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CARICOM EDUCATION FOR EMPLOYMENT PROGRAM (C-EFE)
PARTNERSHIP IMPLEMENTATION PLAN (PIP)
CAR-12
Jamaica
Submitted by:
Excelsior Community College Niagara College
Fisheries and Marine Institute of Memorial University
February 2013
Institutional Partnership Reference Number: CAR- 12 683-Q
Partnership Period: from April 1 2014 – March 31 2017
Overseas Partner(s):
Lead Caribbean Institution Name of Institution: Excelsior Community College Name of Lead Person: Dr. Nadine Scott Job Title/Position: Principal Address: 137 Mountain View Avenue City: Kingston Country: Jamaica Phone: 1-876-928-5070 Email: nadine.scott@ecc.edu.jm
Secondary Caribbean Institution Name of Institution: University of Trinidad and Tobago
Canadian Partner(s): Lead Institution: Name of Institution: Niagara College Name of Lead Contact Person: Mr. Jon Ogryzlo Job Title/Position: Dean, International Partnerships Address: 300 Woodlawn Road Welland, ON L3C 7L3 Phone: 1-905-735-2211 Fax: 1-905-735-2413 Email: jogryzlo@niagaracollege.ca
Partner Institution(s): Name of Institution: Fisheries and Marine Institute of Memorial University Name of Lead Contact Person: Mr. Bill Chislett Job Title/Position: Director, MI International Address: P.O. Box 4920, 155 Ridge Road St. John’s, NL A1C 5R3 Phone: 1-709-778-0558 Fax: 1-709-778-0371 Email: bill.chislett@mi.mun.ca
Table of Contents
1. Introduction ........................................................................................................................ 1
2. Partnership Design ............................................................................................................. 3
2.1. Matrix of Planned Outcomes, Outputs, Indicators, Baseline, Targets and Beneficiary reach 3
2.2. Cross-cutting Themes (Gender Equality, Environment Sustainability and Entrepreneurship) ............................................................................................................ 11
3. Partnership Management ................................................................................................. 14
3.1. Management Approach and Structure ..................................................................... 14
3.2. Roles and Responsibilities of the Implementing Partners ........................................ 15
3.3. Partnership Committees .......................................................................................... 17
3.4. Partnership Monitoring ............................................................................................ 17
4. Partnership Implementation ............................................................................................. 18
5. Appendices ....................................................................................................................... 23
Acronyms
ACCC – Association of Canadian Community Colleges CANTA - Caribbean Association of National Training Agencies CARICOM – Caribbean Community CBET – Competency-Based Education and Training CMI – Caribbean Maritime Institute CVQ – Caribbean Vocational Qualification ECC-Excelsior Community College LMI – Labour Market Information MI – Fisheries and Marine Institute of Memorial University MBCC-Montego Bay Community College MoE – Ministry of Education
MOU – Memorandum of Understanding NC – Niagara College NVQ – National Vocational Qualification OA – Occupational Analysis PIP – Project Implementation Plan PLAR – Prior Learning Assessment and Recognition PSC – Project Steering Committee QA – Quality Assurance TORs – Terms of Reference TVET – Technical, Vocational Education and Training
CARICOM Education for Employment Program (C-EFE) Page 1 of 23 Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)
Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
1. Introduction
The seeds of a strong partnership have already been planted to achieve the success of this
project. Niagara College, the Marine Institute and Excelsior Community College are committed
to developing and maintaining a long-term, sustainability partnership beyond the life of the EFE
project. Emphasis is being placed on establishing a long-term partnership between ECC, MI
and NC that will work towards increasing the capacity of human-resources in Jamaica to work in
the logistics sector.
Excelsior Community College Need:
Jamaica’s Vision 2030 strategic plan seeks to build internationally competitive industry sectors
using a variety of economic development tools; one of which is an effective educational system
that links graduates to industry need and meets the accreditation requirements of the CVQ. Of
particular interest to the Jamaican government, in anticipation of the 2015 completion of the
expanded Panama Canal, is to transform into a global logistics hub. Excelsior Community
College enrolls approximately 2,500 students annually across five Faculties that provide positive
opportunities for new cross-disciplinary programming in the School of Engineering, Logistics
and Built Environments, as well as opportunities for entrepreneurial skills development. The
College plans to develop a new program cluster in Logistics Management that will provide
graduates with the knowledge and skills to support a logistics-dominated economic environment
in Jamaica. As a Methodist tertiary institution, Excelsior articulates core values that support
student access, success, and learning opportunities for “adults of all ages and academic
backgrounds” (Institutional Profile, page 4). Consequently, academic upgrading for under-
prepared students, as well as assessment of prior learning and appropriate recognition and
program placement for adult learners become key components of academic programming.
