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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

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

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

• f service

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

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

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

End of Presentation

Thank you for your attention