OPERATIONAL MASTER PLAN

June 2017

Submitted by the Marine Institute of Memorial University as part of the Consultancy to Develop an Operational Master Plan for the Anguilla Community College (ACC)

ACC A N G U I L L A , W . I . CONTENTS

1. Introduction ______1 2. Background ______2 2.1 Anguilla ______2 2.2 Anguilla Community College ______2 2.3 Operational Master Plan Project ______5 2.3.1 Terms of Reference ______5 2.3.2 Consultants ______7 2.3.3 Methodology ______8 2.3.4 Approach ______9 3. Environmental Scan ______11 3.1 Observations on ACC Operating Environment ______11 3.2 Opportuntities and Challenges ______15 3.3 Observations on ACC Internal Operating Environment ______16 3.4 Strengths and Weaknesses ______19 4. ACC Strategic Plan – Roadmap for Revision ______19 4.1 Background ______20 4.2 Existing Planning Resources ______20 4.3 An Integrated Planning Approach for ACC ______21 5. Academic Plan ______24 5.1 Introduction ______25 5.2 Programs ______30 5.2.1 Overview ______30 5.2.2 Hospitality Programs ______31 5.2.3 Education Programs ______40 5.2.4 Associate Degree, Business Studies ______47 5.2.5 Associate of Science Degree in Management Information Systems ______52 5.2.6 Potential for New Associate Degrees ______53 5.2.7 TVET Programs ______54 5.2.8 Continuing Education ______59 TABLE OF CONTENTS

5.2.9 Form 6 and Tech 6 ______61 5.2.10 Potential for New Programming Areas ______64 5.3 Teaching and Learning - Faculty ______66 5.3.1 Current Situation ______66 5.3.2 Qualifications of Study ______68 5.3.3 Curriculum Development ______70 5.4 Students ______73 5.4.1 Current Enrollment ______73 5.4.2 Recruitment ______74 5.4.3 Retention and Student Support ______77 5.4.4 General Student Support ______78 5.4.5 Career Success ______79 6. Community Engagement Plan ______80 6.1 Overview ______80 6.2 Current Situation and Outlook ______81 6.2.1 ACC Preliminary Community Engagement Plan ______81 6.2.2 Current Community Engagement Activities ______81 6.3 Building Bridges – ACC in the Community ______83 6.3.1 Extending Education and Training Opportunities Geographically ______83 6.3.2 Extending Education and Training Opportunities through Technology ______85 6.3.3 Enhancing Experiential Learning for Students ______85 6.3.4 Supporting Innovation and Economic Diversification ______85 6.3.5 Supporting Growth of Individuals and Groups within the Community ______85 6.3.6 Facilitation and Participating in Public Dialogue Regarding Key Issues ______86 6.4 Building Bridges – Public Engagement in the College ______86 6.5 Building Bridges – Alumni Linkages ______86 6.6 Building Bridges – College Advancement ______87 7. Research Plan ______88 7.1 Overview ______88 7.2 Current Situation and Outlook ______89 7.3 Recommendations ______89 TABLE OF CONTENTS

8. Technology Plan ______90 8.1 Overview ______90 8.2 IT Capacity ______91 8.2.1 Current Environment ______91 8.2.2 Recommendations ______92 8.3 Academic and Student Services ______92 8.3.1 Student Information System ______93 8.3.2 Student Services ______95 8.4 Administration services ______96 8.4.1 Human Resources ______96 8.4.2 Finance ______97 8.4.3 Marketing and Communication ______97 8.4.4 Information Management and Protection ______98 8.4.5 Administrative Support ______99 8.5 Educational Technologies ______99 8.5.1 Formal Information Learning Spaces ______99 8.5.2 Learning Management System ______100 8.5.3 Library ______101 8.5.4 Application Software ______102 8.5.5 Student Digital Literacy ______102 8.5.6 Faculty Support ______103 8.5.7 Delivery Models______104 8.5.8 Partnerships ______105 8.6 Infrastructure ______106 8.6.1 Network ______106 8.6.2 Facilities ______107 9. Administrative Support Plan ______108 9.1 Overview ______108 9.2 Finance and Budgeting ______108 9.2.1 Overview ______108 9.2.2 Current Capacity, Procedures and Tools ______115 TABLE OF CONTENTS

9.2.3 Capacity Development ______120 9.2.4 Financial Performance Assessment ______125 9.3 Human Resource Services ______126 9.3.1 Overview ______126 9.3.2 Current Capacity, Procedures and Tools ______128 9.3.3 Capacity Development, Issues and Recommendations ______129 9.3.4 Specific Issues Raised by ACC ______132 9.4 Public Relations and Marketing ______133 9.4.1 Overview ______133 9.4.2 Current Capacity, Procedures and Tools ______134 9.4.3 Capacity Development ______135 9.4.4 Public Orientation Awareness Campaign ______138 10. Zenaida Café Plan______140 10.1 Background ______140 10.1.1 Current Activities ______140 10.1.2 Stakeholder Input ______140 10.1.3 ACC Plan for Zenaida Cafe ______142 10.1.4 Assessment of ACC Plan for Zenaida Cafe ______142 10.2 Concept 1: Zenaida Cafe as a Training Facility with Integrated Commercial Operation ______143 10.2.1 Concept ______143 10.2.2 Implementation Plan ______143 10.2.3 Café Services: Food Service and Retail Function ______144 10.2.4 Catering ______145 10.2.5 Fine Dining ______146 10.2.6 Implementation Recommendations: ______147 10.2.7 Marketing Strategy ______148 10.3 Concept 2: Zenaida Cafe as a Social Enterprise ______148 10.3.1 Concept ______148 10.3.2 An Overview of Social Enterprise ______149 10.3.3 Implementation ______150 10.3.4 Culinary Training ______154 TABLE OF CONTENTS

11. List of Recommendations ______156 Strategic Plan ______156 Academic Plan ______156 Programs ______156 Teaching & Learning: Faculty ______163 Students ______164 Community Engagement Plan ______165 Research Plan ______166 Technology Plan ______166 General ______166 Academic and Student Services ______166 Administrative IT services ______167 Educational Technologies ______169 Infrastructure ______170 Administrative Support Plan______170 Finance ______170 Human Resources______170 Public Relations and Marketing ______172 Zenaida Café Plan ______174 Contact Information ______175 Company Information ______175

INTRODUCTION

1. INTRODUCTION

The development of a national higher education system for Anguilla is recognized as a key factor in facilitating the economic and social development of the country. Accordingly, over the past decade, successive governments have taken action to develop the post-secondary/tertiary education sub-sector. The first initiative was the establishment in 2006 of the Community College Development Unit (CCDU) with a particular focus on training for the hospitality sector. Government subsequently recognized that there was a need for development of higher level skills across a wider spectrum pf the labour force. In 2009, it passed the Anguilla Community College Act which established the Anguilla Community College (ACC) as the first national institution for the delivery of post-secondary and tertiary education in Anguilla. Initial operations for ACC were set up in leased facilities (The Rogers Building in George Hill), a President and senior academic/administrative staff hired, and a suite of programs launched. The programs are primarily offered on a part-time basis and include Associate Degrees in the Hospitality and Business fields, a range of programs to increase qualifications of primary and secondary school educators, some technical and vocational education and training programs plus continuing education and directed industrial training courses. Government and ACC recognized that in order to fulfill its mandate ACC would need substantial investment. Accordingly, in 2013, the Caribbean Development Bank (CDB) was approached to provide a loan to support development of the new College. There were three components to the proposed project: (a) Enhanced Teaching/Learning Environment –development of infrastructure and the provision of equipment; (b) Enhanced Instructional and Management Capacity – enhancing the capability of the Board and College human resources; and, (c) Enhanced Quality, Relevance and Programme Offerings – assist the College meet the needs of prospective students by expanding/upgrading its offerings and preparing for institutional accreditation. The latter component included funds for consultancy services to for the development of an Operational Master Plan (OMP) for ACC. Once the CBD loan was approved in 2014, a competitive Request for Proposals process was undertaken to select a qualified consultant. The successful bidder was an institute of technology based in Canada, the Fisheries and Marine Institute of Memorial University (Marine Institute/MI), supported by the Nova Scotia Community College. Work on the OMP was initiated in June 2015. This document is the final report of the consultancy and has two major components: 1. The initial part of the report provides the context for the OMP including: the background to the project; an outline of the methodology followed in the consultancy; an environmental scan of the external and internal operating environment of the ACC; and, a review of the ACC Strategic Plan. 2. The major part of the report is the OMP which consists of a series of operational master plans for key functional areas (Academic, Research, Community Engagement, Academic Support, Administrative Support, Technology and Zenaida Café) which together make up the OMP.

Page 1 BACKGROUND

The OMP is supported by a separate “Tool Kit”. This is an electronic resource consisting of relevant policies, procedures and work plans which are provided to assist ACC to successfully implement the OMP.

2. BACKGROUND

2.1 ANGUILLA

Anguilla is one of the few remaining dependencies of Great Britain in the Caribbean. It is one of the most northerly of the Leeward Islands in the Lesser Antilles and consists of the main island of Anguilla itself, approximately 26 km (16 miles) long by 5 km (3 miles) wide at its widest point, together with a number of much smaller islands and cays with no permanent population.

The 2011 Census identified a total population in Anguilla of 13,572, with roughly equal numbers of males and females. The population is relatively young with 6,135 (45.2%) under the age of 30.

The Anguillian economy is predominantly service based. Tourism is the main economic driver with offshore incorporation and offshore banking as other substantial industries. The island is endowed with few land- based natural resources other than its sun and natural beauty. Although the country’s marine resources have not been fully exploited, there is an important artisanal fishery, particularly for lobster.

In 2015, Anguillians elected a new government. Prior to its victory, the Anguilla United Front outlined its priorities in a Manifesto (2015-2020 and Beyond). In this document, the party proposed an ambitious program to develop the economy of Anguilla and to raise living standards. Throughout the document there is a significant emphasis on human resource development to enhance skills and improve productivity in existing industries and to diversify the economy.

Education in Anguilla is compulsory and free at the primary and secondary school levels. Primary students at age 12 transfer from regional schools to the Albena Lake Hodge Comprehensive School (ALHCS), the only secondary school in the country. The school has students in first to fifth form and also currently accommodates the sixth form, which is part of the post-secondary sector. The other components of the post- secondary education system are: the St. James School of Medicine which is oriented to offshore students; UWI Open Campus, the distance education arm of the University of the West Indies; and, the Anguilla Community College.

2.2 ANGUILLA COMMUNITY COLLEGE

The Anguilla Community College began as the Community College Development Unit (CCDU) established in 2006. The primary objective of the CCDU was to offer training for the hospitality sector and thus maintain Anguilla’s position as a premiere tourist destination. Three years later, the Anguilla Community College Act was passed on 24th February 2009 (retroactive to September 1, 2008).

The ACC Act (2009) defines the College as a tertiary education institution with the following functions:

Page 2 BACKGROUND

(a) To provide full and part-time education and training to persons of the age 16 years and over, except ... in special circumstances …; (b) To provide educational services, including teaching and research, relevant to the needs of Anguilla and the highest educational standards required and expected of an institution at this level; (c) To grant degrees, diplomas, certificates and other awards; (d) To enter into association or affiliation with universities, colleges and other relevant institutions ...for the fulfilment of its functions; and (e) To perform other such functions…

The expectations for ACC at the time of its establishment were summarized by the Caribbean Development bank in its Appraisal Report on Community College Development Project – Anguilla as follows: (a) Increase the range of courses pertinent to the human resource needs of Anguilla; (b) Develop and nurture partnerships between industry and education; (c) Improve access for mature workers who possessed basic certification or no certification at all; and (d) Make higher education more affordable and accessible to all Anguillians.

The ACC Strategic Plan for ACC identifies the mission of the College as “to respond to the needs of the community through the delivery of an array of high quality programmes and services in an environment which promotes innovation, open access and lifelong learning; and to empower students through the acquisition of skills, knowledge and values to contribute meaningfully to the development of Anguilla, the region and the world.” The Strategic Plan also recognizes the raison d’etre of the College as “to provide educational goods and services to support productivity and national development.”

The College is governed by a nine (9) member Board of Governors appointed by the Governor in Council for a period of 3 years.

Board of Governors of the ACC, 2016

Chairman Mr. Rodney Rey

Deputy Chairman Mrs. Rhona Richardson-Roydon

Members Mrs. Amelia Vanterpool Kubisch

Mrs. Bernice Critchlow-Earle

Mr. Kenneth Porter

Mr. Vanburn Brookes

Mrs. Lana Horsford-Harrigan

Mr. Rohan Petty

Page 3 BACKGROUND

Mrs. Twana Duncan

President, ex officio member Professor Delroy Louden

The ACC President/Chief Executive Officer of the College runs the day-to-day activities of the College. The President is also an ex officio member of the Board of Governors. In addition to the President, ACC in 2016 has 16 full time employees.

The academic complement at ACC includes the Dean of Studies and two Directors (Hospitality Studies/ Humanities and Education) who teach part-time, a Coordinator for Adult and Continuing Education, two full time faculty, and 31 part-time instructors who are practitioners in their subject area.

ACC Organizational Chart as of March 2016

The academic and administrative support complement includes three managers (Registrar, Director of Finance and Office Manager) plus seven staff.

The academic year at ACC runs from September to August with 2 full semesters (at least 15 weeks) and a short summer (approximately 8-9 weeks). The current program mix includes a number of Associate Degree

Page 4 BACKGROUND

programs, TVET programs and continuing education courses. The total enrollment in the 2014/15 academic year of was 340 students. This was comprised of 200 primarily part-time students enrolled in programs of 1 year and longer – 127 in Associate Degrees and Postgraduate Diplomas; 20 in TVET programs and 53 in the CXC CSEC program. The remaining 140 students were enrolled in short programs/courses which range in duration from 3 days to 1 semester.

ACC has obtained 12 acres of land at Long Path which is designated for a new campus. Designs for the Campus have been completed but construction has not yet commenced. When completed the first phase of the campus will comprise 6 classrooms, an information technology lab, a library, a faculty room and administrative offices. Existing programs as well as the Sixth Form currently housed at the ALHCS will be transferred there upon completion.

2.3 OPERATIONAL MASTER PLAN PROJECT

2.3.1 TERMS OF REFERENCE Government and ACC recognized that in order to fulfill its mandate ACC would need substantial investment. Accordingly, in 2013, the Caribbean Development Bank (CDB) was approached to provide a loan to support development of the new College. There were three components to the proposed project: (a) Enhanced Teaching/Learning Environment –development of infrastructure and the provision of equipment; (b) Enhanced Instructional and Management Capacity – enhancing the capability of the Board and College human resources; and, (c) Enhanced Quality, Relevance and Programme Offerings – assist the College meet the needs of prospective students by expanding/upgrading its offerings and preparing for institutional accreditation. The latter component included funds for consultancy services to for the development of an Operational Master Plan (OMP) for ACC. Once the CBD loan was approved in 2014, a competitive Request for Proposals process was undertaken to select a qualified consultant.

The Terms of Reference outlined in the Request for Proposals was stated as follows: The consultancy will involve desk and filed work, including consultations. The Consultant(s) will review all relevant documentation with regards to the ACCDP and the operations of the ACC (which is in the process of adopting a results oriented system). These include the CDB appraisal report for the ACCDP, the ACC Act (2009), the Master Plan for the Anguilla National College (2006), the current strategic plan and the Guidelines for the Institutional Accreditation of the College. Specifically, the Consultant(s) will be required to:

(a) consult with the Ministry of Health and Social Development (MHSD), the Ministry of Education, the Department of Education (DOE), the Board of Governors, President, Ministry of Finance, Economic Development, Investments & Tourism and senior administration of ACC, to determine their perspective on the issues to be addressed in the Master Plan;

Page 5 BACKGROUND

(b) review the current systems for addressing human resource management, procurement and financial operations, and any other systems that may be highlighted in the accreditation guidelines as being critical for good governance, and advise on how each system may be upgraded/enhanced. Where no systems currently exist, provide a template for their development, and where appropriate, develop an operational handbook to support each system and operation that is be continued; (c) review the current technology architecture of the College and advise on an integrated network for undertaking all of its technology requirements. Special attention should be paid to the provision of a Students’ Record Management System which allows for recognition of the student as a single individual regardless of how many times he/she may register. The system should also allow ACC to track progress by use of appropriate indicators. Recommendations should include the hardware and software support required; (d) review the current technology gaps of the College and develop a technology plan to include the integration and effective use of technology in teaching and learning and develop procedures to guide the increased use of technology among faculty, students and administrators. It is recommended that this be combined with (c) above as a single activity leading to the deliverable - the technology integration plan and strategy; (e) review the current operations of the Zenaida Café and identify the requirements for optimum operation; (f) develop a sustainable plan for the operation of the Zenaida Café, taking into account the need to maximize revenue as well as maintain its teaching mandate, and advise ACC on any additional interventions required for sustaining and enhancing its operations. This shall include appropriate indicators for assessment of the Café. It is recommended that this be combined with (e) above as a single activity leading to the deliverable - the sustainable plan for Zenaida Café; (g) review current strategic plan and any other documentation that speaks to the proposed operations of the College and advise on the activities which should be undertaken to achieve expansion, upgrading and prioritization of objectives and strategic goals. This review will support and strengthen the income diversification strategy; (h) review labour market information for Anguilla and the rest of the region and advise on the emerging fields on which ACC should focus in the expansion of its programming; determine, through a needs assessment, the level of programming which should be offered in each of those emerging fields; and recommend an action plan and marketing strategy by which the College will be guided in commencing the development and implementation of those programmes. It is expected that a marketing plan & strategy would be a deliverable of this process; (i) assess the capacity of the existing human resources to support the implementation of the upgraded programming and indicate the minimal level of resources required to support the development proposed;

Page 6 BACKGROUND

(j) develop a number of options and recommend the optimal option by which the College may transition from its current part-time programme to a full-time operation; (k) develop a system to track and evaluate the financial performance of faculties and programmes. The parameters shall include direct income, direct expenses and contribution margin; (l) Using the findings and recommendations from all of the above, develop a Master Plan for the operations of the College over the period 2016-26 and on the basis of that Master Plan, develop an action plan with timelines, setting out the strategic actions to be undertaken for achievement of the objectives and enhancement of college operations; (m) develop a public orientation and awareness campaign, including public meetings, media presentations, and other structures for communication, to sensitize the public to findings and the proposed plans of the College; (n) conduct a stakeholder consultation in conjunction with the President of ACC, to share the Draft Plan and to receive feedback for its finalization;

2.3.2 CONSULTANTS The successful bidder was the Fisheries and Marine Institute of Memorial University (Marine Institute/MI) supported by the Nova Scotia Community College (NSCC). Work on the OMP was initiated in June 2015.