Excelsior Community College, in collaboration with NC and MI, agree to develop modularized
curriculum for an Associate Degree in Logistics Management with professional
certifications (CVQ Levels 3 and 4) in the following areas 1) Supply Chain Management 2)
Strategic Procurement & Asset Management 3) Warehousing & Distribution 4) Transportation
Logistics 5) Humanitarian & Disaster Relief Logistics and 6) Cruise Shipping & Marine Tourism
The aim is to make the program accessible for students with multiple entry and exit points, and
include delivery through a variety of methods, including classroom-based, on-line, and industry
placements. The objective is to produce employment-ready graduates in various occupations in
the broad Logistics Management sector. The Logistics Management program is aligned with
National Priorities in Jamaica to develop skilled human resources for the Logistics Hub. (Vision
2030 National Development Plan: Jamaica). http://www.vision2030.gov.jm/
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Methodology:
The Project Implementation Plan was primarily developed through a series of face-to-face
discussions in Grenada and Jamaica and continued discussions via e-mail. Much of the Labour
Market Information was already available in Jamaica and was used as a starting point for
program design. In addition, Excelsior Community College engaged in joint meetings with
industry, industry standards and regulatory bodies and with representatives of the Ministry of
Education to triangulate data. Niagara College and Marine Institute undertook literature reviews
to secure labour market information in relation to Logistics Management and undertook a
comparative analysis against current Logistics Management/Operations Management
programming at Niagara College.
Through open dialogue and initial meetings with academic stakeholders in Jamaica, partners
were able to define and communicate the project parameters, identify areas of greatest need
and secure support from within their own institutions and sectors. During a Canadian delegation
visit to Kingston, the project management team attended strategic meetings with
representatives from partner Community Colleges (Moneague and Montego Bay), the
Caribbean Maritime Institute and the Council of Community Colleges, Jamaica. This group
played an integral role in the development and in-country support of the project. The Canadian
and Jamaican partners met in Jamaica for a period of 3 days to discuss the goals and priorities
of the project. A draft PIP was developed at that time and circulated for review and edits.
The three project managers of the project, Kyla Pennie (NC), Zaria Malcolm (ECC) and
MacKenzie Young (MI) communicated effectively in sharing information between the teams at
the three institutions to build consensus on project activities and budget allocations. The PIP
draft was shared multiple times between all three project teams to ensure accuracy of approach
and commitment to the project outcomes.
2. Partnership Design
2.1. Matrix of Planned Outcomes, Outputs, Indicators, Baseline, Targets and Beneficiary reach
Outputs and Results Indicators
(please limit to 2 indicators per output)
Baseline Data Target Change (value of the indicator in
the future)
Beneficiaries Direct (D) and
Indirect (I)
Institutional Partnership Immediate Outcome #1 Strengthened capacity of Caribbean partners to implement learner-centred, competency-based delivery and assessment methods required to award the Caribbean Vocational Qualification.
1) # ECC teachers and
instructors trained in CBET and assessment methods
Approximately five instructors currently trained in CBET assessment. (Heart Trust) Currently no programs at ECC have CVQ/NVQ accreditation.
1) At least one program is
ready for submission for NVQ.CVQ approval by the end of the project
2) At least 2 ECC staff trained in NVQ/CVQ approval process by end of the project.
D: ECC Teachers and Instructors, Students I:Employers,Industry, TVET, MoE, CARICOM Community
Institutional Partnership Immediate Outcome #2 Strengthened capacity of Caribbean partners to develop a demand-driven TVET program, including occupational standards, curriculum and sample lesson plans and learning materials to facilitate delivery of program.
1) # of ECC teachers
and instructors trained in the development of occupational standards
2) # of ECC teachers who demonstrate increased ability to design CBET curriculum and learning materials
No developed occupational standards for the identified industry. No training exists for ECC teachers and instructors in the incorporation of occupational standards in the logistics management program
1) 10 teachers (5 male, 5
female) and instructors will be trained in the development of occupational standards
2) At least 8 staff
demonstrate increased ability to design CBET curriculum
D: ECC, Teachers and Instructors, Students I:Employers,Industry, TVET, MoE, Community
Institutional Partnership Immediate Outcome #3 Increased skills of managers and administrators to lead and manage the technical program developed in the
1) # of ECC
Administrators, Senior Managers and Coordinators reporting increased
TBD
1) Minimum of 4
administrators will be trained in leadership and management skills (50% Women)
D: Management of ECC I:Students, Teachers and Instructors,
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Outputs and Results Indicators (please limit to 2
indicators per output)
Baseline Data Target Change (value of the indicator in
the future)
Beneficiaries Direct (D) and
Indirect (I)
partnership. leadership skills
2) # of admin team have increased access to PD opportunities in leadership and the sector of LM
3) 1 business plan
created to support development of a Centre for Excellence in LM at ECC
2) 2 PD opportunities
created for male/female admin staff to receive sector specific awareness training
3) 1 business plan
created to support development of a Centre for Excellence in LM at ECC
TVET, MoE
Institutional Partnership Output #1 Occupational analysis and standard developed for submission for National Vocational Qualification (NVQ) and CVQ approval (if different from current CVQ standard).
1) Review NVQ/CVQ
requirements and develop appropriate Occupational Standards for one program
One certificate programme in logistics management currently exists and offered by the institution. There is an absence of occupational standards however in the LM program.
1) Sets of CVQ/s for
professional certifications within new LM program are developed
2) One occupational Analysis for new program is completed and submitted
D: Students, ECC Teachers, Instructors and Staff I: Industry, MoE, TVET, CARICOM Community
Institutional Partnership Output #2 Institutional policies and procedures developed to ensure approval by the TVET apex body as a CVQ-training facility.
