Among the many lessons taught by the coronavirus pandemic, one important standout is the gulf between the highly educated and skilled, and the unskilled in the labour force; as well as the need to implement educational policies and strategies to ensure the more effective upskilling of workers who can satisfy the demands of a changing marketplace. 

And it is a given that the marketplace has never been more dynamic. This, of course, has implications for the way we conceive of and deliver education and training, which, at the very least, requires some re-engineering. Educational and skills training institutions are being challenged to re-imagine what they are “selling” and why, given the demands of an ever-evolving work environment, both locally and globally. The pandemic introduced the world to the hybrid approach to teaching and learning and that seems to be here to stay.

Today’s educational institutions are required to be ‘outside the box’ thinkers, to create new training opportunities that will attract and hold the interest of potential learners; to adopt new approaches to curriculum development as well as delivery techniques in response to people’s shifting priorities and the demands of the marketplace. 

The good news is that Jamaica’s policymakers would seem to be aware of these imperatives and are taking steps to address them. The ‘Labour Market & Productivity Sector Plan‘ which forms part of Vision 2030 states, “The challenge facing Jamaica is to develop the economy through positioning itself in the global market so that it can increase productivity, while forging a competitive advantage, producing high value, lower volume, highly differentiated goods and services for niche markets, and to develop the skills and competencies of our human resources to ensure that the economy’s need for labour and the labour force’s need for employment are both satisfied.”

The “strategic objectives” of the island’s Ministry of Education also gives focus to “maximising the percentage of the workforce that is trained and certified to satisfy labour markets demands.” There is recognition of the importance of generating “lifelong learners” who are productive and can effectively pursue personal growth as well as contribute at the national and global levels.

While some institutions have always trained their employees, today, there is a greater imperative not only to meet the demands of a modern marketplace but to maximise on investments in job training.

According to Don Gittens, CEO of Manpower & Maintenance Services Limited Group (MMS), the organisation to which the Institute for Workforce Education and Development (IWED) is affiliated, “In this environment, it is especially important for those who offer workforce training to be nimbler. Programmes must be more adaptable both for new entrants to the workforce as well as seasoned employees. This means that educational programmes cannot be developed in a vacuum. There must be closer collaboration between programme developers and employers.” 

Gittens added, “This is what informed the creation of IWED and what continues to drive the growth and development of the institute today. When MMS, as an employer, saw the need and confronted the challenge of preparing employees in the organisation for the workforce, IWED was born.”

“We are constantly seeking to effectively address the changing needs of the marketplace by diversifying our programmes and course offerings. We maintain our competitive edge by offering micro-credentials – shorter courses developed in collaboration with some of our clients and education partners; courses that are demand-driven in support of corporate /professionals who are aware of the changes around them and see the need to upskill and retool themselves. Our programmes cater to an array of employees, from entry-level under supervision to those who hold supervisory positions,” he said. 

Pointing to global trends and the evolution of the labour market, interim president for IWED Verica Bennett-Davidson said, “Skills and workforce development paradigms are shifting. Micro-credentials in education may become more critical for workforce development. We may very well be looking at a future in which skills and skills credentials take precedence over some degrees.”

This, she stressed, makes it even more imperative for training institutions to create “flexible learning opportunities, that require skills and workforce development systems to become more personalised and accessible,” allowing for different delivery /learning modalities such as remote, hybrid learning or on the go learning.

The interim president explained that to advance in their careers, it will be necessary for employees to “improve existing and even cultivate new sets of skills. This requires continuous learning throughout the employees’ careers, with emphasis on placing a ‘skills-centered’ approach at the heart of the learning and development process. Transferable skills such as critical thinking, problem-solving, and adaptability will become more resilient to changes in the job market.”

It is also important for employers to become more involved in designing training programmes that will produce the employees they need instead of constantly combing the marketplace to find them.

Commenting on the importance of establishing partnerships for more effective training outcomes, Dannah Ennis, talent development coordinator at Caribbean Broilers (CB), explained, “CB Group identified that we have team members who are highly experienced in their job roles, however, we believe in growing together and empowering people”. 

“As such establishing a partnership with IWED has helped to bridge the gap between awareness and competency. In bridging the gap team members’ competency can be more aligned to a qualification pathway, making them more marketable and more confident.  A competent workforce helps with the growth and development of the industry, the company and by extension, the country,” she continued.

Feedback from team members, the coordinator added, “indicates that the training has helped them to execute their jobs with more confidence. The quality of their work has increased as well as their relationships with their supervisors and peers.”  

Career and professional development consultant Octavia McIntosh holds the view that “In today’s dynamic and fast-paced market, companies in Jamaica, particularly within sectors like Business Process Outsourcing (BPO) in which I’ve worked for over a decade, face critical skill gaps impacting recruitment and productivity. I have observed specific areas that traditional education often overlooks where training institutions like IWED can make a significant impact to better prepare young people for the workforce.”

She identified, “Developing strong verbal communication and presentation skills; understanding how to leverage AI (artificial intelligence) for job searching and interviewing to enhance candidates’ marketability “in an increasingly digital recruitment landscape;” and personal branding, networking, and relationship-building techniques for career success:” 

The consultant said, “By focusing on these areas, institutions like IWED have an opportunity to bridge critical skill gaps. A collaborative approach between training providers and companies could further ensure that these programmes are aligned with industry needs, positioning young talent—and the Jamaican workforce as a whole—for sustainable success.”

To maximise the training outcomes, Bennett-Davidson of IWED recognises the necessity for collaboration not only with employers but also with other training organisations. She said that some courses are delivered in partnership with reputable institutions including HEART NSTA/ Trust, with which a recently signed Memorandum of Understanding (MOU) enables IWED to deliver training in several workforce development areas. The Institute also facilitates the Ministry of Education and Youth’s Sixth Form Pathway Programme which is “designed to provide students [16-18] with the opportunity to pursue multiple avenues for certification.”

The Prior Learning Assessment and Recognition (PLAR) programme “aimed at advancing workforce development,” which was recently launched by the Jamaica Tertiary Education Commission (J-TEC), is also a part of IWED’s offerings. The programme recognises and certifies “learning, skills and knowledge gained outside formal education and training systems, as well as [facilitates] further educational and professional opportunities for Jamaicans.”

IWED has also signed an MOU with the Council of Community Colleges of Jamaica (CCCJ) to offer occupational associate degree (OAD) programmes. 

“Our aim,” says Bennett- Davidson “is to create win /win opportunities for both employers and employees by bridging the gap between education and the workplace.”