With considerable experience in working with post-secondary institutions and colleges in a variety of countries and contexts, both MI and NSCC have a strong understanding of the needs of community colleges in the TVET sector, as well as a strong background in assisting colleges to grow and to flourish. Through participation in the Government of Canada funded Education for Employment program in the Caribbean and in Africa, they have worked with a number of colleges to support capacity building that meets the needs of the environment in which colleges operate.

The core Project Team for the consultancy was as follows (please see Appendix A for more detail): 1. Technical Lead: Mr. Kevin Clarke, MI 2. Technical Expert, Academic Planning: Dr. Rob Shea, MI 3. Technical Expert, Academic Planning: Ms. Heidi Janes, MI 4. Technical Expert, Technology: Mr. Rob Wells, MI/Memorial University of Newfoundland 5. Technical Expert, Planning: Ms. Laurie Alexander, NSCC 6. Technical Expert, Zenaida Café/Hospitality: Mr. Ted Grant, NSCC 7. Project Management: Ms. Marlene Power, MI 8. Project Management: Mr. Bill Chislett, MI

In addition to the core Project Team, there were a number of technical experts at MI and NSCC who provided support in their area of expertise to the project:

Page 7 BACKGROUND

9. Finance, Tommy Hawco, MI 10. Human Resources, Michael Fowler, MI 11. Marketing and Public Relations, Kelly McMullin, NSCC 12. Student Affairs, Angie Clarke, MI

Accounting support and additional project management support to the project was provided by:

13. Project Management: Mr. Zoran Kondali, Manager, NSCC International, NSCC 14. Project Accountant: Ms. Karla Strong, Project Accountant, MI

2.3.3 METHODOLOGY The Consultant’s approach has been to build on their own historical, technical and project background to provide technical assistance and to undertake extensive consultation with stakeholders to obtain information and advice. Driving the consultancy, and its ultimate goal, was the development of an operational master plan that provides a clear and viable path, with concrete recommendations and resources, for ACC to reach its goals of strengthening the local economy, the local community, and the Government, while at the same time enabling Anguilla to participate in regional initiatives and opportunities. The major phases of the work towards developing the OMP included:

1. Environmental Scan The initial phase of the consultancy was to gather information and to gain a clear understanding of the environment in which ACC operates. This involved both an internal and external assessment:

 Internal Assessment: The Consultants met with ACC administration, Board, faculty, staff members and students to assess current academic, operational, and technological systems and processes.  External Assessment: The Consultants met with Government, industry, the workforce and other educational organizations to determine needs, challenges, opportunities and potential partnerships. These consultations were held either in group meetings or individual meetings as best met the needs and availability of stakeholders.

2. Review of Strategic Plan A review of the current strategic plan was conducted. Since the Strategic Plan was dated, it was hoped that ACC might be in position to update the plan to better inform the OMP process. Unfortunately, due to ongoing workloads, ACC was not in position to address this issue. Therefore, during the development of the various components of the OMP, consultation was undertaken with ACC to obtain strategic direction when there were gaps in the existing strategic plan. The Consultants have included in the OMP a road map which ACC can follow to revise its Strategic Plan.

3. Development of an Academic OMP

Page 8 BACKGROUND

An Academic Plan is the cornerstone of an academic institution, providing overall direction for teaching and learning. The availability of Labour Market information, particularly the availability of data from the 2011 Census, was an impediment to development of the Academic Operational Master Plan. However, information as was available along with information and advice garnered from stakeholders, was gathered and assessed to determine the needs around new programming, including faculty development, required resources and curriculum, and options for a transition from part-time to full-time studies.

4. Development of Supporting OMP’s In support of the Academic OMP, the Consultant has developed operational master plans for each of the major functional areas within ACC. Current resource and activity levels have been reviewed, and functional area experts have developed plans towards meeting future demands and aspirations. These supporting OMP’s include: Research; Community Engagement; Administrative Support (Finance, Human Resources, Public Relations and Marketing); and Technology.

5. Operational Master Plan The information compiled above was consolidated into a Draft Operational Master Plan for ACC and sent to ACC and other stakeholders for review. Feedback was received and incorporated. The resulting work was presented at two Stakeholder Consultations held at ACC on June 6 and June 7, 2017. Feedback was then incorporated and consolidated into this Final Operational Master Plan.

2.3.4 APPROACH Development of the Operational Master Plan for ACC was an iterative process between the College and the Consultant.

This involved three distinct steps which follow and are shown graphically in the model below: 1. The Consultant’s initial work included: a. Collection of information regarding the current situation and outlook for ACC b. Identification of key issues c. Development of options to address these key issues d. Assessment of options and, in some cases recommendation of preferred options to ACC 2. ACC was expected to: a. Review the work of the Consultant and provide feedback regarding any errors in facts or misinterpretation of information b. Make a decision regarding the option to be included in the OMP 3. Based on the feedback from ACC, the Consultant developed the OMP and where appropriate a Tool Kit of policy, procedures and work plans to assist in implementation.

Page 9 BACKGROUND

Page 10 ENVIRONMENTAL SCAN

3. ENVIRONMENTAL SCAN

3.1 OBSERVATIONS ON ACC OPERATING ENVIRONMENT

 Economic stability is the Island’s greatest imperative

The Anguillian economy is very small and highly vulnerable to external shocks. Anguilla has witnessed a boom-bust cycle in the last decade as domestic economic performance is highly correlated with global economic developments particularly in the United States.

At the onset of the 2008 global economic and financial crisis, Anguilla experienced a slump in economic performance, a drastic decline in economic growth, and deteriorating fiscal performance.

Foreign direct investment (FDI) to Anguilla slowed significantly, halting the construction of major private sector projects. The domestic banking system was also negatively affected by the global economic and financial crisis.

The indigenous commercial banks in particular, experienced severe liquidity shortages and high levels of non-performing loans which contributed to their inability to meet capital requirements.

Public finances deteriorated in 2013 as total revenues and grants plummeted.

On August 12th, 2013, the Eastern Caribbean Central Bank (ECCB) took control of two of the four banks in Anguilla: the National Bank of Anguilla Limited and Caribbean Commercial Bank [Anguilla] Limited on with the intention to stabilize and restructure both financial institutions 1

The most critical challenge to Anguilla’s economy and society is the “resolution, stabilization and strengthening of the indigenous banking sector. Protection of deposits is paramount to preserving the savings of the Anguillian people, businesses and public bodies and is the key to financial, economic and social stability of Anguilla. It trumps everything”. 2

The two failed indigenous banks were responsible for 75% or more of domestic banking activity. Anguillian land owners and entrepreneurs took a direct hit. The Anguilla Social Security Fund is on deposit with NBA and CCB (the two failed banks).

A $302 million (Euro) Bank Resolution Plan has been submitted to the UKG for approval. The majority of the proposed borrowing would be an EC$217 million 25 year Bond (at 3% interest rate) to guarantee the deposits of the Social Security Fund.

 Economic Diversity is the Island’s (and ACC’s) greatest opportunity

The Anguillian population is very small and lacks entrepreneurial diversity.

1 Caribbean Development Bank Appraisal Report on Community College Development Project- Anguilla, p. 1 2 Anguilla Government Budget Address December, 2016, p. 10

Page 11 ENVIRONMENTAL SCAN

Anguilla’s current population is 13, 572, 49.6% male and 50.6% female. The population is growing, bus less quickly than in the past. 3

The most significant economic sectors, by contribution to economic activity are hotels & restaurants, real estate, renting & business activities, financial intermediation, construction and public administration.

The public sector comprises 60% of government expenditures.

Economic diversity creates an opportunity to reduce environmental vulnerability. 4 Wind and solar energy is an abundant resource.

The prognosis for the financial services sector is not good. The infrastructure and service sector required to support off shore banking did not keep pace (i.e. legal services). Anguilla has not been successful attracting and retaining service sector businesses5.

Anguilla lacks an entrepreneurial culture to support and spur innovation and economic creativity and diversity.

Fishing practices are not sustainable; there is a lack of conservation knowledge or practices. Most fishermen have an attitude that the lobster will always be there - there is little local/community interest in sustainable fisheries practices or management. Anguilla lacks basic fish processing and handling facilities.

Access to training is critical to enable the small local population to supply the tourism industry and other possible economic growth areas.

Growth sectors include fisheries, organic/local agriculture, marine transportation, boatbuilding, environmental technologies, health care, and sustainable energy. Agricultural diversity is a pressing need. There is a need for alternative foods production and marketing.

 There is a need for a Government – wide strategy for vulnerable citizens

Anguilla’s poor economic performance, especially in the tourism sector, has severely constrained its ability to manage or sustainably reduce poverty. The opinion was expressed at multiple interviews that the

3 Anguilla Census 2011 Preliminary Findings, Anguilla Dept of Statistics, December 2015 4 Caribbean Development Bank Appraisal Report on Community College Development Project- Anguilla, Appendix 1.1 Macroeconomic Context , p. 4 5 Director, Financial Services Commission, March, 2016

Page 12 ENVIRONMENTAL SCAN

Government’s singular focus on the banking sector has crippled their ability to address all other significant economy, policy and social issues.6

Unemployment is highest among young men and women in the 15-24 year age group. Inadequate skills and low educational achievement have kept a large proportion of the local Anguillian population economically and socially vulnerable.

Higher education and training after compulsory secondary education is not an affordable option for most Anguillians. As a result, a vast majority are unable to reach their full productive potential. They enter the labour market with low productivity and earning potential leaving them eligible for only entry level, minimum wage positions. For Anguillians this translates into dependence on the highly seasonal tourist industry and its related service sectors.7

Approximately 72% of the graduating cohort does not proceed to post-secondary education within the current structure8. Since the economic downturn, the Island has experienced significant emigration of young people. Two out of five graduates leave the Island. The young leaders leave while the vulnerable youth are left behind. There is a need to build a culture of training and employment for this group.

Youth unemployment is estimated at 15%. The number of applications per job openings has risen from 6 – 10 per job to more than 20 per job9. The Department of Youth and Culture offers three youth transition-to- employment programs. Combined, the three programs support 20 youth per year. The department also runs a pre-employment program for youth at risk. This program is available to twenty youth per year.

Public sector programs focused on supporting and training youth and the vulnerable have faced severe funding cutbacks due to Government’s need to address the domestic banking crisis.

 The Government’s current work permits system impedes community economic development and employment opportunities

Work permits are a divisive issue that affect the local labour market, employment opportunities, and immigration.

6 Multiple Interviews, March 2016 7 Caribbean Development Bank Appraisal Report on Community College Development Project- Anguilla 8 Caribbean Development Bank Appraisal Report on Community College Development Project- Anguilla, 2013, p. 4 9 Department of Youth and Culture interviews, March, 2016

Page 13 ENVIRONMENTAL SCAN

The boom in the country’s construction and tourism sectors from 2006 to 2010 increased the demand for labour. Anguilla could not supply the human resource demand of the thriving tourist industry and its related service sectors.10 Work permits for off-Island labour generate $6 million in annual revenue for Government. This has a significant impact on Anguilla youth employment. 11 In 2015, 1,238 work permits were issued. The majority of work permits are issued to other Caribbean Island nationals. The top three labour import nations are the Dominica Republic, with 254; Jamaica, with 172; and, the United Sates with 107. 12 Labour rates for Dominican Republic workers are lower than hiring local residents.

WORK PERMITS BY OCCUPATION

2015 Work permits by Occupation 450 400 350 300 250 200 150 100 50 0

Number of Work Permits

10 Caribbean Development Bank Appraisal Report on Community College Development Project- Anguilla, Appendix 1.2 “Social Context”, p. 1 11 Labour Commissioner, Government of Anguilla, March 2016 12 2015 Work Permits by Country, Anguilla Department of Labour, March 2016

Page 14 ENVIRONMENTAL SCAN

3.2 OPPORTUNTITIES AND CHALLENGES

ENVIRONMENT SCAN EXTERNAL OBSERVATIONS SUMMARY TABLE

Observation Opportunity Challenge

Need for Economic Anguilla’s small size means manageable Insufficient resources to enable start Stability scale for change ups

No regulatory regime in place

Lack of Government planning capacity

Economic Diversity is Opportunity for ACC to lead No formal system of regulations and key to Growth and development of entrepreneurial policies hinders progress Prosperity approach to education and employment

Cultural and systemic void of Opportunity for ACC to lead culture planning ethos hinders progress shift of environmental sustainability

Mobilizing community requires Mobilizing the potential of Anguillians resources, dedicated efforts and is key opportunity for ACC consensus

Economic growth areas are well Access to markets and access to understood, clearly defined, and build Anguilla both hinder economic on Anguilla’s strengths growth and diversity, and foster continued isolation

Strategy for Vulnerable Disengaged youth are ACC’s core Government currently lacks Citizens market resources to support social agenda

Government has strong social agenda

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Supporting vulnerable citizens is a Viability of ACC jeopardized by national policy priority government fiscal restraint

Work Permits system Training youth is ACC’s core market Work permits are important inhibits Anguillians revenue source when economy is in attachment to trouble workforce Opportunity to design and implement an apprenticeship system

3.3 OBSERVATIONS ON ACC INTERNAL OPERATING ENVIRONMENT

“The overarching priority for the ACC in 2016 is the construction of its new purpose build facility at the Long Path site.

Efforts are in place to strengthen the human resource capacity and operational procedures at the institution.

ACC will also strengthen its TVET offerings; become a Business & Technology Education Council Centre, and the Centre of Excellence in Oenology and Mixology in the Caribbean, and transition to the Caribbean Tourism Learning System.” 13

There are a number of serious structural and management issues affecting the organizational effectiveness of ACC. These include:  inappropriateness of the physical facilities  absence of governance and management systems and structures  deficiencies in instructional and oversight capacity  deficient operational capacity  inability to articulate a vision  an imperative for community outreach and public engagement.14

 ACC is highly operational and reactive, and lacks a cohesive plan

ACC Board and Executive need a common vision, and common goals and priorities.

ACC Board should be engaged in setting directions & identifying policy needs.

13 Budget Address p. 14 14 Assessment, Appendix 1.3, Institutional Analysis, p. 5

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It is important the College set realistic goals for the fiscal and academic year that deliberately and directly address Government’s stated priorities and expectations for ACC.

ACC Board and Executive should undertake a focused, and collaborative, priority setting session to define a manageable set of action-oriented priorities. ACC Management team should focus their efforts on a small list of highest-value and highest-output initiatives.

ACC/Board/Ministry Relationships need clearer definitions, roles & responsibilities.

ACC’s strategic actions should reflect Government’s stated priorities for the College.

Moving to the Long Path Campus and integrating 6th Form will challenge College and government resources

ACC’s 2016/17 strategic action to secure funding, build and furnish the new campus will challenge already limited government and College resources.

It is important ACC set realistic and achievable expectations and work plans, and communicate these core priority focus areas to government and community stakeholders.

 There is an immediate need to develop and implement student pathways from 5th Form to trades & skills training

There is a high expectation, from both Government and community sector stakeholders, that ACC focus on the provision of trades and skills programming.

There is a high expectation, from both Government and community sector stakeholders, that ACC provide short courses to address community literacy, skills and entrepreneurial needs.

Cheaper, and readily available offshore labour is a serious impediment to youth employment.

There is an opportunity to build consensus among key stakeholders on which programs ACC should strive to deliver first, through a collaborative priority setting workshop.

It is important ACC set realistic and achievable expectations and work plans for program delivery, and communicate these core priority delivery steams and content areas to government and community stakeholders.

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Identifying and prioritizing programs, and delivery modes, is an opportunity to build consensus, build awareness, and clarify expectations and outcomes with ACC’s key government and community stakeholders.

 There is strong support for ACC by Government but also significant expectations for performance.

ACC needs to demonstrate high value, high output, productivity and efficiency for Government’s substantial investment in the College.

Currently, ACC lacks the planning methodology, processes and organizational discipline to identify the small set of core priorities and focus collective energy on high impact, high value initiatives.

Public awareness of ACC is low and generally negative. There is an urgent need to focus on government, community and industry outreach.

The College’s reputation with Government and communities needs strengthening. The College cannot deliver on its promise to the community without a deliberate and clear focus on identifying priorities and executing specific work plans.

ACC could be an entrepreneurial and distance education hub for Island communities.

ACC could be a catalyst for study abroad programs and grant funded opportunities for local youth.

ACC has all the basic ingredients for success.