1) Successful
completion of a CVQ training facility self-audit.
2) 1 application submitted to Heart Trust for approval
No self-audit complete
1) CVQ training facility
self-audit complete
2) By the end of the project an application will be submitted for approval
D: ECC students, instructors and teachers I: TVET, MoE, Industry
Institutional Partnership Output #3 Procedures in place for
1) Establish 1 Advisory
committee with at
1) ECC has held one
occupation stakeholder
1) An active advisory
committee with TORs
D: ECC Students, Instructors and
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Outputs and Results Indicators (please limit to 2
indicators per output)
Baseline Data Target Change (value of the indicator in
the future)
Beneficiaries Direct (D) and
Indirect (I)
gathering LMI related to the programs created or enhanced by the partnerships, including the creation of an advisory or lead body1 where one does not exist.
least 3 industry partners, with established terms of reference for committee
2) # of staff involved in LMI process
sensitization session and has indicated industry partners who are willing to advise during the process.
2) Information related to Jamaican labour market available in ECC research unit
established for LM program
2) 4 faculty (50% female) involved in gap analysis completed from existing LMI data.
Teachers, Industry/Business I: MoE, Government of Jamaica, TVET
Institutional Partnership Output #4 Methods and strategies in place for sustainable institutional linkages with industry.
1) # of sector
representatives actively participation in Advisory Committee
2) # of new linkages
established
Boards of studies already established in the Schools of Engineering, Logistics & Built Environment, School of Business & Entrepreneurial Studies and the School of Computing –all affected schools.
1) Five new industry
linkages established
2) Business plan developed with 5 long term objectives for partnerships (international and domestic)
3) 5 sector
representatives participate in Advisory committee for life of project
D: ECC, Industry Students and Staff I: TVET, MoE
Institutional Partnership Output #5 Program curriculum developed, as well as sample lessons plans and learning materials to facilitate delivery of the
1) # of revised
curriculum maps 2) # of course outlines
and learning materials developed
LM certificate program curriculum exists for review
1) One revised curriculum
map for LM including pathways into Professional Certification in 6 target areas
D: ECC, Teachers, Instructors and Students I: TVET, MoE, industry
1 Lead Body is a term used by several NTAs in the Caribbean. Trinidad defines it as “a group of industry experts in a specific occupational area whose focus is the development of the technical content of the National Occupational Standard (NOS). These Lead Bodies are established on an ad-hoc basis for the duration of the development or review of the NOS. They include nominees from the ITOs and other industry experts selected by the NTAs Sector Development Specialist."
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Outputs and Results Indicators (please limit to 2
indicators per output)
Baseline Data Target Change (value of the indicator in
the future)
Beneficiaries Direct (D) and
Indirect (I)
program. 2) # of new course outlines developed in 6 targeted areas for Professional Certification/ Level 3 and 4 certification.
3) At least one Cert Program submitted for national accreditation
4) # of workstations in
simulation laboratory established with the appropriate networking and logistics software i.e. SAP
5) # of pathways for
distance education explored
Institutional Partnership Output #6 Sample assessment tools developed and in place for use in prior learning assessment and recognition and in-school learning related to this program, consistent with CANTA quality assurance policies and procedures
1) # of assessment tools
developed for PLAR
2) # of persons trained in PLAR
No PLAR initiatives developed.
1) CANTA’s PLAR policy
and guidelines reviewed by ECC
2) 4 teachers, instructors and staff trained in PLAR (50% women)
3) Appropriate
assessment tools in place at ECC
D:Uncertified trades person(s),ECC Teachers, Instructors and Staff, Industry I: MoE, TVET, CANTA
Institutional Partnership Output #7
1) # of Teachers and
1) No teachers or
1) 10 instructors trained in
D: ECC Teachers,
CARICOM Education for Employment Program (C-EFE) Page 7 of 23 Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)
Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Outputs and Results Indicators (please limit to 2
indicators per output)
Baseline Data Target Change (value of the indicator in
the future)
Beneficiaries Direct (D) and
Indirect (I)
Faculty and instructors trained in Competency-based Education and Training (CBET) delivery contextualized to the occupation of the program.
instructors trained in CBET principles/benefits/delivery
2) 1 program revised to be delivered guided by CBET principles
instructors trained in CBET principles/benefits
2) No teachers or instructors with experience in the design/development/delivery of CBET curriculum
CBET principles/benefits
2) 10 instructors with increased skills and experience in the design, development and delivery of CBET curriculum
3) At least one program
ready to be delivered by CBET principles by end of program (in relation to LM)
Instructors, Staff, Students I: TVET, MoE, Industry, Community
Institutional Partnership Output #8 Strategies developed and implemented for gender mainstreaming in the program and in graduate employment.
1) # of new strategies
and materials developed and implemented for inclusion of gender mainstreaming
2) # of faculty/staff trained in gender mainstreaming
Two staff members trained in gender studies at the masters level
1) Development of 2
specific strategies to promote male retention in LM program
2) Development of materials to support male retention in programming
3) 4 ECC admin staff
trained in gender planning and gender policy development
D: ECC prospective and current students, Community, Industry I: TVET, MoE, Staff
CARICOM Education for Employment Program (C-EFE) Page 8 of 23 Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)
Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Outputs and Results Indicators (please limit to 2
indicators per output)
Baseline Data Target Change (value of the indicator in
the future)
Beneficiaries Direct (D) and
Indirect (I)
Institutional Partnership Output #9 Environmental and community issues addressed across the new or renewed program.
