Educator activism still matters CIES 2024 Presentation

Educator activism still matters

Reflections from targeting funding towards more inclusive skills development and labour markets in the Eastern Caribbean

Presentation

1. Skills for Youth Employment (SkYE) in the Eastern Caribbean – Training Fund

❑ Strategic Purpose

❑ Financing Modality

❑ Results

2. The role of educators within the delivery model

3. Educators’ experiences of actioning inclusion

4. Some implications

SkYE Caribbean programme (2019 – 2023)

UK’s Foreign Commonwealth & Development Office (FCDO)

£9.1 million

More inclusive economic growth

Certified vocational and technical training

Disadvantaged men and women, Youth with disabilities

Certification – Match supply & demand

Certification - Improve quality to industry standards

Grants - Leverage system capacity

Training Courses, Assessment, Quality Assurance

National Qualifications, Quality Assurance, Certification

Payment by results achieved along the ‘Training to Employment’ Value Chain

Mobilisation

Training Assessment

External Certification

Tracer studies completed

Capacity development for instructors

Training Courses, Assessment, Quality Assurance

CBET training

Assessor & verifier training

Inclusive teaching and learning

National Qualifications, Quality Assurance, Certification

RESULTS

❑5778 certificated graduates

❑85% certification rate

❑54% employed

❑55% with disabilities employed

❑52% disadvantaged youth employed

❑55% women employed

Activism

Educator activists

• Going ‘out of the way’ / beyond expectations

• Giving of self and resources

• Navigating micro-barriers and constraints

Disability activists

• National disability organisations – partner activists

• Mobilisation partners

• Employer awareness and job placement

Conclusions

1. Educator activism reveals the limits to our current approaches to mainstreaming inclusion

2. Educator activism creates forms of organisational capacity that need to be fully considered in our assessments for funding

3. Failing to recognise educator activism marginalises educator identities as a profession, and the needs of the young people

4. Implications for funding models?

Thank you