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3.4 STRENGTHS AND WEAKNESSES

ACC INTERNAL OPERATING ENVIRONMENT SUMMARY TABLE

Issue Strengths Weaknesses

ACC is highly operational and Opportunity to streamline ACC spread too thin, working on reactive, and lacks a cohesive processes too many areas at once plan Opportunity to identify core Lacks cohesion, hinders priorities productivity

Opportunity to build Creates siloed, disconnected work consensus amongst key government and community stakeholders

Opportunity to build awareness of ACC’s capacity and opportunities

There is an immediate need for Huge opportunity for ACC to Moving to new campus and student pathways from 5th form establish niche market integrating 6th form will stress to trades & skills training already thin resources Increase enrolment Certification and Accreditation for Address Anguilla’s most trades/TVET is core need urgent social issues

There is strong support for ACC Sufficient autonomy from Unmet government expectations by Government but also government allows ACC to set jeopardize funding support significant expectations for own direction performance. Sufficient community need for ACC to grow enrolment and deliver on promise to Anguilla

4. ACC STRATEGIC PLAN – ROADMAP FOR REVISION

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4.1 BACKGROUND

The current ACC Strategic Plan was developed in 2011 and covers the period 2012-2017. It was hoped during design of the OMP project, since the Strategic Plan was dated, that that ACC might be in position to update the plan to better inform the OMP process. Unfortunately, due to ongoing workloads, ACC was not in position to address this issue. During the development of the various components of the OMP accommodations were made for the lack of a current Strategic Plan. Essentially, consultation was undertaken with ACC to obtain strategic direction when there were gaps in the existing strategic plan. Updating of the Strategic Plan is an important issue for ACC. Accordingly, this section of the OMP includes a road map which ACC can follow to revise its Strategic Plan.

4.2 EXISTING PLANNING RESOURCES

The Anguilla Community College Strategic Plan 2012 – 2017 includes the vision, mission, motto, values and the purpose for establishing the College. It also includes brief descriptions of the establishment, governance, academic divisions, enrolment, administration, services, outreach, plans for a new campus and a SWOT analysis.

The Plan includes 26 Strategic Actions which are organized under 6 strategic imperatives: 1. Increase access and equity to educational opportunities 2. Build community outreach, public engagement, and a culture of education 3. Ensure and infuse technology and innovation within the College 4. Excellence in teaching and learning 5. Become self-sustaining (reduce budget dependence) 6. Establish the new campus as a centre of excellence

The overarching priority for the Anguilla Community College in 2016 is the construction of its new purpose built facility at the Long Path site.

Government priorities also direct ACC to: ∙ strengthen operational procedures

∙ strengthen TVET offerings

∙ become a Business & Technology Education Council Centre

∙ become the Centre of Excellence in Oenology and Mixology in the Caribbean

∙ transition to the Caribbean Tourism Learning System. 15

2016 Budget Address, Government of Anguilla, December 9th, 2015 Currently ACC planning documents include:

15 Budget Address, p. 14

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Strategic Plan 2012: 2017

Business Plan 2016-17

Academic Plan 2015-2020

Division of Humanities & Education Strategic Plan 2012-2015

Division of Hospitality Strategic Plan 2011 – 2015

4.3 AN INTEGRATED PLANNING APPROACH FOR ACC

An integrated approach to annual and longer-term planning provides a deliberate, efficient, methodical and collaborative approach to planning.

This approach enables a coordinated identification and implementation of college priority initiatives and increases collaboration and coordination across college functions. It brings clear and consistent focus to setting college-wide priorities and measuring progress and performance.

It identifies organizational performance metrics and targets, and strong evidence to support college-wide decisions. It enables the college to track and report results and performance implementing Strategic Plan, Academic Plan and Annual Business Plan.

An integrated approach brings the Strategic Plan to life and facilitates the college’s capacity to track, report and communicate on how well ACC is addressing key priorities and deliverables.

It creates the opportunity for ACC’s executive team and key partners such as the Board and Government leaders to come together on an annual basis to revisit the plans, to chart and celebrate process, and reassess priorities.

KEY ELEMENTS OF AN INTEGRATED PLANNING APPROACH FOR ACC:

Strategic Plan Academic Plan Annual Business Plan

ACC’s Mission, Vision, Values 3-5 year planning horizon 1 year planning horizon

5-10 year planning horizon Aligned with the imperatives of Defines the year’s highest the Strategic Plan priority actions

Identifies programming

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Sets direction, is a compass to development & delivery guide and direct priority setting priorities Aligned with the imperatives of the Strategic Plan

Is aspirational, visionary Reflects a college-wide commitment to working in Reflects year over year logical collaboration progression in defining and implementing shared, core work

Incorporates community & government input and Emphasis on timelines, engagement milestones & deliverables

Operationalizes the strategic plan imperatives

ACC Planning Framework

ACC’s core planning elements work together to define strategic actions and ensure operational alignment. They bring clear focus and consistent process to setting college-wide priorities and measuring progress and performance.

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ACC’s Academic Plan

The Academic Plan, along with the other college strategies and plans, serves to connect multi-year college- wide priorities. These priorities guide decision-making and drive annual business planning to ensure the College stays focused on the needs of Anguillians.

The Academic Plan is embedded and positioned at the core of the College’s work to achieve the vision, mission and strategic goals.

ACC Business Plan Format and Annual Planning Cycle

An annual business planning approach brings discipline, consistent processes, tools and resources and communications to college-wide projects and priorities.

The annual business plan provides data, evidence and analysis to support decision making and measure organizational performance.

This format includes specific actions and measures directly linked to implementation of ACC’s Strategic Plan’s imperatives. It aligns ACC’s priority action areas to Government priorities.

This format connects ACC’s priority work across functions. It identifies deliverables & milestones.

IMPERATIVE 2016/17 STRATEGIC ACTIONS PERFORMANCE MEASURES

Strategic Plan Highest priority actions for the year Demonstrate achievement of the Actions

The Business Plan identifies the most critical and urgent initiatives ACC leaders will undertake to ensure the College meets community needs and expectations of government funders.

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ACC ANNUAL BUSINESS PLANNING CYCLE

This annual planning cycle is connected to ACC’s budget planning cycle. It includes an annual report to the College’s Board of Governors in December, for the following fiscal year.

KEY ELEMENTS OF ACC’S ANNUAL BUSINESS PLANNING CYCLE

Reflect & Plan Synthesis and Business Plan Budget Prepared Direction Prepared

April, May, June July, August, September October, November, January, February, December March ACC Executive and ACC Executive 2-day Board 2-day retreat to ACC Executive finalizes Specific work plans retreat to assess assess progress and Business Plan for next developed with budgets, progress on current identify emerging year timelines, staff year’s Business Plan priorities accountabilities and and identify work to be Board approves next deliverables carried over for next year’s Business Plan at year. December meeting Community and government ACC identifies the key consultations take place priorities for the year.

5. ACADEMIC PLAN

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5.1 INTRODUCTION

An Academic Plan is the cornerstone of an academic institution, providing overall direction for teaching and learning. The Academic OMP is presented in three main sections: Programs, Faculty, and Students.

In order to make informed decisions regarding academic programs and delivery mechanisms, it is very important to have an understanding of the environment in which the ACC operates.

The availability of Labour Market information, particularly the availability of data from the 2011 Census, was an impediment to development of the Academic Operational Master Plan. However, information as was available, along with information and advice garnered from stakeholders, was gathered and assessed to determine the needs around new programming, including faculty development, required resources and curriculum, and options for a transition from part-time to full-time studies.

Earlier in Section 3 - Environmental Scan, key factors related to the operating environment of ACC were presented. Following are additional observations particularly relevant to academic decision-making.

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Observation #1: As the only community college in the country, ACC can legitimately identify the full population as potential students/clients for its programs and services but at a total population of just 13,572 even this is a very low base for delivery of viable long term programs and services.

Observation #2: The pool of potential students in the traditional age categories for entering tertiary education (18 – 24) is very low (approximately 1,500 in 2011).

The Anguilla 2011 Census identified a total population of 13,572 with a gender and age distribution as shown below:

Age Groups Males Females Total

Under 1 130 115 245

1 - 4 416 397 813

5 – 9 529 527 1,056

10 - 14 530 539 1,069

15 - 19 466 450 916

20 - 24 466 451 917

25 - 29 533 587 1,120

30 - 34 480 536 1,016

35 - 39 569 576 1,145

40 - 44 567 571 1,138

45 - 49 538 551 1,089

50 - 54 425 453 878

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55 - 59 347 347 694

60 - 64 228 225 453

65 - 69 161 162 323

70 - 74 118 132 250

75 and above 204 246 450

TOTAL 6,707 6,865 13,572

Observation #3: The number of students graduating high school with credentials to gain entrance into advanced tertiary education programs is modest. The average annual intake of students into Form 5 over the past five years has been 182. , The success rate in examinations varies from year to year but on average 54% (99) of Form 5 students successfully achieve passes in at least four or more subjects.

For the 2015 cohort, the enrolment in Form 5 was 182 but the success rate on examinations was lower than average with just 46% (84 students) achieving passes in four or more subjects. Of these 84 students, 71% (60 students) achieved passes in five or more courses including Mathematics and English.

2015 sixth form enrollment is reported to be 150 students (75 per level) which is slightly higher than the annual average.

Year 2011 2012 2013 2014 2015 Average

Enrollment 188 183 182 175 182 182

# Passed 4 or 90 104 114 103 84 99 more exams

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Success Rate 48% 57% 63% 59% 46% 54%

Observation #4: There is significant competition for students who have credentials to gain entrance into advanced tertiary education programs. There is a longstanding tradition of students from Anguilla undertaking tertiary education programs at institutions elsewhere in the region or in other countries, particularly the United States. This was supported by a generous scholarship program funded by government. The scholarship program has been reduced in recent years but it is probable that the cost of foreign tertiary education is being now borne by families given the relationship between educational attainment and relative wealth identified in the Country Poverty Assessment 2007/08.

In past couple of years, the Anguilla office of the University of the West Indies – Open Campus has become very active in recruiting students to its distance education programs.

Observation #5: There is a significant group of school leavers each year who do not have credentials to enter advanced tertiary education programs. Of the average 182 students enrolled in Form 5, an average of 46% (83 students) do not achieve passes in four courses. For the 2015 cohort, 54% of Form 5 students (98) did not achieve passes in four courses.

Observation #6: There are a large number of persons in the population who have not attained any educational certification. A large proportion of male heads of households admitted not having attained any certification (48.68%), and this proportion increased significantly among the poorest (68.93%). The poorest male heads of households who did have educational certification were likely to have achieved at least their school leaving certificates (13.52%) or at least some secondary level education. Among female heads of households, the levels of educational attainment were comparable to those of their male counterparts, as 45.26 percent overall had no educational qualifications. The poorest female heads of household were also quite likely to have attained their school leaving certificates as their highest educational attainment. (Excerpt from Country Poverty Assessment 2007-08: pp. 85)

Observation #7: Low educational attainment and unemployment of youth are recognized as national policy priorities. Anguilla is a very youthful country with over 45% of its population under the age of 30. Mobilizing the potential and energy of this population cohort is key to the successful economic and social

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development of Anguilla. The National Youth Policy developed a number of years ago summarized the major issues as follows: ‘unemployment remains the biggest challenge for its young men and women, although other related factors, such as education, level of literacy, entrepreneurial training, opportunities for enterprise development and migratory urges and attractions , remain constant issues that engage national planners”.

Observation #8: Anguilla needs a formal system of regulations and policies around skilled trade certification particularly related to electricians, plumbers, carpenters, mechanics and air conditioning service personnel. Consultations with industry and government leaders during the Consultant’s Inception Mission in June 2015 highlighted a general consensus that Anguilla requires a formal system to educate, certify and regulate the skilled trade professions. In most interviews, participants identified the need for an apprenticeship system which would: recognize skills of current industry participants; provide a means for upgrading and certifying current participants; provide a means for new entrants to obtain basic training; and provide a work/training framework for progression to higher level of certification.

Observation #9: Anguilla needs to diversify its economy Consultations with industry and government leaders highlighted a number of potential growth sectors where education, training, applied research and technology transfer as per the mandate of ACC would be important elements for development. These sectors include: fisheries, marine transportation, boatbuilding, agriculture and environment.

The chart below lists program priorities for ACC based on interviews with key stakeholders.

PROGRAMMING OPPORTUNITIES FOR ACC

Core Short Course Short Course Public sector Programming Youth Adult Direct from Form Community Sector 5 Industry sector

∙ TVEC/Trades ∙ Boat building ∙ Literacy ∙ Leadership Development ∙ Food & beverage ∙ Sustainable ∙ Numeracy fisheries ∙ Board governance ∙ Culinary ∙ Digital literacy ∙ Workplace skills ∙ Office Administration ∙ Tourism ∙ Workplace safety ∙ Social media ∙ Green energy (wind, ∙ Housekeeping ∙ Small Engine & solar)

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∙ Landscaping ∙ Financial literacy outboard repair ∙ Entrepreneurship ∙ Web design ∙ Air conditioning ∙ Construction ∙ Sustainable fisheries labour ∙ Internet security ∙ Water systems ∙ Marine biology ∙ Entrepreneurship ∙ Creative writing ∙ Mixology ∙ Green construction ∙ Business skills ∙ Creative industries ∙ Cosmetology ∙ Planning & priority ∙ Communications (music, crafts) setting ∙ Office Administration ∙ Small engine & ∙ Entrepreneurship ∙ Work plan development ∙ Entrepreneurship outboard repair ∙ Gardening & implementation ∙ Nursing aids ∙ Retail sales (golf) ∙ Mixed used ∙ Fruit trees/vineyards ∙ Home care ∙ Daycare Agriculture ∙ Photography ∙ Sustainable ∙ Babysitting ∙ Fruit/vineyards ∙ Sea & Airport Safety agriculture ∙ Photography ∙ Poultry ∙ Security ∙ Daycare ∙ Shoe repair

5.2 PROGRAMS

5.2.1 OVERVIEW Programs are the life blood of community colleges. They define the disciplines of study and occupational areas for which students can prepare. They determine credential type, ranging from certificate to diploma to associate degree. These credentials and their associated accreditations allow for acceptance into higher level programs at other post-secondary institutions, or they limit student progress as the programs offer terminal designations that do not qualify students for entry into more advanced programs. Ideally programs are laddered with multiple exits so that students can opt in or out as suits their personal situations. As well, program and credential type affect duration of studies with higher-level credentials requiring the expected longer period of study.

Student graduation rates and employment outcomes are the universal measures of community college program success. As such, programs are utilitarian. They exist to serve the needs of students as well as employers. The modern trend is that community college programs be informed by local, national, and international requirements and regulations. For community colleges in particular there is an expectation

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that programs be demand driven and student centered; as such, labor market needs and student interest must be calculated.

5.2.2 HOSPITALITY PROGRAMS The tourism industry of Anguilla is dependent on a multi-skilled and well-educated workforce due to the diversity of occupational tasks and complex interactions required to deliver tourism experiences / services to the customer. Despite the traditional view that tourism provides mostly low-paid, frontline and often-seasonal employment, the industry, in fact, offers a higher proportion of entrepreneurial, supervisory and management positions than any other sector. The Anguillian tourism industry now faces a number of significant challenges in this area. These include: increasing skill gaps, unmotivated workforce, an aging population, and immigration questions.

The need to attract, develop and retain a professional tourism workforce that can meet current and emerging labour market challenges has never been greater. From five-star hotels to world class restaurants and from international conference planning offices to adventure tourism excursion headquarters, the focus is a common one; recruiting and retaining talented, well-educated and trained individuals from front-line to senior management, who will contribute to the success of the business and industry inspiring generations to uphold the same standards of excellence.

Generally, in Anguilla as with other areas of the Caribbean, the major hotel chains “import” their managerial personnel thus limiting opportunities for the hiring and career progression of local personnel. This practice does create some frustration for tertiary education graduates (associate and degree level) in hospitality who feel they have invested in their education and are ready to assume managerial roles. In reality these graduates will likely have to progress through the various career levels in the organizations but their education does provide them with the tools for career progression to the extent available.

Anguilla’s economic stability is tied to the ability to compete and respond to changes in the global market. Anguilla requires a vibrant and adaptable workforce, a workforce strong in numbers and in skills. Hospitality programs need to ensure that they are aligned to build a competitive Anguilla tourism industry, in order to promote long- term sustainable economic growth and good job opportunities for Anguillians.

Hospitality and Tourism studies fit well with the Anguillian labor market needs as this sector represents a significant part of the Anguillian economy. The College was initially created to develop labour market skills in this sector, and it is still seen as the core area for programming.

5.2.2.2 Associate Degree, Hospitality and Tourism Background The Division of Hospitality Services offers an Associate Degree in Hospitality and Tourism Management (HTM). This Associate Degree has been offered since 2011 under the auspices of the Council of Community Colleges Jamaica (CCCJ). However, using the traditional metrics of enrollment and completion rates, very few students are served by this program.

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STUDENTS TAKING COURSES IN THE HTM ASSOCIATE DEGREES AS OF JUNE 18, 2015

NEW CREDIT YEAR DEGREE STUDENTS CONTINUING BANKING COMPLETED WITHDREW 2011 HTM 19 8 2 2 7

2012 HTM 9 3 6 0 0

2013 HTM 13 1 10 0 2

2014 HTM 17 3 11 0 3

2015 HTM 5 0 5 0 0

TOTAL 63 15 34 2 12 24% 54% 3% 19%

Program Status

ASSOCIATE DEGREES IN HOSPITALITY OVERVIEW

CREDENTIALS 1. STARTED GRADUATION ENTRANCE STUDENT ISSUED BY 2. DURATION CREDENTIAL REQUIREMENTS NUMBERS 3. COHORTS TO (Oct-2015) DATE  CCCJ 1. Sep-2011  84 credits Standard 12: 2. 2 years  5 CXC CSEC  3 Male 3. Flexible intake including English  9 Female Mature  25 plus The ACC contract with CCCJ for the Associate Degree in Hospitality and Tourism Management (HTM) covered a five-year term and will expire in August of 2016. It required an annual franchise fee based on fifteen students per year. ACC has not come close to achieving fifteen students per year, so this has been a costly arrangement in terms of the number of students served. Entrance Requirements and Potential Students: The program has an entrance requirement of five (5) CXC completions, inclusive of Mathematics and English A/English Language at either the CSEC or GCE O Level. This is a high level of achievement for Form 5; many school leavers exiting ALHCS upon completion of Form

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5 do not meet this standard. As such, HTM program entrants come from a high-achieving subset of the approximately 200 students who exit ALHCS annually at Form 5.