1) # of new
commitments relating to environmental sustainability
2) # of staff and students participating in sustainability events
1) No formal
environmental Statement of Commitment exists at ECC
2) No student green team established
1) Signed Statement of
Commitment from Director of ECC
2) 10 ECC staff and students participate in a coordinated green event with St. Lawrence/ NTI’s Renewable Energies program
D: ECC, Students, Community, Local Government, Industry I: TVET, MoE
Institutional Partnership Output #10 Curriculum modules created and in use specifically related to entrepreneurship, gender and the environment (note that C-EFE will contribute to these through the work of regional consultancies).
1) # of new/revised
curriculum content relating to gender, entrepreneurship and the environment
1) At least two courses
currently exist in entrepreneurial studies and two courses in sustainability
1) 3 modules on the
subjects of entrepreneurship, gender and environment created/revised for inclusion in ECC programs
D: ECC, Students, Instructors, Teachers and staff I: CARICOM, Industry, TVET, MoE
Institutional Partnership Output #11 Materials developed for use in career guidance related to the program, including strategies to ensure student enrolment and graduation.
1) # of new career
materials developed for the LM program
2) # of ECC staff trained in career guidance operations
1) No existing career
centre 2) Informal faculty advisor
relationships currently exists in each school, but not formal academic advisement office or service
1) 2 ECC staff receive PD
in career advising cycle
2) Establishment of a virtual/physical career Information Centre
3) Material available from
companies/agencies on employment opportunities
D: Students, Community, ECC I: TVET, MoE, Industry
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Outputs and Results Indicators (please limit to 2
indicators per output)
Baseline Data Target Change (value of the indicator in
the future)
Beneficiaries Direct (D) and
Indirect (I)
Institutional Partnership Output #12 Social marketing strategies developed and implemented to promote the new/renewed program in the Caribbean, and more broadly the partnership activities in both the Canadian and Caribbean institutions’ communities.
1) # of new/revised
media used to market launch of new programs at ECC
2) # of social media visitors to new sites
3) # of attendees at ECC
functions
1) No existing social
marketing strategies employed at the institution
1) 1 Social media strategy
developed and implemented
2) Use of social media to increase attendance at ECC functions
D: ECC, Students, Community I: CARICOM, Canadian Government/Public, TVET, MoE, Industry
Output # 13 Institutional Partnership managed, coordinated and results monitored effectively and cost efficiently through 3 year implementation period.
1) % of financial
reporting completed by ACCC deadlines
2) % of narrative reporting completed by ACCC deadlines
1) 100% compliance
2) 100% compliance with
deadlines.
D. ACCC, ECC, ECC, MI
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Risk Register and Contingency Measures
Risk Definition Mitigation Needed / Contingency Measures Risk Owner
Deadlines not being met Continuous monitoring; strong communication strategy developed and in use; clear identification of roles and responsibilities for completing activities; establishment of work plan and expected individual deadlines
NC, MI and ECC
Extraneous circumstances in Kingston (e.g. Flooding during rainy season)
Identification of temporary alternate training sites; monitoring travel advisories; adjustment of timelines where necessary
NC, MI and ECC
New program/courses/CBET not well received by ECC faculty and staff; lack of participation by ECC faculty/staff
Clearly articulated benefits to program/project; early engagement and promotion of ownership among ECC faculty and staff; involvement of senior national and regional representatives in articulating importance of development of CBET programs and principles; providing necessary follow-up support to faculty and staff
NC, MI and ECC
Divergent interests on the part of stakeholders
Clearly defined project goals; management of expectations; clearly defined roles and responsibilities for all stakeholders; implementation of communication plan
NC, MI and ECC
Lack of engagement on the part of local interest groups (industry and community)
Ensure early involvement of groups in project activities. Provide information on project/project activities and communicate regularly with industry/community on mutual benefits to CBET programming and industry/community involvement;
NC, MI and ECC
Loss/turnover of project personnel Involvement and training of a wide range of personnel; train the trainer strategies implemented; regular updates provided on certain elements of project and certain project activities
NC, MI and ECC
Lack of commitment from senior institutional personnel
Provision of timely and accurate information on project activities and progress; open communication channels to demonstrate benefits of participation
NC, MI and ECC
Lack of resources for program development and deliver e.g. laboratory equipment, textbooks, supplies
Work with industry partners and funding agencies to advocate for the supply of equipment and supplies; provide industry with information on project/project activities and communicate regularly with industry/community on mutual benefits of being involved in program development and delivery
NC, MI and ECC
Lack of clarity on involvement of secondary institutional partner within projects
Request information and clarification on secondary institutional partners from funder/regional agencies
NC, MI and ECC, ACCC
Necessary project personnel not available at required times
Involvement of a larger pool of personnel within the project who are able to respond when necessary; regular communication on upcoming activities so that parties are aware and able to plan and develop contingencies; foster flexibility and commitment of all partners to work around emergencies/issues
NC, MI and ECC
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
2.2. Cross-cutting Themes (Gender Equality, Environment Sustainability and Entrepreneurship)
Gender Equality
The Government of Jamaica recognizes the importance of gender equality. Subsequently, the
Gender Equality strategy for this project is aligned with the Vision 2030 National Development
Plan; Gender Sector Plan 2009-2030.
