Community training intervention

COMMUNITY TRAINING

INTERVENTION DEPARTMENT

GCE/Policy Manual/ Version 1.0 /September 16, 2014

SECTION 1OVER VIEW

The Community Training Intervention Department is one component of the

HEART Programmes Division. It has broad responsibilities for Centre Development,

Centre Management and Centre Implementation.

Community Training Intervention is needs based and also highly product-based.

Training should evolve from actual needs assessment of the community and should

directly address pre-determined, post training economic activity.


MISSION STATEMENT

To provide quality training, assessment and

certification in order to increase the output of

skilled and semi-skilled persons, through

programmes implemented in partnership with

Community Based Organizations, which conform

to the standards established by the NCTVET

OBJECTIVES OF COMMUNITY TRAINING INTERVENTION


(CTI)

1. To prepare learners from marginalized communities with skills training for

absorption or participation in the formal and informal economic sector.

2. To provide opportunities to create new jobs and to increase income and

productivity within communities.

3. To provide training in entrepreneurship, which will enable learners to become

self-employed.

4. To facilitate training for those who, for socio- economic reasons cannot leave

their community to access training in institutions.

5. To create a learning environment in which learners develop the right attitude

to work and become committed to excellence in their performance at the

workplace.

6. To equip learners with employability skills relevant to the work environment.

7. To expand the involvement of HEART Trust/NTA in the development and

delivery of vocational training.

8. To contribute to the pool of competent and certified world-class workers.

THE CENTRE DOCUMENT


The Centre document is the legal document that governs the operations of the

Centre. The Centre document is a joint venture between HEART Trust/NTA, Citizen

Security and Justice Program (CSJP), Montego Development Benevolent Society

(MBBS) and the community in which the Centre is located. The community is

represented by a group of persons known as the Community Management Committee

(CMC), who offer their service voluntarily to manage the Centre.

The Chairperson of the Community Management Committee or the Coordinator

of the Centre signs an agreement to the terms and conditions as outlined in the Centre

document. This signed agreement becomes binding and contraventions constitute a

breach of contract. The Community Management Committee has responsibility to recruit

the proposed number of learners to be trained; to identify through research the skill or

skills to be taught and secures the actual location for training.

HEART Trust/NTA, Citizen Security and Justice Program (CSJP) and the

Montego Development Benevolent Society (MBBS), on the other hand, assists with

funding for the salaries of facilitators, training materials, learners’ stipend, utilities and

maintenance costs.

The Glendevon centre of Excellence is in possession of a copy of the Centre

document to which on-going reference should be made. In the case where it becomes

necessary to amend the document, a recommendation should be made in writing to

HEART Trust/NTA, Citizen Security and Justice Program (CSJP) and the Montego

Development Benevolent Society (MBBS) and approval received.

No one party can amend any part of the document after an agreement is reached

and the parties have signed. If a concern arises regarding any part of the document a


written request must be made to HEART Trust/NTA, Citizen Security and Justice

Program (CSJP) and the Montego Development Benevolent Society (MBBS). The

recommendation will then be sent to the Centre Approval Committee (a sub-committee

of the Board of HEART Trust/NTA, Citizen Security and Justice Program (CSJP) and

the Montego Development Benevolent Society (MBBS) and a decision taken.


SECTION 2COMMUNITY MANAGEMENT COMMITTEE

Introduction

The day-to-day management of the Centre is the responsibility of the Community

Management Committee (CMC). Community Training Intervention is an approach,

which is characterized by the principle that training is managed by a committee made up

of persons within the communities. This management group is called the Community

Management Committee. The Programme Managers, assigned to each Centre, are ex-

officio members of these committees.

Policy and Pre-requisite to Become a Member

The Community Management Committee shall comprise of representatives from

different sections or interest groupings of the communities served by the Centre, and

provide the critical operational link between the Centre, HEART Trust/NTA and the

communities. The membership of the CMC shall comprise no less than five (5) persons

which include a chairperson, a secretary and a treasurer. The Programme Manager,

HEART Trust/NTA, Citizen Security and Justice Program (CSJP) and the Montego

Development Benevolent Society (MBBS) representative, shall be an ex-officio member.

Composition of the Community Management Committee (CMC)

The CMC should comprise at least five (5) members including the Programme

Manager, and should qualify as residents of the community with an interest and


commitment to community development. No special academic qualifications are

required.

The CMC meetings should be held at least once per quarter. Meetings when

convened should address urgent issues that affect Centre implementation as is

necessary. Minutes of each meeting must be submitted to the Programme

Manager at least two weeks after the meeting, and a copy is placed on the

Department’s file.

Terms of Reference of the CMC

The Community Management Committee which owns the Centre is mandated to:

1. Determine training needs through investigation, and assist in the recruitment

of persons who need to be trained.

2. Identify viable Community Training Intervention Centres and prepare and

submit Centre proposal to HEART Trust/NTA, Citizen Security and Justice

Program (CSJP) and the Montego Development Benevolent Society (MBBS)

for approval.

3. Identify and provide physical facilities and equipment for training and facilitate

implementation.

4. Ensure maintenance and safety of equipment and plant.

5. Identify and hire staff for the Centre.


6. Prepare contract letters for employment of all members of staff, which must

state conditions of service.(Appendix 1)

7. Determine the type and length of leave and be responsible for all payments.

8. Prepare job descriptions for all staff. (Appendix 2a - 2d)

9. Conduct quarterly / annual performance appraisal for all members of staff.

10. Facilitate conflict resolution when necessary.

11. Mobilize resources to foster sustainability.

12. Facilitate monitoring of Centres.

13. Account for funds through quarterly submission of financial statements and

ensure that monthly subventions are reconciled and submitted to the CTI

department within ten (10) days after the end of the quarter.

14. Assist with the establishment of partnerships with firms and organizations to

facilitate job placement and work experience.

15. Assist with on-going evaluation of the Centre and make recommendations for

improvement and / or upgrading.


16. Visit the Centre periodically to ensure that facilitators and

Coordinator are operating in keeping with the guidelines of the Centre document.


THE ROLE OF THE CENTRE COORDINATOR

The Centre Coordinator is the person employed by the Community Management

Committee (CMC) to lead and oversee the daily operations of the Centre. In order for

Community Training Intervention Centres to succeed, the Coordinator must be

competent and provide effective leadership.

General Conditions for employment of the Coordinator by the CMC:

1. Qualifications . The Coordinator must meet the VTDI standard, a Teachers’

Diploma or relevant alternate professional qualification OR Diploma in

Supervisory Management with emphasis on financial management, basic

management and supervision and marketing skills.

2. Performance Appraisal . Annual appraisal must be conducted by the Programme

Manager and the Chairperson. The Coordinator is expected to meet and maintain

an overall evaluation score of no less than 70% on both the quantitative and

qualitative factors being evaluated.

There are duties and guidelines he/she must follow to help him/her to perform

well.

Listed below are some of these:

1. Meetings

a. He/She must attend Management Committee meetings monthly/quarterly,

depending on the decision which is taken by the CMC members.

2. Recruitment of Learners


a. Assist in the recruitment of learners.

b. Submit learners’ application forms and list of names to the Community

Training Intervention Department or to the nearest Regional Office or Parish

Office for testing where testing is applicable.

c. On receiving the results of the test, notify learners when to report for training.

3. Staff

a. Assist in the recruitment of qualified staff who have experience in training

delivery.

b. Maintain an attendance register for staff.

c. Ensure training development opportunities for staff.

d. Conduct annual performance appraisal for all staff.

e. Assist facilitators in identifying suitable and relevant firms/organization for

industry furlough.

4. Budget

a. Manage expenditure in accordance with the approved budget.

b. i. See to the prompt payment of staff and ensure that statutory deductions are

paid over by the 14th day of each month, to the relevant institutions, viz:

INSTITUTION DEDUCTION

Inland Revenue - Income Tax & Education Tax

NIS Office - NIS


NHT Office - NHT (can be paid via bank to NHT A/C)

ii. Late payment to the relevant authorities will attract penalties for which

HEART Trust will be responsible.

c. Ensure learners’ stipend and part-time staff payments are made in

accordance with entries made in the learners’ and staff attendance registers

respectively.

i) Disburse learners’ allowances fortnightly/monthly or as agreed upon by the

learners and ensure that their signatures are affixed against the amount

paid to each learner.

ii) Ensure prompt/daily recording of all financial transactions made on behalf

of the Centre in the cash book.

iii) Submit quarterly returns of expenditure with supporting documents to

HEART Community Training Intervention Department and CSJP within 10

working days after the quarter has ended.

iv) Reconcile cashbook at the end of each calendar month with the bank

statement. If there is delay in receiving the statement from the bank via the

mail, seek to obtain a printout from the bank of transactions that passed

through the account for the period under review.

5. Inventory & Stock Takinga. Keep an inventory of all tools, equipment and training materials


b. Keep proper stock cards: Maintain a daily record of the movement of all stock.

c. Institute preventive maintenance programme for tools and equipment.

6. Administration

a. Ensure that Facilitators prepare and follow lesson plans relevant to areas of

training delivery. The competency standards are to be used for the

qualification being delivered.

b. Assist in the preparation of the timetable.

c. Monitor classes to ensure that set standards are maintained.

d. Ensure that Facilitators keep proper records of learners’ tests and that these

records are available for scrutiny upon request by representatives of

HEART/NTA or the Management Committee of the Centre.

e. Prepare and submit a report all activities at the Centre at the end of each

cycle.

f. Evaluate Facilitators’ performance during the cycle and recommend additional

upgrading where necessary.

g. Assist with the preparation of Facilitators’ Job Description.

7. Safety

a. Ensure the safety of equipment and buildings used for training.

b. Ensure that safety signs and safety gadgets e.g. fire extinguishers, are in

place and in good working order.

c. Ensure that training is conducted in a safe and appropriate environment.

8. Training Material


a. Ensure there is an adequate supply of training materials at all times and that

these are efficiently and effectively used.

9. General

a. Build professional relationships with Facilitators and learners.

b. Set cyclical objectives and ensure that they are met.

c. Motivate Facilitators, who in turn should motivate learners.

d. Devise strategies to reduce dropout and absenteeism rates.

e. Arrange for work experience placements for learners during or after training.

f. Establish an income generating enterprise as an extension to the Centre, so

that learners will gain practical experience in entrepreneurship.

g. Keep abreast of modern training methods and ensure that these are modified

and utilized appropriately.

h. Make recommendations to HEART Trust/NTA, Citizen Security and Justice

Program (CSJP) and the Montego Development Benevolent Society (MBBS)

for a change of skill area when this becomes necessary.

i. Forge external partnerships for the Centre to maintain its viability.

j. Manage the day-to-day operations of the centre.

k. Arrange for staff to go on industry furlough.

l. Be willing to perform any other duty that will contribute to the success of the

Centre.


Note Well

Staffs already working, but are not in position of the requisite certification must have

equivalent experience or acquire qualification within a period of two (2) years.


FINANCIAL MANAGEMENT

Policy

HEART Trust/NTA, Citizen Security and Justice Program (CSJP) or the Montego

Development Benevolent Society (MBBS) does not provide 100 % funding for the

Centres. Financial support is given to cover recurrent expenditures such as salaries,

learners’ stipend, utilities etc. Financial support is not given by HEART to purchase

capital items except in extreme and extenuating circumstances. The Centre is therefore

required to implement some type of commercial venture that can provide revenue to

assist the Centre.

A member of the Community Management Committee, so identified in the

Centre document, is accountable to HEART Trust/NTA, Citizen Security and Justice

Program (CSJP) and the Montego Development Benevolent Society (MBBS) for all

funds disbursed to the Centre.

Management of the Account

1. All funds disbursed to the Centre by the HEART Trust/NTA, Citizen Security and

Justice Program (CSJP) and the Montego Development Benevolent Society (MBBS),

must be lodged in a current account (chequing) which is for the exclusive use of the

Centre. This account should contain ONLY funds received from HEART Trust/NTA,

Citizen Security and Justice Program (CSJP) or the Montego Development

Benevolent Society (MBBS) and there shall be no co-mingling with Stakeholders

funds or funds from any other source.

All Subventions received must be recorded in the cashbook.


2. Each line item allocated - for training material, learners’ allowance, equipment

maintenance etc., and the amount received, must also be recorded in the cashbook.

3. Request for any withdrawal of funds from the account must be made on a cheque

payment voucher authorized by the two (2) signatories to the account. Details of

cheque, cheque number and payee must also be documented. (Appendix 3)

4. Date, cheque number and amount must be recorded under each line item. The cash

book must be up-dated when EACH cheque is drawn. Keep a monthly running

balance for each line item.

5. Ensure that whatever information is written on a cheque is the same information on

the cheque stub.

6. Keep all cancelled and returned cheques for inspection by the Auditors and

Programme Manager, and these should be clearly marked or stamped “cancelled”.

7. Persons to whom cheques are being paid must sign the cheque payment voucher as

the payee.

8. AVOID OVERSPENDING:

9.i) Budgetary constraint must be exercised for each line item in the quarterly

subvention as per the guidelines given. Over expenditure will not be

honoured.

9.ii) Approval must be obtained from the Director of the Community Training

Intervention Department to “vire” funds.

9.iii) No over-draft arrangements must be entered in with the bank as HEART will

not pay for this facility.

9. Subvention returns must be submitted to the Community Training Intervention

Department within 10 days after the end of the quarter.

10.All expenditure must be supported by original bills /receipts. If there is a problem

providing these, it must be brought to the attention of the Programme Manager.


11.Reconciled bank balance submitted at the end of the previous quarter and the

opening subvention balance for the current quarter must match.

12.Every transaction must be accompanied by supporting documents/evidence of

expense, that is, the original bills / receipt and cheque payment voucher.

13.Monetary disbursements must be checked against receipts and any difference

reconciled to the bank account.

14.Payments made to learners must be based on attendance only and must correspond

with attendance registers.

NOTE WELL

Special provision is made to pay learners who are absent due to illness and who

present a doctor’s certificate.

In instances where learners do not sign for their allowance after two (2) weeks, the

funds must be re-lodged to the HEART account.

15.Any change from purchases made must be re-lodged to the HEART account

immediately.

16.Time sheets for part-time facilitators must bear employees signatures in the space

provided for each date, and must correspond with the attendance registers.

(Appendix 4)

17.Keep cashbook current, inclusive of running balance by promptly recording all

financial transactions.

18.Cheque preparation: All requests for cheques must be made to the Centre

Coordinator or Treasurer. Cheques must not be pre-prepared. No blank cheques

must be signed, or kept for any period of time in the possession of the


Coordinator, Treasurer, or any Centre personnel. Cheques must only be drawn at

the time they are required to purchase products or services or pay outstanding bills.

Reconciliation of Bank Account and Cashbook

1. The bank account must be reconciled each month. This must be reviewed and

signed by a second party and verified by the Programme Manager before

submission to the Community Training Intervention Department. The following must

be done:

a. Record bank statement balance

b. Subtract un-presented cheques: These are cheques drawn during the month

which have not appeared on the bank statement and must be accounted for in

the cashbook and reconciled.

c. All stale-dated cheques, unclaimed cheques, unclaimed learner allowance (for a

period not exceeding 2 weeks), change received from cash purchases, must be

treated as ‘other deposits’ and should be reflected in the reconciliation

d. Add any outstanding lodgement, not reflected on the bank statement. This should

equal the balance in the cashbook.

e. All bank charges must be factored into the bank reconciliation and must be

reflected on the quarterly financial statements.

2. Reconcile en-cashed cheques against cashbook entries and bank statement. These

must correspond with cheque stubs. Additionally, all en-cashed cheques must be

viewed by the Programme Manager and matched against the cash payment voucher

and cashbook to ensure consistency.


3. A file must be kept for bank reconciliation at the Centre and a copy submitted to the

CTI Department on a monthly basis (Appendix 5).

4. The Self-Assessment Checklist MUST be completed and submitted with the

subvention returns. Subventions will not be processed without this document.

(Appendix 6).

5. When cash in hand (at the end of the quarter) is equal to or more than a month’s

expenses, permission should be sought from the Programme Manager to utilize

funds for salaries, assessments etc.

NOTE WELL

a. The reconciled balance MUST correspond with the closing balance on the

Financial Data Collection summary sheet that accompanies the subvention

returns. (Appendix 7)

b. As is stated on the bank statement ‘Notice of any disagreement with any of

the entries must be received [by the branch bank] within 15 days of statement

despatch, otherwise the statement will be assumed correct as rendered.

Failure to comply will result in the Centre refunding any differences identified.

Management of a Petty-Cash System (Optional)

1. The agreed maximum amount of cash to be kept must be recorded in the petty-cash

book.

2. Cash disbursements must be authorized and recorded on petty cash vouchers.

3. Payments and details of each transaction must be recorded in the petty-cash book.

4. Recipients must sign for cash.

5. Petty-cash vouchers must be accompanied by supporting documents.


6. Documents representing final transactions must be stamped “PAID”.

7. Petty-cash should be reconciled and reimbursed (‘topped up’) at an agreed

reimbursable point.

Managing Statutory Deductions / Salaries

1. Each Centre must be registered with the Inland Revenue Department in order that all

statutory payments can be paid.

2. Statutory deductions include NIS, Income Tax, NHT and Education Tax. To avoid

penalty, these deductions must be paid over to Inland Revenue before or by the 14 th

of each month.

3. The statutory deduction receipt must indicate the amount that is paid by the

employer as well as the employee. The tax office can be of assistance.

4. Copies of these receipts must be submitted to the Community Training Intervention

Department along with the financial returns.

5. Persons who claim exemption from these payments must provide written proof of the

exemption.

6. Statutory payments are deducted at source; statutory payments must therefore be

taken from all employees, i.e. full time, part-time, assessors, team trainers.

Salary: The amount set out in the subvention represents the minimum payment that

can be made to each category of staff. Where feasible and possible, the CMC can

increase this amount from funds earned by the Centre or sourced elsewhere. However

such additional amounts should not be recorded in the HEART Trust cashbook, as co-

mingling of funds is not permitted.


Payment: All salaries shall be paid on the twenty-fifth day of each month at a time

determined by the coordinator. Where the twenty-fifth falls on a weekend, salaries shall

be paid on the last working day preceding the weekend.

Payslip: Each staff member shall be provided with a pay slip accompanying his / her

pay cheque. This should indicate: deductions, gross pay, net pay, earnings to date,

deductions to date.

Calculation for Statutory Payments

Tax credit as of July 2009 is $320,736.00. The income tax threshold will be

further increased to $441,188 on January 1, 2010. All employees are entitled to a tax

free income of $26,728 monthly. That is, income tax is not paid on this portion of the

salary. Kindly bear in mind that they cannot receive this benefit from two employers.

That is, if an employee is employed elsewhere he/she would have received this benefit

already, therefore, all taxation would have to be applied to their gross earning.

Sample

How to calculate:

NIS Deductions NIS is calculated on the gross. (2.5% of gross)

2.5 % X Gross = NIS Deduction

Example: 2.5 % X $66,000 = $1,650.00

Income Tax DeductionsIncome tax is calculated on the taxable gross minus the NIS amount.


Calculating the taxable grossGross minus tax credit minus NIS = taxable grossExample$66,000.00 - $26,728.00 - $1,650.00 = $37,622.00

Calculating Income TaxIncome tax = 25% of taxable gross

Example = 25 % X $37,622.00=$9,405.50

Education Tax DeductionsEducation Tax is calculated on the portion of the gross left after NIS is deducted

Gross - NIS

Example$66,000.00 - $1,650.00 = $64,340.00

Calculating Income TaxEducation Tax = 2 % X $64,350 = $1,287.00

NHT DeductionsNHT is calculated on the gross 2 % of gross

Example2% X 66,000 = $1,320.00

Table 1 : Statutory Obligations From A Gross Salary of $60,000 (Appendix 7)Calculations Employers Employees Employer

DeductionsEmployee Deductions

NIS 2.5 % x $66,000

2.5 % 2.5 % $ 1,650.00 $ 1,650.00

PAYE (Income Tax)

25 % x $37,622

- 25 % NIL $ 9,405.50

Education Tax

2 % x $64,350

3 % 2 % $ 1,930.50 $ 1,287.00

NHT 2 % x $66,000

3 % 2 % $ 1,980.00 $ 1,320.00

Deductions $ 5,560.50 $ 13,662.50


Income Generating Activities

Sustainability of each Centre is an important consideration of the HEART Trust /

NTA in determining its assistance. This forms a part of the Centre document. At the end

of the training period, the Centre will be assessed to ascertain its viability based on

reported income

The Centre should implement some type of economic venture that can provide

funds for the further developmental needs and services of the Centre.