Anguillian students with five (5) CXC completions have the prerequisites to attend a variety of educational institutions in North America, the United Kingdom, and beyond. As such, this prerequisite for program entry limits the potential pool of applicants; however, it is set by CCCJ and ACC is bound by their existing contractual agreement. Students at age 25 can access this program under the mature student category of admission.

Competition: The student recruitment pool for the Associate Degree in Hospitality (Food and Beverage) and an Associate Degree in Hospitality (Accommodations) is comprised of graduates who have not pursued higher education at other institutions. There is no direct competitor to this program, but the University of the West Indies (UWI) offers two distance education programs aimed at the same student group through its Open Campus.

Student Enrollment: The Associate Degree in Hospitality and Tourism Management at ACC is not currently attracting sufficient numbers of students nor are they graduating sufficient numbers of those that enroll. As such, the existing credential is not a viable program. Investigation is required in order to improve recruitment.

ENROLLMENT BY SEMESTER 1, 2015/2016

PROGRAMME No. of MALE FEMALE COMMENTS STUDENTS

Associate Degree in Hospitality 12 3 9 Cross registrations 2 and Tourism Management CXC CSEC 1 LCCI Single Certificate 1

Student Success: There are low completion rates; in fact, only two students have graduated from the Program (2011-2015). It is worth noting, however, that reportedly some enrollees never intended to finish the program. These students intended only to complete one or two particular courses, effectively seeing the offerings as just-in-time training. There have been just two graduates from the Associate Degree in Hospitality and Tourism program; one has achieved program-relevant employment as a chef. Investigation is required in order to improve student success and employment outcomes.

Career Outlook: There is no industry requirement for this certification. In Anguilla as in several jurisdictions, individuals can gain entry-level jobs and progress in hospitality and tourism careers without a college credential. However, in consultations during the Inception Mission, industry personnel expressed a commitment to advancing the education of employees and identified a need for Anguillian nationals to be educated to take on supervisory and senior management roles.

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There is an advisory committee for the Hospitality and Tourism Division comprised of industry representatives. However, they are generally not sending their employees to ACC in order to complete this training nor are the requiring this credential in order to make hiring and promotion decisions. In fact, the Anguillian Government has not imposed any regulations for credentials within this sector.

In this context, Anguillians b may have difficulty perceiving value in completing the Associate Degree in Hospitality and Tourism. Some might prefer a lower level certificate that could be completed over a shorter time period.

ACC Strategic Decision regarding Associate Degree in HTM Program

ACC has decided to train out of the existing CCCJ curriculum and, in its place, has adopted the Caribbean Tourism Learning System (CTLS). The new curriculum was to commence in September 2016, assuming sufficient student demand.

The new CTLS curriculum will not require any franchise fee from ACC. Students exiting 5th form, with 5 CXC CSEC including Math and English A, would qualify for entry into the new CTLS Hospitality associate degrees come September 2016. Students without the required math course will be accepted provisionally. Essentially, the pool of candidates is unchanged from the old CCCJ curriculum.

To broaden the pool of candidates, ALHCS was to commence delivery of a BTEC Level 2 certificate in hospitality and tourism curriculum to its students in September 2016. Therefore, future school leavers have the opportunity to be qualified for entry into ACC’s CTLS program, assuming entrance requirements are modified to reflect this.

The reasons for adopting the new curriculum include:  A lower tuition cost for students.  An opportunity to increase student enrollment. More specifically, the goal is to attract 15-20 students to enroll in the new program in fall 2016. However, the recruitment pool for the program is perceived to be quite small and limited to those meeting the academic prerequisites. There is no evidence that implementation of the new program will deliver sufficient enrollment to make the program viable.  An opportunity for higher completion rates, assuming students do better in the new program. An opportunity for the program to be accredited.

Implementation Plan The key issues related to implementing the newly formatted HTM program and the related Action Plans are as follows:

Issue 1: ACC has an obligation to provide existing students with the opportunity to complete the program under the same curriculum format as when they initially enrolled unless the students choose otherwise. However, delivery of the HTM program in two curriculum formats could result in significant costs for ACC. Therefore, ACC should attempt to mitigate this cost to the extent possible by finding ways to minimize duplication of course offerings.

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Action Plan: Students enrolled in the current CCCJ curriculum i. Review the program status of all existing students and determine how each student might switch to the new curriculum with minimal disruption or loss of course credits. The concentration should be on students who are at the earlier stages of the program since the obligation for continued delivery of the CCCJ program will be greater for these students. ii. Identify incentives which might be offered to students to switch to the new curriculum. iii. Meet with all students to present the new curriculum model and promote its advantages plus the measures which ACC will take to support students. iv. Meet with each student individually to map out their program completion options under each model and have the students choose which option they wish to follow. A written record with student signature should be made regarding the curriculum option chosen. v. Based on the full spectrum of student decisions, a multi - year course delivery plan should be developed to train out of the CCCJ curriculum.

Issue 2: Changing to the CTLS curriculum is a positive step, but it will not in itself make the HTM program viable. The fundamental problems experienced to date with the program - lack of a clear career path supported by industry, lack of regulation for training, low student enrollment and low retention and completion rates - will need to be addressed.

Action Plan: Career path supported by industry i. Meet with industry representatives to review program ii. Make any required adjustments to the program, within curriculum parameters, to ensure program outcomes will meet industry needs. The CTLS program was developed for the Caribbean hospitality industry so any refinement specifically for the Anguillian market should be relatively minor. iii. Obtain industry endorsement for the HTM program iv. Develop an agreement with industry regarding promotion of the HTM program and initial employment of graduates v. Offer HTM short courses through Continuing Education

Action Plan: Enhanced Student Enrollment level in HTM i. Develop new promotional package for HTM program  Brochure  Radio ad  Sign ii. Re-launch HTM program  Announcement/press release with industry iii. Direct recruitment for current high school students iv. Identify as many former Form 6 graduates as possible and provide them with HTM program information

Action Plan: Higher retention and graduation rates i. Survey former students to determine why they did not complete their programs.

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ii. Meet with current students to identify academic and quality of student life issues which may lead to non-completion of the program. iii. Based on results of (i) and (ii) above, implement measures to address academic and quality of student life issues which have been identified.

5.2.2.3 Food and Beverage Programs One of the major career streams in the hospitality industry is in the food and beverage sector. This includes employment in the numerous restaurants and bars in Anguilla as well as the destination resorts. ACC has established the Zenaida Café as the primary training facility for Food and Beverage Programs. Operations of the Café will be described in a separate section of this report. However, the core programs which it would be expected to support are as follows: i. CLTS Associate Degree in Food and Beverage (described above as part of the HTM program) ii. CLTS Food and Beverage Certificate/Award iii. Mixology Programs (New) iv. Culinary Apprentice Training (New)

ii. CLTS Food and Beverage Certificate/Award:

The Food and Beverage Certificate/Award is made up of six courses (13 credits) from the Associate Degree programs: Introduction to the Business of Tourism/Hospitality; Food and Beverage Service (75 hrs); Quality Customer Service; Sanitation, Safety & Hygiene; and What Makes Us Anguillian.

The program prepares students for initial employment in the sector.

iii. Mixology Training:

Under the Network of Excellence in Tourism and Hospitality Training and Education (NETHTE) Project funded by the European Union (EU) and managed by the Organization of Eastern Caribbean States (OECS) Anguilla Community College has been designated as a centre of excellence in mixology and bar service. The purpose of this project is for ACC to develop the curriculum for the second year of an Associate Degree Program in Hospitality with emphasis on mixology and bar service. Following completion of a common first year at their home institutions, this new study option will be open for potential students across the Caribbean region.

Before offering this new program to potential students, it is recommended that the following legislative and certification option be explored:

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 Investigate the required age limit for students to be eligible to handle and serve alcoholic beverages; legislation in most countries prohibits under-age persons to perform bartending tasks;

 Investigate possible certification requirements by local and regional associations such as the Anguilla Hotel and Tourism Association and/or the Caribbean Hotel and Tourism Association; the curriculum for the new program should be developed in collaboration with the relevant associations.

Once the above criteria have been met, Zenaida Café can develop into the preeminent leader and mixology training for the Caribbean. This will allow ACC to carve out a niche offering that encourages students to travel for courses offered on Anguilla.

The learning outcomes for the new mixology program would include:

 Communicate effectively with patrons and co-workers;

 Perform accurate beverage cost, cash and inventory calculation;

 Maintain a high standard of safety and sanitation practices;

 Prepare and serve an assortment of non-alcoholic and alcoholic beverages;

 Apply basic knowledge and skills of responsible service of alcohol;

 Apply bartending knowledge and skills acquired in a practical setting.

Courses could include, but not limited to:

 Bar Management

o This course explores the design, equipment, operations, and management of a variety of bar operations.

 Food and Beverage Cost Control

o This course focuses on the objective of running a successful beverage and food operation through the application of appropriate internal control systems and procedures.

 Mixology

o This course will introduce the students to the art and science of preparing a variety of traditional and contemporary cocktails. The student will develop the skills required to mix and serve beverages using standard mixing and

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pouring techniques. This course will also introduce the students to the selection of appropriate garnishes.

 Essential Bar Equipment

o This course will introduce the students into the safe and efficient use of essential bar equipment.

 Glassware Identification and Selection

o This course will introduce the students to the selection and use of appropriate glassware for non-alcoholic and alcoholic beverages.

 Opening and Closing the Bar Procedures

o This course will introduce the student to the concepts and principles of bar operations. The students will gain an understanding of the knowledge and procedures required to work effectively in a variety of beverage establishments.

 Customer Service

o This course is aimed at identifying and applying service techniques that consistently meet industry standards and customer needs. Service excellence is an integral part of attracting and retaining customers. Industry standards and personal management skills will be examined and applied.

 Responsible Service of Alcohol and Serve Safe

o This course is becoming a mandatory liquor service training requirement in many countries, and it will assist the students to understand and promote responsible alcoholic beverage service. It is highly recommended that this regulation becomes an integral component of the ACC program.

 Work placement

o During this mandatory work experience component skills acquired during the program will be demonstrated in an actual occupational setting.

The above courses will also be offered on a stand-alone basis as a continuing education option for both experienced bartenders looking to expand and certify their skill set as well as for new learners interested in this profession.

IV. Culinary Apprenticeship Training:

It is the belief of the Culinary Technical Expert that the ACC should implement a three-section culinary apprenticeship program in partnership with Government. Standards for production and safety need to be taught, while continually working to skill up the existing culinary workforce.

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It is recommended that ACC, in partnership with the responsible stakeholders in Anguilla, either develops an apprenticeship program or adapts an existing one. The new apprenticeship program could be potentially taught in a blended format, cutting down on practical cooking time, and providing flexible solutions for working students. Employers will receive a return when they invest in apprentices. Experience in other jurisdictions have shown that for every $1 spent on apprenticeship training, an employer receives a benefit, on average, of $1.47 or a net return of $0.47.

The ACC could deliver the training in the Cooks trade through blended delivery. Employees can stay on the job and study at the same time. Clients can use a combination of web-based and in- class training. It is a much more flexible and adaptable arrangement. Training in this new apprenticeship program would be offered through a course-based format (each course is a thirty-hour credit) that is adaptable for delivery in the classroom or through the Internet. Courses would be delivered using content structured around the National Occupational Analyses Series.

Courses are delivered to best meet the needs of both apprentices and industry, blending a variety of educational delivery methods, including interactive distance education methods, part-time classroom instruction and self-study. The alternate delivery approach allows apprentices to work at their own pace while maintaining contact with the staff at the ACC.

This program would provide the ACC with a revenue generating model that would eliminate the need for a core offering and provide all of the necessary professional development opportunities for workers in the trade. The island culinary brand and the industry would benefit greatly from this model.

5.2.2.4 BTEC Hospitality Programs ACC is providing a Level 2 Certificate in Hospitality to students in its Technical Vocational Form 6. This program is designed to provide Form 5 school leavers with specific skills to allow them gain initial employment in the hospitality industry.

The program consists of Functional Skills education (Math, English, ICT) plus three sector specific units to qualify for a Certificate (Unit 1 Working in the Hospitality Industry; Unit 2 Products, Services and Support in the Hospitality Industry; Unit 4 Providing Customer Service in Hospitality) and an additional two sector specific units to qualify for an Extended Certificate (Unit 8 Preparing, Cooking and Presenting Food; and Unit 10 Serving Food and Beverage).

5.2.2.5 Continuing Education Hospitality Programs Based on stakeholder feedback, there is a real need in the hospitality sector for ACC to offer a suite of short course programming. These short course programs would ensure that learners receive world class training in an environment that is inclusive of andragogic practice. ACC must prepare to deliver a comprehensive offering to industry employees that teaches them new applied skills applicable to this sector and their place of work, while providing a direct pathway to new meaningful opportunities in a variety of roles.

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There are four levels of education and training required by the global tourism industry that these courses should focus on. Those levels include:

 Line level,  Just in Time Skills,  Supervisory Training, and  Management/Leadership.

All four levels of education and training should be offered at ACC. Such a rich diversity of programming would provide an opportunity for students to work in various frontline or supervisory roles within the sector or their existing place of work. The skills needed for these positions are varied and appropriate programming can give learners the opportunity to learn these new skills and enable them to see and reach their full potential.

5.2.3 EDUCATION PROGRAMS Education programs play a transformative role in supporting the development of an economy. Providing early childhood, primary, and secondary teachers with skills and knowledge translates quickly into improving educational attainment among the general population. As teachers improve their practice, student persistence and performance is enhanced. As such, education programs drive the economy, attract committed students, and are preliminary to other diverse program offerings.

ACC has correctly identified its critical role as a change agent in Anguilla by using its resources to create a Division of Education. This decision reflects the fundamental community college role of adding value for individuals and for the country. Divisional offerings include three programs:

1. Associate Degree in Education (Primary Education)

2. Associate Degree in Education (Early Childhood Education)

3. Post-Graduate Diploma in Education (PGDE)

ENROLLMENT FOR SEMESTER 1, 2015/2016

PROGRAMME STUDENTS MALE FEMALE

ADE (Primary Education) 10 0 10

ADE (Early Childhood Education) 12 0 12

Postgraduate Diploma in Education 16 5 11

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5.2.3.1 ASSOCIATE DEGREE, PRIMARY EDUCATION Program Status Students enrolled in ACC’s Associate Degree (Primary Education) proceed as a cohort. ADE-PE students are employed full time within the education field and do three on-campus courses per term for a total of 21 courses, plus a practicum, over three years. The curriculum is approved by Joint Board of Teacher Education (JBTE) in the Caribbean, and graduation offers a pan-Caribbean credential. Graduates can choose to continue their studies at UWI and earn a B.Ed. there on a part-time basis.

The ADE-PE program was first offered in September 2014 after the Department of Education transferred responsibility for this training to ACC. Prior to 2014, the training was coordinated through the Ministry. Twelve students started in 2015 and 10 of these students were continuing at time of writing. The ADE – Primary cohort was to complete their course requirement by December 2016; their Teaching Practicum was to begin in January 2017 and end in May 2017.

ACC offered the program again in September 2016 to a second cohort, resulting in a class size of 19. Decisions around future cohorts will be informed by data from the Department of Education; staff there determine who will be enrolled in the program. They weigh the impact that the numbers will have on the school system since the teachers in the program are in service within Anguillian schools. The numbers and the timing are therefore dependent on the Department of Education.

Entrance Requirements and Potential Students: The entrance requirement for the program is successful completion of five (5) subjects inclusive of Mathematics, Science and English A/English Language at either the CSEC or GCE O Level. The student recruitment pool for the program would therefore be those students who are have completed Form 5 and former graduates of Form 5 who have not pursued higher education at other institutions.

Competition: There are other educational institutions offering comparable credentials in other countries, both through face to face delivery as well as via online; however, ACC has an advantage for students living in Anguilla in terms of its on-island location and its support with the country’s Department of Education.

The current as well as the future campus location is more affordable and class attendance more convenient for those wishing to study in a face-to-face setting while maintaining jobs located in Anguilla. The new campus will mean fresh, modern facilities in a location that is accessible for the typical program enrollee.

ACC attracts local students, targeting those who are currently employed in the field and who must have this credential in order to maintain their employment and obtain salary increases. All participants are currently teaching and have a finite period to qualify; this credential is mandatory for current teachers.

Student Enrollment: ACC’s ADE (Primary) is currently being delivered to a first and second cohort of students, most of whom are female. There is significant turnover in this occupational area so there is potential to offer the program to future cohorts in concert with demand, as assessed by the Department of Education.

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Student Success: ACC currently estimates a 95% completion rate for students who enroll in the ADE- Primary.

Career Outlook: There is a government requirement for this certification, so those employed in the sector have an incentive to enroll in and complete the program.

ACC Strategic Decision regarding ADPE ACC planned to offer this program again, if the Department of Education determines that there is sufficient demand for it. In almost all cases ADE-PE students are actually teachers in service, and the directive to follow the training is issued by the Department of Education.

ACC sees benefits in offering both ADE-Primary and ADE-ECE at the same time. Going forward, they may look for delivery efficiencies by synchronizing the start times for future ADE (Primary) and ADE (Early Childhood) cohorts. Many of the foundation course outlines are actually the same for both programs. As such, given the reasonable class sizes, some courses could be offered by the same tutor for both cohorts at the same time. If required, the lecturer would be able to make any required differentiation in the delivery for ECE and Primary education students.

Implementation Plan ACC’s ADE (Primary) program experienced good enrollment in its first cohort and a second cohort had started at time of writing. ACC plans to continue to offer the program in its current format, so there are just a few issues to address in an implementation plan. These issues and associated action plans are as follows:

i. The student pool for the program may become saturated at some point in a small setting like Anguilla. All potential trainees, in-service teachers, may have attained the required credential. An option could be to providing ADE-PE training to school leavers who are not in service as uncertified teachers. Action Plan: Student Enrollment  The dean, in consultation with the academic planning committee, should set, monitor, and evaluate enrollment targets annually  The department head should monitor and evaluate student course and program success annually  The dean, in consultation with the academic planning committee, should adjust or discontinue course and program offerings in accordance with enrollment/completion/ employment data, as dictated by the Department of Education.

ii. ACC needs to ensure program keeps pace with changing requirements for primary educators Action Plan: Program Review  This program was developed by the Joint Board of Teacher Education (JBTE) and their Board of Studies reviews and approves program changes on an annual basis. Based on an internal program review, ACC can submit changes for consideration at this forum.