The Human Employment and Resource Training Institution (HEART) has incorporated a gender
training component into its training program that has increased enrolment in females in non-
traditional areas. Materials will continue to be developed consistent with Heart’s approach to
gender mainstreaming. However, the main challenge identified by ECC is the high drop-out rate
of male students in college programs. Therefore, the goals of this project’s gender strategy are
to:
1) Increase awareness of gender planning and policy development at the institutional level
to coincide with Jamaica’s Gender Sector Plan.
2) Develop strategies to increase male retention in the Logistics Management Program.
NC, MI and ECC will work together to strategically contribute by:
Supporting partners in developing their capacity to undertake gender analysis at the
policy, program, and institutional levels that relate to male retention in programs
NC, MI and ECC will practically contribute to gender equality goals by:
Incorporating gender analysis through all stages of project planning to ensure that
project activities are responsive to unique needs of women and men
Launching targeted interventions that directly empower men and women through
pedagogy which addresses women and men’s practical and strategic needs
These goals will be achieved by providing gender training and support to ECC administration
and staff by ensuring that gender issues are included in the conceptualization of curriculum
development and delivery. Key Principles of Gender Analysis for consideration for planning to
increase male retention in programming include:
Focusing on understanding and documenting the differences in gender roles,
activities, needs and opportunities within a given context
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Highlighting the different roles and learned behaviour of men and women based on
gender attributes (varying across cultures, class, ethnicity, education, etc.)
Taking into account men’s and women’s roles in production, reproduction, and
management of community and other activities; changes in one role may produce
beneficial or detrimental effects in others
As with all project activities, open discussion and frank collaboration between all partners on
issues of gender and the inclusion of all participants will be considered essential and will be
encouraged. Performance will be monitored by disaggregating of quantitative and qualitative
data by gender.
Niagara College has developed a Gender Planning Tool Kit for use in development projects.
The NC Kit has been shared with ACCC’s Gender Specialist, Alicia Mondesire and we have
agreed in principle to support each other’s efforts on implementing gender policy practices
within the EFE project (to coincide with the ACCC Gender Tool Kit).
Environment Sustainability:
The economic value of the environment is extremely high, as it is directly linked to the world’s
water and energy supply and food security. Recognizing the tremendous importance of the
environment, governments across the globe, including the Jamaican government, have
committed themselves to supporting sustainability by signing multilateral environmental
agreements to assist in conservation and management efforts. The Jamaican government has
identified the importance of environmental management and its role in the success or failure of
economies and has further outlined its commitment to environmentally sustainable
development, with the fourth goal of its 2030 vision being that “Jamaica has a healthy natural
environment”.
Although Jamaica has made substantial environmental improvements, challenges still exist and
need to be addressed in areas such as air and water quality, waste management, watershed
degradation.
As Jamaica strives to become the world’s fourth largest logistics hub, it faces challenges in
balancing the associated economic and environmental impacts. Therefore, careful planning and
adequate education is critical to ensure responsible and sustainable expansion of the sector.
A goal of this project is to ensure concepts covering sustainable methods of resource
development, environmental protection, and soil/water conservation are incorporated into the
curriculum of new and revised programs at ECC. All training plans put forth by the instructors
and stakeholders must include understanding of local environmental issues and must be
compliant with the Government’s legislation and regulations. ECC currently offers some full
courses and modules that incorporate environmental management into the curriculum. NC and
MI also include content within areas of their programming to provide graduates with the skills
necessary for environmental stewardship. The project team will collaborate to identify ways in
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
which existing curriculum can be enriched with program and course learning outcomes
designed to address environmental sustainability and stewardship and measure students’
comprehension through assignments and evaluations.
Another goal is to assist ECC in becoming better environmental stewards and leaders in their
community in addressing climate change and protecting the environment, i.e. to identify and
diagnose environmental problems, identify solutions, and to participate in developing and
implementing corrective measures. There are currently ongoing initiatives on-campus such as
the installation of LED lighting solutions to improve energy efficiency, the creation of a Disaster
Preparedness Committee and also a Community Empowerment Unit. Building on this, NC and
MI will assist ECC to further highlight the importance of environmental sustainability through
activities and practices that incorporate best practices into the college’s institutional culture,
such as:
Establishing a campus Green Team
Employing greening initiatives and activities promoting conservation
Exploring best practices within the Caribbean and at Canadian partner institutions
Developing workshops for faculty to support the capacity building to facilitate enriched
curriculum
Educating the community by leading by example and through the promotion of
environmental best practices
Engaging industry and community groups and organizations in greening practices
Entrepreneurship
The Jamaican government has shown initiative in the enhancement of entrepreneurial activities
in the country through participation on initiatives such as the United Nations Entrepreneurship
for Development resolution, which was designed to advance entrepreneurship as a catalyst for
development through creation of conditions favourable to entrepreneurship, education and
removing bureaucratic impediments to the establishment of business. In addition, there are
various resource centres and organizations that have been formed throughout the country, such
as the Young Entrepreneurs Association of Jamaica (Kingston) and the Branson Centre of
Entrepreneurship (Montego Bay), to promote and provide support young entrepreneurs and
their initiatives.
