Managing Teacher Recruitment and Migration A Case Study of the - PowerPoint PPT Presentation

Managing Teacher Recruitment and Migration A Case Study of the Barbados Experience

Introduction n Setting, Location & Context n Aim and purpose of presentation n Background and Early experiences n Managed-migration strategies adopted n Conclusions

Purpose n Highlight experience of a small island developing state n Share experiences of the challenges faced n Solutions that worked for Barbados

Early developments n Traditional migration patterns n Experiences of the early 1990s n Late 1990s n Large scale teacher recruitment efforts n Strategic response by the Ministry of Education

Developing a policy framework n Catalyst – experience of late 1990s n Limit placed on number of teachers granted leave (20) in any two year cycle n Conditional leave - grant of no-pay, non- pensionable leave n Ineligibility of certain specialist teachers, particularly in areas where skills are in short supply (Maths, Sciences, Special Ed, Geography

Developing a policy framework n Teachers who are bonded by the Government n Two years service required to achieve eligibility for certain teachers (those returning from study, training or no-pay leave) n Members of school ESEP teams (2 years must elapse after completing training) n Teachers who have received specialist training in priority areas

Enhancing the policy framework n Teachers who have returned to work for a period of less than 5 years after being granted leave to work in other countries or secondments to work in other institutions n Teachers who have returned to work for a period of less than 3 years after being granted study leave or training leave n Other areas that may be specified by the Minister from time to time

Articulation Adoption of the CTRP Of CTRP 2004 Barbados, 2005 Commonwealth working Savannah Accord Group on Teacher 2002 Migration Partnership with National & Regional Commonwealth Collaboration Secretariat Strength in Numbers

Involvement of Teachers ’ Unions n MOE treated teachers unions as important strategic partners n Discussions held with the Unions n Involvement in the drafting of the policy

Involvement of Teachers ’ Unions n Unions supported migration of teachers n Unions supported strategic actions to safeguard the interests of teachers n Unions promoted the CTRP among its members

Terms & Conditions of service Holiday with Standards pay Retention Of Paid sick Good Teachers leave Salaries Tuition-free Paid term ’ s Retirement Education & Training leave benefits

Developments Since 2005 n Change in US visa requirements n No requests from US/UK recruiters n Decline in requests from teachers to migrate n Loss of experienced teachers n Reintegration of returning teachers n Recent pronouncements in NY, 2011

Views of Teachers Who Migrated n Need for change; a different experience n Culture shock n Career advancement and professional development n Terms & Conditions of employment varied n Unfulfilled promises

Views of Teachers Who Migrated n Greater appreciation for local system n Lack of respect for teachers n Limited scope for promotion n Financial benefit secondary motivation n Lack of knowledge of CTRP

Challenges Faced n Direct contact by recruiters n Initial MOE inconsistency/flexibility in dealing with early recruitment efforts n Lengthy negotiations with recruiters n Failure of teachers to return to duty n Failure of recruiters to keep their promises

L E A V E Managed Collaboration Migration Direct Engagement U N I O N S

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