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 As well, ACC needs to implement an internal annual program review process in order to monitor student enrollment and success as well as to seek curricular efficiencies. For example, this curriculum can be reconciled with the Associate Degree (Early Childhood Education) in order to identify common courses.

iii. Develop specialty areas to complement this program Action Plan: Development of Complementary Programs  In collaboration with the Department of Education, ACC will identify, develop, and deliver short courses and workshops in response to local concerns and the need for teachers to update their skills. Potential topics include Teacher Support, Behavior Management, and Special Education.  ACC faculty have identified potential complementary certificate programs in ESL, reading, special education and ICT  Engage the Department of Education to determine need for certificates in these areas and to identify other potential complementary programs  Prioritize the potential programs and develop schedule for launching  Undertake curriculum development for highest priority new programming. This would be a good project for developing the curriculum development capability of ACC faculty as will be addressed later

5.2.3.2 ASSOCIATE DEGREE, EARLY CHILDHOOD EDUCATION Program Status Students enrolled in ACC’s Associate Degree (Early Childhood Education) proceed as a cohort. They are usually employed full time in a preschool or in primary education as teaching assistants; as such, they complete their ECE studies on a convenient, part-time schedule.

Entrance Requirements and Potential Students: The entrance requirement for the program is successful completion of five (5) subjects inclusive of Mathematics, Science and English A/English Language at the CSEC level, normally associated with completion of Form 5. In practice, most students entering the program are working in the early childhood field but do not meet this academic prerequisite. The student recruitment pool for the program would therefore be current early childhood employees as well those students who are completing Form 5 and former graduates of Form 5 who have not pursued higher education at other institutions.

Competition: There are other educational institutions offering comparable credentials; however, ACC has an advantage in terms of location and convenience. They attract local students, targeting those who are currently employed in the field and who need this credential in order to obtain salary increases. They provide local, affordable access to education and certification for relatively low wage earners.

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Student Enrollment: The Associate Degree, Early Childhood Education, is being delivered to the cohort of students who began the program in 2013; no other cohorts have been accepted. These students will complete their practicum in spring 2016.

Student Success: This Associate Degree, Early Childhood Education program is being delivered to 12 students. It is expected that 11 of the original 12 students will graduate.

Career Outlook: There is a no government requirement for this certification, but the national teacher quality policy encourages employee upgrading. As well, graduates who achieve this credential have the opportunity to gain higher salaried employment as certificated teachers in the lower classes of the primary school. Tuition for students in Early Childhood Education is paid by government as long as the students are employed as teachers in the sector.

ACC Strategic Decision regarding Associate Degree, Early Childhood Education ACC plans to continue offering this program as long as there is a demand for it. However, they may look for efficiencies by synchronizing the start times for future ADE (Primary) and ADE (Early Childhood) cohorts. ACC sees benefits in offering both ADE-Primary and ADE-ECE at the same time. Many of the foundation course outlines are the same for both programs. As such, they could be offered by the same tutor for both cohorts at the same time, with the lecturer making the required differentiation in the delivery for ECE and Primary education.

In addition to students sponsored by the Department of Education, this program attracts ECE teachers who are employed in private preschools and pay for their own course of study. With the pending increase to their salaries, others ECE educators may consider enrolling in the program. However, starting a new cohort may still require a discussion with the Department of Education.

Implementation Plan The Associate Degree, Early Childhood Education, will be offered again in its current format if there is sufficient interest as evidenced in student enrollment. There are just a few issues to address in an implementation plan, and they are as follows:

i. The student pool for the program will become saturated at some point Action Plan: Student Enrollment  Evaluate current and projected enrollment annually  If enrollment is projected to remain low then continue to adjust delivery by accepting cohorts every second year; if the level of student interest drops below a feasible target then suspend the program.

ii. ACC needs to ensure program keeps pace with changing requirements for early childhood educators Action Plan: Program Review

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 Implement an annual program review process (The accompanying Tool Kit includes information on MI’s program review policies and procedures) and provide feedback to JBTE at its annual program review meetings.

iii. Develop specialty areas to complement this program Action Plan: Development of Complementary Programs  Consider access programming for the large number of ECE teachers in Anguilla who do not meet the program entrance requirements for the Associate Degree, Early Childhood Education. Such a program would provide those practitioners with necessary skills and would enhance their competence. One possibility is the BTEC offering  ACC faculty have identified potential complementary certificate programs in ESL, special education and ICT  Engage the Department of Education to determine need for these and other certificates and to identify other potential complementary programs  Prioritize the potential programs and develop schedule for launching  Undertake curriculum development for highest priority new program. This would be good project for developing the curriculum development capability of ACC faculty as will be addressed later.

5.2.3.3 POST-GRADUATE CERTIFICATE IN EDUCATION (PGCE) Program Status The Post-Graduate Certificate in Education (PGCE) (formally Post-Graduate Diploma in Education) is for graduates with a degree in any discipline who are currently teaching in Anguilla. In order to maintain their jobs as teachers, they are required to attain an educational qualification in pedagogy. An additional incentive to complete this program is that their salary will be affected by obtaining this credential.

In recognition of the training needs for this credential, ACC developed a post graduate diploma in education by hiring a Consultant to develop the curriculum. This action demonstrated the College’s responsiveness to needs in this critical sector of the economy. The program developed comprises 14 courses plus a practicum. As such, it is a mixture of practical skill development as well as theoretical knowledge.

The difficulty with the Post-Graduate Certificate in Education is that the credential is an ACC offering and not accredited by any other institution or accrediting agency. As such, graduates can achieve the teacher certification they require within Anguilla, but the credential is not necessarily recognized in other jurisdictions.

In 2016, after MI’s review of ACC programming, including the PGDE, ACC hired a Consultant to review and evaluate the PGDE program. The recommendations from that consultancy included the development and delivery of curriculum consistent with international standards for teacher education, as well as a reduction in course credits.

MI learned in November 2016 that, based on this consultancy, the program has changed from diploma to certificate level.

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Based on MI’s review previous to this change, the following observations and recommendations were made.

Entrance Requirements and Potential Students: Students must have a Bachelor’s degree in their teaching subject (s) in order to enroll in this program.

Competition: As stated in the Anguillian teacher quality policy, teachers who are employed full-time in Anguilla without a pedagogical degree or certificate are limited in terms of where they can expediently pursue this credential on a part-time basis. This ACC program meets the needs of teachers who need the credential to maintain their positions and who can only study part-time. The local availability makes upgrading possible.

The program may not have long-term future as over time this finite target group (limited pool to ALHCS teachers plus turnover) will have completed this training. Some may opt for master’s degrees such as the one from the University of the West Indies.

Student Enrollment: The first PGDE cohort graduated in fall 2014 with a graduation rate in excess of 85% (14 students enrolled and 12 graduated. One dropped out and one dropped back to the 2015 cohort). The second cohort of students is currently completing the program, with 16 students enrolled in this program this term (five male and eleven female). All are expected to graduate.

With revisions of the PGDE program to the new PGCE program, it is hoped that this program will be offered September 2017. However, bearing in mind the need to be demand driven, this program should be placed under a temporary moratorium once all Anguillian teachers have achieved the credential. After an appropriate wait time, the program could again be offered to additional teachers requiring training.

There is little opportunity to recruit students from other jurisdictions unless accreditation is achieved. At that point there seems to be a real opportunity to recruit students from St. Martin’s.

Student Success: Students entering this program are proven learners and have a high level of commitment. As such, they tend to do well in the program and there is a high completion rate.

Career Outlook: Students in this program already have careers and jobs in education.

Program Assessment and Options

The PGDE program was designed to address an existing need in the Anguilla education system and to date it has done this very successfully. The student cohorts are large enough for efficient delivery of the program and student outcomes are very good.

There are two major issues with the program as noted in the program status:  The demand for the program is limited to educators in the Anguillian education system who do not have teaching qualifications and this demand will be met within a few years  The credential is not accredited nor linked to any other post graduate qualification

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ACC wishes to continue offering this program, now as a certificate-level program, as long as there is a demand for it. ACC also recognizes the issues with the program and has initiated a program review.

Recommendations Based on PGDE information gathered prior to the change to a certificate-level program and the findings of the consultancy tasked with reviewing this program in-depth, recommendations from this consultancy include:

 Determine the number of educators in the Anguillian education system requiring this certification. This would appear to be information which the Department of Education would have readily available. This information would provide ACC with the exact size of the student pool for the program and therefore the life expectancy of the program.

 Continue to offer the existing curriculum with any normal adjustments which may be required to maintain currency. The defined and limited student pool combined with the lack of program accreditation means that the program will have only a limited lifetime. Allocation of significant resources to make a major change in the curricula would therefor likely not have sufficient payback to be justified.

 Concentrate efforts on obtaining a pathway to an accredited postgraduate program. This pathway could be to a master’s degree program at UWI or at another university outside of the Caribbean region. In any case, resources allocated to this process could provide a good return on investment for ACC. That is, if a pathway can be developed then: o There would be demand from graduates and current students for the bridging program to the accredited program; o There would be an opportunity for ACC to adjust the current program and offer it as part of the accredited program on a long term basis.

5.2.4 ASSOCIATE DEGREE, BUSINESS STUDIES Program Status Business studies in general prepare graduates to work in a variety of employment sectors, generally specializing in accounting, marketing or human resources. These occupational areas exist in many business and organizational types, so employment opportunities are broad. Community college business credentials can range from certificate to diploma to associate degree.

The Associate Degree in Business, first offered at ACC in 2011, is delivered by the Social Science Division at ACC. The current program is offered under the auspices of the Council of Community Colleges Jamaica (CCCJ).

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ASSOCIATE DEGREES IN BUSINESS OVERVIEW

CREDENTIALS 1. STARTED GRADUATION ENTRANCE STUDENT ISSUED BY 2. DURATION CREDENTIAL REQUIREMENTS NUMBERS 3. COHORTS TO (Oct 2015) DATE CCCJ 1. Sep-2011  75 credits Standard 27 (old and 2. 2 years (2011)  5 CXC CSEC new 3. Flexible intake  69 credits including program) (2012/13) English & Math  64 credits Provisional (2014)  5 CXC CSEC including English Mature  25 plus

The contract with CCCJ covered a five-year term and will expire in August of 2016. It required an annual franchise fee based on fifteen students per year. This has been a costly arrangement, and ACCC still has a responsibility to offer courses to those students already enrolled. There have been no new entrants since January 2015.

Entrance Requirements and Potential Students: The programs have an entrance requirement of five (5) CXC completions. The entrance requirement for the program is successful completion of five (5) subjects inclusive of Mathematics and English A/English Language at either the CSEC or GCE O Level. This limits the potential pool of applicants because this same group of academically successful students can choose to be educated at many other colleges. The student recruitment pool for the program would be limited to those students who are completing Form 5 and former graduates of Form 5 who have not pursued higher education at other institutions.

Competition: Anguillian students with five (5) CXC completions have the prerequisites to attend a variety of educational institutions in North America, the United Kingdom, and beyond. From this perspective, there are many educational institutions offering competing programs. Just as importantly, those who do not meet these entrance requirements are often going elsewhere and completing comparable credentials at other institutions.

Student Enrollment: The Associate Degree in Business at ACC is not currently attracting sufficient numbers of students nor graduating sufficient numbers of those that enroll to be a viable program. The target group is those already employed and who lack formal qualifications.

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ENROLLMENT FOR SEMESTER 1, 2015/2016

PROGRAMME No. of MALE FEMALE COMMENTS STUDENTS

Associate in Business 25 3 22 Cross registrations 3 CXC CSEC 2 LCCI Diploma Mgt. 1

Student Success: There are low completion rates. Only two students have graduated from the Business Program during the 2011-2015 period.

Career Outlook: There is no industry requirement for this certification to enter or progress in an Anguillian business career. However, in consultations during the Inception Mission, industry personnel expressed a commitment to advancing the education of employees and identified a need for Anguillian nationals to be educated to take on supervisory and senior management roles.

However, the Anguillian Government has not yet imposed any regulations for business credentials so people are able to work in these occupations without investing in tertiary education. In this context, Anguillians have difficulty perceiving value in completing the Associate Degrees in Business.

ACC Strategic Decision regarding Business Studies Program

ACC has decided to “train out” of the CCCJ curriculum and has signed a contractual agreement with Pearson BTEC to offer the LCCI diploma (Level 3) and the BTEC higher national diploma (HND) to levels 4 and 5. This is a significant programming decision, and it remains unclear whether this offering will result in acceptable enrollment numbers.

The new Business Studies program will offer internationally recognized credentials. The Pearson BTEC allows for multiple exits, but the United Kingdom qualification framework may not be broadly understood by the general public. Significant marketing of the system as well as the specific program will certainly be required. The goal, however, is to allow students to cycle in and out of college more easily.

The program requires completion of LCCI level 3 or CAPE qualifications in order to gain admission to BTEC HND in Business. For students who do not meet the full academic requirements for program entry, access can be gained through the LCCI diplomas offered at ACC. That said, the academic requirements are higher for entry into the Person BTEC than they were under CCCJ and this is causing some concern at ACC. The challenge of higher BTEC Business entrance requirements than those under the previous CCCJ program and might prove problematic is getting a first cohort of students. There is no evidence that implementation of the new program will deliver sufficient enrollment to make the program viable by September 2016.

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On the positive side, the program has more flexibility and allows for bundling of various courses, and recruitment may work well when Form 6 students study at the new ACC campus.

The LCCI diploma is comprised of three (3) subjects to be completed in three months. ACC will investigate a six-month period for completion for those who start via the short course route.

 Option 1 is Management Accounting, Financial Accounting, Business Principles and Practices.  Option 2 is PR, Principles and Practices of Management, and Business Principles and Practices.  ACC hoped to start a Marketing Stream in January 2016

The reasons for adopting the new Pearson BTEC HND in Business curriculum include:  An accredited curriculum  A more student-centered model  A more vocational/technical orientation  A lower cost for students  An opportunity to increase student enrollment  An opportunity for higher completion rates  An opportunity for multiple exits  An opportunity for targeted marketing and recruitment.

This new curriculum will not require any franchise fee from ACC.

Implementation Plan The new LCCI curriculum commenced in September 2015 with an initial uptake is as follows:

ENROLLMENT BY COURSE

Sep-2015 to Diploma in Principles and Certificate in Principles and Practices of 21 Apr-2016 Practice of Management - Management 17 Level 3 Certificate in Public Relations 30

Certificate in Business Principles and Practices Sep-2015 to Diploma in Accounting – Certificate in Accounting IAS 13 Apr-2016 Level 3 Management Accounting 10 Certificate in Business Principles and Practices 30 Apr to Aug- Diploma in Marketing – Level Certificate in Marketing 12 2016 3 Certificate in Advertising 11 Certificate in Selling and Sales 12 Apr to Aug- Executive Secretary’s Certificate I Meetings 9 2016 Diploma – Level 3 & Level 4 Certificate in English for Business 9

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The Pearson BTEC HND in Business commenced September 2016. This program was outlined in the ACC 2015 Academic Roadmap, and there is evidence that significant effort has been expended in looking at and evaluating various options. A particular concern at ACC is higher program entrance requirements than under the old CCCJ curriculum, and there has been considerable debate at the College as to whether this programming is targeted to the greatest target market for ACC.

It would likely be useful, even at this late date, to document the implementation plan and ensure key issues are addressed. Some of these key issues are the same as those for the HTM program and others are unique. They include: i. ACC’s obligation to provide existing students with the opportunity to complete the program under the same curriculum format as when they initially enrolled unless the students choose otherwise.

ACC is currently running the CCCJ and LCCI business programs simultaneously, each with varying credits assigned to the same courses. This is a costly and inefficient program transition.

ii. The higher entrance requirements for the Pearson BTEC program.

Level 3 graduates of the LCCI diploma or those with CAPE qualifications to can proceed to the Pearson BTEC HND in Business. However, ACC has recognized that direct entry into the Pearson BTEC requires higher entrance qualifications than the previous CCJ business program, and this is a serious threat to the program’s potential to draw more students into this area of study. iii. Investigate ways to ensure ACC business credentials achieve recognition under Caribbean Vocational Qualifications, appropriate accreditation agencies and emerging regulatory requirements.

Regardless of which curriculum is used, graduates ought to be assured that their credential has national, regional and international recognition. Pearson BTEC curriculum is well recognized in the UK; however, today’s graduates are highly mobile and may require regional credential. Work needs to be done around comparing the BTEC curriculum to the CVQ outcomes in order to best suit student expectations and labor market needs. iv. Changing to the Pearson curriculum will not in itself make the Business program viable. The fundamental problems experienced to date with the program - lack of a clear career path supported by industry, low student enrollment and low retention and completion rates - will need to be addressed.

Action Plan: Career path supported by industry  Meet with industry representatives to review program  Make any required adjustments to the program, within curriculum parameters, to ensure program outcomes will meet industry needs.  Obtain industry endorsement for the Pearson program  Develop an agreement with industry regarding program promotion and initial employment of graduates

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Action Plan: Enhanced Student Enrollment level in BTEC HND in Business  Develop new promotional package for BTEC HND in Business program a. Brochure b. Radio ad c. Sign  Re-launch program a. Announcement/press release with industry  Direct recruitment for current high school students  Identify as many former Form 6 graduates as possible and provide them with HTM program information

Action Plan: Higher retention and graduation rates  Survey former students to determine why they did not complete their programs.  Meet with current students to identify academic and quality of student life issues which may lead to non-completion of the program.  Based on results of (i) and (ii) above, implement measures to address academic and quality of student life issues which have been identified.