Graduates of the ECC logistics program will likely find employment in a diverse range of
positions within the sector. Regardless of the position or professional work environment they
pursue, graduates will require various entrepreneurial skills to become leaders in the industry
and to contribute to the productivity within their organization.
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
ECC currently offers modules within courses and at least two full courses in entrepreneurship
(i.e. Entrepreneurship & Entrepreneurship & Business Practice). Subject to review of the
entrepreneurship curriculum offered through ECC, curriculum offered by Niagara and MI will be
reviewed to determine whether there are elements that might add value to their current program
offerings. In an effort to heighten entrepreneurial awareness and understanding amongst
students in the logistics program, content with entrepreneurial elements will be incorporated into
courses within the program (e.g. critical thinking, leadership, and team building) in the form of
lectures and/or other media such as videos. In addition, lecturers may draw upon local industry
members to act as guest speakers to enhance the delivery of this content and bring real-world
examples to the classroom.
Assignments, evaluations and class discussions will be used to gauge student’s comprehension
and feedback on entrepreneurship material covered. As the program graduates enter the
workforce, ECC may consider following-up with students to track the types of positions they
have obtained within industry, to enhance examples and career guidance advice given to future
students who are considering enrolling or are enrolled in the program.
At the institutional level, Niagara College will also be sharing best-practices as it relates to the
development and operations of “learning enterprises” on campus that sustainably create
revenue for the College. The Marine Institute will also share best practices in securing and
delivering industry contracts - a key revenue generator for MI.
3. Partnership Management
3.1. Management Approach and Structure
A Project Management Team (PMT) composed of representatives from Excelsior, Niagara
College and the Marine Institute will guide and advise the project’s implementation and delivery.
Niagara will be the lead Canadian Institute assuming overall project and financial management
and lead for correspondence with Excelsior and ACCC. Excelsior will be responsible for in-
country logistics, correspondence with their respective ministries and mobilizing project
personnel.
The Institutional Partnership will involve a number of Canadian and Jamaica personnel during
implementation:
Canadian Partners
Project Manager (NC)
MI Project Coordinator (MI)
Technical/Sectoral Lead (NC, MI)
Technical and CBET Expert (NC, MI)
Project Accountant (NC, MI)
CARICOM Education for Employment Program (C-EFE) Page 15 of 23 Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)
Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Project Administrator (NC, MI)
Project technical personnel (various NC, MI)
Jamaica Partner
Project Manager (ECC)
Project Assistant Manager (ECC)
Project Accountant (ECC)
Facilities Management (ECC)
Project Administrator (ECC)
Project participants (ECC)
Human Capital Specialist (ECC)
Project technical personnel
TVET Council
3.2. Roles and Responsibilities of the Implementing Partners
The roles and responsibilities of the institutional partners are outlined as follows: As contractor
with ACCC, NC will assume overall Project Management responsibilities. NC will name a
Project Manager to assume these responsibilities while MI will name a Project Coordinator to
act on behalf of the Canadian partner institution.
Other specific roles of the Project Manager include:
Lead the development of annual work plans, annual progress reports and financial
reports
Act as the primary contact person with ECC
Act as the primary contact person with ACCC (Ottawa) and the Senior Technical Advisor
(Jamaica)
Lead PSC meetings (via teleconference and/or in person when feasible)
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Joint roles and responsibilities of the Project Manager (NC) and MI Project Coordinator include:
Participate in PSC meetings (via teleconference and/or in person when feasible)
Develop strategies, with project teams in Canada and Jamaica, for project
implementation
Provide leadership in the development and coordination of in-Canada training
Work to ensure effective communication between NC/MI and ECC
Work to ensure effective communication among project team members at NC and MI
Work to ensure EFE guidelines are followed, including financial requirements
Coordinate project team visits to Jamaica
Assist with the development of annual work plans and be aware of the project outcomes
and outputs and the progress being made towards achieving these
Fulfill obligations resulting from project undertakings (i.e. Technical Assistance activities;
Public Awareness activities; Student Participation). Obligations include writing reports
and submitting expense claims with the required backup documentation
As partners in the project, ECC will:
Develop strategies, with project teams in Canada and Jamaica, for project
implementation
Work to ensure effective communication among project team members at ECC
Work to ensure EFE guidelines are followed, including financial requirements
Participate in PSC meetings (via teleconference and/or in person when feasible)
Assist with coordination of project team visits to Jamaica
Fulfill obligations identified in Task Assignments in a timely manner. Obligations include
writing reports and submitting expense claims with the required backup documentation
Promote project and project activities to government/industry clients, community
stakeholders though different mediums, e.g. newspaper, presentations, etc.
Contribute to the development of annual work plans; provide data for project monitoring;
and be aware of the project outcomes and outputs and the progress being made
towards achieving these
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Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
3.3.
