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CARIBBEAN TEACHERS FOR THE FUTURE: “A Tri-partite Policy Dialogue Forum to review the status of Teachers in the Caribbean towards achieving quality Education for All” April 4-6, 2006 Republic of Trinidad and Tobago By Dr Banjoko

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CARIBBEAN TEACHERS FOR THE FUTURE: “A Tri-partite Policy Dialogue Forum to review the status of Teachers in the Caribbean towards achieving quality Education for All” April 4-6, 2006 Republic of Trinidad and Tobago By Dr Banjoko. Content of Presentation. CaribRecruit: - PowerPoint PPT Presentation

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Page 1: CARIBBEAN TEACHERS FOR THE FUTURE:

CARIBBEAN TEACHERS FOR THE FUTURE:

“A Tri-partite Policy Dialogue Forum to review the status of Teachers in the Caribbean towards achieving quality Education for All”

April 4-6, 2006

Republic of Trinidad and Tobago

By Dr Banjoko

Page 2: CARIBBEAN TEACHERS FOR THE FUTURE:

Content of Presentation

Who we are Context Concept Process/Mechanism Outcomes Challenges What can be done in the Caribbean

CaribRecruit: A model for capacity building

in the Educational Sector?

Page 3: CARIBBEAN TEACHERS FOR THE FUTURE:

Who we are 1 of 3

Launched in 2002, www.findajobinafrica.com 1999

Programme of the New Partnership for Africa’s Development (NEPAD), Commonwealth Business Council and the Commonwealth Secretariat

Mobilizes skills and human resource capacity building in and outside of Africa and the African Diaspora towards capacity building in Africa through investment in areas such as remittances

Grassroots’ dissemination of relevant information & contribute to policy and operational issues/topics e.g. NEPAD’s newsletter, International Development policy

"When AfricaRecruit was launched in 2002, I provided an endorsement in the firm belief that its objectives were not only noble but also realizable. Since then, the initiative has performed creditably and become a key part of the NEPAD programme to mobilize quality skills for Africa." His Excellency President Olusegun Obasanjo of Nigeria

Page 4: CARIBBEAN TEACHERS FOR THE FUTURE:

Who we are 2 of 3

Platform for debate and best practice dissemination

Surveys and analysis of the Diaspora

Uses information technology and other modern communication techniques

Provide information about opportunities in Africa to African’s in the Diaspora and about Diaspora to Africa

Promote reforms -more attractive for professionals and technocrats to consider pursuing careers in Africa as well as encourage investments by the Diaspora

Page 5: CARIBBEAN TEACHERS FOR THE FUTURE:

Who we are 3 of 3

2 Diaspora Investment Forum’s www.africadiaspora.com 

2 Sierra Leone Diaspora Consultative Forum

5 successful HR forums www.africarecruit.com

Healthcare mobilisation forum

Developed a regional wide HR E-Newsletter

Database of Skills, Advertised over 12,000 jobs in 5 years

3 International career/recruitment fair’s inside and outside Africa

Return of over 500 Africans in the Diaspora/year and skills within Africa

Informed policy formulation inside and outside Africa

Page 6: CARIBBEAN TEACHERS FOR THE FUTURE:

Intellectual flight-The United Nations calls brain drain one of the greatest threats to economic development in sub-Saharan Africa.

In many ways, the loss of skills could be counted as Africa’s foreign assistance

to the developed world!

Departures…

Between 1985 -1990

Africa lost over 60,000 middle-level and high-level managers.

About 23,000 lecturers/yr from African universities emigrate

Every year 23,000 graduates leave Africa

The emigration of technically skilled people has left 20,000 scientists and engineers in Africa, servicing a population of about 600m

Page 7: CARIBBEAN TEACHERS FOR THE FUTURE:

One of Africa’s greatest offshore asset

Approximately 40% of all African professionals have left the continent's shores over the decades (20,000/yr in the 90’s)

Approximately 3.8 millions Africans live outside Africa mainly in Europe and North America. Over 50% boast tertiary and or postgraduate qualifications.

AfricaRecruit survey in 2003 showed that over half of the 1st generation Diaspora respondents were educated in Africa

Approximately 75% had postgraduate qualifications

54% left Africa for career and professional developments

67% would like to return to Africa within the next 0-5 years

Page 8: CARIBBEAN TEACHERS FOR THE FUTURE:

“The numerous current initiatives in Africa require high-level scientific technological and managerial skills.