The venture should form the focal point to supplement HEART Trust subventions to the

Centre, ensuring that there is continuity in training.

The following must be noted: 1. Income generation is mandatory for each Centre

2. A special bank account must be maintained for income generated by the Centre

which is separate from the HEART subvention account.

3. All income earned must be reported with the monthly statistics to the Community

Training Intervention Department.

Purchasing Procedures

a. The Community Management Committee must endeavour to forge relationships with

suppliers so that they will accept payment by cheque. Except for purchases on the

open market, all payments must be made by cheque.

b. A purchase requisition form must be completed to indicate to the treasurer what

quantity and type of goods are required for purchase.

c. Capital items should not be purchased from the subvention.


d. This may be considered pending a case by case review by the Director of the CTI

Department.

Procedure

The purchase requisition should be completed and include the following information:

1. Date of purchase

2. Skill area for which purchases are to be made.

3. Supplier’s name, address, telephone and contact person

4. Justification for purchases

5. Materials/items required should be detailed on the appropriate form as follows:

a. Item number e.g No. 1, 2,etc

b. Description of the item

c. Quantity to be ordered in Units – metre, kilograms, litres etc.

d. Unit price

e. Total Cost

f. Grand total of the cost for all purchases.

6. The requisition must be approved by the Coordinator or prescribed personnel.


INVENTORY MANAGEMENTPolicy

All inventories shall be kept current and accurate. Approval must be sought from

the Director of the CTI Department through the Programme Manager to purchase items

of fixed assets which shall remain the property of the HEART Trust/NTA, and which are

provided to the Centre on a loan basis.

Material Inventory

1. There must be a central storage area for training materials.

2. An inventory must be kept of training materials on the prescribed form.

3. Inventory items must only be issued by authorized personnel.

4. Only one item should be recorded on each stock card. (Appendix 8)

5. The inventory record should clearly show the movement of each item and balances

on a daily basis with the appropriate signature.

Fixed Assets Inventory

1. Keep a fixed asset inventory of all the equipment at the training site. The equipment

owned by the Centre should be kept on a separate listing from those bought with

HEART/NTA funds. All fixed assets bought with HEART Trust/NTA, Citizen Security

and Justice Program (CSJP) or the Montego Development Benevolent Society

(MBBS) funds remain the property of the HEART Trust/NTA, Citizen Security and

Justice Program (CSJP) or the Montego Development Benevolent Society (MBBS),

and are provided to the Centre on a loan basis. (Appendix 9)


2. Inventory is to be kept updated. New acquisitions/procurements must be added to

the list immediately and the serial numbers affixed to the items. The Coordinator

must constantly check to verify serial numbers and working condition of the

equipment. Any discrepancy must be reported to the Programme Manager

immediately.

3. The following information is to be captured on the fixed asset inventory list:

a. Name and description of item e.g. blender, mixer

b. Date of purchase

c. Location of equipment (example food prep, housekeeping or storeroom)

d. Serial number

e. Cost of equipment (if known)

f. Quantity

g. Condition of equipment (working, need repair or obsolete)

h. Supplier.

i. Model #

j. Brand (make)

Auditing

The Management Operations Analysis and Internal Audit Department of HEART

Trust/NTA, Citizen Security and Justice Program (CSJP) or the Montego Development

Benevolent Society (MBBS) is responsible for independently overseeing and monitoring

all of the organization’s systems and processes to ensure integrity and full adherence to

Corporate policies and procedures.

The Centre is audited as scheduled by the Management, Operations and

Analysis and Internal Unit or on request of the CTI Department. Centres are assigned a


rating between 1 and 5, with 5 being the highest. An average of four (4) Centres is

audited annually. Each Centre should ensure a rating of at least a 4.

Kindly note that post audits are sometimes carried out within six (6) weeks of the

initial audit. This is done to ensure full implementation of all recommendations

highlighted in the Auditor’s report. The following are the broad areas that the Auditors

focus on:

1. Administrative management

2. Staff competence

3. Inventory management

4. Fixed assets management

5. Cash management

6. Purchases

7. Budget management

8. Financial reporting integrity

9. Programme delivery

10.Prior audit recommendations

Process for Disposal of Damaged/Obsolete Equipment

The HEART Trust/NTA, Citizen Security and Justice Program (CSJP) or the

Montego Development Benevolent Society (MBBS) policies and procedures state that

all damaged/obsolete equipment should be documented and arrangements made for

same to be transported to the warehouse. Contact may be made with the Programme

Manager who will supply the relevant forms for this procedure.


SECTION 3POLICY GOVERNING PARTNERSHIP

Introduction

The development of partnerships is a major strategy of HEART Trust/NTA,

Citizen Security and Justice Program (CSJP) or the Montego Development Benevolent

Society (MBBS). “Partnership” is defined as any arrangement or agreement, formal or

informal, with agencies, institutions, companies or entities entered into in order to

facilitate, improve or enhance training or the management of the training programme.

Policy Statement

All Centres are mandated to establish partnerships with the business community

or civic entities that will enhance training development within communities. All training

related partnerships are required to have supporting documentations formalizing the

partnership and the terms thereof.

Partnerships may be entered:

1. With an Accredited Training Organization (ATO) to facilitate the assessment and

certification of learners

2. With firms or organizations

a. to accommodate learners for on-the-job experience.

b. to accommodate facilitators for industry furlough.

c. to provide technical assistance – guest lecturers


d. to accommodate Facilitators and learners for exposure to industrial

equipment, new technology and new and improved methodologies

e. to facilitate expanded access through in-plant training

f. to facilitate assessment services

3. With financial institutions:-

a. to accommodate the payment of learners stipend.

b. to facilitate the opening of accounts for HEART Trust/NTA, Citizen

Security and Justice Program (CSJP) and the Montego Development

Benevolent Society (MBBS) funds

4. Credit arrangements may be entered into with suppliers of training materials

5. The HEART Trust/NTA institutions

Procedure for Partnership with an ATO

1. A written request should be submitted through the Centre to the Programme

Manager.

2. The Programme Manager does a feasibility study of the proposed partnership to

include the following:

a. Suitability of the location for training/assessment

b. Experience of the provider/staff in the areas of partnership being sought.

c. Integrity of the providers.

3. The Programme Manager submits written requests with recommendation from

feasibility study to the ATO.

4. If the location/provider is not recommended for partnership a letter is sent to the

provider from the ATO outlining reasons for denial.


5. If recommended, a facility audit is scheduled by the ATO.

6. Based on the results of the Facility Audit, the ATO Manager/Representative

meets with the partners to explain the terms and conditions of the partnership

7. Partnership Agreement document is signed. (Appendix 10)

NOTE WELL

The Programme Manager uses PARTNERSHIP MONITORING checklist to carry out

random checks on partnership agreements. (Appendix 10.a )


SECTION 4HUMAN RESOURCES

Recruitment

HEART Trust/NTA approves the Centre with qualified and/or experienced

Facilitators. When positions become vacant it is the responsibility of the Citizen Security

and Justice Program (CSJP), Montego Development Benevolent Society (MBBS) to

recruit and fill vacancies. The Programme Manager provides guidance and assists in the

recruitment process. Advertising is done to fill vacancies using any, or a combination of

the two methods:

1. Internally - Verbal enquiries are made to identify potential candidates

throughout the Technical Vocational Education and Training (TVET) system.

2. Externally - The position is advertised in the press.

The Programme Manager plays a supporting role in the interviewing and

selection of staff. Certified copies of qualifications must be presented, as well as

reference checks must be done before a job offer is made.

Orientation Procedure

Applicants selected for employment, upon reporting to work, are taken through

the orientation procedure as follows: (Again the Programme Manager plays an integral

role in this process)

1. The relationship between HEART Trust/NTA and the Centre is discussed.

2. The concept of Community Training Intervention is explained.


3. Each facilitator is given a copy of the Facilitators’ Guide.

4. The facilitators are given copies of the relevant qualification standards, and are

guided as to how to use them.

5. The Programme Manager offers training with regard to:

a. Records management

b. Requirements to meet NCTVET assessment and certification

standards.

Note well: Refer to “Staff Orientation Guidelines.” (Appendix 11)

Staff Training

The Community Training Intervention (CTI) Department recognizes the importance

and value of staff development and training as a means of:

i. Increasing the job knowledge and developing the skills of the facilitators

ii. Creating high-performing, effective and efficient staff

iii. Fulfilling the Department’s mission and achieving its strategic objectives in its

pursuit of preparing highly competent individuals for the Jamaican workforce.

Staff development refers to the upgrading of the facilitator's potential and career in

terms of knowledge, skills, personal abilities, competencies and understanding to

support the objectives of the Centre in the CTI Department. It embraces a wide range of

learning experiences, both within and outside the workplace, and is a continuing

process that can help individuals to:

Extend their range of performance

Identify and develop their potential


Respond positively to change, uncertainty and conflict

Increase their job satisfaction

Improve their self-confidence, motivation and initiative.

Modalities

Staff development can take place on-the-job or off-the-job.

On-the-job development includes learning through the experience of doing the

job; reflecting on that experience; discussing it with a manager, mentor, coach,

colleague; receiving feedback on performance; reviewing and evaluating

performance.

Off-the-job development can include participation in courses or workshops,

undertaking a qualification, job shadowing, industry furlough, study leave etc.


How Are Gaps Identified

Formal evaluations of the facilitator are conducted quarterly by the learners and

annually by the Coordinator/Programme Manager. The evaluations focus on:

1. Work ethics

2. Team work

3. Quality of work

4. Customer satisfaction

5. Learning innovation and creativity

Evaluators also have the opportunity to make comments. These evaluations are in

keeping with the organization’s Instructor Quality Service Programme. The gaps

identified are used to inform the structure of seminars/workshops and other

interventions organized by the CTI Department or other interventions organized by

Programme Managers in the respective Centres that they supervise.

Further to the evaluation done by learners, the Department also conducts evaluation

of the teaching/learning programme as per facilitator, per Centre. The evaluation which

solicits open-ended responses looks at:

1. Facilitator’s qualification

2. Experience

a. Industry exposure

b. On-going furlough

3. Preparation for classes

a. Lesson plans


b. Knowledge of employability skills and strategies to infuse them

(Appendix 12)

c. Use of resources

4. Teaching styles

5. Strategies used to engage learners in the instructional delivery process

6. Strategies used to address individual differences among learners

7. Assessment methods

The evaluation instruments are then analysed and forms the basis of the staff

development plan for facilitators in Centre. The findings may necessitate:

1. Short term direct intervention through relative department/units in HEART

2. Recommendation for facilitator to initiate long term intervention

3. Recommendation to the CMC for immediate step to replace staff.

The evaluation is also supported by actual observation of the facilitator in his/her

work environment.

The areas of focus are:

1. Delivery of instruction

a. Knowledge

b. Engagement of learners

c. Use of the principles of effective teaching

2. Learning environment

a. Maintenance of climate

b. Maximization of time


c. Management of learners’ behaviour


Policy Document for Review of Salaries

Training programmes supervised by the Community Training Intervention

Department are not fully funded by HEART Trust/NTA, Citizen Security and Justice

Program (CSJP) or the Montego Development Benevolent Society (MBBS). HEART

Trust/NTA, Citizen Security and Justice Program (CSJP) or the Montego Development

Benevolent Society (MBBS) provides support and assistance to communities or non-

government organizations’, which have identified and developed training initiatives. The

organization recognises the contribution of the communities toward the expansion of

TVET. Therefore the organization endeavour to ensure that the salaries will attract and

encourage suitable qualified personnel to remain in the Centres. Periodically salary

adjustments are made and must be approved by the Centres Committee based on

the availability of funds. It must be noted that there are very specific conditions to be

applied for this approval and only those individuals that meet all the conditions will

benefit.

General Conditions

1. Instructors’ Qualifications

a. Must meet the minimum qualification of a City and Guilds of London Institute

Part II or equivalent.

Or

b. VTDI standard Diploma or relevant alternate professional qualification e.g.

UTECH Technical, NCU Northern Caribbean University Education Diploma or

Teachers’ College Diploma.


NB: Instructors who are within 10 years of retirement who do not meet the above

qualification will be benchmarked at NVQ-J Level 2, and should have a minimum of 10

years industry experience.

Assistant Instructors

1. Individuals with a minimum of Level 2 qualification and at least 2 CXCs and one

(1) year industry experience.


SECTION 5OCCUPATIONAL HEALTH AND SAFETY

Glendevon Centre of Excellence is committed to the provision of a safe and

healthy work environment in which facilitators and learners perform their duties in a

manner, which promotes efficiency and productivity. The Centres do not participate in

the Safety Housekeeping and Maintenance Improvement Programme (SHIP) in which

HEART Trust / NTA institutions participate. As such, the Glendevon Centre of

Excellences is guided by HEART Trust/NTA, Citizen Security and Justice Program

(CSJP) and the Montego Development Benevolent Society (MBBS) safety policy in

setting their own rules and regulations in defining behaviour and safety practices its

training environments.

The Glendevon Centre of Excellence shall provide and maintain a safe and

healthy environment for staff, trainees and visitors. It is of paramount importance that

staff, trainees and visitors adopt a “Safety First” attitude as many accidents occur

because persons ignore the safety regulations.

The Workplace Health and Safety Committee (WHSC) under the auspices of the

Centre Manager shall ensure that all staff, trainees and visitors are familiar with the

health and safety requirements of this institution their particular work location.

Employees will ensure that safety regulations are obeyed and that special clothing,

equipment and/or tools are provided in the interest of safety are used. All employees

must advise their manager immediately if they witness unsafe working practices or

potential health hazards.


NOTE WELL

A “Safety First” attitude is adopted by adherence to the following:

Ensure that safety is always your priority;

by obeying the safety signs posted on the property,

by using equipment appropriately to reduce the risk of accidents,

by reporting all accidents and/or incidents as soon as they occur,

by keeping entrances and exits clear at all times,

by always wear appropriate gears for assigned tasks

ensure that Safety Monitors are assigned to all groups.

Fire safety

Fire extinguishers are available for the three classes of fire common to workshops.

These three classes of fires are:

Class A:

Ordinary combustibles, such as wood, cloth, paper, rubber, many plastics,

and other common materials that burn easily.

Class B:

Flammable liquids. Includes gasoline, oil, grease, tar, oil -based paint,

lacquer and flammable gas.

Class C:

Electrical equipment, such as wiring, fuse boxes, circuit breakers,

machinery and appliances.

A-B-C fires may be extinguished by using chemical extinguishers. C20 extinguishers

are suitable for electrical fires and moderately effective for Class B fires. Water is

suitable for Class A fires only.


Using the fire extinguisher:

Pull the Pin: Pull the pin at the top of the extinguisher that keeps the handle from being

pressed. Break the plastic seal as the pin is pulled.

Aim: Aim the nozzle or outlet toward the fire. Some hose assemblies are clipped to the

extinguisher body. Release the hose and point.

Squeeze: Squeeze the handle to release the extinguishing agent. The handle can be

released to stop the discharge at any time. Before approaching the fire, try a very short

test burst to ensure proper operation.

Sweep: Sweep from side to side at the base of the fire until it is out. After the fire is out,

watch for remaining smouldering hot spots or possible re-flash of flammable liquids.

Make sure the fire is out.

Accidents

If an accident occurs it is the responsibility of all employees to help any persons

that may be injured or hurt and to remove or minimize the source of the danger if

possible, in whatever way they can. The WHSC will be trained in first aid to deal with

minor incidents as they arise. A log will be kept of all first aid administered.

(Appendix 13)

Accidents or incidents which appear to require treatment or intervention by

external professionals including doctors, hospitals, building security, the police, fire

brigade or other emergency services will also be referred promptly to the Centre

Manager or any other supervisor, manager or executive who may be available. Records

will be kept of all such incidents by the WHSC for the Centre Manager.


Employees must report all accidents and near accidents which occur on the

company’s premises or whilst conducting the company’s business. All reports should be

completed on the requisite forms and submitted as soon as possible but no later than

twenty four (24) hours after the accident or incident, the WHSC who will log all accidents

and incidents; shall quickly complete a thorough investigation of the accident or incident

and shall make a report to the Centre Manager.

The Centre Manager will determine if any changes are to be made to either work

processes or the physical premises and make recommendation to the CMC to get

approval. The report should be filed in for the Ministry of Labour on the requisite form.

The Human Resource/Centre Manager may nominate employees to a health and safety

committee. This committee will meet regularly to discuss health, safety and welfare

issues and make recommendations to the Centre Manager who will then seek the CMC

approval for any changes and improvements that will enhance welfare and wellbeing of

staff, trainees and visitors that legitimately fall in the care and protection of this

institution.

The Centre Manager may also further use the health and safety committee to

assist in the investigation of accidents, incidents and near accidents and incidents even

after a report is submitted.

Maintenance of building and facilities

Glendevon Centre of Excellence will comply with the government’s national safety

regulations in maintaining its buildings and facilities. The Centre Manager will develop,

organize, coordinate and administer ongoing safety training which will involve the

development and dissemination of the Centre’s safety manual and procedures. He/she


will provide and organize regular safety drills and checks considered necessary for the

protection of its trainees, employees, visitors and working environment. The Centre

Manager will instruct the correction and prevention of all safety and environmental

hazards, as far as is reasonably practicable.

Security

All Trainees and employees are required to sign in and out upon entering and leaving

the premises. The security personnel are required to maintain a logbook of all visitors.

All visitors will be required to report to the receptionist to log their presence. Visitors will

be issued a visitors’ pass and accompanied by a member of staff in areas beyond public

access. Trainees in possession of the Centre’s property are responsible for its proper

care and security. Any damage or loss must be reported to the Centre Manager at once

and an incident form completed.

Trainees are expected to exercise reasonable care over personal property brought onto

the premises. Loss will only be compensated in the event of fire or other natural

disaster and where insurance coverage exists. Keys and access to restricted areas will

be limited to named members of staff who must take proper care to keep them secure.

Lost or misplaced keys should be reported to the Centre Manager immediately which

will then report to the CMC. The centre will provide a security plan which includes

action to be taken in the event of threats such as bomb, arson, organized assault or

demonstration. This will be communicated to all Trainees.

Trainee and Employee Counselling


Trainees with personal problems may approach the Guidance Counsellor who may be

able to provide counselling and serves thought necessary to bring about ease and

coping skills. All counselling will be done in confidence but where trainees’ problems

impact on the performance of the individual or compromise the safety of others the

Counsellor will refer this to the manager whom will contact the CMC/CSJP to seek

further assistance from relevant external professional if this need arise. Staff or trainee

may be referred for counselling by the Centre Manger where the performance of the

employee or trainee is being adversely affected by personal or other problems. If the

appropriate counselling and assistance is not successful, disciplinary action may be

taken.

Medical Screening

All Trainee(s) must be asked to undertake a medical by a registered medical practitioner

approved by Heart Trust/NTA and CSJP prior to admittance in the Glendevon Centre of

Excellence. At any time employees may be requested to undertake medical screening

by a registered medical practitioner approved by CSJP if potential health problems may

exist.

Smoking

The centre operates a no smoking policy. No smoking signs will be prominently

displayed. Trainees, employees and visitors will not be permitted to smoke while on the

premises.