3.4. Partnership Committees
The PSC team will include the following members and/or designates:
Canadian Partners
Project Manager, NC,
Project Coordinator, MI
Canadian Technical Lead (NC, MI)
Technical Expert (NC, MI)
Jamaica Partner
Project Manager, ECC
Jamaica Technical Lead, ECC
3.5. Partnership Monitoring
Project Partnership and Sustainability
Developing and maintaining a strong partnership is integral to the success and sustainability of
the project’s achieved results, outputs and outcomes. The following principles will be used to
guide our participation in the partnership:
Local Ownership: Excelsior will be the drivers of the project. Niagara and MI will respond to
needs identified by Excelsior and the other project stakeholders.
Partnership: In addition to assisting build and strengthen Excelsior’s partnerships with
industry, Niagara and MI hope to build an open, synergistic and long-term relationship with
Excelsior that continues beyond the 3-year scope of the project and draws on and values the
experiences of the partners and stakeholders.
Capacity Development: Niagara and MI acknowledge the substantive capacity that already
exists and the valuable local knowledge of our partners. We will attempt to develop that
capacity further by enhancing the existing skills and knowledge of our partners and by
sharing our own lessons learned and best practices.
Accountability: Niagara and MI are accountable to the Canadian government which funds
ACCC’s EFE program and to Canadian tax payers whose taxes are used for development
initiatives. We are accountable to ourselves as an institution; and above all, to our project
partners and stakeholders in Jamaica.
CARICOM Education for Employment Program (C-EFE) Page 18 of 23
Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)
Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
4. Partnership Implementation
**this timeline assumes that first intake of the Logistics Management Program will occur in January 2015**
3- YR Gantt Chart of Activities (1 April 2014 – 31 March 2017, with monthly/quarterly breakdown)
Immediate outcome/output/ activity
YR 1 04/14-03/15
YR 2 04/15-03/16
YR 3 04/16-03/17
Months QR QR
A M J J A S O N D J F M 1 2 3 4 1 2 3 4
Institutional Partnership Output #1 Occupational analysis and standard developed for submission for National Vocational Qualification (NVQ) and CVQ approval (if different from current CVQ standard).
Activity #1.1 Document analysis: Occupational Standards for six professional certifications as identified by ECC
x
Activity #1.2 Identify Needs and Develop Occupational Analysis x
Activity #1.3 Conduct Occupational Analysis x
Activity #1.4 Analyze and Develop Standards in consultation with Heart Trust
x
Activity #1.5 Submission of Standards for NVQ/CVQ approval x
Institutional Partnership Output #2 Institutional policies and procedures developed to ensure approval by the TVET apex body as a CVQ-training facility.
Activity #2.1 Review policy and procedures at ECC in comparison to CANTA’s QA policy and guideline Identify leads for process of approval for CVQ- training facility
x x x
Activity #2.2 Develop Assessment Strategy for continuous and regular monitoring for new policies and procedures
x x x
Activity #2.3 Training for interpretation and adoption of modified policies and procedures
x x x
Activity #2.4 Follow CANTA/Heart Trust Process for CVQ/NVQ facility approval
x x xx
Institutional Partnership Output #3 Procedures in place for gathering LMI related to the programs created or enhanced by the partnerships, including the creation of an advisory or lead body where one does not exist.
Activity #3.1 Establish an Advisory Committee with Terms of Reference
x
Activity #3.2 Best-practice workshops between NC and ECC Research Units around labour market analysis
x
CARICOM Education for Employment Program (C-EFE) Page 19 of 23
Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)
Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Immediate outcome/output/ activity
YR 1 04/14-03/15
YR 2 04/15-03/16
YR 3 04/16-03/17
Months QR QR
A M J J A S O N D J F M 1 2 3 4 1 2 3 4
Activity #3.3 Occupational Gap analysis for LM sector based on existing LMI studies
x x
Institutional Partnership Output #4 Methods and strategies in place for sustainable institutional linkages with industry.
Activity #4.1 Scan current Industry partners and review existing MOUs and Terms of Reference
x x
Activity #4.2 Engage Industry Partnerships for collaboration in development of curriculum, focus group participation, and training activities through Advisory Board
x x
Activity #4.3 Develop formalized documentation for placement and evaluation of students with industry
x
Activity # 4.4 Develop a long term partnership strategy document between implementing educational partners to support ECC development into Centre of Excellence in Logistics
x x
Activity # 4.5 Establish a Canada-Jamaica work-integrated learning placement process for students
x x
Activity # 4.6 Develop the leadership potential of ECC administrators through knowledge sharing (conferences, training)
x x x x x
Activity # 4.7 Develop career information sessions with industry representatives
x x
Activity # 4.8 Establish career hiring days with industry at ECC x x
Institutional Partnership Output #5 Program curriculum developed, as well as sample lessons plans and learning materials to facilitate delivery of the program.