5.2.5 ASSOCIATE OF SCIENCE DEGREE IN MANAGEMENT INFORMATION SYSTEMS Program Status

The MIS Program commenced at ACC in 2012 and was delivered for two years only. It was offered by the Technology Division. Two students began this program in 2012 and two others in 2013. No students have completed the program, but two students are documented as continuing in this program. Course delivery for them is costly and inefficient.

MIS

1. STARTED CREDENTIALS GRADUATION ENTRANCE STUDENT 2. DURATION CREDENTIAL REQUIREMENTS NUMBERS ISSUED BY 3. COHORTS TO DATE (Oct 2015)

1. Sep-2012 CCCJ 74 credits Standard 0 2. 2 years 3. Flexible intake  5 CXC CSEC including English & Math

ACC Strategic Decision Regarding MIS Program While there has been no formal announcement with regard to the MIS program, ACC has effectively decided to terminate the program due to lack of student enrolment.

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Implementation Plan

ACC should make a formal decision to terminate the MIS program. Once this decision is made then effort should be directed toward ensuring that its obligations to the two students documented as continuing in the program are also met as efficiently as possible. This may be as simple as obtaining a release from the students or may involve reaching some arrangement/settlement with the students. In the latter case this may require funding, but it should be just a fraction of the cost if ACC were to be required to train out these students.

5.2.6 POTENTIAL FOR NEW ASSOCIATE DEGREES Construction of the new ACC campus symbolizes opportunity for the Anguillian community college system. The new building will physically represent the College within the community, and its creation will demonstrate support for this avenue of higher education. It is anticipated that staff and faculty will relocate to the new building in Fall 2017. This move, and all that it represents, will require time and attention.

The transfer of Form 6 students to ACC will occur in concert with opening of the new campus. As such, it requires a great deal of institutional energy. It is reasonable to expect that full-time academic employees and staff will be fully occupied with this task. There is potential for 120 full-time Form 6 students to migrate to ACC, many of whom will complete a CAPE Associate Degree upon graduation. This credential differs from the Pearson BTEC, the new associate degree model adopted at ACC.

At the same time, given the creation of the Anguillian TVET Council, there is anticipated to be a great demand for TVET programming at the College. Data suggests a significant pool of potential students who could seek technical and vocational training, particularly if Government implements regulations around credentials for work in these occupational areas. Such regulations would drive student demand for TVET training, and they would create a need among employers to hire certified workers. Responding to this push and pull will require faculty and staff time and commitment.

These powerful factors will place demands on ACC and have implications for new programming initiatives at the associate degree level. As the BTEC associate degree pool of candidates is limited to those who meet the entrance requirements, it is recommended that ACC defer commencing new associate degrees. In the interim, they can focus on moving to the new campus, the Form 6 transition, and TVET training.

This interim will allow time to promote and educate Anguillians around the UK qualification framework and the Pearson BTEC system in particular. This campaign will help to grow potential program interest and enrolment. As well, ACC can use the BTEC Business program initiative to gauge the appetite for other associate degree programming. If BTEC Business program enrolment targets are made and met, then additional programming at this level could be planned and implemented.

The reasons for this recommendation include: i. the very limited pool of qualified students ii. the low recruitment rates experienced by existing associate degree programs

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iii. the low retention and graduation rates experienced by existing associate degree programs iv. the concern expressed about the level of interest in the Pearson BTEC v. the lack of any substantive demand for additional associate degrees identified by industry and government leaders during consultations vi. the degree of choice for academically eligible students regarding the number of institutions in other jurisdictions with similar programming vii. the need to serve the greater proportion of the Anguillian population by investing instead in affordable and sustainable TVET programs

There may be an opportunity to convert the current associate degrees from part-time to full-time programs and indeed to evolve from the associate degrees to full bachelor’s degrees. However, there is significant competition in this educational market from UWI Open Campus in Anguilla and from educational institutions in other jurisdictions. As such, that decision should be a low priority and deferred for at least five years. It could be re-evaluated then, depending upon both demand from students and industry/government. Evidence of program performance should be considered, along with the traditional metrics of student graduation rates and employment outcomes.

5.2.7 TVET PROGRAMS

5.2.7.1 OVERVIEW OF TVET AND NEEDS OF ANGUILLA TVET is defined by UNESCO as “those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupation in various sectors of economic life.”

TVET equips people not only with technical and vocational skills, but also with a broad range of knowledge, skills and attitudes recognized as indispensable for meaningful participation in work and life. Examples of the benefits include self-awareness and self-esteem, and strengthened interpersonal, citizenship, communication and entrepreneurial skills. Employability skills are considered integral to TVET training programs.

Technical and Vocational Education and Training (TVET) is the backbone of community college training in many jurisdictions. As outlined earlier in the Background Research section, an environmental scan was undertaken regarding the ACC operating environment and the needs of Anguillians which could be met by a community college. Some of the issues which were prominently highlighted as being critical impediments to the economic and social development of the country were:

 The significant number of students exiting secondary school at completion of Form 5 without having qualifications for current tertiary education programs.  The large component of the population who do not have any educational certification – 48.7% of all male heads of households and 45.3% of all female heads of households  The low educational attainment and unemployment of youth is a national policy priority  The defined groups of youth who require special assistance in job preparation  The need for orientation and continuing education in the hospitality industry

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 The need for training and certification in the skilled trades across all sectors

These are the type of issues which community colleges were originally established to address and which continue to be a fundamental part of their mandates. Successful community colleges offer pathways whereby citizens, regardless of their academic background, can enter and proceed through literacy and/or academic upgrading. They are thus enabled to enter higher-level education and training programs to meet their career goals.

The recent creation of the TVET Council in Anguilla indicates that government is attuned to the need for training in this area. The President of ACC sits on the new Council so there is the opportunity for commitment to training in TVET.

Theoretically, a student could move through the continuum from academic upgrading to an advanced degree. More typically, students move from academic upgrading to vocational training and then into the skilled trades or business, applied arts and applied science professions. Implementing the BTEC tourism program at ALHCS will be a positive step to growing skills in this sector.

5.2.7.2 CITY AND GUILDS PROGRAM Program Status

In 2013-14 and 2014-15 ACC delivered City and Guilds programs in Construction 6161 (level 1) and Automotive 3528 (foundation) under the auspices of Technical and Vocational Education and Training. They have had offerings, for example, in Basic Motor Vehicle Repair (currently 7 students); Electrical/HVAC (currently 24 students); Air Conditioning and Refrigeration; and Plumbing.

ACC Strategic Decision Regarding City and Guilds Programs

ACC has decided to move away from City and Guilds training, as there have been issues with that provider. These concerns are documented in the 2015 Academic Roadmap in which they justify ACC’s move to the Pearson BTEC.

ACC leadership and faculty have examined the British Vocational Qualifications and the Caribbean Vocational Qualifications, and they have reservations regarding CVQs at this stage. As a result, ACC implemented Pearson London Chamber of Commerce (LCCI) Pearson states that LCCI Qualifications “are designed to deliver the skills essential for success in today’s demanding commercial environment. By matching business skills to employers’ requirements and providing reliable evidence of candidates’ abilities, they receive international recognition from employers, educational institutes and professional bodies worldwide.”

The LCCI brand has existed for over 100 years. Available in more than 80 countries, these international qualifications are supported by extensive learning resources and easy online administration. ACC personal are enthusiastic about this new programming.

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Implementation Plan

It does not appear that a formal implementation plan has been developed for termination of the City and Guilds program as all students successfully completed the training.

5.2.7.3 PEARSON BTEC TRADES PROGRAM Program Status

BTEC qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognized and benchmarked. ACC investigated these programs and began offering LCCI programs in September 2015. Students can complete qualifications at levels 1, 2 and 3 in a partnership between ACC and ALHCS. See table below.

LEARNER PROFILES FOR LCCI, BTEC & CTLS

QUALIFICATIONS LEARNER PROFILE ENTRY REQUIREMENTS

School leavers (5th Form)  Completion of high school although no qualifications;

Level 1 Mature students  Age 21+  If high school not completed, should pass Literacy and Numeracy assessment at Entry 3.

School leavers (5th Form)  Minimum of CCSLC English & Maths

Level 2 Mature students  Age 21+  If high school not completed, should pass Literacy and Numeracy assessment at Level 1.

School leavers (5th Form)  5 CXCs including English & for the Diploma in Accounts needs to have POA at CSEC

Mature students  Age 25+ Level 3  5 years’ work experience in a related area e.g. Supervisor for Mgt Diploma or Finance Officer for Accounts Diploma.  If high school (no CXC CSECS) not completed should pass Literacy and Numeracy assessment at Level 2.

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School leavers (5th Form)  5 CXCs including Math & English CTLS Mature students  Age 25+

School leavers (6th Form)  2 CAPE subjects (i.e. two, 2-unit subjects);  Age 18 + (required by BTEC) BTEC Mature students  LCCI Level 3 Diploma, i.e. a single stand-alone course does not suffice).

ACC began delivery of Pearson BTEC programs in September 2016. The Pearson programs are based on a standard curriculum, augmented by local readings, case studies, assignments. There is an emphasis on active learning and practical skills development. This decision will allow for BTEC candidates to complete British Level 4 and Level 5 qualifications. Business programs are among the early offerings.

For maximum participation, ACC will need to articulate and implement a Prior Learning and Recognition (PLAR) system. Such a system would assess and value candidate work and life experience, thereby determining student preparedness and eligibility to undertake TVET studies.

ACC Strategic Decision regarding BTEC Trades Program Program Assessment

The Pearson BTEC trades and vocational program is recognized internationally. It provides a strong technical program for those students who are eligible, can be delivered to students completing Tech 6, and will likely prove attractive to Anguillians wishing to attain tertiary-level qualifications.

The program offers significant opportunity for the recruitment of greater numbers of students, assuming ACC implements a user-friendly PLAR system (see example in Tool Kit). As always, the enrollment numbers need to be increased in order for the College to fulfill its mandate and demonstrate that it is providing an affordable, accessible way for Anguillians to upgrade their qualifications. Just as importantly, ACC completion rates need to be significantly increased. Student success, as measured by graduation rates and employment outcomes, will be the ultimate barometer of program value.

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5.2.7.4 NEW TVET PROGRAMS Program Requirements

There is a major requirement for a range of programs to address the needs of persons in Anguilla who currently do not have a pathway to postsecondary education and training. These persons include:

 Those with low literacy/numeracy skills to those with good literacy/numeracy skills but not qualified to enter current tertiary education programs;  Those who are leaving secondary school at or prior to end of Form 5 to mature heads of households;  Youth who are unemployed, under employed and/or have special needs.

There is also a need for programs which can provide certification for persons already engaged in skilled trades but who lack any formal training or certification.

These Anguillians can only access the community college through open entry program offerings of effective PLAR mechanisms. TVET programs would provide opportunities for improving skills, incomes and social mobility, and their success would represent the best chance to significantly enhance the economic and social development of the country. It is too early to determine whether the Pearson TVET programs will prove to be the best fit for ACC.

Program Design Characteristics and Recommendations

As noted earlier, TVET offerings can span the range from vocational training and then into the skilled trades or business, applied arts and applied science professions. Regardless of which programs are offered, the approach by ACC and the program design would be the same.

First, ACC would need to implement effective PLAR mechanisms. Once this decision is made then ACC would need to put in place the programs and support services required for these students to move through a pathway to their desired program.

In order to place students upon the correct pathway, ACC would need to develop an assessment and guidance framework. This framework would have two components; a literacy/numeracy assessment model, guidance and a Prior Learning Assessment and Recognition (PLAR) model. Once candidates are assessed they would be placed in either academic upgrading or directly into the appropriate TVET program level, all dependent upon their assessed level of competence.

ACC will need to implement an adult basic education (ABE) program in order to provide math and language upgrading opportunities to future students. Complementary to that program would be innovations such as GED-type testing, Adult Basic Education (bridging) programs, and enhanced ESL particularly for Spanish speaking clients. A total of 668 individuals identified as Hispanic in the most recent census, indicating distinct training needs. Interviewees indicated that increasing numbers of people from the Dominican Republic have moved to Anguilla in recent years. With regard to TVET programs, ACC would need to assess whether the Pearson BTEC trades and vocational programs would be consistent with this model and what other programs it would need to put in place.

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Given the requisite student and academic supports, ACC could broaden TVET programming to produce more trades people. They could also explore science, technology, engineering, and math (STEM) programming, as is happening globally to spur economic growth. The new campus facilities, tools, equipment, and supplies will need consideration in such decision making. New TVET programs could be developed or incorporated from the Pearson catalogue concurrently with Government’s move toward regulating some trade occupations. More TVET programs would grow ACC enrollment and accessibility while producing more skills tradespeople and artisans to work on local projects.

ACC would need to collaborate with the Government of Anguilla around occupational standards and requirements for technical education and trades training. When standards are implemented in these occupational areas, people will need to upgrade their skills. ACC would have to develop TVET program development and implementation timelines that complement Government’s plans around regulating trades in Anguilla. This could be done through a joint committee tasked with developing the following:

 A plan for regulating trades and credential requirements in Anguilla  A plan for ACC trades program development including timelines that correspond with Government’s initiative to regulate trade occupations  A plan to achieve pan-Caribbean credential recognition (CVQ) for TVET graduates  A plan to allocate appropriate facilities for trades training at the new ACC campus

TVET offers considerable opportunity for ACC to develop its student population base. As such, TVET is an area of growth for ACC and an engine for Anguillian economic and social development.

5.2.8 CONTINUING EDUCATION

5.2.8.1 CURRENT STATUS For many community colleges, the Continuing Education Division is the entrepreneurial hub of the institute. Its staff interact regularly with the business community and keep up to date with economic trends and developments. They also develop course offerings in response to corporate needs. In short, they ensure that the institution keeps pace with the needs of its various community constituencies.

The Continuing Education Division also pays attention to the needs of individuals who need upgrading. Their reach extends beyond those top students who have been proven learners all throughout their schooling. They are attuned particularly to the adult learner and incorporate pedagogically sound principles into course development and delivery.

There is currently a limited menu of short course offerings at ACC and an associated limited reach to the currently titled Continuing Education Division. In fact, there is no consensus on the definition of “short courses” at the College. Often times adult and continuing education courses are simply associate degree courses that are delivered independently on an ad hoc basis and without the requirement that students enroll in or meet program prerequisites. These courses are not yet bundled into mini credentials, though they could be.

An initiative for April 2016 shows the promise of this division. ACC plans to offer a new 20-hour “Building and Estimating for Contractors” course, vetted through the TVET Council. This trades offering promises an

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immediate positive impact in the construction sector, assuming enrollment and completion rates meet targets. Another positive initiative is the corporate governance course that has been developed.

Sample short courses/continuing and adult education programs/courses currently offered by ACC by sector include:

a. Hospitality  Front Desk Representative (1 week)  Hospitality Ambassadors recruitment Program (2 weeks) b. Humanities  Creative Writing 101 (8 weeks part-time)  Creative Writing 102 – Publishing (7 weeks part-time) c. Pathways to Success  Leadership at Every Level (3 days) d. Financial Literacy  Financial Compliance (2 -3 days)  Grant Writing (2 days) e. CEC – Caribbean Secondary Education Certificate (1 academic year)  7 courses f. Communications  English for Speakers of Other Languages  Executive Administration Communications  Communications Series (3 courses)  English for Careers g. Information Technology (1 semester)  Graphic Design  Web Design  Introduction to Computers h. Health and Wellness  Applied Psychology (6 weeks)

5.2.8.2 ACC PLAN ACC leaders recognize that this division offers significant growth opportunities in terms of enrollment numbers and community development. They know that ACC can play a leadership role in community engagement work. In fact, there is talk of a new Division of Lifelong Learning and Community Engagement. If approved, ACC plans to hire a manager to lead the development of this division and to invest in developing courses with broad public appeal.

There is awareness at ACC around potential short courses to draw student interest and increase enrollment, while also providing just-in-time training. Examples include entrepreneurship, commuter skills, catering, and a celebrity chef cooking course. Other possibilities for content development include a summer institute under the Education and Humanities Division, a suite of health and safety courses, as well as combining courses into themes such as IT in order to provide Anguillians with quickly earned credentials. Just as

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importantly there could be workshops in leadership and small business management. Moving to the new ACC campus also presents opportunities for short course development within the sciences.

5.2.8.3 IMPLEMENTATION ISSUES Some of the keys for success at ACC would include:

 If approved, the Division of Lifelong Learning and Community Engagement at ACC will need to champion community engagement and to promote the College’s ability to meet the training needs of the Anguilla community.  The new Division of Lifelong Learning and Community Engagement, should be positioned to raise the ACC profile and generate revenue. This new division would be key to ACC growth, reputation, and community engagement and marketing.  ACC will require a needs assessment protocol and curriculum development expertise. This would enable the College to develop new short courses that are responsive to training needs in the labor market and to bundle assorted courses into customized packages.  ACC will also need a pricing formula tied to course duration and materials/facilities costs. Such a formula will allow the division to be a revenue generator and community outreach/developer.

The Division of Lifelong Learning and Community Engagement would offer considerable opportunity for growth and sustainability at ACC. It is a critical initiative and puts the College squarely in the life and work of the community, where it belongs.

5.2.9 FORM 6 AND TECH 6

5.2.9.1 FORM 6 Program Status The official school age in Anguilla is 5 to 17, and education is free as well as mandatory. There are presently about 1460 students in the primary system and 1062 in the secondary system. There is only one secondary school in Anguilla, the Albena Lake Hodge Comprehensive School (ALHCS). It consists of four campuses: Campus A, Campus B, WISE, and PRU. Campus B houses Forms 1 and 2 while Campus A houses Forms 3 - 6. There is a growing school-age population in Anguilla and significant crowding at Campus A.