Disaster Preparedness


In the case or threat of natural disasters the centre will undertake to follow any official

disaster preparedness guidelines. Additionally, the centre will adopt a number of

standard actions to protect itself, clients and staffs to ensure that services are restored

as soon as possible once it is safe to do so. Information, property and documents

stored at the Centre’s premises should be secured and alternative storage provided

where appropriate. Back-up storage of electronically held information, duplicates, black

forms, operations policy manuals and other key documents should be secured at a

remote location where possible. Critical functions should be identified and alternative

processes developed to resume a minimal service in the shortest possible time. WHSC

will be responsible for each aspect if the process.

All responsible employees should be trained and conversant with the assigned disaster

preparedness procedure. Alternative employees should be identified and also trained to

provide contingency deployment. When full restoration of activities is in place, the

Internal Audit team should conduct a comprehensive review on the impact on operations

and compliance to procedures outlined.

Emergency evacuation plan

In the event of an emergency that requires evacuation of the building (such as afire,

toxic gas release, explosion, etc.) first:

1. Alarm: send off an alarm

2. Rescue: try to rescue any personnel or property in immediate danger if it does

not put you in imminent danger.


3. Confine: close all doors, windows and other openings that would aid in the

spread of the fire or toxic fumes.

4. Evacuate: exit the building and move to designated area.

Evacuating the building:

a) When the alarm sounds, all persons must leave what they are doing instantly.

b) When evacuating the building leave by the nearest exit. Walk briskly to the

Emergency Evacuation Meeting Point (open area – in the courtyard).

c) Learners should form a line according to their respective skill area.

d) A roll call will be carried out for learners by their respective instructors.

e) A roll call will be carried out for staff and visitors by the security personnel.

f) Checks will be made by the WHASP Coordinator to detect possible reasons the

alarm went off.

g) In the case of a fire, if it cannot be extinguished by fire extinguisher the fire

department will be called.

h) Visitors, learners and staff should not re-enter building until directives are given to

do so by the appropriate person, that is the Centre Manager or someone acting

on his/her behalf.

Safety rules and guidelines

1. Always read safety instructions before using chemicals and machines.

2. Do not enter laboratories (training kitchen and restaurant, computer room, laundry

room etc.) without permission.

3. Always wear protective gear, when in laboratories.


4. Do not use a machine if you have not been shown how to operate it safely by your

instructor.

5. Keep hands away from moving/rotating machinery.

6. Use hand tools carefully, keeping both hands behind the cutting edge.

7. Report any damage to machines/equipment as this could cause an accident.

8. Long hair must be tied back or otherwise restrained before entering laboratories.

9. Rings, bracelets, or other loose jewellery should not be worn in laboratories.

10.All spills should be cleaned up immediately.

Rules and Regulations

Safety signs are posted in appropriate areas

Fire protection and prevention equipment are in place, operating in accordance

with the prescribed standard and at least two (2) persons know how to operate

the fire extinguisher.

Facilitators and learners are aware of and use appropriate safety gadgets and

wear appropriate protective clothing during training.

Chemicals are stored in a safe and secure area.

First aid kits are in place, with adequate supplies which are current.

(Appendix 13 )

Fire drills are conducted periodically.

A preventive maintenance programme is in place to prevent downtime and

possible injuries and supported by relevant documentation e.g. maintenance

service contracts and maintenance schedules.


The Coordinator should implement a preventive maintenance programme for all

tools and equipment. A schedule of maintenance should be kept for all

equipment, and followed accordingly. (Appendix 14 and 15)

All safety hazards are to be reported to the Coordinator without delay.

Wiring/cabling should not be stretched across floors where they may create

danger to health. All such are to be properly secured to the floor.

Floor surfaces should be free from any material that could cause a slip or fall.

Work surfaces such as benches, tables, equipment and workspaces should be

clean and free of litter, debris or other materials.

The Programme Manager uses a safety checklist to carry out random checks.

(Appendix 16)


SECTION 6VERSION CONTROL POLICY

All documents emanating from the department shall have an established version

control mechanism. Version control shall take the following format with clear

designation:

Department: GCE

Title: Name of the manual of document (eg. Policy Manual)

Issue Version: This is for version control purpose. The initial publication will

be designated as Version 1.0 (1 denoting the first year of the

publication and 0 denoting the original version). Subsequent

versions created by adjustments will be identified as Version

1.0/ September 16, 2014 etc.

Date: This is the date on which the particular issue was published.

For example: GCE/Policy Manual/Version 1.0/September 16, 2014

Mechanism for Version Control

The Community Training Intervention department makes provision for the

creating, reviewing and updating of critical documents that improve the quality

maintenance in the Centres.

Procedure:

a. The Quality Assurance committee of the department will review all critical

documents in October of the operational year to determine documents that

should be:


(i) amended

(ii) made obsolete

(iii) left unchanged

b. All stakeholders will submit their feedback on the documents to assist in the

review.

c. On completion of the review of documents, the decisions of the committee will

be submitted at the department level for ratification.

d. Programme Managers will inform Centres of documents that are revised and

made obsolete. The Centres will be given a specific time (between 2 – 3

months) by which new versions of updated documents will be used and

outdated/obsolete documents will be disregarded.

e. An electronic folder has been created, whereby soft copies of all obsolete

forms will be stored and protected.

f. Assessment documents and assessment registration forms will be shredded

once certificate has been issued.


SECTION 7CLIENT SERVICES AND ACTIVITIES

Policy/Procedure on Entry Requirement and Selection Process

The Community Management Committee is responsible for the recruitment and

selection of all learners. All learners entering the Centre should be no less than

seventeen (17) years. The issue of age is specified in each Centre document. All

learners entering the Centre must first be processed by the Regional Programme

Services (RPS) Department. Those pursuing full NVQ-J must be operating at a

minimum of grade nine (9) in Calculation and Computation and Language and

Communication before they are enrolled in the Centre. If lower than a grade 9 and the

CMC accepts the learner for training, then provision shall be made for Remedial

treatment during the programme to bring the candidate up to the required 9 th grade

level. GCE is allowed flexibility in determining the literacy level at which learners are

accepted.

Recruitment and Selection

The Centre document is the official document, which outlines the roles and

responsibilities of each training partner. It clearly outlines who is responsible for

recruitment, testing and selection of learners.

Recruitment

This is the responsibility of the Community Management Committee (CMC).

a) Recruitment of learners must be ongoing to facilitate early testing and start-up

of subsequent cycles.


b) All applicants must complete an application form, which is submitted to

Regional Programme Services (RPS) Department for processing.

Entry Requirements

All applicants to HEART Trust/NTA’s training programmes must sit a 9th grade

diagnostic test to determine their literacy and numeracy levels. However, the

Community Training Intervention Department allows for some flexibility and accepts

some border line cases i.e. persons operating at grades 8 & 9 in the respective areas.

Testing

The Regional Programme Services Department of HEART Trust/ NTA administes

the entrance test, and determines applicants who are enrolled in training programmes.

a) Applicants with at least:

i. one (1) pass at the CXC or GCE level General Proficiency

ii. 3 JSC including mathematics

iii. 2 SSC ranges 3 – 5

are exempted from the entrance test. Original certificates will be verified.

b) Applicants may have their photographs taken free of cost at the nearest

Regional Office.

c) Results of the tests are generated by the RPS department to all applicants


Interview and Selection

This is a joint responsibility of the HEART Trust/NTA, Citizen Security and Justice

Program (CSJP) and the Montego Development Benevolent Society (MBBS).

a) Prior to enrolment, learners must be interviewed to ensure that they are

indeed interested in the qualification (skill) for which they are being accepted;

and also to receive general information about the course and the

expectations.

b) Enrolment registers of all learners who accept the training space must be

accurately completed and submitted to the Programme Manager two (2)

weeks into the training cycle. It should include:

1. Full name of all learners, typed and in alphabetical order

2. Gender

3. Address

4. Telephone number

5. Date of Birth

6. Tax Registration Number (TRN) or Birth Certificate Number

7. Signature of each learner as an indication of the accuracy of the

information, especially the spelling of the name

This register is used to generate learners’ NQR identification number and to update

learner’s status on the Trainee Management System (TMS)


Registration

Registration is completed when the applicant has been interviewed to ensure

that he/she is indeed interested in the qualification (skill) for which he/she is being

accepted; and also to receive general information about the course and the

expectations. Centres may charge a fee to cover registration (which is non-refundable).

The applicant may also be asked to contribute to the Administrative cost of the course.

All learners are expected to complete a registration form to include relevant bio data,

units being pursued and their signature as an indication of the accuracy of information.

This forms the basis of learners’ file at the Centres.

Payment Plan

The Training for the day programme is free. However, the evening programmes

are not free, because they are introduced as income generating activities to defray

some of the Centre’s operation cost.

NOTE WELL

First time Level 1 applicants who are unable to pay should consider the day programme

that the Centre offers. Applicants who have benefitted from training and desire to access

another Level 1 programme are required to attend the day programme where they may

even get allowance.


TMS PROCESS

1. Application forms are submitted to the Community Training Intervention (CTI)

Department or Regional Office for processing.

NB: A list should be generated of all forms submitted.

Applicants with CXC passes should submit a copy of their certificate.

2. The Coordinator sets up the qualification offering. This is necessary to the

application process as the qualification offerings allow applicants to view current and

future offerings at the Centre.

3. The Coordinator sets up the planned intake(s) for the skills being offered. This is

extremely important as this will affect both the Statistical Data for the Reports and

Registration numbers

4. Note Well : Numbers 2 & 3 have to be in place before forms can be processed by the

Regional Programme Services (RPS) Department

5. Entrance test is conducted by RPS.

6. Results are processed between 3 – 5 weeks.

7. Results are uploaded to the TMS by RPS and sent electronically to Programme

Manager

8. Training commences after results are received from RPS.

9. Enrolment register is submitted to the CTI Department two (2) weeks into the training

cycle.

10. Within three (3) weeks to the commencement of training, learners with a passing

grade or those in possession of CXCs etc. are registered on the TMS by moving

them from ‘interview’ status to ‘accept’ status.


NOTE WELL: Accepted learners should be registered within three (3) weeks of

commencement of training

11. The learner will be moved to training and the status of the learner and the status

note should be changed to “Training” and the Reason code should be

Registration/Training: Show.

12. The TMS is monitored on a monthly basis to ensure that persons who have dropped

out or deferred are moved to ‘Terminated’.

13. Once the training cycle is completed for each qualification offering, then the Remain

in Training option should be selected until Trainee gets certified.

NOTE WELL

Maintenance of the TMS is ongoing and the following is to be done:

Trainee(s) not selected for training to be moved to future cycles

Trainees s who have already been trained and are on the system are to be made

'inactive'

Past cycles to be made inactive

Offering dates to be corrected(start and certified dates)

Update all certified Trainee


Orientation

The orientation process provides learners with an opportunity to upgrade their

knowledge of the Centre and its relationship to HEART Trust/NTA, Citizen Security and

Justice Program (CSJP), and the Montego Development Benevolent Society (MBBS).

The orientation process also helps the learners to adjust to their new learning

environment and obtain the skills needed to facilitate the transition to their new learning

environment.

Additionally, it gives them a chance to meet other learners, familiarize themselves

with the training facility and receive relevant information which will help them to

understand their responsibilities.

Orientation Policy

The Centre shall conduct an orientation programme for a period not exceeding

one week to acquaint new learners with the policies, functions and responsibilities of the

organization.

Procedure

a) The Coordinator - in consultation with the facilitators and Programme

Manager - plan the week of activities for orientation.

b) Specially selected presenters are invited from the CMC and Industry.

c) New learners are to be presented with the following documents:

Orientation programme

Trainees’ Handbook

Rules and regulations governing the Centre


Time-table

Dress code

Copy of relevant qualification plan

Special presentations during the orientations:

It is important that an overview of the Competency Based Model be presented at

this time, as many learners will need help in determining the units to pursue and

to understand the model.

Trainees must be guided as to how to interpret and use the Competency

Standards and Learner Guides.

Career Advisement Services


The Centre shall provide Career Guidance to learners in the planning and

completion of their training. This intervention should take place during the training

programme and should be facilitated by the Coordinator, the Facilitator, the Programme

Manager, and where necessary and possible the Counsellor from The CSJP or the

respective Regional Programme Services department.

Procedure

a. The advisement of clients begins at the application stage during the very first

interface between the applicant and the respective Centre personnel, to

determine the relevance of the Centre’s programme offering to the client’s

career objective. Information is obtained -

(i) via an interview between the coordinator/facilitator and the prospective

learner

and/or

(ii) a career/personal profile of the learner, to determine training needs in

relation to career goals. (Appendix 17)

(iii) Prospective learner must sign career decision form to signify their

agreement to the course that he/she/they have decided to pursue at

this Training Centre. (Appendix 18)

(iv) Trainee Passport should also be given to each learner to document

and track progress and encourage career part of interest to learner.

b. During the orientation process, industry personnel are invited to address

learners on career options and the availability of jobs within the specific


industry. This information is supported by presentations by the Programme

Manager during the orientation process.

c. Trainees are guided by the Facilitator in the selection of their electives as well

as the completion of the Learner Registration Form/qualification plan.

d. Centre staff as well as the Programme Manager provide continuous

counselling of learners as they progress through their training and are

assessed.

e. Work experience is arranged to provide learners with further hands-on

exposure to different jobs in the industry, to help them refine their career

choices.

NOTE WELL

The Glendevon Centre of Excellence shall agree to indemnify partnering

industries against any liability for claims made against them by our trainee(s) for any

injury or damage suffered by the trainee(s) arising out of any accident save for those

which fall under the jurisdiction of the Occupier’s Liability Act and any accident/incident

attributed to breach of the Factories Act by the Employer which may occur during the

course of his/her/their work experience in the place employment during the approved

hours. (Appendix 19)

Trainee(s) on work experience must complete a WORK STUDY PROGRESS

REPORT to validate time and place that work experience was done. (Appendix 20)


Handling Disciplinary Matters

Policy

It is the policy of the Community Training Intervention Department that all Centres

must comply with HEART Trust/NTA, Citizen Security and Justice Program (CSJP), and

the Montego Development Benevolent Society (MBBS) disciplinary philosophy and

procedures. In that the disciplinary philosophy and procedures aim to teach lessons by

the establishment understanding to: distinguish between discipline and punishment;

extenuate the possibilities of trainees experiencing challenge(s) or conflict(s) regarding

their efforts to meet the expectations of the rules and regulation set forth in this policy;

and to ameliorate trainees progress and exponential growth in behavioural adjustments

conducive to stability and harmony with societal norms and workplace environment. The

disciplinary philosophy and procedures are also expected to mould and shape trainees

development through the inculcation of discipline and values. They are also expected to

enhance positive tenacities in the development of mind, body and spirit. Each Trainee

must therefore agree:

1. To sign the attendance register for self only, and never on behalf of another

trainee, whether trainee is present or not.

2. To never make changes to the attendance register or write the incorrect arrival

time. I understand that any such action will be considered as fraud.

3. To remain on the school compound after I have signed the attendance register, I

understand that if I signed in, but away from school without permission, I have

committed a breach of the attendance rule.

4. To avoid making personal appointments during school hours, e.g. doctor’s

appointments, trips out of town, etc.


5. To attend school regularly and punctually, (School hours begin at 8:30 am,

gates will be closed at that time, any student that arrives afterwards will not

be allowed on the school compound.)

6. Never to be absent from class without permission.

7. Never to be late for class and other specific activities.

8. To remain in the classroom during class time and avoid frequent exits during

class session.

9. To eat and drink only in the designated areas, and never in the classrooms, or on

the street.

10.NEVER to chew gum while in uniform

11.Never to underperform as a trainee at this institution.

12.To stay awake, sit up attentively and not speak during class, unless appropriately

participating.

13.To do my best to speak standard English at all times, as I understand this is the

appropriate method of communication in the workplace

14. To do my part in maintaining a professional environment in the classroom, and

never to contribute to distractions or disruptions of lectures.

15.Participate in class and complete all class work and take-home assignments

received.

16.To be respectful always to staff, fellow students, or any individual with whom I

come in contact, on or off the school premises. I understand that this includes

NOT BEING GUILTY OF inappropriate public interaction between myself and

other individuals, as it relates to speech, touch or body language. I also

understand that flirting or other sexual advances are prohibited.


17.Defamation of character, through any medium, is prohibited. (e.g. Uploading of

pictures, videos or any other medium to any social/public network)

18.Never to use fallacious information to create discord among staff or trainees.

19.Always submit to those in authority including student-leaders.

20.Never to speak abrasive to staff or fellow trainees, particularly after being

cautioned not to do so.

21. NEVER to use profanity (indecent language/bad words)

22.Never to threaten/harass staff or fellow learner

23.Never to behave rowdy or disruptive, inciting or instigating riot to cause unrest

and disrupt the peace of fellow trainees or any other persons on or off school

grounds.

24.Never to fight or horseplay

25.Always be careful to follow instructions to avoid accidents and or injury to self and

others.

26.Never to use computers or other office equipment without permission

27.To take care of my environment and my school building, furniture and equipment

by NOT STEALING, rocking chairs, sitting on desks, marking on walls or

furniture, leaning on walls, urinating in the street or littering inside the building or

in the street. I agree to personally clean any surface I have soiled.

28.Never to break in/ enter offices, storeroom and other person’s property.

29.Never to waste resource given to me for conveniences e.g., stationery, water,

electricity, toilet paper, soap etc.

30.Never to play games during school hours unless otherwise permitted by staff to

do so. (e.g. electronic games, card games or any other games)


31.To put away HEADPHONES, gadgets and mobile devices including CELL

PHONES during school hours.

32.To refrain from reading, listening or circulating inappropriate literature and music.

I understand that pornographic material, Walkman & other music apparatus are

not allowed on the school campus

33.NEVER to USE or HAVE IN MY POSSESSION banned substances on the

school compound, which includes alcohol, cigarettes, illegal drugs and weapons

THE FOLLOWING VIOLATIONS WILL ATTRACT A NON-NEGOTIABLE

PENALTY OF DISMISSAL:

1. Scamming phone-calls or scamming Lead sheets

2. Pornography and/or vulgar music (including on cell phones, iPods,

tablets etc.)

3. Drugs

4. Weapons

5. Violent physical contact (fighting)

6. Sexual activity

34.To conceal wash rags, towels or handkerchiefs at all times and never to wear

such over my shoulders or visibly in my pockets.

35.To be appropriately dressed for school at all times, and I understand that as long

as I am in uniform, I represent the organization and I must conform to the rules

outlined above, as well as the dress code standards set out below.


DRESS RULES SET OUT BELOW:

A. ALL STUDENTS:

1. Black pants or skirt and white blouse (females)

2. Black pants and white shirt (males)

3. Black shoes (no sandals or sneakers)

B. Males (NOT ALLOWED)

1. Untidy facial hair

2. Uncombed hair

3. Long nails

4. Long hair (whether braided or combed neatly)

5. Jeans and close fitting pants (pencil foot)

6. Jewellery – earrings, large rings, chains, arm bands (chains must be

concealed at all times)

7. Undershirts showing

8. Undershirts with patterns that can be seen through the shirt

9. Shirt unbuttoned or out of pants

10.Large belts with large buckles or buckles with inappropriate patterns

11.Tattoos (must be covered)

C. Females(NOT ALLOWED):

1. Short skirts (2 inches below the knee)

2. Close fitting pants and skirts


3. Inappropriate jewellery (e.g. anklets, long drop earrings, multiple pairs of

earrings, nose rings, tongue rings or earrings worn on the lower part of the

ears)

4. Long brightly coloured and patterned nails

5. Brightly coloured make-up

6. Undershirts showing

7. Undershirts with patterns that can be seen through the blouse

8. Untidy and brightly coloured hairstyles

9. Tattoos (must be covered)

10.False eyelashes

Trainee that are found in breach of the established rules and regulations shall be

counselled and or given a verbal warning in the first stage; followed by a written warning

in the second stage and a subsequent written or suspension in the third stage. The

trainee could be further suspended or summarily expelled in the fourth stage, as three

(3) suspensions is an automatic expulsion.

