isting, revised), examination results and certification status of CAP learners to the CAP directorate and respective schools. The NCTVET will also provide access to all the relevant standards on its database.

Jamaican foundaTion for lifelong learning

The JFLL will assume administrative responsibility for the General Stream of the Career Advancement Programme. The primary responsibility is to ensure development of the literacy and numeracy capacity of the trainees for effective functioning in the job mar- ket and for matriculation into institutions of higher learning. The JFLL will also manage the introduction of Pre-Vocational skill development of learners in the general stream as well as provide mechanisms to ensure capacity building training for literacy and nu- meracy development in schools administering the Career Advancement Programme.

oTHer exTernal examinaTion BodieS

External Examination bodies will be responsible for the assessment and certification in related skills and competencies within the programme. Additionally, these agencies will provide the necessary teacher and student training, as well as curricular support geared toward the development of the CAP learners. These agencies will also responsible for timely communication of examination procedures (existing, revised), examination re- sults and certification status of CAP learners to the CAP directorate and respective schools.

council of communiTy collegeS Jamaica/privaTe TerTiary inSTiTuTionS

Responsible for the training and certification of CAP learners in advanced skills and competencies outside the scope and capacity of Secondary High schools. These insti- tutions will also provide alternate opportunities for further and continuous education opportunities through matriculation and articulation.

CAP OPERATIONS GUIDELINES MANUAL28

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CAP Quality Register of Documents

The framework and its associate documents will be used to guide: • Programme Approval (Expression of Interest guidelines) • Programme Planning Tools ( centre approval, Programme readiness checklist , ) • Programme Implementation (CAP Operational Guidelines and CAP Student Guide) • Programme Review (audits and evaluation tools ) • Programme Support, Systems and Structures (Technical Working Committee Guiding Coalition (and its Sub Committees) -Terms of Reference and associate documents, Technical Officers)

Principles Governing the Quality Management Framework

The following principles underpin the Quality Management Framework within the Career Advancement Programme:

Quality A commitment to identifying, meeting and possibly exceeding the expectations of all stakeholders.

imProvement Arising from the continuous improvement process of monitoring and evaluation.

ConsistenCy The extent to which the provision of services and or products are at the same s tandard based on operational guidelines, policies and procedures.

transParenCy This will ensure that all personnel associated with CAP are aware of their roles and responsibilities. Making explicitly clear what had been previously assumed and possibly misunderstood.

Contextual The Ministry of Education recognizes that quality assurance is context dependent. Whilst all CAP educational providers must implement and or develop a common set of procedures/policies. There may be variations in content, description and scope among educational providers.

Career advanCement Programme - Q u a l i t y m a n a g e m e n t f r a m e w o r k

CAP OPERATIONS GUIDELINES MANUAL36

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