Form 6 spans two years with approximately 65 students per year at ALHCS. Form 6 graduates who complete eight modules over two years (four per year) attain the CXC CAPE Associate Degree. These Form 6 students must choose from a 61-course suite of offerings, and they must successfully complete the Caribbean Advanced Proficiency Examinations (CAPE) examinations which are equivalent to the British Advanced Levels (A-levels). These qualifications are intended for university entrance and successful candidates frequently choose to obtain their higher education in the Unites States or in Great Britain.

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Not all Form 6 students achieve the eight courses required for CXC CAPE Associate Degree. In many cases, they earn a certificate in only those subjects passed. Once Form 6 students move to ACC, graduates with fewer than eight courses may complete outstanding certificates at the new campus on a part-time basis and earn the CXC CAPE Associate Degree.

ACC Strategic Decision regarding Form 6

Government has decided to move Form 6 students to ACC upon opening of its new campus; the current timeline is predicated on breaking ground in April 2016. The decision to move Form 6 students from ALHCS reflects the overcrowding issue at the high school as well as the recognition of Form 6 as part of tertiary education. The move physically represents the partnership between government, ALHCS, and ACC in terms of planning and management.

Implementation Plan

The Form 6 transition to the new ACC campus will require significant planning and organizing. A Transition Team has been struck to include the Permanent Secretary, Chief Education Officer, Education Planner, Examination Officer, Deputy Principal, Heads of Six Form, ACC Dean of Studies, ACC Registrar, two student representatives, Chamber of Commerce representative, and the TVET Coordinator.

The deliberations of the above-noted committee and its decisions are ongoing and complex. However, based on project research and discussions, a number of issues would reasonably be expected to be addressed. These issues include:

 The high number of course options in Form 6 The range of course options for CAPE students is incredibly broad and operationally inefficient, particularly given the small numbers of students enrolled. If the number of course options is not reduced, it will present a huge challenge for ACC once students move there.

 The physical capacity of the new ACC campus The new campus is relatively modest in size with just seven classrooms, a lab, a library, and a teaching kitchen/restaurant. Form 6 will potentially bring as many as 160 full-time students to the campus from 8:30-3pm week days. This student body can be accommodated, depending upon the number of course options, but it will limit ACC’s capability to offer full-time TVET programs and /or industrial response training. ACC will essentially have a programming window from 3-8:30pm week days. There may also be a necessity to add specific specialized facilities to the ACC campus to meet Form 6 needs. These facilities might include a multi-purpose lab to teach chemistry, biology, physics and environmental science; additional computers, drawing tables/AutoCAD; and so on. Without these on-site facilities it will be necessary for students to commute between ALHCS and the new ACC campus.  The requirement for dedicated student support services Responsibility for Form 6 students will be determined based on recommendations from the Transition Team, and they may be shared between ALHCS and ACC. While ACC has experience with

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part-time students, it does not have experience dealing with full-time students. This will bring new demands.  The requirement to adapt ACC’s academic approach. The observed ACC approach to student academic involvement is similar to other community colleges. There is a requirement and expectation that students attend classes and perform their assigned workload. However, the responsibility falls to the community college student as an adult to actually fulfill these responsibilities. This differs from the secondary school approach where the school/teacher takes on substantially more responsibility in ensuring that students attend classes and complete work assignments. Once the Form 6 transition is made to ACC, then either ACC will have to act more like a secondary school with respect to Form 6 students or will have to make substantial effort to transition these younger students to the higher responsibility expectations at the College. Teacher professional development could help to foster a more student-centered environment.  The requirement for additional academic staff Additional academic staff will likely be needed. The numbers and disciplines will depend upon decisions which are made related to the number and variety of course options which will be offered. There will also need to be a decision regarding whether existing Form 6 instructors will be transferred to ACC, whether they will commute between ALHCS and ACCC, whether a cadre of new instructors will be hired or whether there will be some combination. It may prove necessary for subject specialists to commute between ALHCS and the new ACC campus.  Scheduling and workloads for instructors Scheduling and workloads for instructors will be a major challenge. Instructor workloads and part- time assignments will need to be considered. As noted, it is possible that instructors could teach at both ACC and the high school, or students could be bussed between campuses. These options add to costs, reduce efficiency, and complicate lines of responsibility.

5.2.9.2 TECH 6 Program Status

The Tech 6 program differs from the traditional, academic Form 6 and attempts to value different learning styles. Tech 6 was begun at ALHCS in 2005 with an original enrollment of five students. Since then Tech 6 usually has a class size of 15-20, and most are male students.

Tech 6 caters to those students who completed CXC examinations in Form 5 but who:  Are qualified for Form 6 but do not plan to enter because they are unsure of career choices  Are not qualified for Form 6 but wish to upgrade qualifications  Wish to pursue a technical/vocational career and obtain a CVQ

Program graduates still matriculate, and some go on to study engineering at university. As such, there are blurred lines between Form and Tech 6 programs; they feature different course choices, including some applied technology offerings.

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Program Assessment and Options

Government has decided to move Tech 6 students from ALHCS to ACC upon opening of its new campus; in fact, ACC reports that Tech 6 has already moved to ACC for hospitality and construction courses. It should be noted that the academic plan was predicated on breaking ground in April 2016, but as of February 2017 that has not occurred. The decision to move Tech 6 students from ALHCS reflects the overcrowding issue at the high school as well as the recognition of Tech 6 as part of tertiary education. Tech 6 students will benefit from Pearson BTEC training pathways at ACC.

Implementation Plan

Like the Form 6 transition, moving Tech 6 to the new ACC campus will require significant planning and organizing. The Transition Team struck to facilitate the Form 6 transition is also charged with Tech 6 transition planning. The implementation issues will be similar to those for Form 6 students.

5.2.10 POTENTIAL FOR NEW PROGRAMMING AREAS

5.2.10.1 OVERVIEW During the discussions and investigation, various stakeholders have highlighted the need for Anguilla to diversify its economy and agreed that education and training is essential to development. More graduates with more skills and knowledge could help to develop new employment opportunities.

One area of interest is expansion of the offshore medical education concept, as per St. James Medical School, for other medical professions such as nursing. Other areas fall generally under marine and natural resources including fisheries, marine transportation, boatbuilding and agriculture/environment. These latter areas would appear to have the best fit with ACC.

5.2.10.2 FISHERIES There appears to be two primary opportunities for development of the Anguillian fisheries sector, enhancement of the existing artisanal fishery and development of new fisheries capability to allow the utilization of the 200-mile exclusive economic zone (EEZ).

Enhancement of the artisanal fishery could be undertaken relatively quickly with a modest allocation of resources. An initial survey of fishers would be required to ascertain needs and interest on a community basis. Once that is completed then a series of community-based courses can be initiated in topics such as: personal safety and survival, boat safety, boat maintenance, fishing gear, fishing techniques, and navigation. One approach would be to use expertise either within or from outside Anguilla to train a cadre of master fishers who would in turn train other fishers.

Development of new fisheries capability to exploit the Anguillian EEZ is a more challenging task albeit one which might have very large payback. In any case, extensive discussion would be required with the

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Department of Fisheries and Marine Resources to determine the type and size of the fishing fleet which would be required and from there the number and skill sets of crew.

This would be an intensive undertaking which does not have all the required supports within Anguilla to develop and so may be a longer term goal, with a recommendation to study opportunities and required resources.

5.2.10.3 MARINE TRANSPORTATION As an island, Anguilla depends upon marine transportation services for most of its export and import of goods. As well, Anguilla has a ferry link with St. Martin/St Maarten for transport of local personnel and transport of tourists to the larger airport on that island.

During discussions, it was highlighted that there was a need for training and certification in the local marine transportation industry. There was also a recognition that the local industry was not large enough to support an education and training program by itself. Rather, in order for such a venture to be viable then it would have to provide training to other countries.

International marine transportation education and training is strictly regulated by the International Maritime Organization (IMO). There are currently two major marine training academies in the English speaking Caribbean, one in Jamaica and one in Trinidad. Both of these academies provide a range a marine education and training from basic IMO regulated training through to cadet programs leading to degrees.

Given the extensive use of marine transportation services combined with the needs of the tourism and fishing industries for certified safety, seamanship, navigation and marine engineering training then there is likely an opportunity to develop a viable marine training capability in the sub-region of the Caribbean adjacent to Anguilla. Further study to document demand would have to be completed but if positive then Anguilla’s relationship with the United Kingdom may place it in the most favorable position in the sub- region to meet this demand. This would depend upon Anguilla’s ability to utilize the already fully developed regulatory system in the UK for maritime training and ACC’s ability to build linkages to a UK academy related to program delivery and certification.

5.2.10.4 BOATBUILDING A number of Caribbean countries located below the “hurricane line”, that is, Trinidad and Tobago, Grenada, and St. Vincent and the Grenadines, are aggressively pursuing development of the yacht repair, maintenance and storage sector. The location of Anguilla precludes access to this market. However, Anguilla does have a long history of boatbuilding and a continuing reputation as the site for some of the best boat builders in the Caribbean. Currently there is a small local boatbuilding sector with one “boutique” boatbuilding yard (Rebel Marine) and various smaller artisanal boat builders with expertise in wooden boat building particularly the unique Anguillian racing sailboat.

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This sector does appear to have potential for development. Training would be a component of this development but the larger component would likely be transfer of knowledge from current boat builders with a concurrent system to recognize and certify this knowledge transfer. The sector would appear to be a prime candidate for development funding. ACC could certainly play a key role in preparation of the proposal and delivery of human resource development initiatives.

5.2.10.5 AGRICULTURE AND ENVIRONMENT The need for agriculture and environmental training was highlighted by some stakeholders during consultations. However, to date sufficient information regarding potential market size has not been accessed to determine whether this would be a viable opportunity.

5.3 TEACHING AND LEARNING - FACULTY

5.3.1 CURRENT SITUATION The faculty complement at ACC includes the three senior academic administrators who teach part-time, two full time faculty, and 31 part-time instructors who are practitioners in their subject area.

The full-time academic administrators include:  Acting President/Dean of Studies: Dr. Leroy Hill – PhD  Director of Hospitality Studies: Ms. Sharon Richardson - MSc (Education)  Director of Humanities and Education: Mr. Quincey Harrigan

There are two full time faculty members currently on staff:

Chef de Partie/Trainer - Ms. Kirimah Carty - BSc (Hospitality Management); Associate Degree in Science in Hotel Management /Restaurant Management; ICHTE Bronze)

Senior Lecturer - Ms. Michal Romney – MA (English); B. Applied Arts and Science; Post-Graduate Education Certificate

The 31 part-time faculty are generally employed elsewhere as practitioners in their subject areas. A full data base on the educational qualifications of these part time faculty has not yet been obtained. However, from information provided and meetings with a selection of these faculty, it would appear that they are well qualified in their subject areas and have relevant work experience. Generally, they do not have teaching credentials or any substantive teacher training.

There is therefore a need for certification and support for part-time/adjunct instructors, requiring in-house professional development. Demand areas include adult education, instructional methods, best practices and assessment. ACC could consider making a certain number of credits required over time, tied to pay. There is also a need for more workers who are certified in trades.

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Required Faculty Complement

What is the required or optimum faculty complement for ACC?

In colleges and universities, determining required or optimum faculty complement is a major task undertaken both to determine how budgetary resources should be distributed and to ensure that adequate academic resources are available to academic units to perform their teaching, research and service (engagement) commitments. While there is no one definitive formula for determining the required or optimal faculty complement (an example is provided under section 9.2.4), there is general agreement on the methodology to follow. This methodology includes determining key activity factors related to the institution’s academic programs. These activity factors include:

 the number of programs offered  the level of programs (degree, diploma, vocational)  type of programs offered (arts, applied arts, science, engineering, technology)  courses by program  core course versus service courses  student registrations by program by course.

These factors are used to calculate the Full Time Equivalent (FTE) Student demand where a FTE Student is a student enrolled full time for two academic terms in a year. The number of FTE Students is divided by the accepted normal teaching load to calculate the optimum number of Full Time Equivalent (FTE) Faculty units to meet the teaching load of institution. The required Full Time Equivalent (FTE) Faculty units is usually a little higher than the optimum number due to necessity to add units to meet special teaching needs, sabbatical and other commitments.

ACC is still in the initial growth phase of its development; programs are not yet fully established and in fact program delivery and all current students are part-time. The result is that the generally accepted methodology for calculating FTE Faculty will not work because the number of FDTE students are too low to justify the number of faculty units necessary to allow ACC to develop into a viable community college.

Given this situation it is necessary to take a very different approach to determining what should be the optimum or required number of faculty for ACC. This approach should focus on the goal of establishing ACC as a viable community college which provides for the education and training needs of Anguilla and is a net contributor to economic and social development of the country. To do this ACC must firmly establish its current program mix, be positioned to meet emerging demands, and to transition from a part-time to a full- time educational institution.

Full-time faculty members are essential in order to build a community college. With a current complement of two full-time faculty members, ACC has a long way to go to build the necessary critical mass necessary to develop the academic culture of the College, provide high quality and consistent program delivery and ongoing program renewal. Neither the most competent and well-meaning academic administrators nor a cadre of part-time faculty can replace discipline qualified, trained and experienced educators in full-time faculty roles.

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It will involve a significant investment for the ACC but at this point in the College’s development, appropriate faculty hiring should be of higher priority than investment in management or administrative positions. It is the consulting team’s opinion that ACC requires a minimum of 10 full-time faculty members in order to provide the basis for long term development of a viable full-time academic institution. While this number is still low, it will provide the minimum critical mass needed to anchor current program delivery, to lead program development/expansion efforts, and to provide for transition to full time programming.

The proposed full time faculty complement, including the two existing positions, would be as follows:

Division Discipline Status Hospitality Studies Culinary Filled Accommodations/Service Vacant Social Studies Business - Accounting Vacant Business - Management Vacant Humanities and Education English Filled Mathematics Vacant Education Vacant Technical and Vocational Civil Engineering Technology Vacant Electrical Engineering Vacant Technology Mechanical Engineering Vacant Technology

Funding for these faculty positions would partially come from replacement of a substantial portion of the current teaching load of part-time faculty. However, there would need to be an infusion of funding from Government to seed this initiative. The government funding would gradually be replaced by funding generated from tuition as programs and enrollments increase.

ACC should plan for utilizing this faculty complement to the greatest extent possible and filling gaps in capacity with part-time faculty as required. This will become more challenging as full-time faculty are hired and assume more of the teaching load, but this development will also allow the College to become more selective and strategic in the use of the part-time faculty. Once programs are fully established and student enrollments increase then adjustments/expansions of the full-time faculty complement should be done based upon the level of academic activity as described earlier for other institutions.

The potential that the transfer of the Form 6 program to ACC might result in a transfer of full-time teachers to the College specifically for that program would not substantially alter the above recommendations

5.3.2 QUALIFICATIONS OF STUDY

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Hiring Standards for Faculty

Hiring standards for full-time faculty should be established based upon program level and course discipline. The following table outlines a proposed set of minimum standards:

PROPOSED MINIMUM STANDARDS FOR HIRING FACULTY

Program Level Course Type Education Level Experience

Associate Degree Arts/Science Baccalaureate degree 3 years teaching (teaching certificate experience desirable but not required upon hiring)

Business Baccalaureate degree 3 years teaching or (teaching certificate working in business desirable but not required upon hiring)

Technology Baccalaureate degree 3 years in industry (teaching certificate desirable but not required upon hiring)

Diploma (PGDE) Master’s Degree in 3 years teaching Education and Teaching experience at the Certificate tertiary level

TVET Variable TVET Training at 3 years in industry minimum of one level above subject taught, preferably with Trained Assessor status

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Faculty Professional Development

Professional development for full-time faculty is not an issue for ACC at this time. However, it will become an issue in the future. Memorial University of Newfoundland’s policy on Employee Training and Development is included in and sample policies from other colleges will be provided in the Tool Kit.

As noted above, there is a current issue with the teaching training/skills of part-time faculty. It is difficult to require these faculty members to undertake substantive training and certification without making long term commitments to them. An alternate method to address this issue used by some colleges is to implement an in-house teaching methods certificate. Expert teachers already on staff are used to train the part-time faculty who do not already have teaching certificates. The part-time faculty are usually paid for attending this training and it is scheduled to facilitate attendance.

5.3.3 CURRICULUM DEVELOPMENT

5.3.3.1 OVERVIEW Curriculum may be defined as the sum of learning activities and experiences that a student has under the auspices of a learning institution. The curriculum development process includes practices and procedures that lead from a program or course concept to the final implementation of the programs or courses at the institutional level. Output documents associated with curriculum include course outlines and program charts detailing the sequencing of courses.

While curriculum focuses on the broad range of student experiences at the institution, instruction is the actual interaction between students and instructors that results in the planned learning outcomes. The instructional design process refers to the development of course-related materials and instructional strategies following curriculum acceptance at the institutional level. These materials may include learning paths, multimedia objects, instructional techniques, outlines of specific laboratories, teacher notes and lesson plans, and evaluation instruments.

The curriculum development process extends from development, implementation, monitoring, evaluation, and review back to design again. Each curricular iteration is based on feedback and premised on quality improvement.

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CURRICULUM DEVELOPMENT PROCESS

In tertiary education, and most particularly in TVET, curriculum is meant to be demand-driven rather than dictated by institutional supply-side considerations. It is a dynamic process. As such, curriculum planning is a critical tool for college relevancy in meeting local, regional and global labour market needs; it is critical to economic development. Questions such as: “Where are the jobs in this economy? What skill sets do student need? What do employers want?” need to influence program development. As such, new program opportunities may be identified through labor market analysis, needs analysis, occupational analysis, and/or customer requests.

Curriculum development specialists support program and course development initiatives by providing educational guidance and leadership. They safeguard academic integrity by ensuring that programs and courses meet or exceed institutional requirements, accreditation standards, regulatory requirements and industry needs.

In large TVET organizations, due to their size and scale, a Curriculum Development Specialist (CDS) occupies a specialist position that serves a range of constituencies. The CDS plays a major role in facilitating all consultations and ensuring the program development process meets institutional standards and academic timelines. Component areas include course and program (re)development. The institution articulates policies to guide these processes and to ensure quality control (see Tool Kit for sample program procedures).