The question is where are the skills going to come from. Our answer is that from Africans in the Diaspora and the rest of the world. The training of new graduates will take at least a generation or longer but the skills are needed now if further deepening of poverty and marginlisation is to be reverse. This is the rationale for AfricaRecruit project”

New Partnership for Africa’s Development (NEPAD) Steering Committee March 2005

Recognition and Acknowledgement at Strategic Levels

Diaspora the 6th region of the African Union

Page 9: CARIBBEAN TEACHERS FOR THE FUTURE:

Building on Social and Human Capital

Diaspora are a very valuable resource and powerful force or tool for rebuilding their country

Sheer quantum and quantity of nationals resident abroad working as professionals and academics, whose expertise could be harnessed for national development”

The experience, values, knowledge and creativity of the Diaspora are very much required to join with home-based efforts to ensure the overall improvement in the African condition

“The African Diaspora have long contributed to developing capacity in their country of origin, through activities such as setting up facilities, institutions and conferences. However, it is crucial that better use is made of their enormous potential. One such example is making greater use of skilled expatriates to train African nationals as part of exchange process, including through the UNDP’s Transfer of Knowledge through Expatriate Networks (TOKEN) project. Another is encouraging further links between business or universities in Africa and their country of residence” Commission for Africa

Page 10: CARIBBEAN TEACHERS FOR THE FUTURE:

The Concept

To attract & encourage those who have left

To recruit from a global pool

To retain quality skills To tap into skills while

they remain in the West To build human resource

capacity To inform policy

To facilitate and enable traffic in the opposite direction

Page 11: CARIBBEAN TEACHERS FOR THE FUTURE:

Service Delivery

What is vital is mobilizing the Diaspora using a vehicle or mechanism that would collect and disseminate pertinent information about the opportunities, challenges, prospects and issues that the Diaspora needs to know, in order to make informed decisions and plans to engage constructively with their country.

Essentially, valuable and practical information would be the premier ingredient necessary to convince, mobilize or energize the Diaspora to play responsible roles in rebuilding /contributing to their countries of origin.

Page 12: CARIBBEAN TEACHERS FOR THE FUTURE:

What is the Process...

Skills Mapping - using innovative technology Communication programme on/offline - seminars; road shows &

outreach Channel and Direct - Strategic alliances with all stakeholders Transfer and retain within Africa Showcase success stories of return Foster a debate on how to contribute to a Africa -wide skills

strategy between both host and sending countries Work on creating an enabling environment that will change

attitudes and perspectives of the Diaspora to working in Africa Provide a framework that will attract investment and create

“attractive jobs” Skill transfer including opportunities to self-employed African’s Develop and implement sound policies e.g. dual nationality Provide incentives encourage transparency and good governance Adopt best practices

Page 13: CARIBBEAN TEACHERS FOR THE FUTURE:

AfricaRecruitBuilding

framework

Findajobinafrica facilitating accessattracting the best

Achieving the balance - turning the tide

Human Capital

Develop &

Retain

Attract & reclaim

500 Diasporain a year

HR ro

undtables

best practic

e

implementatio

n

Recommendations

for polic

y Many Africans retained in Africamobility of skills

Page 14: CARIBBEAN TEACHERS FOR THE FUTURE:

Online- tools

• Website- FJA• E-mail dissemination• Target Diaspora groups• Target related professional

groups• Mailing list over 120,000• Mail to over 269 career centres

in Universities based in Europe, USA

• Mail to over 369 African Universities

• Banner displays• Links to over 300 website

Offline- tools

• Strategic partnership – Stakeholders such as government, Institutions, Donors, Private Sector and the Diaspora

• Socio-religious events• Conduct or facilitate events • Stands at large events• Presentations at events e.g.Business

Schools, Career event in USA• Targeted media such as BenTV, • Advertising or Editorials • Word of mouth• Third party referral by satisfied users

Page 15: CARIBBEAN TEACHERS FOR THE FUTURE:

Breakdown by Nationalities (Sending Country)