In adherence to the disciplinary philosophy and procedures of the HEART

Trust/NTA, Citizen Security and Justice Program (CSJP) and the Montego Development

Benevolent Society (MBBS), this institution established a disciplinary committee to deal

with standards of conduct that have been violated by the Trainees. The disciplinary

committee should comprise of:

Representative from the Community Management Committee

Centre Manager

Instructor


Guidance Counsellor

Student Council President

Programme Manager depending on the rules that have been violated.

Procedure

Trainee(s) first incident (depending on the nature) will be dealt with by the

Coordinator. The Coordinator will inform the learner as to the date, time, location,

charges as well as of his/her right to have witnesses.

Trainee(s) second offence will merit his/her appearing before the individuals

outlined in the policy.

Step by step

1. The Guidance Counsellor or designate will be present at all hearing, but be independent of the proceedings.

2. The nature of the offence will be outlined to the learner by the Chairperson or

designate.

3. The learner will be asked to respond to the allegations.

4. The learner shall be given the opportunity to ask a witness to testify on his/her

behalf.

5. Members at the hearing may question the learner, but should not display any

bias.

6. The accused learner will leave the room for deliberations to take place; as to

what the verdict shall be.

7. Trainee(s) should be advised orally of the findings and recommendations by the

panel conducting the hearing and; the coordinator is charged with the


responsibility to implement the recommendations, and to document the findings

to the learner, and keep a written record of the colloquy in the disciplinary

hearing.

Documents on ‘Rules and Regulation Governing this institutions. (Appendix 21)

The Glendevon Centre of Excellence may make necessary adjustments in keeping with

the peculiarity of the situation or the nature of the environment in which the Centre

operates.

NOTE WELL

Trainees ought to ensure that the respective protective clothing is worn during

practical sessions according their respective skill area where applicable. However, in the

event that Trainee(s) is unable to follow the prescribed Dress Code and desire to attend

training nonetheless, such trainee should use the UNIFORM REQUEST FORM to seek

permission. Likewise if Trainee(s) by any chance need to leave the school premises

during school hours, such Trainee(s) need to use the LEAVE PERMISSION SLIP to

seek permission. All trainees’ requests should be recommended by an Instructor and

authorized by the Counsellor / Coordinator after keen assessment of the situation.

(Appendix 22, 23 )


Handling Grievance

Policy

An opportunity shall be given for the discussion of any request or complaint by

any Trainee who believes that he/she has a justifiable request, complaint and or

grievance. The process shall begin with the complainant completing a Client Complaint

Form (Appendix 24) which should outline the nature of the complaint /problem and is

submitted to the Coordinator. Resolution should be achieved no later than three (3)

weeks on receipt of the complaint form.

Procedure

In order to establish a procedure for the processing and settling of grievances,

the following steps are to be followed

Step 1

At this stage, the learner must first identify the problem with his/her Facilitator. This step

shall be recognized as the first and most important opportunity for sincere and genuine

effort to arrive at a fair and speedy resolution.

Step 2

If the request, complaint and/or grievance is not resolved at step 1, the learner should

present his/her case in writing to the Coordinator for resolution. The complainant is to

retain the original of the Complaint Form as it has a tracking record on the reverse for

his/her to keep a record of the timing and response received.

NOTE WELL


The Coordinator is to attach the copy of the Complaint Form submitted by the

complainant to the Client Response Form (Appendix 25) as support documentation.

The Client Response is to be used by the Coordinator to record the steps taken to

address the complaint/problem, and the respective dates.

Step 3

If the request, complaint and or grievance is not resolved at Step 2, the learner may

present his/her case to the Programme Manager. At this stage an investigation may

need to be carried out in order to resolve the problem.

Step 4

If all the above steps to resolve the issue are taken, and the issue is still unresolved,

then the matter should be referred to the Director of the Community Training

Intervention Department.

NOTE WELL

The service of a Professional Counsellor can be requested from the nearest

Regional Office when the need arises. Additionally, Counsellors are available at the

Montego Bay branch office of the Citizen Security and Justice Programme (CSJP).

The Client Response Form ends with a summary of how the matter was

resolved/any compromise reached or any additional steps to be taken. Both the

complainant and the coordinator are required to sign that section of the Response Form

to confirm steps taken to resolve the matter.

Access to Client’s Records

Privacy Policy


It is the policy of the Glendevon Centre of excellence to protect the individual’s

privacy and the confidentiality of personnel records. Hence, every effort is made to

ensure that learners’ records are properly secured. The records are kept safely locked in

cabinets with duplicates kept at the Administrative office of the Community Training

Intervention Department as well as electronic back-ups. The Coordinator and

Programme Manager will be the only individuals with access to these records in the

Centres.

General Information

Trainee(s) records are maintained in a safe, efficient and effective manner, in

order to expedite reports; thus ensuring currency and accuracy in the recording of all

data in a manner that will preserve the confidentiality and privacy of personnel records.

The Coordinator is responsible for maintaining and securing the personal records

of all learners. Information to be kept on each learner should include:

Personal data

Qualification (skill) being pursued and skills found to be competent in

Unit Competencies taken and units found to be competent in

TRN or Birth certificate number

Date of enrolment

Completion date

National Insurance Number (NIS)

Medical Report

Credit Status

Evaluation of attitude/conduct


The personal records are kept in a secured cabinet. Learners may access their

personal file by requesting same of the Coordinator.

It is important therefore that:

1.

2. Each facilitator maintains accurate records for each learners’ work, as these form

part of the learners’ final assessment

3. All processes for assessment must be transparent

4. The Coordinator must ensure that assessment records for learners’ are kept on

the Centre’s location at all times for verification by HEART Trust/NTA personnel.

5. Trainee(s) are to be assessed on each element in a unit, and a record kept.

NOTE WELL

The Community Training Intervention Department maintains both a manual and an

electronic database of learners’ certification record

Learners’ Transcript

Policy

Transcripts will be made available upon a written request which is to be received

by the Coordinator at least three (3) weeks in advance of the date required. Request for


unofficial statement of competency should be made through the Coordinator or directly

to the ATO.

The request must be made on the prescribed Trainee Request Form (Appendix

26). Transcript of grades will not be given to learner or any other individual, but will be

sent to the address stated on the request from. The cost for the transcript shall be one

hundred ($100).

NOTE WELL

The price quoted is subject to change at short notice.

Maintaining and Managing Client Records

Policy

The Community Training Intervention Department shall keep the records of the

assessment as evidence for a period not less than twelve months after the assessment

has been completed. Selected assessment centres with fireproof and water proof

cabinets will be allowed to keep these records for the said period. For these centres the

Programme Managers will be required to do spot checks for verification purposes as

part of their regular monitoring visits.

The Community Training Intervention Department shall be required to keep

summary statements regarding assessment both manually and electronically for a

period of five (5) years where the outcomes have been recorded on the National

Qualification Register (NQR).

Assessment Registration Form which includes the learner bio-data and their

qualification plan shall be kept at the Centres and forms the base of learners’ files.


Internal Appeal Policy

Trainees are allowed to appeal where they perceive that there are cases of

anomalies/discrepancies in internal assessment. A panel comprising of the Coordinator

and a facilitator shall hear the appeal of the learner.

Trainees are allowed to appeal their scores as soon as they are available.

Appeals on internal examinations are normally allowed three (3) working days after the

publication of the results. The process for appeal is as follows:

Step 1

At this stage, you must first identify the problem with your Facilitator. This step shall be

recognized as the first and most important opportunity for sincere and responsible effort

to arrive at a fair and speedy solution.

Step 2

If the request, complaint and/or grievance are not resolved at step 1, you should present

your case in writing to the Coordinator for resolution (See Appendix 27). You are to

retain the original of the Complaint Form as it has a tracking record on the reverse for

you to keep a record of the timing and response received.

N.B. The Coordinator is to attach the copy of the Complaint Form submitted by you to

the Client Response Form (See Appendix 25) as support documentation. The Client

Response is to be used by the Coordinator to record the steps taken to address the

complaint/problem, and the respective dates.

Step 3


If the request, complaint and or grievance are not resolved at Step 2, you may present

your case to the Programme Manager. At this stage an investigation may need to be

carried out in order to resolve the problem.

Step 4

If all the above steps to resolve the issue are taken, and the issue is still unresolved,

then the matter should be referred to the Senior Programmes Manager of the

Community Training Intervention Department.

External Appeal

Purpose

To ensure that procedures are available to clients to appeal decisions relating to cases

of discrepancies or anomalies in assessment.

Policy

The Community Training Intervention Department through the various

assessment centres shall ensure that procedures are available to learners to appeal

decisions relating to cases of discrepancies or anomalies in the assessment process. A

panel comprising of the Coordinator, ATO Manager and the Programme Manager

assigned to the Centre shall hear the appeal of the learner.

Procedures

1. Trainees should not sign if he/she is not in agreement with the feedback given by

the Assessor.


2. He/she will appeal to the panel through the Coordinator using the prescribed form

provided by the Centre (Appendix 27)

3. Whereupon a meeting of the committee will be scheduled and both the learner

and Assessor will be given the opportunity to present evidence in support of their

position.

4. The committee will review the evidence and make a ruling.

The committee may:

1. allow the result to stand

2. recommend that the learner be re-assessed

A Learner who is not satisfied with the decision of the Committee may appeal to the

NCTVET through a Quality Assurance Officer. Learners, on request, may obtain

information on how to contact this Officer from the Programme Manager assigned to the

Centre.

NOTE WELL

The NCTVET has made available on the National Qualification Register a number of

documents that will help you in having a better appreciation of the National Framework

as it relates to the New Business Model. The following steps can be taken to access

documentation that offers more information on assessment.

Step 1

Log on to: www.nqrjamaica.org


Step 2

Go to: “General Information”

Step 3

Go to: “Assessment Information”

Step 4

Go to documentation titled “Assessment Guidelines”

Refund Policy

Refund shall occur where there is compelling and reasonable grounds to do so.

Refunds will only be applicable where the Centre has entered into financial arrangement

with clients and or stakeholders.

1. All requests for refunds must be made in writing to the Coordinator of the Centre.

2. All refunds will be subject to the approval of the Community Management

Committee.

3. No refund shall be made for registration fees paid by the learners.

4. All refundable fees shall be subject to a 10 - 15 % deduction for administrative

charges prior to any refunds.

5. Assessment fees will only be refunded if a candidate cancels his/her registration

for assessment a minimum of two (2) weeks prior to assessment.

6. No refund will be made after assessment commences, even where there is an

appeal against the assessment process.

7. All refunds shall be paid by cheque in the name of the learner unless he or she

directs otherwise.


8. No refund of voluntary contribution shall be made.

9. Refunds will be made no earlier than five (5) days after the request is made.

Informing a facilitator of non-attendance at classes does not constitute an official

notification or approval for withdrawal. Any learner who withdraws from a programme

without the Coordinator’s knowledge will be deemed to have abandoned his/her

training and will be subjected to the institute’s formal re-admission process. Any

refund of fees will be in accordance with the Fee Refund Policy outlined herein.

The date on which the withdrawal request is received by the Coordinator will be

used as the withdrawal date for computing any refund. Requests by mail will be

accepted according to the postmark.

A learner who is expelled or suspended will not be entitled to any refund of fees.

A learner who withdraws from a programme on a leave of absence (deferral) will

receive a refund of tuition and assessment fees accordingly.

NOTE WELL

While it is not a regular feature of the Centres for learners to pay for assessment, there

are assessment only instances or instances when a learner has been delinquent and

will be required to pay for the assessments being done.

The clauses therefore provide the guideline to be followed in any such

eventuality.


Table 2 : Refund Schedule

Administrative/Tuition Refund Schedule

Date of Submission of Request to Coordinator % of Fees refundable

A. Full Qualification (Level 2)

1 -2 weeks from commencement of classes 90% of tuition &

assessment fees

Up to the end of the first quarter 60 % of tuition &

assessment fees

Beyond the first quarter No Refund

B. Short Courses/Unit Competencies

Within 1 week of commencement of classes 90 % of tuition &

assessment fees

2 weeks from commencement of classes 60 % of tuition &

assessment fees

Beyond 2 weeks No refund

C. Administrative Fees

1 -2 week from commencement of classes 90% of fees

Up to the end of the first quarter 60 % of fees

Beyond the first quarter No Refund

How to apply for a refund

A learner may apply for a refund by filling out the relevant form which may be obtained

from the Coordinator. (Appendix 30)


SECTION 8FACILITATION

The learning facilitator is a guide who encourages learning by employing various

learning strategies and monitors performance to ensure that competency is achieved.

The facilitator becomes a coach, mentor, a facilitator, a demonstrator and a tutor.

In order to ensure consistency and achieve the desired learning outcomes, the

‘Three (3) Step Facilitation Method’ should be employed.

1. Firstly, there must be planning – in this stage the facilitator must do his/her

preparation. This preparation should involve:

a) Conducting research to find various information sources to be used by the

learner. These sources can be websites, newspaper articles, periodicals,

and other reference materials, books or resource persons.

b) Familiarization with the Learner Guide for unit competency to be facilitated;

that is, facilitators must examine activities and checkpoints presented in the

learner guide and visit websites provided to ensure they are active.

c) Planning supplementary activities, which may include puzzles, games, group

activities and reading.

d) Design pre and post tests for competency unit, as well as activity log, work

sheets.


2. Secondly, the actual facilitation must be carried out. In order to be effective the

facilitator must be able to demonstrate qualities of being approachable, creative,

patient, resourceful, confidential, committed and tactful. In this stage the facilitator

should:

a. Review with learners, Competency Standards and Learner Guides

associated with units.

b. Discuss activities in Learner Guide and discuss steps and procedures to

successfully complete activities.

c. Discuss information sources (which may require demonstration in the use

of Internet etc.) and activity logs.

d. Monitor the progress of learners with regard to the completion of the

activities and the level of knowledge acquired in doing the unit. This can

be done in small groups or one-on-one sessions.

e. Employ various assessment strategies to check progress.

f. Work with Programme Manager to contract assessors to carry out the

assessments.


3. Thirdly, after the unit is completed the facilitator is required to do an evaluation of the

completed units in order to increase efficiency and effectiveness, in delivery of the

unit competency.

NOTE WELL

Proper records must be kept on each learner during the facilitation process. Facilitators

must ensure that attendance registers and grade books are kept current.

Guidelines for Maintenance of Learners’ Attendance

1. Trainees’ names are to be entered in attendance a regular register in alphabetical

order. Males should be separated from females to avoid confusion.

2. Registers should be marked within the 1st hour of the training day by the

facilitator/co-coordinator and again after lunch.

3. On the 25th of each month, all absent days are to be tallied and reported to the

Citizen Security and justice Programme (CSJP).

4. Trainee(s) who intend to be absent for more than three (3) days must use the

TRAINEE LEAVE FORM to seek Permission. (Appendix 31)

5. Trainees are considered to be dropouts if there is no contact with the Centre after 5

days of absence.

However, otherwise is considered if learner:

4.i has made contact and counselling is in progress,


4.ii is employed or transferred to another HEART Institution or Centre

5. The Coordinator must indicate the names, skill area, last date of attendance and

reason for dropout for learners who are categorized as such.

6. Trainees who are absent due to illness must call in and present a doctor’s certificate

to the facilitator/coordinator after three days of absence. In such case, learners can

be paid their allowance.

7. Trainees who are assigned to firms for Job experience within the training cycle must

be paid allowance after verification of attendance.

8. Trainees must be paid their allowance in full on a fortnightly/monthly basis or at a

time mutually agreed upon by learners and Coordinator. No unauthorised deduction

is to be made from the learners’ allowance.

9. Trainees must sign for their allowance before payments are made. If for any reason

a learner is unable to collect his/her allowance, a letter of authorization must be

given to the person collecting. This letter must be securely attached to the register

and submitted with the quarterly returns to the Community Training Intervention

Department.

NOTE WELL

Every effort must be made to keep absenteeism and dropout rate at a minimum. The

Learners’ Incentive Scheme can be instituted to facilitate this. This process can also be


used to ensure that learners acquire basic workplace skills of good attendance and

punctuality. Facilitators should endeavour to incorporate these in their daily interaction

with the learners.

The Integration of Employability Skills

Knowledge, skills and attitude are the essentials of a competent worker.

However, employers have reported that attitude is the most important of the three, as it

relates to workplace adjustments to working with colleagues, team skills and general

deportment.

The importance of employability skills has emerged as crucial to the success of

employees entering the workplace in the 21st century. In our Jamaican context, feedback

from local employees suggest that these skills are high priority, and should not be

neglected, if our learners are to possess the broad range of skills which are considered

premium in the workplace.

The importance of these skills becomes more apparent on a daily basis as the

structure of the world of work changes. No longer can employed persons talk lifetime

employment, as downsizing, redundancies, and restructuring of organizations continue

and technological advances result in new and different processes.

Employability skills must therefore be integrated in the facilitation process. These

critical skills are reflected in the standards upon which learners are also assessed.

These include, but not limited to the following:

1. Collect, analyse and organize information

2. Communicate ideas and information

3. Plan and organize activities


4. Work with others and in a team

5. Use mathematical ideas and techniques

6. Solve problems

7. Use technologies

Facilitators need to find creative and effective ways to integrate these skills during the

instructional process.

Refer to [CTI, July 2009 ‘Employability Skills – Implementation’ document]

Infusion of World Skills Standards

Policy

The Community Training Intervention (CTI) Department World skills Infusion Plan is

done with the understanding that World Skills naturally lends itself to qualification path

that is practical in application and can be displayed. Having World Skills Jamaica

infused into the training system will:

1. Assist in driving the Agency’s vision and mission.

2. Create a culture of healthy competition and enhance a spirit of competitiveness

among learners and enable the best candidates to be selected for entry into the

national and international competition.

3. Promote vocational education as an attractive career opportunity that will

contribute directly to productivity and an improved economy.

4. Serve as a benchmark to measure the performance of learners against

international standards.


The CTI infusion plan has been developed for implementation in keeping with National

Programme Division (NPD) infusion plan which mandates that,

“The CTI administration will ensure that all programmes are adequately informed about

World Skills Jamaica. Programme Managers will do the necessary monitoring to ensure

that the standards are infused in all Centres and that there is a high level of

participation”.

NOTE WELL

While it is no intention to seek accreditation for training at this time, it is nonetheless the

position of this institution to continue developments towards capability to Train.

The Training clauses therefore provide the guideline to be followed in any such

eventuality.


SECTION 9Assessment

There are some basic principles governing the assessment of competency in the

National Qualification Framework. These are:

The demonstration of competence through performance

Opportunities for self-assessment and for the gathering of evidence to contribute

to the overall assessment of competence.

Competency units are to be interpreted through their expression in a particular

context. In assessing these units, it is essential that the competencies are

assessed within the context of a particular business/industry.

Assessment should include the critical employability skills, which are reflected in

the unit standards. Some of which are identified on page 68

Persons to be assessed will fall into one of two categories:

Training and Assessment

This category will be for those learners who will need to be trained and then assessed.

Assessment Only

This category will be for those who will only require assessment.


Strategies to Accommodate Assessment

Assessment at an Accredited Training Organization (ATO)

Assessment must be initiated by Centre Coordinator and managed under the auspices

of an Accredited Training Organization (ATO). The ATO will contract the services of

qualified assessors and facilitate the process of assessment.

Assessment in Partnership Arrangements

A Centre may enter into partnership arrangement with an ATO to conduct assessment

within the ATO’s scope of accreditation. This assessment may be conducted on site at

the Centre seeking partnership provided that the Quality Assurance Unit of the

NCTVET, as a result of a facility’s audit, has given authorization.


Conducting Assessment within Established Guidelines

Policy

The Community Training Intervention Department, as an Accredited Training

Organization (ATO), will initiate and co-ordinate assessment towards national

recognition. The ATO will contract the services of Certified Assessors to conduct

assessment. All Assessor contracts will be renewed at the end of each calendar year

or sooner as the need arises.

As a quality assurance measure, the National Qualification Register (NQR) will

be consulted periodically to determine the status of registered assessors.