Activity #5.1 Review of institutional resources for delivery of new and existing programs especially with regard to capacity for curriculum and CBET implementation
x
Activity #5.2 Identify Program Development Team for six modules
x
Activity #5.3 Identify teacher and instructor skills and expertise required to teach in the program
x
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Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)
Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Immediate outcome/output/ activity
YR 1 04/14-03/15
YR 2 04/15-03/16
YR 3 04/16-03/17
Months QR QR
A M J J A S O N D J F M 1 2 3 4 1 2 3 4
Activity #5.4 Identify facility and equipment needs to support curriculum
x
Activity #5.5 Develop curriculum and instructor resources
X X x X X
Activity #5.6 Create equipment list and procurement x
Activity #5.7 Installation of Software Lab at ECC
Activity #5.8 Teacher training activities on SAP software x
Activity #5.9 Pilot delivery of the program (Jan 2015 launch) x
Activity #5.10 Continue curriculum development for new modules
x x x x x x x x
Activity #5.11 Adjust curriculum development as needed
x x x x x x x x
Activity #5.12 Library sciences team to manage resource needs for LM program development and delivery
x
Institutional Partnership Output #6 Sample assessment tools developed and in place for use in prior learning assessment and recognition and in-school learning related to this program, consistent with CANTA quality assurance policies and procedures.
Activity #6.1 PLAR Training for faculty and staff x
Activity #6.2 Training for compliance with CANTA policy at ECC x
Activity #6.3 Establishment of PLAR Committees for ECC for assessment of training (formal and informal) and work experience (including portfolio development)
x
Institutional Partnership Output #7 Faculty and instructors trained in Competency-based Education and Training (CBET) delivery contextualized to the occupation of the program.
Activity #7.1 Orientation to CBET x
Activity #7.2 Train teachers and instructors in CBET development and delivery
x
Activity #7.3 Develop assessment tools for CBET implementation
x
Institutional Partnership Output #8 Strategies developed and implemented for gender mainstreaming in the program and in graduate employment.
Activity #8.1 Identify gender planning committee x
Activity #8.2 Review Government’s Gender Mainstreaming x
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Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)
Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Immediate outcome/output/ activity
YR 1 04/14-03/15
YR 2 04/15-03/16
YR 3 04/16-03/17
Months QR QR
A M J J A S O N D J F M 1 2 3 4 1 2 3 4
Policy and Procedures
Activity #8.3 Incorporate elements of Government Gender Mainstreaming Policy and Procedures for use at ECC
x
Activity #8.4 Develop materials that promotes male retention in the LM program
x x x
Institutional Partnership Output #9 Environmental and community issues addressed across the new or renewed program.
Activity #9.1 Establish environmental planning committee x
Activity #9.2 Participate in activities with NTI –Green Days x
Activity #9.3 Develop student activities to promote greening initiatives
x x
Institutional Partnership Output #10 Curriculum modules created and in use specifically related to entrepreneurship, gender and the environment.
Activity #10.1 Review existing entrepreneurship and environment courses at ECC and incorporate course in the new program
x
Institutional Partnership Output #11 Materials developed for use in career guidance related to the program, including strategies to ensure student enrolment and graduation.
Activity #11.1 Gap analysis of current practices of career development relating to student recruitment, enrolment, graduation and post-graduation
x
Activity #11.2 Best practices workshops in career counselling cycle and operations
x x x
Activity #11.3 Set up a physical/virtual Career Centre to house resources related to career opportunities in LM centre
x x
Activity #11.4 Develop career material as appropriate for new LM program and specializations- focus on “How do I make it happen?”
x x
Activity #11.5 Develop high-profile career awareness activities in conjunction with Social Media coordinator
x x x
Institutional Partnership Output #12 Social marketing strategies developed and implemented to promote the new/renewed program in the Caribbean, and more broadly the partnership activities in both the Canadian and Caribbean institutions’ communities.
CARICOM Education for Employment Program (C-EFE) Page 22 of 23
Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)
Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
Immediate outcome/output/ activity
YR 1 04/14-03/15
YR 2 04/15-03/16
YR 3 04/16-03/17
Months QR QR
A M J J A S O N D J F M 1 2 3 4 1 2 3 4
Activity #12.1 Review current strategies x
Activity #12.2 Create social media committee, and introduce management, teachers, instructors and staff to social media such as Twitter, Facebook, etc
x x
Activity #12.3 Create marketing plan to support recruitment into and launch of the program
x
Activity #12.4 Plan and develop a PR strategy to promote the benefits of work integrated learning for students and industry
x x x
Activity #12.5 Co-ordinate with Career Centre to organize a competitive activity to increase awareness of career in LM
x x x
Institutional Partnership Output #13 Institutional Partnership managed, coordinated and results monitored effectively and cost-efficiently throughout the 3-year implementation period.
Activity #13.1 Project Steering Committee set up x
Activity #13.2 Institutional roles in project implementation x
Activity #13.3 Communications and reporting protocols established
x
Activity #13.4 MOU drafted and signed x
Activity #13.5 Project Management x x x x x x x x x x x x x x x x x x x x
Activity #13.6 Attendance at EFE Regional Partnership Meetings
x x x
Activity #13.7 2nd Partner Engagement (Trinidad and Tobago) x x
CARICOM Education for Employment Program (C-EFE) Page 23 of 23 Partnership Implementation Plan (683-Q) – Jamaica (CAR-12)
Niagara College (NC), Fisheries and Marine Institute (MI), Excelsior Community College (ECC)
5. Appendices
a. Memorandum of Understanding between the Canadian and Caribbean
institutional partners. b. Note: Feb: 18, 2014. The MOU between NC, MI and ECC is currently being
reviewed and signed. Once all signatures are received, the MOU will be forwarded to ACCC.