0%

5%

10%

15%

20%

25%

30%

One out of every 35 person worldwide is a Diaspora

60% of the Diaspora are in the West

48 % of Diaspora are women ( Source IOM)

Every African country has a pool of highly skilled personnel in the Diaspora

Page 16: CARIBBEAN TEACHERS FOR THE FUTURE:

Breakdown by Location (Host Country)

North America42%

Europe34%

Africa14%

Asia6%

Middle East4% Globally dispersed

Larger number of Diaspora in USA

Page 17: CARIBBEAN TEACHERS FOR THE FUTURE:

Skills Capabilities

% Breakdown of users by Experience

0%

5%

10%

15%

20%

25%

30%

0-1 1-2 2-3 3-5 5-10 Over 10

Number of Experience

Perc

en

tag

e B

reakd

ow

n

Over 1 million hits a month, 20,000 users a month of the Diaspora from all industries access jobs at www.findajobinafrica.com in all industries, total entries on skills database 58,000 plus, mailing list of 120,000 plus

Page 18: CARIBBEAN TEACHERS FOR THE FUTURE:

Framework..

Africans in Africa- joint partnership between colleges, universities and business

Africans in the Diaspora - education and professionals build links to transfer and build

Review changes Vision

AfricaRecruit

Understanding the HR

perspectives

Understand the structures and

systems

Identifying best practices

RecruitBuild skillsTransfer skills

Dissemination

Page 19: CARIBBEAN TEACHERS FOR THE FUTURE:

Harnessing Diaspora Skills- 1 of 2

Recruitment:

Restrictions: Brain Circulation enabled

Attracting skills using updated means of communication- access globally for both African’s and Recruiters

Attracting the best skill- objective vs. subjective Open and transparent recruitment e.g job and career fairs inside and outside

Africa Process using best practice full job description, time to recruit informing

unsuccessful candidates why

Retention:

Job vs. Career Working conditions Transparency and good governance at the workplace

Movement of skills within and outside Africa Movement of skills within organisations and between organisations

Page 20: CARIBBEAN TEACHERS FOR THE FUTURE:

Opportunities to tap…

Engage energy and interests of Diaspora • Link with available networks• Data on skilled professionals abroad• Links with migrant professionals

network• Develop opportunities to share

experience and skills with their colleagues ‘back home’ on a consultancy or shared approach basis, or in fact on a ‘virtual’ basis.

• Harness the motivation and skills of the Diaspora

• Focus on temporary return & improve chances for permanent return

Improve remuneration including “non-monetary”

• De-linking remuneration from normal government salary structures

• Better salaries, benefits, and working conditions

• Opportunities for flexibility• Training options e.g. links• Soft Landing package

Page 21: CARIBBEAN TEACHERS FOR THE FUTURE:

Harnessing Diaspora Skills- 2 of 2

Recruitment Agents used should have:

Resourcing both Diaspora and Recruiter:

Ethical value Access hidden/unhidden networks- many agencies are unaware of the

various informal and social networks of the Diaspora Capacity building vs. profit

Return:

Right information to the Diaspora – enabling informed decision Recruiting budget to enable a global access yet local HR personnel with capacity to develop a thriving workforce-

retention

Effective strategies to facilitate and enable the return of valuable skills- soft landing packages

Page 22: CARIBBEAN TEACHERS FOR THE FUTURE:

                            Sabbaticals areas of critical shortages or difficult to attract countries

Mentorship

Consultancy

Interims capacity building e.g. SME’s start up, new programmes

Interns for graduates e.g. 2nd generation Diaspora

Exchange in areas skills transfer e.g. donor programmes

Voluntary in areas with limited capacity to compete in a global market place e.g. Health and Education more support in this areas by donors

Permanent

Methods of Engaging the Skills –circular movement of skills process

ADDED VALUE

Repatriate –Expatriate

Skills …. Skills

Chair/Advisory/Board of regional organisations

Page 23: CARIBBEAN TEACHERS FOR THE FUTURE:

Challenges: Constructive Diaspora Engagement

Identifying the Diaspora & access (hidden majority vs. obvious minority)

Lack of clear goals and objectives- why the Diaspora Conflicting ideologies (service vs. reward) Misconceptions- real or perceived Communication- lack, poor, miscommunication Image projection of Africa in the West Unrealistic expectations Poor/no links between host and native country Resources Lack of update and relevant experience Mortgages, debt and realistic packages Lack of updated/relevant skills, gaps in careers – host

governments to enable Diaspora build skills

Page 24: CARIBBEAN TEACHERS FOR THE FUTURE:

Challenges-2

Lack or poor investments in human resources Poor public services “social services of Africa” Increasing labour mobility- nationality, sub &

regionally Perceived level of nepotism Perceived level of preference for expats by donors,

investors Lack of flexibility Long drawn out recruitment process Access Emphasis on qualifications vs skills Lack or poor support for employees in the work place Traditional recruitment based on tribes, colour

Page 25: CARIBBEAN TEACHERS FOR THE FUTURE:

Challenges - 3

Changing dynamics- Ex Diaspora vs. Current Diaspora Favourable immigration laws vs. restrictive laws Lack or poor access to ICT HR administrators vs. HR architects Aggressive and Commercial recruitment agents for the West Demand from the West

“Appointment of the heads of international institutions should be decided upon by open competition which looks for the best candidate rather than by traditions which limit these appointments by nationality” Commission for Africa – Recommendation on leaving No-One Out: Investing in people

Page 26: CARIBBEAN TEACHERS FOR THE FUTURE:

Solutions-Adapting attraction & recruitment strategies for Africa

Establish an attraction and recruitment unit

Adopt E-recruitment to attract the skills in the Diaspora

Developing sustainable recruitment capacity

Understanding and building employers’ brand, such as an attractive career and professional development

Implementing both short and long term strategies, such as international attraction programmes

Establishing academic and professional networks

Successfully placing highly skilled candidates (success stories)

Page 27: CARIBBEAN TEACHERS FOR THE FUTURE:

Solutions

Communication- one way/two way Training and Development- skill transfer Infrastructure Working conditions- salaries, benefits, child

care Remuneration based Job analysis- Job description matched by

education, training and competency Very strong labour laws seen to be enforced Soft landing packages Disseminate success stories Highlight the benefits of going home Innovative programmes

Page 28: CARIBBEAN TEACHERS FOR THE FUTURE:

• Increasing number of Diaspora returnees, enquiries and web stats

• Increasing number of open jobs for recruitment

• Increasing number of employers adopting strategy enabling them to target local and international candidates

• Increasing calls for recruitment fairs

• Decreasing reliance on experts• More organisations investing in

workforce• More organisations adopting

best practice

Outcomes so far

Indicators RecommendationsPolicy level• Mobility of critical skills within

Africa• Development of ToR for investors to

reflect building and transfer of skillsPartnership level for AfricaRecruit• Develop extensive skills database• Africa Virtual HR Forum• Facilitate Africa Skills Development

agency• Virtual HR-Recruitment forum • Mobilise more Diaspora using ICT• Support from Donors and

International governments

Page 29: CARIBBEAN TEACHERS FOR THE FUTURE:

Case Study- mobilising healthcare professionals in the Diaspora

Mobilisation of Diaspora all stakeholders inside and outside Africa attended by over 500 with over 400 Diaspora healthcare professionals completing the online survey

Why they left

• Personal

• Professional

• Political-Economic

Some do intend to return

Need for a coherent global effort and sustained national programmes at policy and operational levels

Some are now being facilitated to

Page 30: CARIBBEAN TEACHERS FOR THE FUTURE:

What Can be Done in the Caribbean

Fund an outreach programme to engage the Diaspora and get a baseline understanding of the key stakeholders and their objectives

Online information on job opportunities and vacancies which is actively marketed to the Diaspora

Diaspora to organise themselves into networks, organisations to enable effective engagement

Build strategic partnerships between other host countries to enable transglobal policy enhancers

Circular migration encouraged removing the “fear factor”

Page 31: CARIBBEAN TEACHERS FOR THE FUTURE:

What Can be Done in the Caribbean

Balanced representation of Trinidad and Tobago

Identify champions Diaspora leads with credibility

Process of enabling the Diaspora to build skills for transfer

Building a database of skills, where and what

Showcase steps taken that have been of value to the Diaspora e.g. bottom up engagement

Page 32: CARIBBEAN TEACHERS FOR THE FUTURE:

Thank you

Websites:

www.africarecruit.com

www.findajobinafrica.com