Additionally, CTI will be responsible for recording, storing, and retrieving the

assessment outcomes, conducting appeals and issuing of unofficial Statements of

Competence. The Programme Managers who ensure that quality is maintained in the

Centres through fortnightly monitoring along with the Centre Coordinator shall ensure

that procedures are equitable, transparent and consistent.

The Coordinator at each assessment centre in collaboration with the Programme

Manager will ensure that assessments are conducted within the guidelines of the

NCTVET, and in keeping with the requirements of the Competency Standards and

special needs of clients.

The Community Training Intervention Department through its assessment centres

will offer assessment services only for those qualifications and competencies for which it

is accredited.


The Assessment Process

1. Prior to the commencement of training, assessors are identified, and a meeting is

convened to discuss the assessment process.

a. Coordinator, facilitator and assessor develop a training and assessment

plan. This is to ensure that the units are clustered effectively and efficiently

and also to schedule assessment dates with the assessor.

b. Assessor signs assessment contract (contracts are kept at the ATO of the

CTI Department for the contractual period and then sent to the organizations

central storage)

c. Training and assessment plan is submitted to the Senior Programme

Manager of CTI via Programme Manager. (Appendix 32)

d. Assessment registration forms are completed at the location by each learner

and this is placed on file.

2. Enrolment register is submitted to the ATO Manager one (1) week into training so

that NQR numbers may be generated for each learner.

3. Assessment Summary Sheets are generated with learners NQR numbers and given

to Programme Managers for distribution. NB: No assessment should be conducted

without learners’ NQR numbers.

4. Facilitator conducts internal assessment with learners to ascertain learners’

readiness. (If the learners are ready then a request is submitted to the Coordinator

for verification and submission to CTI, if the learners are not ready then units should

be re-taught.) (Appendix 33 provides clear guidelines as to how internal

assessment ratings should be assigned)


5. Five (7) days prior to assessment the Coordinator submits the ‘Assessment Request

Form’ (Appendix 33) for the approval of the ATO. This should be completed with

learners’ internal assessment grades for the units to be assessed.

NOTE WELL

Assessment Requests are retained by the ATO for one (1) year after requests.

6. Approval is granted/denied, based on the following:

a. Learners’ grades not submitted

b. assessor not contracted or cannot assess the units

c. the assessment centre is not approved

d. request for assessment was not submitted 7 days prior to assessment

7. A copy of the request form will be returned to the Centre prior to the proposed

assessment date indicating approval or denial of approval.

8. If approved, assessment is conducted. NB: No assessment is to be conducted

without approval.

9. On the day of assessment the Coordinator or facilitator should be present to ensure

that assessment is conducted without problems. The Assessor should sign a

register indicating arrival and departure time.

10. The Assessor should take a period no longer than 2 weeks to submit the marked

assessment documents to the coordinator.

11. Assessment documents are to be returned to the Centre along with a summary

sheet and the assessor’s claim form.


12. The Coordinator ensures that he/she receives assessment documents and results

for all learners that were assessed and the summary sheet is properly completed

with learners’ name and NQR number.

13. Assessor claim should be verified against assessor's register to ensure that the

hours being claimed correspond. This is to be done by the Coordinator.

14. Facilitator/Coordinator ensures that assessment documents are signed off by both

learners and assessor and learner status is indicted by the assessor. Coordinators

should keep a summary by skill with each learner’s progress.

15. Coordinator completes an ‘Assessment Claim Form/Verification Checklist’

(Appendix 34). This is a two sided form and both sides should be properly

completed. Coordinator and assessor affix signatures in the appropriate places.

Coordinator submits to the Programme Manager

a. Assessment documents

b. Assessment Claim Form/Verification Checklist

c. Travelling claim (where necessary)

d. Assessment Summary sheet(s) (these will be retained by the ATO for a

period of five (5) years and then sent to the organizations central

storage)

16.Documents are checked for completeness by the ATO and processed accordingly,

incomplete documents will be returned to the respective Centre (s).

17.Programme Manager will return approved claim to the Coordinator for payment.

NB : No cheque is to be prepared unless claim is submitted to CTI and

approved by the Manager of CTI.


18.Documents are returned to assessment centres for filing (documents should be

stored for 1 year after completion of training).

a. Documents for learners who are deemed NVQ-J certified and have

received their certificates to be shredded on the approval of the ATO.

b. Documents for learners who are not NVQ-J certified are sent to the

ATO/assessment centres for storage.

19.Results are entered from Summary Sheet by Data Entry Clerk (CTI).

20.Results are verified by AAMO (CTI).

21.Results are approved by the ATO Manager (CTI).

22.The certified trainees register is submitted to the Department one week after

completion of cycle for certificates to be requested by Programme Manager

Assessment of Learners with Special Needs

The Community Training Intervention Department makes provision for, and

partners with various organizations that cater to individuals with special needs. The

needs vary from persons with mental retardation, hearing and visual impairment and

other physical disabilities. Hence assessments are facilitated by specialist interventions

to address the needs of the Assessor and the Learner. This is done with the assistance

of appropriate intervention strategies to facilitate translation of information for both

assessors and assessees.

Procedure:

1. Initial meeting of Assessor, Facilitator and Coordinator, is held to determine:


a. the requirements of the assessment given the particular units to be

assessed

b. the needs of the clients

c. resources available to meet the requirements of both

d. Any special facility needs

2. Plan Assessment date is scheduled

3. Assessor and Coordinator meet with clients on an individual basis, using an

interpreter where necessary. At this point the methods of assessment are

discussed and an assessment date is agreed on by the Assessor and Learner

4. Assessment is conducted with the necessary support resources (example, JAWS

[Job Access With Speech], Braille and/or the use of an interpreter).

5. Feedback is provided to the client on the outcome of the assessment

If the theoretical aspect of the assessment cannot be evaluated immediately the

results of the assessment will be deferred to an agreed date.

Contracting Assessors

The contracting of the assessor is the responsibility of the ATO on

recommendation of the Programme Manager and Coordinator. An assessor should be


contracted prior to the commencement of training. (Appendix 35) This activity should

include discussions on, but not limited to:

a. NCTVET and the ATO policies and procedures for the conduct of

assessment

b. Conditions listed on the department’s assessor contract

c. Proposed assessment dates

d. Required templates

e. Timeline for entering results and the submission of assessment

documents

f. Responsibilities of the assessor in the correct completion of all

assessment documents, and the timely delivery of such documents to

the Coordinator.

Role of the Assessor

1. Sign assessment contract with ATO

2. Plan assessment

3. Conduct assessment

4. Review assessment

5. Provide feedback to learners and ATO in a timely manner

6. Submit to ATO all assessment documentation within 14 days of completion of

assessment.

7. Unless otherwise agreed, assessment should be done in clusters according to

agreed schedule.

8. Participate in moderation activities as required.


9. Maintain the requirements of confidentiality in respect of assessments conducted

on behalf of the ATO.

NOTE WELL

a. Payments will only be made after receipt of the following documents:

Self-Assessment Guide, Assessment Agreement, Competence Checklist,

questions and answers used in the assessment, Statement of Competence,

Assessment Summary Report and Assessor Claim Form/Verification

Checklist.

b. Payments will be made for hours spent assessing and not hours spent at

the location

c. Mileage will be paid based on the standard mileage chart

d. Payments will not be made to assessors whose substantive position is

Coordinator or facilitator who carry out assessments during their regular

work time.

e. Breaches of the conditions contained in the contract will result in

disciplinary action or in extreme cases recommendation to the NCTVET

for termination of services.

f. Results for units assessed for which an assessor is not eligible to do

cannot be entered on the NQR; compensation will not be made for work

done.

Role of the Coordinator in the Assessment Process

1. Manage the assessment process at the Centre


a. Review and approve assessment plans

b. Register learners for assessment on form prescribed by the ATO

c. Organize and participate in panel for appeals (if necessary)

d. Ensure that documents are completed properly, signed and dated

e. Ensure that all the templates are included in the assessment documents

(templates 3, 5, 6 are mandatory)

f. Ensure that question papers and answers are also included

g. Submit assessment results no later than 3 weeks after assessments

ensure that the 30 day deadline is met.

2. Assist in recommending Assessors to be contracted by the ATO

3. Periodic observation of actual assessments

4. Participate in moderation exercises

Role of the Facilitator in the Assessment Process

1. Prepare and implement training and assessment plans

2. Conduct continuous internal assessment of learners and log grades

3. Verify learners’ readiness for assessment


Assessment Only Services

In keeping with HEART Trust/NTA’s commitment of certifying the workforce, the

assessment centres will accommodate clients requesting assessment for prior learning.

Assessment Centres will accept payment to offer this service and the funds collected

will form part of the Centre’s monthly income which is reported to the CTI department.

This money will form part of the funds the Trust requires Centres to earn as they are not

funded 100%.

Procedure

1. Client is interviewed and guided in mapping their skill set and experience with the

qualification framework

2. Client is screened for readiness by the facilitator

3. Client completes the assessment registration form

4. Clients will be advised as to when the recommended units will be assessed and

the associated cost

Responsibilities of the Assessment Centres to the ATO

1. Clear differentiation of assessment registration forms for assessment only clients

as against full time learners, when submitted to the ATO

2. Monthly report of assessment only activities submitted to Programme Manager

3. Separate financial records maintained for assessment only activities and

available for verification by Programme Manager and Auditors of the Trust.

4. Assessment Centres will pay assessors fee for assessment services directly from

fees charged.


Quality Assurance Committee

The Quality Assurance Committee (QAC) shall provide oversight and guidance in the

Centres in order to ensure that the quality standards are maintained. The QAC shall

comprise of the Coordinator, representative of the learner group, representative of the

CMC and a facilitator. The QAC shall

a. provide feedback / update on the activities of the QAC in the Centre

b. participate in moderation exercise

c. provide feedback to the CTI department on strategies implemented to

maintain and improve quality in the Centre.

d. participate in the evaluation of the operations of the ATO with the view of

identifying strengths and weaknesses through which the ATO may

continually improve its delivery of assessment.

e. Convene bi-monthly meetings

f. Conduct quality checks to ensure

i. Questions are aligned with the standard

ii. Evidence is sufficient to determine competence

g. Observe Assessment


Moderation

Policy

The CTI department as an ATO shall carry out moderation exercises to ensure

that learners’ performances are comparable with the competency standard and to

determine whether or not the assessment is valid, reliable and fair. The moderation

exercises are actually quality checks being done to ensure consistency in assessment

decisions among assessors within the same set of competency/skill areas. Moderation

activities shall be conducted at least once every two months.

The ATO Manager shall spearhead this activity including identifying the Lead Moderator

and industry personnel for each moderation exercise.

The basic principles that govern the moderation exercise are:

Valid evidence: that is, only the required task is assessed.

Reliable evidence: evidence must consistently measure what it is supposed

to measure; the same results is obtained in unchanging

situation

Fair evidence: learners may be assessed against the same criteria in a

variety of ways, but each must be treated fairly;

eliminates unfair factors

Consistent evidence: In as much that the assessor may be different, the

assessment decisions should be the same if another

assessor examined the same evidence at different times.

Sufficiency The scope of the assessment is adequate to determine

competency


Steps in Moderation

1. A schedule for moderation activities is developed and qualification framework

identified.

2. The unit standards to be moderated is selected

3. Samples of units to be examined are retrieved from files in the ATO

4. Assessors who assess in the unit are identified, selected and notified

5. The moderation team analyse performance criteria or workplace activity being

moderated

6. Tasks and questions used for assessing performance criteria are checked

7. Outcomes of assessment is then examined

8. Findings and recommendations are documented


SECTION 10SANCTIONS

Whenever there are breaches regarding any operational guideline the following

process will be undertaken. This could lead to the suspension of funds for a period

(depending on when corrective measures are implemented) or total separation.

The process includes:

a. Meeting with Coordinator to highlight and document concerns.

b. Meet with CMC and document issues, with the time-line to address concerns.

c. Failure to comply, concerns will be taken to the Director of CTI who will give

the Chairman and Coordinator 6 weeks to address concern(s).

d. If no action is taken by the CMC, the concerns will be taken to the Centres’

Committee with recommendation for closure.

e. If the Centres’ Committee agrees, notice of closure is prepared and sent to

the CMC.

f. Funds remaining in the HEART Trust/NTA, Citizen Security and Justice

Program (CSJP) or the Montego Development Benevolent Society (MBBS)

subvention account (for the Centre) are to be submitted to HEART Trust/NTA,

Citizen Security and Justice Program (CSJP) or the Montego Development

Benevolent Society (MBBS) via a manager’s cheque.


SECTION 11Centre Evaluation

Policy

In order to ensure viability of a Centre, all programmes shall be evaluated at the

ending of a training cycle which varies from six (6) to twelve (12) months. The

evaluation shall coincide with the end of funding as funding from HEART Trust/NTA

is cyclical and further funding is dependent on the outcome of this evaluation

exercise.

Purpose

Centre evaluation is used to assess whether the Centre is being implemented as

planned and to assess:

a) The extent to which stated goals and objectives have been achieved.

b) The effectiveness of the qualification (skills) for participants.

c) The impact of the programme(s) on the community.

d) The relevance of the qualification being offered in relation to current market

trends.

e) To identify and act on opportunities for improvement of the qualifications

offered and for continuous improvement of the system.

f) The Centre’s strengths and weaknesses and make recommendations for

reviews and adjustments in response to market needs.

g) Whether or not funding should be continued.


The Programme Manager in conjunction with the Coordinator reviews Centres annually.

Evaluation Indicators

Both internal and external indicators are used to evaluate the Centres:

Internal Indicators focus on:

a) Enrolment – projected versus actual

b) Dropout and absenteeism rates

c) Certification rate

d) Income generated

e) Budgetary utilization – projected versus actual

f) Audit rating

g) Administrative management

h) Availability and suitability of equipment and material

External indicators focus on:

a) Placement rates – work experience and employment

b) Impact of the Centre on the community

Methods of evaluation

a) A prescribed form is used to track graduates within each financial year

b) Evaluation instrument is used to capture the outcome and impact.


Implementation of Findings from Evaluation

Policy

All findings identified in an evaluation that are within the span of control of the

Programme Manager shall be implemented prior to the start of a new cycle.

Recommendations that would require major deviation from the original Centre document

must be vetted by the Director and approval sought from the Centres Approval

Committee – a sub- committee of HEART Trust/NTA Board.

After each evaluation exercise the findings are reviewed by the Senior Programme

Manager and the Director of CTI.

a. If a programme is found to be viable and achieving its mandate the Programme

Manager will recommend continuation of funding and the necessary budget

prepared and submitted for approval.

b. If a programme is found to be no longer viable recommendation is made for a

change of offerings or the discontinuation of funding.

c. Centres that need to change skill in response to market demand and do not

require additional funding are approved by the Director on recommendation by

the Programme Manager.

d. Centres seeking to expand their skill offerings and have the required

infrastructure must submit their request by way of a proposal to the Director of

CTI to be approved by the Centres Approval Committee for additional funding (if

available).


PERSONAL & CONFIDENTIAL

Name :

Addressee:

Dear

RE: Offer of Employment on Contract

On behalf of the Community Management Committee (CMC) of the East Queen Street Baptist Church, I am pleased to offer you contractual employment for the period ________________to_________________ (representing two cycles). A copy of your Job Description is attached.

You will receive salary of $____________ per month.

Your working hours will be __________ a.m. to__________p.m.

One month’s notice, in writing, will be required on either side for termination of services. The CMC reserves the right to pay salary in lieu of notice and where this obtains, payment will be made in accordance with the Employment (Termination and Redundancy) Act.

If there is a breach of your obligation regarding notice, the CMC reserves the right to withhold part of/or all of your salary to cover the additional cost to the CMC for procuring services for the notice period.

As an employee of the CMC you are bound by and subject to the Rules, Regulations and Policies of the East Queen Street Baptist as from time to time laid down by the said CMC (A copy of the Rules, Regulation and Policies is available for your information at your location).

Absence due to illness in excess of three days must be verified by a doctor’s certificate. Compassionate and other emergency leave will be granted based on consideration. Days taken outside of the agreement will be deducted from your salary.

Any confidential information relating to the Centre’s operations that you may produce or obtain in the course of your employment shall be held confidential by you, and shall not be disclosed or used by you without the CMC’s permission.

The rights in any invention, design, copyright or other intellectual property that you may originate or help to originate in the course of your duties belong to the Centre, unless otherwise agreed in writing.


Appendix 1

We welcome you as a part of the East Queen Street Baptist family and look forward to a mutually rewarding association.

Please confirm your acceptance of this offer letter of employment by signing and returning the attached copy of this letter and Job Description.

Page 2Date

I agree with the terms and conditions of this contract and will endeavour to fulfil the expectations thereof.

Signature of Employee:_____________________ Date:_____________________

Yours sincerely

___________________________Chairman, CMC

Copy to: Programme Manager of Heart Trust /NTAProgramme Coordinator of CSJP Montego Bay Branch office


JOB DESCRIPTION AND SPECIFICATION

TITLE: COORDINATOR

LOCATION:

JOB OBJECTIVE

Under the general direction of the Community Management Committee (CMC), the Coordinator provides effective leadership and management of the Centre ensuring proficiency and flexibility in the delivery processes to satisfy market demands. Additionally, develop and implement strategies to optimise resources in compliance with the Community Training Intervention (CTI) department policies and processes leading to NCTVET certification.

KEY FUNCTIONS AND DUTIES

Administrative Duties

a. Coordinates and attends Community Management Committee (CMC) and other meetings as required and submits minutes within two (2) weeks.

b. Maintains the financial operations of the Centre in accordance with subvention allocations.

c. Establishes income generating activities as an extension to the Centre.

d. Completes and submits self-assessment checklist with subvention

e. Facilitates the process for the recruitment of learners: develops and conducts comprehensive orientation programme for learners.

f. Manages the Learning Management System (LMS)

g. Ensures that facilitators maintain records of learners’ evaluation and assessment.

h. Monitors the daily maintenance of learners’ registers and disburses learners’ allowance (fortnightly/monthly); ensures that payments are made promptly, and that learners’ signatures are affixed against the respective amounts.


Appendix 2a

i. Maintains a register of attendance for both full-time and part-time facilitators; ensures timely payment of salaries and statutory deductions to the relevant agencies.

j. Prepares and submits monthly reports by the 25 th of each month for the period from the 26th of the previous month to the 25th of the current month.

k. Prepares and submits a Centre evaluation report at the end of each cycle.

l. Ensures that all records are available for scrutiny upon request by the CMC, Programme Manager, and/or Auditors.

m. Monitors learners on work experience and track graduates at least two (2) months after the end of each cycle; submit report to the CTI.

n. Ensures that an inventory of all equipment and training materials are maintained.

o. Monitors the deportment of staff/learners, and take appropriate actions.

p. Develops partnerships with stakeholders for capacity building and Centre strengthening

q. Plans, supervises and participates in Occupational Health and Safety practices and submits minutes of Quality Assurance Meetings to CTI within two weeks.

Staff

a. Assists with the recruitment of staff and recommends leave in accordance with the CMC.

b. Ensures that staff contracts are prepared and signed at the start of each cycle

c. Supervises Facilitators’ performance and arranges for industry furlough, developmental intervention and /or upgrading to enhance quality.

d. Conducts performance appraisal for staff.

Andragogical

a. Supervises the preparation of timetable, and ensures that all units are delivered within the specified period.

b. Develops and implements an effective training and assessment plan

c. Implements systems to ensure that the delivery process is conducted according to required standards.

d. Supervises and verifies the writing of weekly/monthly lesson plans in accordance with required standards.

e. Ensures the implementation of strategies to develop employability/life coping skills in learners

Other Duties


a. Plans/participates in official activities of the centre.

b. Attends training courses/workshops, as required.

c. Performs any other related duties consistent with the general level, nature, functions and objectives of the job.

AUTHORTY TO:

ACCOUNTABILITIES

Financial Resources

a. Manages the subvention in accordance with specific line items.

b. Submits quarterly return of expenditure with supporting original documents to the HEART Trust/NTA Community Training Intervention Department within ten days after the quarter ends.

Human Resource

a. Recommends and/or arranges training and development for staff.

b. Undertakes performance appraisal for staff in collaboration with the CMC.

c. Applies and/or recommends disciplinary measures in accordance with established policies and procedures.

General

a. Ensures that there is adequate supply of training material at all times

b. Participates in efficient and effective use of training materials.

c. Ensures that the Centre generates income.

d. Implements strategies to ensure Occupational Health and Safety practices in the learning environment.

e. Ensures the integrity of confidential data.

f. Makes recommendation to HEART for change of skill when this becomes necessary.REPORTING RELATIONSHIPS

Reports to: Community Management Committee (CMC) & Programme Manager


Nature of Supervision Required: Limited supervision, Operational guidelines provided

Supervises: Facilitator, Assistant Facilitator (where applicable)

Liaises with: CTI, CMC, Suppliers, RPS, Media Services Unit, Related industry, Professional Associations

JOB SPECIFICATION/COMPETENCIES

Required Qualifications: City and Guilds of London Institute Part II in

specialised skill OR

VTDI Diploma, Teacher’s College Diploma or relevant professional Qualification e.g. UTECH/Technical, (NCU) Northern Caribbean University Education Diploma OR

Diploma in Supervisory Management with emphasis on financial management, basic management/supervision and marketing skills.

Required Experience: Two (2) years related industry experience. At least two (2) years andragogical

experience

Required Knowledge: Knowledge of HEART TRUST/NTA and

relevant policies and procedures General knowledge of relevant industry and

required labour law. General Knowledge of the TVET/CBET

System.

Key Competencies: Manages subvention and financial plan Prepares reports Manages performance appraisal system Manages the Learning Management System Implements and monitors Occupational

Health and Safety standards Manages staff development Manages recruitment, selection and

orientation processes


Manages operational systems to achieve planned outcomes

Uses appropriate business technology

Other Required Competencies: Establishes and maintains partnership Provides leadership in the workplace Plans and manages meetings Manages record systems Manages maintenance of equipment Conducts effective communication with

internal and external customers Manages quality customer service Applies professional ethics

SPECIAL CONDITIONS ASSOCIATED WITH THE JOB:

a. To keep abreast with modern technologies, methodologies and industrial trends.

b. Required to work flexible hours

c. Typical training/work environment

Signed: ________________________ _____________Employee Date

________________________ _____________CMC Chair Date



TITLE: FACILITATOR - Technical

LOCATION:

JOB OBJECTIVE

Under the general direction of the Coordinator, the Facilitator is responsible for instructing and evaluating learners in the area of specialization as well as to develop employability/life coping skills. In addition, undertake associated administrative duties.


General Administrative Duties

a. Assists with the development of an effective training and assessment plan.

b. Assists with the maintenance of the Learning Management System (LMS) on a monthly basis to ensure currency.

c. Prepares and submits weekly/monthly lesson plans.

d. Maintains records of learners’ evaluation and assessment and maintains the integrity of confidential data.

e. Prepares and submits requisitions for equipment and training materials.

f. Accounts for equipment and materials used in delivery and ensures that equipment is/are in good condition when returned and reports defects.

g. Implements and monitors strategies to ensure Occupational Health and Safety (OHS) practices within the learning environment.

h. Participates in the Centre’s performance appraisal system.

i. Monitors learners on work experience, as required.

j. Maintains learners’ register daily and prepares and submits monthly statistics required for the payment of allowances.

k. Attends staff meetings as required.


Appendix 2b

l. Participates in the development of partnerships with stakeholders for capacity building and Centre strengthening

m. Completes and participates in developmental intervention and /or upgrading to enhance quality.

n. Participates in performance appraisal of Assistant Facilitator, where applicable.

Andragogical

a. Conducts instructional sessions as timetabled using established curriculum

b. Develops relevant/appropriate teaching methodologies/strategies to enhance the learning process.

c. Plans and utilizes appropriate instructional aids and techniques.

d. Delivers training courses in accordance with established procedures.

e. Compiles and administers tests monthly and submits results in specified format and timeframe.

f. Monitors overall conduct of learners and take appropriate actions, as necessary

g. Plans and co-ordinates educational field trips.

h. Implements strategies to develop employability/life coping skills in learners

Other Duties

a. Participates in official activities of the Centre.

b. Participates in Industry Furlough of at least twenty (20) hours per cycle and report submitted to CTI department.


AUTHORITY TO:

Financial Resources

a. Participates in administrative/financial processes by submitting requirements for training materials in a timely manner.

Accountabilities


a. Participates in performance appraisal of Assistant Facilitator, where applicable.b. Applies and/or recommends disciplinary measures of learners in accordance with

established policies and procedures.

c. Implements strategies to ensure Occupational Health and Safety (OHS) practices in the learning environment.

d. Delivers training course in accordance with established procedures

e. Determines teaching strategy/methodology for classes

g. Participates in efficient and effective use of training materials.

h. Ensures the integrity of confidential data.

REPORTING RELATIONSHIPS

Reports to: - Coordinator

Nature of Supervision Required: - Periodic instructions, limited supervision

Supervises: - Assistant Facilitator (where applicable)

Liaises withInternal: - CTI, peers

External: - Stakeholders in related fields, Professional Associations


Required Qualifications: - City and Guilds of London Institute Part II in area of specialisation OR

- VTDI Diploma/ Teachers’ Diploma OR

- Relevant alternate professional Qualification e.g. UTECH/Technical Education Diploma

- Training in andragogy

Required Experience: - At least one (1) year related industry experience

Required Knowledge: - Knowledge of HEART Trust/NTA policies and procedures


- General knowledge of relevant industry and required labour laws

- General knowledge of the TVET/CBET system

Key Competencies: - Conducts training- Organises and conducts training assessment- Maintains records- Conducts effective communication with internal and

external customers- Prepares reports - Utilises appropriate business technology

Other Required Competencies: - Prepares reports- Maintains OHS practices- Provides quality customer service- Applies professional ethics


Flexible working hours Typical training/working environment To keep abreast with modern technologies, methodologies and industrial trends.

Signed: __________________________ _____________________Employee Date

__________________________ _____________________Coordinator Date

__________________________ _____________________CMC Chair Date



TITLE: FACILITATOR - Related

LOCATION:

JOB OBJECTIVE

Under the general direction of the Coordinator, the Related Facilitator is responsible for instructing and evaluating learners in the area of specialization as well as to develop employability/life coping skills. In addition undertake associated administrative duties.


General Administrative Duties

a. Prepares and submits weekly/monthly lesson plans.

b. Maintains records of learners’ evaluation and assessment and maintains the integrity of confidential data.

c. Prepares and submits requisitions for equipment and training materials.

d. Accounts for equipment and materials used in delivery and ensures that equipment is/are in good condition when returned and reports defects.

e. Implements and monitors strategies to ensure Occupational Health and Safety (OHS) practices within the learning environment.

f. Maintains learners’ register daily and prepares and submits monthly statistics required for the payment of allowances.

g. Attends staff meetings, as required.

Andragogical

a. Conducts instructional sessions as timetabled using established curriculum and relevant/appropriate teaching methodologies/strategies to enhance the learning process.

b. Plans and utilizes appropriate instructional aids and techniques.


Appendix 2c

c. Delivers training courses in accordance with established procedures.d. Compiles and administers tests monthly and submits results in specified format and

timeframe.

e. Develops appropriate teaching strategies and methodologies to enhance learning and improve individual achievement.

f. Monitors conduct of learners and take/recommend appropriate actions.

g. Implements strategies to develop employability/life coping skills in learners.

Other Duties

a. Participates in official activities of the Centre, as required

b. Completes and participates in developmental intervention and /or upgrading to enhance quality.


AUTHORITY TO:

Financial Resources

a. Participates in administrative/financial processes by submitting requirements for training materials in a timely manner.

Accountabilities

a. Applies and/or recommends disciplinary measures of learners in accordance with established policies and procedures.

b. Implements strategies to ensure Occupational Health and Safety (OHS) practices in the learning environment.

c. Delivers training course in accordance with established procedures

d. Determines teaching strategy/methodology for classes

e. Participates in efficient and effective use of training materials.

f. Ensures the integrity of confidential data.



Reports to: - Coordinator

Nature of Supervision Required: - Periodic instructions, limited supervision

Supervises: - Assistant Facilitator (where applicable)

Liaises withInternal: - CTI, peers

External: - Stakeholders in related fields, Professional Associations


Required Qualifications: - City and Guilds of London Institute Part II in area of specialisation OR

- VTDI Diploma/ Teachers’ Diploma OR

- Relevant alternate professional Qualification e.g. UTECH/Technical Education Diploma

- Training in andragogy

Required Experience: - At least one (1) year related industry experience



- General knowledge of the TVET/CBET system

Key Competencies: - Conducts training- Organises and conducts training assessment- Maintain records- Conducts effective communication with internal and

external customers- Prepares reports - Uses appropriate business technology

Other Required Competencies: - Prepares reports- Maintains OHS practices- Provides quality customer service- Applies professional ethics



Flexible working hours Typical training/working environment To keep abreast with modern technologies, methodologies and industrial trends.

Signed: __________________________ _____________________Employee Date

__________________________ _____________________Coordinator Date

__________________________ _____________________CMC Chair Date



TITLE: ASSISTANT FACILITATOR

LOCATION:

JOB OBJECTIVE

Under the general direction of the Facilitator, the Assistant Facilitator is responsible for providing technical and instructional support; giving guidance to learners while ensuring proper utilisation of the training environment. Additionally, undertaking associated administrative activities.


Training Administration

a. Assists with the maintenance of learners’ registers, grades and monthly statistics and ensures the integrity of confidential data.

b. Assists in the maintenance of the Learning Management System (LMS) on a monthly basis to ensure currency.

c. Assists with the administration of monthly tests.

d. Assists with Occupational Health & Safety (OHS) policies and procedures as required.

e. Maintains adequate supply of training materials and ensures timely requisition of equipment. Ensures equipment is/are properly used and returned in good condition; reports defects

f. Monitors conduct and deportment of learners and refers infractions as necessary for appropriate actions/sanctions.

g. Completes and participates in developmental intervention and/or upgrading to enhance quality


Appendix 2d

h. Participates in the Centre’s performance appraisal systemi. Attends staff meetings as required.

Instructional Duties

a. Ensures that the lab is not misused and rules and regulations are enforced; ensures that equipment is/are intact/accounted for at the end of the training session.

b. Guides and assists learners during lab hours, in the completion of assigned tasks and projects

c. Assists in instructing learners in relevant technical skills within scope of competence.

d. Assists with the preparation and utilization of instructional and assessment material, as required

e. Assists with opportunities for learners to develop employability/life coping skills.

f. Manages and maintains a tidy classroom/working environment.

g. Assists with the co-ordination of educational field trips, as appropriate.

Other Duties

a. Assists with other instructional departments and other administrative functions of the Centre.

b. Participates in official activities of the Centre.

c. Attends training courses/workshops as directed.

d. Participates in Industry Furlough of at least twenty (20) hours per cycle and report submitted to CTI.

e. Performs any other related duties consistent with the general level, nature, functions and objectives of the job.

AUTHORITY TO:

Accountabilities - General

a. Monitors conduct and deportment of learners and refers infractions as necessary for appropriate actions/sanctions.

b. Assists with strategies to ensure Occupational Health and Safety (OHS) practices in the learning environment.

c. Assists in the delivery of the training course in accordance with established procedures


d. Participates in efficient and effective use of training materials/resources.

e. Ensures the integrity of confidential data.

f. Assists with the development and utilization of appropriate instructional aids.


Reports to: - Coordinator, Facilitator

Nature of SupervisionRequired: - Periodic instructions, limited supervision, regular

reporting

Liaises with - CTI, Facilitators, learners, Administrative


Required Qualifications: - NVQ-J Level 2 certificate in related area or equivalent OR

- Two CXC/GCE O’Level subjects including English Language

Required Experience: - At least one (1) month work experience in related industry



- General knowledge of the TVET/CBET ystem

Key Competencies: - Assists with training/assessment- Maintains records- Conducts effective communication with internal and

external customers- Prepares reports - Uses appropriate business technology

Other Required Competencies: - Prepares reports- Maintains OHS practices


- Provides quality customer service- Applies professional ethics- Ability to manage multiple priorities and

fluctuating workloadsSPECIAL CONDITIONS ASSOCIATED WITH THE JOB:

- To keep abreast of modern technologies and methodologies.- Willingness to learn and apply new and improved technologies- Flexible schedule

Signed: ________________________ ____________________Employee Date

__________________________ ____________________Coordinator Date

__________________________ _____________________

CMC Chair Date


HEART TRUST/NTACOMMUNITY TRAINING INTERVENTION DEPARTMENT

CHEQUE PAYMENT VOUCHERDate Requested: ________________________

Payee: ________________________________

Bank Account: _______________ Cheque#:_______________ Cheque Date: _____________

DETAIL OF PAYMENT A/C CHARGED AMOUNT

TOTAL: -

Prepared By:_____________________________________

Certified By: ____________________________________

Received From GLENDEVON CENTRE OF EXCELLENCE

the sum of_____________________________________________________________________(amount in words)

______________________________________________________________________________(amount in figures)


Appendix 3

_____________________________________ ___________________________Signature of Claimant Date


TIME SHEET

FOR MONTH ENDING:_____________________ SKILL AREA:_________________________

NAME: _________________________________ CLAIMANT

DAYS DATE FROM TO NO. OF HOURS

SUBJECT TAUGHT

AMOUNT$

EMPLOYEE SIGNATURE

TOTAL

VERIFIED BY: _____________________________________ DATE: ______________________(Coordinator)

TREASURER’S SIGNATURE: ________________________ DATE: ______________________

*COORDINATORS PLEASE NOTE THAT THE NUMBER OF HOURS SHOULD NOT INCLUDE THE TIME TAKEN FOR LUNCH.


Appendix 4


SELF-ASSESSMENT CHECKLIST

This checklist has been designed to help the Community Training Intervention (CTI) Unit and the Internal Audit Unit assess how well Centres are applying accounting best practices and guidelines stipulated in the CTI’s Quality Assurance Manual. The areas selected for assessment are derived from auditable activities identified by the Internal Audit Unit and the areas in which controls are inherently weak. The areas identified are Administration, Cash and Bank, Salaries (full-time & part-time), Trainee Allowances, Disbursements, Inventory, Fixed Assets/ Loose Tools, Financial Reporting and Budget Management.

ADMINISTRATION:The Community Management Committee (CMC) and Coordinator must oversee the daily operations of the Centre and ensure that activities are guided by the Centre document, quality assurance manual and budgeted subvention expenses.

YES NO

Is a Community Management Committee (CMC) in place? □ □ Does the CMC have the required number (5) of members? □ □ Have the relevant officers been appointed? (chairperson, secretary, treasurer)

□ □

Are quarterly meetings held? □ □Are minutes of meetings submitted to the Programme Manager? □ □

Additional Comments:

CONCLUSION:


Appendix 6

What do we need to do to enhance this activity?

CASH & BANK:The Community Management Committee (CMC), Programme Manager and Coordinator must ensure that a bank account is maintained for facilitating the funding of operations of the Centre and to ensure transparency in activities.

YES NO

Is a separate account maintained for HEART subventions? □ □Is a cash book maintained for the recording of all cheque disbursements and lodgements?

□ □

Are all cheques sequentially recorded? □ □ Are all subventions recorded? □ □ Are bank charges and interest recorded? □ □Are transactions properly recorded in the cash book?(cheque date, #, payee, amount, expense, lodgement date, description, amount, cheque #/ cash, running balance)

□ □

Are recording periods properly established?(from the first day of the month to the last day of the month – April 1st – April 30th)

□ □

Is the cash book up-to-date? □ □Are monthly bank reconciliations prepared? □ □Are reconciliations accurate? □ □Are reconciliations independently reviewed and approved by a representative of the CMC?

□ □

Does reconciled balance agree to cash book? □ □Is the bank account overdrawn? □ □Are there signed blank cheques on hand? □ □


Are funds co-mingled? □ □Is there transfer of HEART funds to another account associated with the Centre?

□ □


CONCLUSION:



SALARIES:The Community Management Committee (CMC), Programme Manager and Coordinator must ensure that salaries paid are in keeping with operations of the Centre.

YES NO

Are there employment contracts? □ □Are stipulated rates of payment for full-time and part-time salaries applied?

□ □

Are full-time salaries paid net of statutory deductions? □ □Are deductions accurately calculated? □ □Are deductions remitted by the 14th of the following month? □ □Are full-time instructors paid salaries for part-time instructional activities during regular hours?

□ □

Are attendance records maintained for part-time instructors? □ □Is attendance properly recorded and signed by part-time instructors?(date, time in, time out, signature)

□ □Are claims made by part-time instructors reviewed and reconciled to attendance records?

□ □


CONCLUSION:



TRAINEE ALLOWANCES:The Community Management Committee (CMC), Programme Manager and Coordinator must ensure that allowances are properly accounted for.

YES NO

Is an attendance register maintained? □ □Is the attendance register up-to-date? □ □Is the stipulated rate for allowances applied? □ □Are allowance calculations based on daily attendance? □ □Were claims for allowances reviewed and approved by a member of the CMC?

□ □Are allowance cheques made payable to the Coordinator for encashment?

□ □

Are allowances paid to legitimate trainees? □ □Are all amounts paid out signed for by the recipient? □ □Are uncollected allowances promptly lodged? □ □Did trainees collect for each other without written approval? □ □


CONCLUSION:



DISBURSEMENTS:The Community Management Committee (CMC), Programme Manager and Coordinator must ensure that funds expended are relevant to operations.

YES NO

Are cheque payment vouchers prepared for disbursing funds? □ □Were vouchers approved by two signatories to the account? □ □Were cheques made payable to suppliers of goods and services? □ □ Were payments based on the presentation of original invoices? □ □Were cheques made payable to the Coordinator or other persons associated with the Trust for purchasing materials?

□ □

If yes, was excess cash promptly lodged to the account? □ □Is information on the cheque in agreement with information recorded in the cash book?

□ □


CONCLUSION:



INVENTORY:The Community Management Committee (CMC), Programme Manager and Coordinator must ensure that training materials are properly secured and documented.

YES NO

Are inventory records maintained? □ □Is each item recorded on a separate stock sheet? □ □Are movements in inventory consistently recorded?(purchases and usage)

□ □

Are inventory records up-to-date? □ □Is usage authorized by the Coordinator? □ □Is there a central storage area? □ □Is the storage area secured? □ □Is the storage area accessible solely to the Coordinator? □ □


CONCLUSION:



FIXED ASSETS/ LOOSE TOOLS:The Community Management Committee (CMC), Programme Manager and Coordinator must ensure that all furniture, equipment and loose tools are properly secured and accounted for.

YES NO

Are fixed asset and loose tools records maintained for items purchased with HEART funds?

□ □Are the fixed asset and loose tools listings properly recorded?(date, description, brand, model, serial #, quantity, cost, location, supplier, condition)

□ □

Are the records up-to-date? □ □Are items properly secured from theft? □ □Were all new items and other major/ selected items identified? □ □Were new items purchased approved by the CTI? □ □Is the storage area secured? □ □Is an independent record of all items maintained by the CTI? □ □Is the record maintained by the CTI current? □ □


CONCLUSION:



FINANCIAL REPORTING:The Community Management Committee (CMC), Programme Manager and Coordinator must ensure that all activities of the Centre are reported quarterly.

YES NO

Are financial reports prepared and submitted to the CTI? □ □Are these reports prepared and submitted quarterly? □ □Are the reports reviewed and approved by a member of the CMC? □ □Are reports accurate? □ □Do they capture all expenses incurred during the reporting period? □ □Do they capture all subvention grants provided by HEART during the reporting period?

□ □

Is all expenditure reported supported by an original invoice? □ □Are supporting documents only for expenses incurred during the reporting period?

□ □Are reporting periods properly established?(from the first day of the quarter to the last day of the quarter – April 1st

– June 30th)

□ □

Does the balance reflected on the quarterly report agree to the reconciled bank balance at the end of the quarter?

□ □


CONCLUSION:



BUDGET MANAGEMENT:The Community Management Committee (CMC), Programme Manager and Coordinator must ensure that all activities are guided by the stipulations of the subvention granted.

YES NO

Was a quarterly subvention budget provided for the Centre? □ □Is expenditure in line with budgeted expense items? □ □Does actual expenditure exceed any of the budgeted line items? □ □Was there written approval to exceed a particular line items? □ □Were all activities undertaken included in the quarterly budget of the Centre?

□ □


CONCLUSION:


NB. Copies of all checklists must be forwarded to the Internal Audit Unit for review.


SIGNATURES:

PROGRAMME MANAGER COORDINATOR

DATE DATE



FINANCIAL DATA COLLECTION FORM

REPORTING PERIOD: ______________________ DATE: ______________________

$

OPENING SUBVENTION BALANCE _______________________

SUBVENTION RECEIVED DURING THE PERIOD _______________________

OTHER DEPOSITS _______________________

TOTAL SUBVENTION AVAILABLE _______________________

AMOUNT SPENT DURING PERIOD _______________________

CLOSING BALANCE _______________________

NB. PLEASE LIST THE SPECIFIC ITEMS OF EXPENSES FOR WHICH THE SUBVENTION WAS USED ON PAGE 2

MAJOR ACTIVITIES ACCOMPLISHED DURING PERIOD:

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

Prepared By: ______________________________ Date: ____________________

Checked By: ______________________________ Date: ____________________

Verified By: ______________________________ Date: ___________________


Appendix 7


FINANCIAL DATA COLLECTION FORM

REPORTING PERIOD: ______________________ DATE: ______________________

ITEMS OF RECIPENT EXPENSES (FUNDED BY HEART SUBVENTION)

ITEMS EXPENSES $

TOTAL:

Prepared By: ______________________________ Date: _____________________Coordinator (Signature)

Checked By: ______________________________ Date: _____________________Treasurer (Signature)

Verified By: ______________________________ Date: ____________________Programme Manager (Signature)


STOCK RECORD – TRAINING MATERIAL

Name of Stock Item: _________________________________ Max: _______________ Min: ___________

Date Amount IN Amount OUT Date Balance Rec’d By Remarks

Appendix 8

Page ______ of ______HEART TRUST/NTA

COMMUNITY TRAINING INTERVENTION DEPARTMENTASSETS FORM

LOCATION:

SUB LOCATION: DATE:

# OFITEMS

ASSET DESCRIPTION

MODEL # SERIAL # SUPPLIER COST $ DATE RECEIVED

REMARKS

PREPARED BY:______________________________________ DATE: _________________________

Appendix 9

CERTIFIED BY: _____________________________________ DATE: _________________________

PARTNERSHIP FORM

Agreement between ______________________________________________________________ and Glendevon Centre of Excellence

on the ___________________________ day of __________________________ 20_________.

___________________________________________________________ agrees to provide _______________________ services for (PARTNER )Glendevon Centre of excellence in the following qualifications:

Code Qualification Code Competency Name

(NB Any additional qualification and competencies can be listed on a separate sheet.)

Contractual Obligations

Co-ordinate the assessment process to ensure compliance with the NCTVET Assessment Guidelines. (See www.nqrjamaica.org)

Communicate the assessment procedures and the appeals process to the candidate prior to assessment. Assign assessors who are contracted to the COMMUNITY TRAINING INTERVENTION ATO and who are authorized to

assess the particular unit/s. Co-ordinate moderation activities Ensure facility authorization report is received and recommendations noted before assessment begins. Assign an incumbent to ensure that the quality assurance requirements are met File assessment documents in a secure location for a period no less than 12 months after assessment has been completed and

store summary statements regarding assessment for a period of three years. Please note that CTI – ATO must be notified and approval granted before records are discarded.

Submit to the CTI – ATO, a schedule of all assessments at least one week before assessments are conducted. Ensure that assessment summary sheets are accompanied by an approved assessment verification sheet Submit to CTI, the names of eligible candidates for certificates/official statements of competence.

_____________________________________________________ will comply with the assessment policies and (Name of Requesting Institution)

procedures of _________________________________________ and the National Council of Technical and(Name of ATO)

Vocational Education and Training (NCTVET).______________________________ has read and understand the assessment guidelines

of the NCTVET and the relevant competency standards. It is understood that any breach of any of the conditions contained above will

result in disciplinary action, or and a report submitted to NCTVET.

This agreement will be reviewed in one (1) year or sooner if the need arises.

SIGNATURES:

Requesting Institution Official: _____________________________ Date: __________

ATO Official: __________________________________________ Date: __________


Appendix 10

Witness: __________________________________________ Date: __________


PARTNERSHIP MONITORING FORM

1. List all the partnership arrangements in your Division/Department/Institution or cost centre is currently involved using one box for each partnership.

2. Fill in the details on the form to show the kind of activities included in the partnership.

3. Attach additional forms as necessary.

Glendevon Centre of excellence ________________________________________________ Name of Partner Organization:___________________________________________

Start date of Partnership_________________________________________________Duration of Partnership__________________________________________________

I. Is the partnership documented?

Yes No

II. In the partnership governed by a signed agreement or memorandum of understanding?

Yes No

III. Is the partnership governed by a committee that oversees the partnership?

Yes No

IV. Is there someone responsible for administering/ monitoring the partnership

Yes No

If yes, who?.................................................................................................................

V. Frequency of contact with partner organization:

Weekly Monthly ........... Quarterly . Other ....................................................................................................................................

VI. Has the partnership achieved its objective (s)


Appendix 10a

Yes Yes

VII. If no, why not?................................................................................................................

VIII. Do you have any suggestions as to how this situation could have been corrected? .........................................................................................................................................

IX. Type of Partnership (check all that apply)

To conduct trainingo ID areas and level in which training was provided

....................................................................................................................................

To improve the new training programmeso ID activities undertaken to achieve this

...................................................................................................................................

To develop new training programmes o ID new training programmes developed

...................................................................................................................................

To target special needs groups for trainingo Specify special needs groups identified

...................................................................................................................................

To provide exchange between institutions and firmso Identify firms approached

o ...................................................................................................................................

o Describe the type of intervention utilized

o ..................................................................................................................................

o How successful were the interventions/ utilized

...................................................................................................................................

To improve work experience and job placement opportunitieso Number of persons facilitated on work experience exercise ....................................

o Number of learners that saw it as a positive..............................................................

o Number of learners that were placed in jobs at the organization..............................


To improve articulation between levels of education and training

o Describe intervention utilized

o .................................................................................................................................

To certify workerso Areas of certification

o ..................................................................................................................................

Other (describe)o ..................................................................................................................................

Officer ................................................ Title ................................................. Date......................................


STAFF ORIENTATION GUIDELINES

Instructions: Form is to be completed for each new staff memberRequirement Indicators Reference/Evidence Yes No

Security&Confidentiality

Security obligation and confidentialitypolicies discussed

Hand-out

Introduction toColleagues

Introduction to other employees and immediate supervisor

Introductionsconducted

OrganizationalChart

Reporting relations identified onorganizational chart

Employee list,Organizational chartand functions

Introduction to company trainingculture

Training Plan, In-house trainingIndustry furlough,Professional/personal developmentdiscussed

Organization’sTraining manual/plansAppraised document

Policies governingPartnershipbetween HEARTand the Centre

Centre document discussed Copy of Centredocument

Training Documents

Importance of Competency Standards,Learner Guides, LearningManagement System discussed

Copies of currentdocuments presented

Entrepreneurialculture

Business plan, competitors, markettrends, income generation discussed

Business Plan

Products and Customers

Product or service offered;customer /target market, level ofcustomer service expected discussed

Business Plan

Expectations of theJob

Performance expectations,team meetings, others duties discussed

Job Description,Objectives presented


Appendix 11

FACILITIES Yes NoAmenities Identify kitchen/ lunchroom and

Sanitary facilitiesGuidelines regarding the use andMaintenance of these discussed

Tour conducted of building

Telephone Telephone usage, i.e. personalcalls/ use of cellular phonesdiscussed

Guideline for using phone given

AttendanceRegister

Importance of signing timesheet/ attendance book discussed

Location of registeridentified

Terms ofEmployment/personal details

Terms & conditions ofemployment –forms required.NIS, TRN, Driver’s license(where applicable) account #,personal contact details foremergencies

Contact terms/ letter ofemployment discussed

General Behaviour Discuss acceptable /non-acceptable behaviour for bothstaff and learners

Code of Conduct identifiedIn Learner’s / Employee’sHandbook

WORKPLACEHAELTH &SAFETYFirst Aid Facilities First Aid Kit and contact number

for (responsible) staffIdentified

Fire Extinguishers Location of fire extinguisher(s) Location identifiedEmergency Exits Location of emergency exits and

stairsExits identified

GeneralHousekeeping/(AccidentPrevention)

Safety responsibilities, (staff/learners’)Disposal of wastes etc.Equipment check

Workplace Health &Safety Policies discussed

…………………….. …………………………… ………………Name of Employee Signature Date


……………………………… …………………………… ………………Orientation Officer (Name) Signature Date

1. Copy to Centre File

2. Copy to Centre File

EMPLOYABILITY SKILLS - IMPLEMENTATION PLAN

DEFINITION

Employability Skills are the generic skills and behaviour that employers look for in employees. These skills are integrated and used in various combinations depending on the nature of the particular job activity (social skills that enhances technical skills). Employability skills can be divided into broad areas, for example:

1. Academic Skills2. Personal Management Skills3. Team Work Skills4. Leadership Skills5. Job Search Skills

Academic Critical thinking Communication Learning

Personal Management Positive attitude and behaviour Responsibility Adaptability and flexibility Planning Time Management Health and safety management

Team Work Work with the organization Work with peers Work with supervisor

Leadership Proactive Mentoring Problem Solving Conflict Resolution Team Building

Job Search Skills Identify job opportunities Developing cover letter and resume Applying and interviewing


Appendix 12

STRATEGIES TO DEVELOP EMPLOYABILITY SKILLS

In order for employability skills to be effective, appropriate strategies must be applied.

ACADEMIC SKILLS – provides basic foundation to get, keep and progress on the job and to achieve the best results: Critical Thinking o Evaluate and analyse case studies

o Projects and reportso Literature review

Communication o Language Day (oral presentation)o English Day – Emphasis is placed on English a particular day for

each month for enforcemento Portfolio preparation

Learning o Assignmentso Researcho Readingo Presentationso Public forumo Field Trips

PERSONAL MANAGEMENT - combination of skills, attitude and behaviours required for achieving personal actualization. This involves developing and setting short and long range goals for your life.

Positive attitude and behaviour

o Confidence Building e.g. Devotiono Motivational sessionso Guest presentationo Mentoringo Clubso Coordinators sessiono Social Graces

Etiquette Day Please and Thank You Manner of dressing Opening and Closing of doors Simulation of formal dinner setting

Responsibility o Account for assigned tools (sign in and sign out tools usage)o Class duty rostero Assignment of class monitor

Adaptability/flexibility o Cross training e.g. Housekeeping doing a relevant unit from another skill – Napkin making


o Social group integration e.g. team building day.o

Planning o Personal Development plan for the duration of the training cycle – self assessment

o Plan and organize an income generating activity (Team Work)o Goal setting – plan career path

Time Management o Clock In Clock Out Week – penalty for non-conformanceo Time-based tasko Punctuality

Health and safety management

o Skill based attireo Personal Hygiene - Health practitionerso Regular fire drillso Use of adequate and appropriate equipment

TEAM WORK - is a joint action by two or more people, in which each person contributes with different skills and express his or her individual interests and opinions to the unity and efficiency of the group in order to achieve common goals.

Work with the organization

o Work experienceo Conflict resolution groups for mediation – session conducted by

HR personnel.o Field visitso Partnerships

Work with peers o Assign learners to work groups Rotation of group members

o Conflict resolution groups for mediation e.g. PALS, Hands across Jamaica

o Provide support to others

Work with supervisor o Conduct work based activitieso Conform to NCTVET standardso Follow instructions

LEADERSHIP – the process of guiding and inspiring others

Proactive o Acknowledge and reward mutual successes and new ideaso Impromptu activities and measure response

Mentoring o Develop a mentoring programmeo Conduct mentoring sessionso Provide mentoring trainingo Facilitators becoming role models

Problem Solving o Assignmentso Brainstorming sessions


o Internal maintenanceo Class room simulation

Conflict Resolution o Inviting PALS, Dispute Resolution Foundations. Hands Across Jamaica, Police – Community Relations Officer and Community Consultative Committee

o Role Play and simulationo Developing listening skills

Team Building o Sports Dayo Open Dayo Field Tripso Group Worko Project Fun Day

JOB SEARCH SKILLS – enables the individual to look for and obtain a job

Identify job opportunities

o Peruse newspapers to identify job opportunitieso Internet searcho Networkingo Personal contacts

Developing cover letter and resume

o Lectureso Practice sessionso Job Readiness Exerciseo Pamphlets

Applying and interviewing

o Mock interviewso Job Fairso Lectures

SOURCES OF ASSISTANCE RPS – Job Readiness VTDI – Final Year Career Development students doing practicum at CTI locations

(creating career development centres) CDS (PROGIS) – conducting sessions Stakeholders www.mlss.gov.jm - Identify Job Opportunities www.carltonstraining.com/catalog/conflict-resolution.html - Conflict Resolution Employability skills workbook (PROGIS - HEART Trust/NTA, 2000) Career Development Services - CDS (PROGIS) Literature

MEASUREMENT Performance Objectives Moderation of internal assessment Monitoring – Coordinator


Delivery monitoring – Programme Manager Lesson Plan monitoring Internal Job Readiness Exercise conducted by Centre External Job Readiness Exercise

SUPPORT MECHANISM Incentive Programmes

– Learner of the Month (incorporating employability skills) Facilitation (reduction of chalk and talk)

– ETMU facilitating training External Partnerships


FIRST AID DISPENSARY FORM

DATE NAME of RECIPIENT

TRAINEE

STAFF

NAME OF DISPENSER MEDICATION DISPENSED SIGNATURE


Appendix 13

EQUIPMENT MAINTENANCE SCHEDULE

ADDRESS: ______________________________________________________________

SKILL AREA(S): ______________________________________________________________

Schedule for TRAINING PERIOD: From _______________ to _____________

Machine(s)/Equipment Serial/Model # Apr May Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Type of Service Signature Comment(s)


Appendix 14

MAINTENANCE AGREEMENT

Glendevon Centre of Excellence hereby contracts ______________________________________ (Name of Service Provider)of ________________________________________________ _________ (Name of Company /organization)

Located at _____________________________________________________________________

to provide general maintenance services for the following equipment:

(1) ________________________________________ model/serial number ______________________________







On a ________________________ basis for the period from ________________ to ___________________ 200___. (Monthly/Quarterly /Annual etc.) (Month) (Month)

(Payment to be made within 10 days upon on presentation of invoice.) Accepted on behalf of _________________________________ by ______________________

(name of company) (Name of individual)

Signature of company representative __________________________ Date _______________

Approved by _________________________________ (Name of Centre personnel)

Signature: ________________________________ Date ___________________________. Centre personnel


Appendix 15

SAFETY CHECK LIST

Yes No

1. Is there a first aid kit in place with supplies? [ ] [ ]

2. Is there an entrance and exit door? [ ] [ ]

3. Are there fire extinguishers in place? `[ ] [ ]

4. Did you check the fire extinguisher this morning to see if it registered a full? `[ ] [ ]

5. Does anyone know how to use it? `[ ] [ ]

6. If there is no pipe water, is there a container in place with water? [ ] [ ]

7. Is the floor dry and clean? `[ ] [ ]

8. If it is wet do you have a sign to indicate? [ ] [ ]

9. Is there a safety chart pointing out thing that should be know? [ ] [ ]

10. Are the electrical outlets identified, example 110 volts or 240 volts? [ ] [ ]

11. Are there missing cover plates? [ ] [ ]

12. Are there any broken electrical cords around? [ ] [ ]


Appendix 16

Yes No

13. Are all plugs in order? [ ] [ ]

14. Are there any loose electrical wire around in and out of the buildings? [ ] [ ]

15. Are there guards and fence around motors and belts? [ ] [ ]

16. Is the user provided with safety devices? [ ] [ ]

17. Are there any loose bolts and nuts that can fly about when motor is in motion? [ ] [ ]

18. Are the danger areas properly identified? [ ] [ ]

19. Is the floor free form litter, food particles and grease? [ ] [ ]

20. Are the tool and material neatly stacked? [ ] [ ]

21. Is there a garbage container in place? [ ] [ ]

22. Is the work area properly organized? [ ] [ ]

23. Is the work place adequately lighted? [ ] [ ]

24. Are the surroundings clean and free from empty containers and stagnant water? [ ] [ ]

Programme Manager Signature Date


CAREER PROFILE

NAME_____________________ MALE FEMALE

Indicate with a tick the activities that interest you the most. Add the s in each column and place the total in the space provided.

1Realistic

2Investigative

3Artistic

4Social

5Enterprising

6Conventional

Work Outdoors

Repair small Appliances

Do mechanical Work

Repair Computers

Operate heavy duty vehicles

Prepare Food

Repair a car Engine

Show people how to build houses

Tend plants/animals

Use hands/tools to make things

Operate a fish Farm

Test pilot an Aircraft

Solve math Problems

Work in a Science lab

Study how plants grow

Play chess

Work as a Lawyer

Read Science Books

Use medical equipment

Identify stars Constellation

Predict Weather

Interview people for a school newspaper article

Learn first Aid

Use microscope to study cells

Draft Patterns

Play musical Instruments

Design clothes

Do artistic Design

Participate in fashion shows

Do decorations for a function

Act in a play

Do craft Work

Teach people to dance

Announce TV or radio program

Do crossword puzzle

Take Photographs

Study how people live

Make people Happy

Style hair

Work in a day-care

Entertain at a Party

Serve food and drinks

Show concern for people

Help plan Holidays

Teach exercise Classes

Help bathe, feed and dress elderly people

Be a counselor at summer camp

Shape and polish fingernails

Promote new products

Buy goods for a store

Do sales Work

Lead a team

Convince others to buy goods

Work as an insurance agent

Be part of a debate team

Start a Business

Meet new People

Plan advertisement for a business

Help people make decisions

Join a debate Team

Write reports

Do graphs and Charts

Work in an Office

Operate a Computer

Keep accurate Records

Do budget for a company

Maintain a filing system

Sort and deliver Mails

Operate cash register in a grocery store

Register hotel guests and assign rooms

Replace library books on shelves

Collect and arrange stamps


Appendix 17

Operate a clothes drier in a laundry

Drive a forklift truck to move things

Train race horses

Develop methods to grow crop better

Collect rocks and minerals

Do research

Write stories or comedy skits

Paint designs and letters on posters

Work on yearbook or magazine

Drive taxi or Bus

Answer Questions at an information desk Work in groups

Produce TV or radio shows

Work as a Business Executive

Manage a business

Work as a Secretary

Like routine

Work with with numbers

TOTAL

Interest Themes Exercises

Read each of the six descriptions of people, interest and skills. Identify and label the description that describes you the best, then a second and a third best. Then underline the words in the three paragraphs that describe you. List your top three themes in priority order below.

R Realistic – People who have athletic or mechanical ability, prefer to work with objects, machines, tools plants or animals, or to be outdoors.

I Investigative- People who like to observe, learn, investigate, analyze, evaluate, or solve problems.

A Artistic - People who have artistic, innovating or intuitional abilities and like to work in unstructured situations, using their imagination or creativity.

S Social - People who like to work with people-to inform, enlighten, help, train, develop, cure them, or are skilled with words.

E Enterprising - People who like to work with people- influencing, persuading or performing or leading or managing for organizational goals for economic gain.

C Conventional – People who like to work with data, have clerical or numerical ability, carrying things out in detail or following through on others instructions.


1. ______________________ 2. _____________________3. ___________________

Based on John Holland’s vocational personalities from Making Vocational choices: A Theory of Careers,3rd Edition, Psychological Assessments Resources, 1997.


CAREER DECISION FORM

My skill choice has been discussed with me and I fully understand what my course entails.

I ___________________________________________________, after discussions regarding my (Name)

options and future endeavours, have decided to pursue a course in

___________________________________________ at Glendevon Centre of Excellence (Course)

Name ______________________________________ Witness ____________________________

Signature __________________________________ Witness’ Signature ___________________

Date______________________________ Date ______________________


Appendix 18

INDEMNITY AGREEMENT

IN CONSIDERATION of your agreement as the Employer to admit ….….. ( ) trainee/trainees from Glendevon Centre of Excellence for on-the-job training/ work experience/work study at your organization, it is mutually agreed as follows:-

a) The Employer warrants that a Safety Policy has been implemented for the operations of his enterprise and that a safe system of work has been established;

b) The Employer specifically warrants that proper and adequate supervision of the Trainee(s) shall be provided; and

c) The Trainee(s) shall adhere at all times to the safety practices of the Employer during the period of training.

Glendevon Centre of Excellence hereby agrees to indemnify you against any liability for claims made against you by our trainee(s) for any injury or damage suffered by the trainee(s) arising out of any accident save for those which fall under the jurisdiction of the Occupier’s Liability Act and any accident/incident attributed to breach of the Factories Act by the Employer which may occur during the course of his/her/their work experience in your establishment during the approved hours (_____________________)

NAME ID# SKILL AREA

DATED the ………………… day of …………………………..201_______

SIGNED for and on behalf of the GLENDEVON CENTRE OF EXCELLENCE (GCE):

……………………………………..........……….Authorized SignatoryMANAGER’S SIGNATURE

Validation: …………………………………………….Authorized SignatoryDIRECTOR’S SIGNATURE


Appendix 19

WORK STUDY PROGRESS REPORT

TRAINEE NAME: ______________________________________________ QUALIFICATION PATH:_________________________

WORK SITE: ___________________________________

TRAINING DURATION:________________________________

Date Time in Time out No. of hrs.

Duties/Task Completed Comments Supervisor Signature

Completion Date: _________________________

Instructor’s Comment: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Instructor’s Signature: _________________________


Appendix 20

A vocational skills training centre supported by the Citizen Security and Justice Program (CSJP), HEART Trust/NTA and

The Montego Bay Development Benevolent Society.……………….

14 Sunvalley Road Hendon P.A. Montego Bay St. James Jamaica, W.I.

Telephone: (876) 971-8319 | email: [email protected]

VERBAL WARNING FORM

Date: …………………………………………

Time: …………………………………………

Dear: ……………………………………………..

You are being warned for breach of the Code of Conduct of this training centre: You are in breach of…..…………………………………………………………………………………………

………………………………………………………………………………………………………………..….

………………………………………………………………………………………….. : You are hereby given

…….............. days to take corrective action. Failure to comply can result in stronger actions being taken or expulsion from the programme.

Sign …………………………………………………………… Instructor

Sign ……………………………………………………………. Centre Manager.


Appendix 21





WRITTEN WARNING FORM

Date: …………………………………………

Time: …………………………………………

Dear: ……………………………………………..

You are being warned for breach of the Code of Conduct of this training centre: You are in breach of…..…………………………………………………………………………………………

………………………………………………………………………………………………………………..….


…….............. days to take corrective action. Failure to comply can result in stronger actions being taken or expulsion from the programme.

Sign …………………………………………………………… Instructor







SUSPENSION FORM

Date: …………………………………………

Time: …………………………………………

Dear: ……………………………………………..

You are being sent home for breach of the Code of Conduct of this training centre: You are in breach of…..…………………………………………………………………………………………

………………………………………………………………………………………………………………..….


…….............. days to take corrective action. Please return on …………………………. in/with your proper

uniform. On your return, please speak with the counsellor before you resume classes.

Failure to comply can result in stronger actions being taken or expulsion from the programme.

Sign …………………………………………………………… Instructor




The Montego Bay Development Benevolent Society.

……………….



EXPULSION FORM

Date: …………………………………………

Time: …………………………………………

Dear: ……………………………………………..

You are being sent home for breach of the Code of Conduct of this training centre: You are in breach of…..……………………………………………………………………………………………..

………………………………………………………………………………………………………………..……..

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………..


this dismissal notice which take an immediate effect.

Sign …………………………………………………………… Instructor



SCHEDULE OF OFFENCES AND SANCTIONS

TYPE OF OFFENCEFIRST

OFFENCESECOND

OFFENCETHIRD

OFFENCEFOURTHOFFENCE

1Make change to

instructional document/ commit

any other fraudulent act

Counselling/ Verbal warning

Counselling/ Written warning

Suspension for five training days (without stipend)

Expulsion

2Make change to

instructional document/ commit

any other fraudulent act




Expulsion

3Leave school after Singing Register

Counselling/ Two (2) Verbal warning Written Warning

Suspension for three (3) days

To be suspended three (3) times is an

automatic expulsion

4Making personal

appointment during School hours




automatic expulsion

5aLate arrival to school in the

mornings


Not allowed to enter the school

building after 8:30


automatic expulsion

5bUnpunctual/

Irregular attendance




automatic expulsion

6Absence from class without permission.

Counselling/ Two (2) Verbal warning

Counselling, written warning ,

loss of stipend

Suspension for three training days (without stipend


automatic expulsion

7Tardiness to class and other specific

activities.

Counselling/ Verbal warning Written warning



automatic expulsion


8Absent from class during class time




automatic expulsion

8Making frequent exit

During Class Session




automatic expulsion

9Eating/Drinking

outside of Designated Areas

Counselling/ Two (2) Verbal warning Written warning



automatic expulsion

10Chewing Gum while

in your Uniform

Counselling/ 2 Verbal warning Written warning


Suspension for five training days

(without stipend

11Underperforming

Learner

Counselling/Verbal warning


Counselling/Suspension for three

training days (without stipend)

Counselling/expulsion

12Sleeping/ Not being

attentive and participating appropriately


Written warningSuspension for

three training days (without stipend


automatic expulsion

13Not doing your best to speak Standard

English

14Not being

Professional. Distracting and

Disrupting Lectures





automatic expulsion


15Failure to participate

in class and complete all

class/take-home assignments



Suspension for three training days

(without stipend)


(without stipend)

16Poor regard for authority and

inexplicit sexual conduct




(without stipend)


(without stipend)

17Defamation of

character

Counselling /written warning

Suspension for five Training days

(without Stipend)Referral for professional assistance or

expulsion (depending on the

gravity of the offense)

Expulsion

18Use fallacious

information to create discord amongst staff or trainees




(without stipend)


(without stipend)

19Insubordination

Counselling / Written warning



(without stipendExpulsion

20Poor regard for

authority and or use of abusive

tone/language




(without stipend)


(without stipend)

21Use of expletives




(without stipend)


(without stipend)


22Threat/harassment

to staff or fellow learners


Suspension for three training days (without Stipend)


(without Stipend)Expulsion

23Loud and disruptive

behaviour.

Counselling/ written apology

Counselling/WrittenWarning


(without stipend )


(without stipend)

23Inciting riot or unrest

on or off school grounds

Suspension for three days

Suspension for five days Expulsion

24Fighting or Horse

playing

Counselling / Written warning



(without stipend

AutomaticExpulsion

25Failure to carry out

reasonable instructions in

accordance with the policies of the

institution


Written warning/ Counselling


Expulsion

26Unauthorised use of

school equipment


Written warning/ Counselling


Expulsion

27Vandalism/ malicious

destruction of property

Counselling/written warring

(Payment for damaged item without stipend)

CounsellingSuspension for five

training days (without allowance:

Payment for damaged item.

Expulsion; Payment for damaged item;

withholding of certificates until full restitution is made

28Theft/ breaking and

entering offices, storeroom and other

person’s property

Counselling andSuspension for five

training days (without stipend)

Full restitution of stolen property

Expulsion; Full restitution of stolen

property; withholding of

certificates until full restitution is made.


29Wasting Resources

given to you for conveniences


(Payment for damaged item without stipend)


(Payment for damaged item

without stipend)

CounsellingSuspension for five

training days (without allowance:

Payment for damaged item.

Expulsion; Payment for damaged item;

withholding of certificates until full restitution is made

30Unauthorised game

playing during school hours





automatic expulsion

31Headphones/ Mobile device during school

hours





automatic expulsion

32Pornography/vulgar music

Suspension for five days (without

Stipend) Referral for professional assistance or

(expulsion depending on the

gravity of the offense)

Expulsion

33Drunkenness/

Unauthorized use of alcoholic beverages

during training



(without Stipend)Expulsion

33aScamming phone-

calls,Scamming lead

sheets

CounsellingAlert police; expulsion

33bPornography/vulgar music

Counselling and expulsion

33cUse/Possession and

Peddling of drugs

Suspension for five days (without Stipend)

Referral for professional assistance

Expulsion


or (expulsion and Alert the police depending on the gravity of the

offense)

33dPossession of

offensive weapon

Confiscation; Written warning Suspension for five training days

(without Stipend)

Expulsion

33eFighting/ Physical

violence with/without weapon

Horse playing

Suspension for five training days (without

Stipend)Counselling; Expulsion

(depending on the gravity of the offence

Expulsion

33fUse of offensive

weaponAlert police; expulsion

33gExplicit sexual

behaviour between learners and learners;

staff and learners.


(without stipend)Expulsion

34Breach of institution’s

dress code.

Counselling/ Two (2) Verbal Warning


Dismissal for one day


(without stipend)

35Breach of institution’s

dress code.

Counselling/ Permission slip

pending the circumstances of the trainees or Two (2)

written Warning

Dismissal for one day


(without stipend)


(without stipend)


Appendix 22

TRAINEE UNIFORM PERMISSION

NAME:_______________________________________________________________________ (Surname) (First) (Middle)

(Please use block capitals)

GROUP/SKILL:_______________________________________________________________

I HEREBY APPL FOR A PASS TO WEAR:

SHIRT SKIRT BLOUSE

PANTS SHOES OTHERS ___________________________________

outside the dress code of the institution for a period of ________________________ Days

REASO FOR PASS:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

___________________________

Trainee signature:___________________________________ date _____________________

Recommended by: ______________________________________ date _________________ Instructor

Approved by: _______________________________________Date ___________________ Centre Manager/Counsellor


Appendix 23

Student COPYDISCIPLINARY INSTRUMENTS

TRAINEE LEAVE PERMISSION SLIP

NAME: .................................................................................Contact number (while on leave)

.....................................................

GROUP/SKILL: ...........................................................................................................................

I HEREBY APPLY FOR A PASS FOR A PERIOD OF.....................[ ] DAYS (S) [ } HOURS (S)

DEPARTURE TIME: ........................... EXPECTED TIME OF RETURN: ................................

REASON FOR PASS: ...................................................................................................................

..................................................................................................................................................

TRAINEE SIGNATURE: ................................................................... DATE: .................................

RECOMMENDED BY : .................................................................... DATE: .................................

Instructor

APPROVED BY: .............................................................................. DATE: ................................Centre Manager/Counsellor

GCE/TRAINEE’S LEAVE PERMISSION SLIP/VER 1.1/JANUARY-2014


Institution COPYDISCIPLINARY INSTRUMENTS

TRAINEE LEAVE PERMISSION SLIP

NAME: .................................................................................Contact number (while on leave)

.....................................................

GROUP/SKILL: ...........................................................................................................................I HEREBY APPLY FOR A PASS FOR A PERIOD OF.....................

[ ] DAYS (S) [ } HOURS (S)


REASON FOR PASS: ...................................................................................................................

..................................................................................................................................................

TRAINEE SIGNATURE: .................................................................... DATE: ................................

RECOMMENDED BY: ..................................................................... DATE: .................................

Instructor


GCE/TRAINEE’S LEAVE PERMISSION SLIP/VER 1.2/JANUARY-2014


CLIENT COMPLAINT FORM


To trainee: It is suggested that you keep a carbon copy o f section of this form that is given to the coordinator or other Centre personnel

Appendix 24

To_________________________________________________Date_______________ (person to whom complaint is made e.g. made coordinator)

Client/Learner_________________________ Skill_____________________________(name)

Problem/Complaint ______________________________________________________________________

(please attach sheet if additional space is required)

Period over which incident/problem occurred ______________________________________

(date(s)

Sheet(s) Attached/number of sheets ___________ Signed____________________Client/Learner

(Please Turn Over)

Learner Record of Response/Action Taken:-


Person to whom problem reported

Date Response/Feedback/Action taken Date

Notes:-


Complaint Response Form (Client Complaint Form to be attached)


Appendix 25

Coordinator Record of Response/Action Taken:-

Person to whom problem reported

Date Response/Feedback Taken Date

Issue/Problem Resolved to Client/learner’s satisfaction (learner to indicate) _____ Yes ____ No

If NO:

Compromise Reached/Action Agreed by Client/trainee and Centre personnel as interim solution:-

Situation to be reviewed for further/subsequent action ________________ by _____________________ (date) (name)

REQUEST FORM


Signed _________________ Date_____________// Signed _______________ Date______________ Coordinator Client /Learner

Appendix 26

Please Note:

Request for recommendation, status letter and transcripts of grades will be ready in ten (10) working days.

The cost of a transcript is One Hundred Dollars ($100), which should be paid at the Centre.

Date of Request: _________/_______/_______ Date Needed: ______/_______/_______ M D Y M D Y

Name of Learner: _______________________/____________________/_________________________Surname Middle Name First Name

Address: ___________________________________________________________________________

______________________________________ Date of Birth: ______/_______/_______ M D Y

Contact No: _____________________________________/___________________________________Home Mobile

Qualification Path: ____________________________________________________________________(Skill)

Start of Training: ___________/____________ End of Training: ___________/____________ M Y M Y

I am hereby requesting a / an

Transcript Status Letter Commendation Letter

Rec. Letter Academic Record Other

To be sent to/ collected by: ___________________________________________________________

Signature: ____________________________________ Date: __________________________

Delivered: ___________________________________ Date:__________________________

Document Prepared by: ______________________________________ Date: ________________________________

For Office Use

Document Prepared by: ______________________________________ Date: ________________________________

Receipt # (payment for transcript): _____________________________


EXTERNAL APPEAL FORM

Date: ___________________________


Appendix 27

CLIENT’S NAME:

_____________________________________________________________

Qualification: __________________________________________________________________

Units of Competency Assessed:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Assessment Strategies used:______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

This is to inform the Assessment Panel that I am not satisfied with the ruling of Instructor/Assessor Mr. /Mrs./Miss ____________________________________Evidence______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

__

On the basis of my rights under the appeal process I am requesting a review of the decision taken with regard to the above mention unit(s) of competence / area of assessment.

Signature: __________________________________ Date:__________________________

Received by: ___________________________________ Date: _________________________

REQUEST FOR REFUND


Appendix 22

FOR OFFICE USE ONLYRequest no

Reference no

__________________________________________________________________________

(Surname) (First) (Middle)(Please use block capitals)

CONTACT No: ______________/_______________/_______________/_________________ (Home) (Office) (Fax) (Mobile)

Please select the box that applies to you: COMPANY SPONSORED PRIVATE

Name of Payee: ______________________________________________________________ (Person or organization cheque is to be made payable)

Kindly refund the sum of ___________________________________________$__________ which represents the fees for the above qualification/competencies.

The refund is sought for the reason (s) outlined below: (Please tick the box which applies)

Course has been cancelled

Unable to attend for personal reasons

Other reasons (Please state) _____________________________ ______________________________________________________________________________________________________________________________________________________Signature: ______________________________________ Date _______________________

Official Use Only

Coordinator’s Comments: _____________________________________________________

Signature: _______________________________________ Date_______________________

Treasurer’s Comments ________________________________________________________

Signature: _______________________________________Date_______________________


Appendix 31

Student’s COPYDISCIPLINARY INSTRUMENTS

TRAINEE LEAVE PERMISSION FORM

NAME: ............................................................................... Contact number (while on

leave)....................................

GROUP/SKILL: ...........................................................................................................................



REASON FOR PASS: ...................................................................................................................

..................................................................................................................................................

TRAINEE SIGNATURE: ................................................................... DATE: .................................

RECOMMENDED BY: .................................................................... DATE: ................................. Instructor


GCE/TRAINEE LEAVE PERMISSION FORM/VER 1 /JANUARY-2014

Institution File COPYDISCIPLINARY INSTRUMENTS

TRAINEE LEAVE RESUMPTION FORM

NAME: ......................................................................................................................................

GROUP/SKILL: ...........................................................................................................................




REASON FOR PASS: ...................................................................................................................

..................................................................................................................................................

TRAINEE SIGNATURE: .................................................................... DATE: ................................

RECOMMENDED BY: ..................................................................... DATE: ................................. Instructor


GCE/TRAINEE LEAVE PERMISSION FORM/VER 1 /JANUARY-2014



TRAINING & ASSESSMENT PLAN

SKILL: _______________________________________ PERIOD: ____________________________

UNIT CODE UNIT TITLE L HR TYPE TRAINING PERIOD

ASSESSMENT DATE

ASSESSOR

Facilitator’s Signature: _____________________ Date _____________ Coordinator’s Signature: _____________________ Date______________


Appendix 32

.


Appendix 33

INTERNAL ASSESSMENT GRADES

Qualification Plan: ________________________________ Qualification Code: ________________ Cluster # and Title: _____________________

(Please use

additional sheets if necessary)

N.B. Only the Clients/Trainees who are eligible for assessments must appear on this sheet

_____________________________________________________ ________________Name & Signature of Instructor/ Trainer Date

Evidence validated by: ___________________________________ ________________ AMO/HOS/CTI Programme Manager/WS Manager Date


N0. NQR I.D Name of Trainee Unit Codes and Titles

Practical Task/

Physical Evidence

Simulation/Role Play

Classwork/

Assignment

End of Module Test

Portfolio Project Average

Grade

12

345

678910111213

139


Agreement for Contract Assessors

Agreement between______________________________________________________________ and

(Name of Assessor)

the Community Training Intervention Department (CTI) on the ________ day of ____________________

20____. I, agree to provide the services in relation to

(Name of Assessor)

_________________________________________________________________.

(Name of Skill Area)

Contractual Obligations:

Plan, Conduct and Review Assessment. Unless otherwise agreed, assessment should be done in clusters according to agreed schedule. Submit assessment documents and summary of assessment results to CTI within two (2) weeks of assessment. Payments will only be made after receipt of the following documents and/or the fulfilment of the following

requirements:o Self Assessment Guide, Assessment Agreement, Competence Checklist, questions and answers used in the

assessment, Assessment Summary/Report and Claim Form. Payments will be made for hours spent assessing and not hours spent at the location Mileage will be paid based on the standard route. Participate in moderation activities as required. Requirements of confidentiality in respect of the assessment conducted at this organization, have been met.

List of Conditions:

I agree that I must comply with the policies and procedures of the Community Training Intervention Centre and the National Council on Technical and Vocational Education and Training (NCTVET) regarding all assessment activities.

I have read and understood the assessment guidelines of the NCTVET, the relevant competency standards and the organization’s documentation on assessment.

I understand that any breach of any of the conditions contained in the above will result in disciplinary action or in extreme cases termination of my services, and a report on the breach (s) submitted to NCTVET.

Any problems encountered when using the assessment documents should be reported to the Centre Coordinator or the Programme Manager.

N.B. CTI reserves the right to:

a. Modify claims for assessment fees, if outside of standard or normative rates/hoursb. Visit sites to observe the conduct of assessment.

Review time/s:

This agreement will be reviewed in 1 year or sooner as the need arises.

Signatures:

Assessor: ____________________________________________ Date: _______________________

ATO Manager: ________________ Date: _______________________

Director: ________________ ________ Date: ______________________

Appendix 35

Community training intervention

Education

Transcript of Community training intervention