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The CDS works collaboratively with the educational leaders and with other faculty members to develop the program content and structure, course sequencing, prerequisites, evaluation standards, admission criteria, resource requirements and implications. S/he prepares the documentation for submission to the relevant committee(s) for approval.

Program review should an integral part of the quality assurance process for all tertiary institutions. Changes to labor market/occupational standards, and new regulatory requirements can lead to program revision(s). Prior to pursuing any major or substantial changes to a program, several requirements must be met. In large TVET organizations, a CDS will assist stakeholders through this process. S/he helps ensure an effective program review process by working collaboratively with institutional stakeholders and program advisory committee members to ensure that program review takes place at least once per year for existing programs. Results of program review will sometimes lead to course changes, program revision or the development of new programs.

Course development or revision addresses the institution’s learning contract with students. New courses or changes to existing courses come about as a result of the development of new programs, the review of existing programs or courses (program review), the reorganization of courses in programs, regulatory requirements and changes, or customer requests. The CDS provides assistance through this process.

The role of the curriculum developer (CD) is to:

 Maintain currently developed programs for schools by leading program reviews, student focus groups and industry consultations. Often changes also result from regulatory or accreditation requirement changes or from faculty efforts to improve courses/program.  Lead the development of new programs and associated courses by meeting with industry focus groups; working with content experts to identify the graduate profile; and articulating the learning path required to arrive at this profile. The CD should be involved in the process from the point of concept to final approval.  Facilitate all aspects of the design, development and approval of all academic programs and courses  Conduct program reviews in conjunction with the institutional leaders. For existing programs, consultations with faculty, the program advisory committee, the coordinator of programs, students and graduates, and employers take place at least once per year in the form of Program Review.  Lead activities for the development of student handbooks (and instructor manuals, when required)  Respond to customer requests  Maintain a network of contacts in order to be positioned to collaborate on projects arising from different subject matter or technical, vocational areas.

5.3.3.2 CURRICULUM DEVELOPMENT AT ACC At large TVET institutions it would be standard to see one or more CDS as part of the faculty complement. Particularly in ISO certified colleges, a CDS would be tasked with program/course development and review in collaboration with other faculty, staff and managers. However, having such a person can be expensive.

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ACC currently adopts the bulk of its curriculum from other jurisdictions or educational vendors, using it to guide program delivery at ACC. Given the present fiscal situation and serious budget constraints, it would prove difficult to secure a full-time CDS at this time. There is little evidence of market responsiveness or institutional entrepreneurship, both characteristics that would move the institution toward developing indigenous programming and suggest the need for curriculum expertise.

5.3.3.3 RECOMMENDATIONS In an earlier section of this report, it is recommended that a Division of Lifelong Learning and Community Engagement be established at ACC with a new manager to lead it. It would be ideal if the person hired to manage the Division had skills in curriculum development as well as in business and entrepreneurship. The new hire would be positioned to identify training needs and to work with subject-matter experts at ACC to develop short courses, training programs, and workshops.

By starting to develop new offerings in this way, a core of curriculum expertise would develop at the College. The experience gained would provide confidence and experience to all participants; this development would occur concurrently with the desire to develop “Made in Anguilla” curriculum. As part of a long term college planning strategy, developing curriculum expertise will prove essential.

5.4 STUDENTS

5.4.1 CURRENT ENROLLMENT The cycle of student enrolment in higher education including recruitment, student support and retention is complex. There are opportunities and challenges in each element of the enrolment cycle. The strength in enrolment plans is grounded in the identification of the interconnectivity in the elements and the acknowledgment in the unique perspective of each institution.

ACC provides its own unique context to programming and student support. The academic year at the ACC College runs from September to August with 2 full semesters (at least 15 weeks) and a short summer (approximately 8-9 weeks). The current program mix includes a number of Associate Degree programs, TVET programs and continuing education courses. The total enrollment in the 2014/15 academic year of was 340 students. This was comprised of 200 primarily part-time students enrolled in programs of 1 year and longer – 127 in Associate Degrees and Postgraduate Diplomas; 20 in TVET programs and 53 in the CXC CSEC program. The remaining 140 students were enrolled in short programs/courses which range in duration from 3 days to 1 semester.

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ACC PROGRAMS AND ENROLLMENT 2014/2015

ACC PROGRAMMES AND ENROLLMENT 2014/2015 TOTAL AWARDING BODIES ENROLLMENT Hospitality Studies Associate of Science in Hospitality and Tourism Management (ASc HTM) (3 – 5 years) ACC / CCCJ 34 Humanities and Education Associate Degree in Education – Early Childhood (3 years) JBTE 14 Associate Degree in Education – Primary (3 years) JBTE 13 Postgraduate Diploma in Education (2 years) ACC 17 Social Sciences Associate of Science in Business Studies (ASc BS) (3 – 5 years) ACC / CCCJ 47 Technology Associate of Science in Management Information systems (ASc MIS) (3 – 5 years) ACC / CCCJ 2 Subtotal Associate and Postgraduate 127 TVET International Vocational Qualification in Construction Studies (IVQ CS) (1 year) City & Guilds 12 Basic Motor Vehicle Repair and Servicing/Automechanics (1 year) City & Guilds 6 Subtotal TVET 20 Continuing and Adult Education 1 Year Programs Caribbean Examination Council Caribbean Secondary Education Certificate (CXC CSEC) (1 year) CXC 53 Subtotal CAE 1 year 53 Total Programs 1 year and Greater 200 Short Programs Hospitality Hospitality Ambassadors Recruitment Programme (2 weeks) ACC / ATB 42 Communication Creative Writing (8 weeks) ACC 18 Publishing (6 weeks) ACC 8 English for Speakers of Other Languages (ESOL) ACC 16 Communication/Secretarial Executive Administration (6 weeks) ACC 16 Health & Wellness Applied Psychology (8 weeks) ACC 15 Information Technology Basic Computing (1 semester) ACC 5 Pathways to Success Leadership at Every Level (3 days) ACC 20 Total Short Programs 140 Grand Total - All Programs 340

5.4.2 RECRUITMENT

5.4.2.1 CURRENT RECRUITMENT EFFORTS

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The responsibility for recruitment at ACC is in the Registrar’s Office and assigned to the Assistant Registrar (Marketing, Communications, Student Services and Alumni). As shown in the table following, a variety of recruitment initiatives are undertaken directed at the target market for major programs.

RECRUITMENT INITIATIVES

Program Promotional Channels Target Market

Associate Degree (Primary Education)  Radio Anguillian primary  Facebook teachers or aspirants  Newspaper  Dept of Education interaction

Associate Degree (Early Childhood  Radio Anguillian ECE teachers or Education)  Facebook aspirants  Newspaper  Dept of Education interaction  Communications with Private ECE institutions

Post Graduate Diploma in Education  Dept of Education interaction Teachers with a degree but without a pedagogy credential

Associate Degree Hospitality and  Radio F5 graduates Tourism (new CTLS starting Sept  Facebook

2016; no entrants since Sept. 2015  Newspaper  HR Dept. contacts under old CCCJ program)  School Visits/Presentations  Career Fair  Hospitality courses at ALCHS; Many enrollees are interested in only  Ang. Hotel and Tourism Dept. 1 or 2 courses, not the whole program. promotion  Chamber of Commerce

Associate Degree Business Studies  Radio BTEC Level 3 (CAPE or  Facebook LCCI level 3)  Newspaper

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TVET Programs  Radio Working in trades, some  Facebook with F5 and some without

 Newspaper F5

Tech 6

Continuing Education Courses  Radio Public Offerings  Facebook  Newspaper

5.4.2.2 FUTURE RECRUITMENT EFFORTS An institution shouldn’t be prepared to recruit a student that they cannot keep. In that vein, clear and measurable enrolment goals will be essential as a recruitment strategy. These goals should be measurable and project student numbers over time and delineate by program. ACC may devise a recruitment strategy for the institution that has specific value statements for each program. There are some key concepts related to recruitment may include:

 Identification of primary and secondary recruitment markets  Identification of program/ course laddering  Enrolment profiles for prospective students  This allows individuals to ask the question – Who are we looking for?  Specific tactics for each market: o Various types of media o Print brochures o Community outreach/ general brand development o Promotion of TVET in the local market

Specific to ACC, discussions throughout the consultancy revealed the need for a public awareness strategy that also addresses the benefits of technical and vocational training. The predilection towards university degrees, and negative views of TVET within the community at large result in fewer students pursuing studies at ACC; most students with access to and desiring post-secondary education prefer to study elsewhere in the region, the US or the UK. However, a targeted campaign which demonstrates the educational and material benefits of skilled trades and technical education can help to support the community college and the benefits it can bring to the community.

Specific promotional initiatives are outlined in Section 9.5: Public Relations and Marketing.

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5.4.3 RETENTION AND STUDENT SUPPORT

5.4.3.1 OVERVIEW Retention can be looked at as the opportunity to re-recruit students each semester. Students in any market have decisions to make and in any level of higher education there are other options for students. Those options for some maybe other academic programs but they may also be employment. When discussing Student Services, it is more manageable to identify various areas of support including academic, financial and ongoing support.

5.4.3.2 ACADEMIC SUPPORT Current Situation At the present time, there is a relatively low level of formal academic support services for ACC students:

 There is a collection of print resources maintained by the Dean. However, this collection is small and is not accessible in the evening;  There is accessibility to e-library resources;  There is no student manual but one is under development by the Registrar;  Scheduled academic counselling is no longer offered but students can still receive counselling on request.

Recommendations A clear academic path is essential to student success. Program transparency provides students with an increased knowledge of program components and allows for greater commitment to both the institution and program completion.

The provision of quality academic supports on campus can include both administration and faculty as there is duality in this retention factor. Administratively, the institution can:

 Provide strong program advice in a timely manner  Cultivate effective methods of communicating student program information and academic support information o Student manual/ handbook available in a number of different modalities  Use a holistic model of program development that includes academic planning and infrastructure. Enabling the requirements for various types of infrastructure to be included in the course planning ex: essential laboratory requirements, classroom materials  Regulate course and program evaluation and operationalize a mechanism to implement/ acknowledge student feedback  Ensure that essential teaching resources are available ex: library resources  Provide personal, career, and academic counselling, especially with addition of F6/Tech 6 students.  Develop college skills and student success workshops to increase student achievement and persistence

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Faculty can:

 Ensure that there is continuity in course content  Work together to ensure that timing of semesters work is coordinated

5.4.3.3 FINANCIAL SUPPORT Current Situation Tuition at ACC is required to be paid by the end of the term in which the student is enrolled. There is no interest charged for late payment.

There are loans available to students but no grants or bursaries. ACC does have some scholarships available.

Recommendations Access to financial support is essential to student success. This factor however is able to be identified prior to enrolment and can be closely linked to recruitment. Financial support can be linked to the reasons students attend an institution. Having a clear financial package or plan for the institution can be effective in marketing a program. However, financial difficulty can be the reason students choose to pursue options other than their education. Having a support plan that provides students options of how to address these concerns over time is important.

Discussions regarding the provision of financial support for ACC students should be initiated with Government towards developing a joint effort whereby Government works towards an enhanced loan and grant package for students studying at ACC and ACC initiated a concerted effort to generate funds from donors to enhance scholarships and bursaries. A plan to generate funding for scholarships and bursaries is included in Section 7: Community Engagement.

5.4.4 GENERAL STUDENT SUPPORT Current Situation ACC recognizes the need to provide general student support and does attempt to provide students with a number of services. Two successes to date are:

 Student Government o Student Council was formed in 2015 o Hospitality Club also formed in 2015  Celebrations o ACC organizes a formal graduation ceremony o Student successes are publicized in the media

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Recommendations Ideally ACC would engage a student support specialist. Such roles are very common in small to medium size institutions. These roles are most often responsible for student transition and support and play a key role in providing advice, guidance and referral to the student population. Unfortunately, it does not appear that it ACC will have the financial means to increase human resources in this area. Therefore, it will be incumbent upon current academic and support personnel to take responsibility for required initiatives. The first step to implementing this would be establishment of a Student Affairs Committee led by the Dean and the Registrar.

Among the first initiatives which should be addressed by such a Committee would be the planning and delivery of orientation for all new students.

Looking forward to the move to the new campus, ACC should plan to ensure the development of comfortable student “collision” space. Space of this nature provides students the opportunity to gather informal and engage with each other outside of their classroom setting. These spaces can be developed as multipurpose space and include elements of social gathering but also collaborative working space.

The provision of a cafeteria/food services on the new campus will also be a major positive for students.

5.4.5 CAREER SUCCESS Current Career Success Efforts At the present time, there appears to be only informal career success efforts directed towards ACC students. These informal efforts are primarily one-on-one counselling and/or assistance provided by faculty and staff members.

Observations for Future Career Success Efforts Career success as an element of an enrolment plan is essential as it provides that book end to recruitment and integrates the longitudinal perspective of advising a support.

The core point of this concept would be:

 To identify the fields that students will work in and the progression to that point. This information may be gathered through alumni networks.  Career support seminars that may include: o Resume Building o Interview Preparation

Career success also provides the opportunity to link to an alumni network to demonstrate to current and prospective students the opportunities available upon completion of a specific program.

Career success efforts could also include developing a work term program which will enhance employer and industry engagement and build linkages for the student to the future careers.

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6. COMMUNITY ENGAGEMENT PLAN

6.1 OVERVIEW

A primary distinction of the community college is the focus of its mission to “serve” its community.

Today the role of the college in serving its community is often termed “community engagement” to reflect the dual nature of the relationship between the college and the community. That is, in addition to the college reaching out to provide services to the community, there is a recognition that colleges need to create the culture and opportunities for the public to actively participate in college campuses and college life.

ELEMENTS OF COMMUNITY ENGAGEMENT PLAN

Much of college effort is dedicated towards building bridges to its community of interest and areas of engagement generally include:

 Mobilizing college expertise and resources to make a positive difference in the community: o Extending education and training opportunities geographically;

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o Extending education and training opportunities through technology; o Enhancing experiential learning for students; o Supporting innovation and economic diversification; o Supporting growth of individuals and groups within the community; o Facilitating and participating in public dialogue regarding key issues.  Cultivating the conditions for the public to engage with the College: o Building linkages to Alumni: o Developing a program for philanthropic contribution to College advancement.

6.2 CURRENT SITUATION AND OUTLOOK

6.2.1 ACC PRELIMINARY COMMUNITY ENGAGEMENT PLAN The ACC Strategic Plan for 2012-17 outlines the following strategy and desired outcomes related to engagement:

STRATEGIC IMPERATIVE & OUTCOME 2 2. To enliven community outreach and public engagement and enhance the culture of education. 2.1. Increased citizenship awareness and improved skill set for participation in the development of Anguilla.

Strategic Actions & Key Performance Indicators 2 2.1.1. Conduct quarterly lecture series throughout the island.  Minimum of 1 quarterly lecture. 2.1.2. Provide access to books that provide information on the Caribbean  2-3 books and other publications per country on Caribbean government and governance and non-governmental organisations. 2.1.3. Establish College Challenge  1 college challenger per annum 2.1.4. Establishment of linkages with a variety of community groups and organisations 2.1.5. Provide consultancy outreach to businesses

6.2.2 CURRENT COMMUNITY ENGAGEMENT ACTIVITIES The 2014 ACC Annual Report identified a very strong level of community engagement for the young college. These activities included:

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 Community Outreach Meeting in Long Path. This was conducted on Sunday 30th November 2014.  Taste of the Caribbean – Competition - Annual Meeting - Miami – Florida, 26th June -4th July 2014: The Chef de Partie assisted the Anguilla National Culinary Team and obtained a better understanding of the competition.  Girls Get Tech - The Girls Technology: The goal here was to strengthen and enhance the use of technology by girls in a non-threating environment. This camp was held from 8th – 12th December 2014. The College participated in this Camp.  Job Link-up. In partnership with the Ministry of Social Development, the Job Link-Up program was launched in February 2014 with twenty-one (21) clients (8 females and 12 males). In that cycle, special focus was on young people with physical disabilities from single parent’s household (both male and female). The College participated in this program.  Anguilla Community College Week 26th – 29th October 2014  Church Service on 26th October 2014 at Central Baptist Church.  ACC’s First Graduation Ceremony on 29th October 2014 at 9:30 am at Mount Fortune Seventh Day Adventist Church, East.  Hospitality Ambassadors Recruitment Programme (HARP). Through its partner, the Anguilla Tourist Board, ACC is introducing young high school leavers to the Hospitality Industry through the Hospitality Ambassadors Recruitment Programme (HARP)  Civic Engagement- Several members of the ACC family in addition to performing their academic functions contribute to the community through participation in the activities of the following organizations:  The Financial Services Commission (FSC)  Technical and Vocational Education and Training Council (TVET)  The Industrial Disputes Tribunal  Anguilla Chamber of Commerce (ACOCI) Golf Tournament/Starry Night  Anguilla Fiber Arts Circle  Elodias Centre Volunteer  Anguilla National Culinary Team Support Staff  Carifesta Committee  National Awards Committee  National Research Education Network (NREN)  National Research Ethics  Course Coordinator - UWI Open Campus (in and out of semesters  Afterschool Professional Development (primary Schools)  Advisor - Website Development Omololu International School  Teaching Practicum Assessor – Anguilla Teacher Training Institute  Anguilla Toastmasters Club, Secretary 2014 - 2015  ACC Curriculum Review Committee  Anguilla Caribbean Exanimation Council (CXC) National Committee  Optimist Club of Anguilla  Chair of Youth Committee and Past President – Optimist Club of Anguilla  Lieutenant – Girls Brigade  Eleos Family Centre  Recruitment and Training Committee, Youth and Culture  Member – National Celebrations Committee, Ministry of Home Affairs

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 Linkages and Collaborations  University of St. Martin  University of the Virgin Islands through an MOU  TVET Council  ARIJAH Children’s Foundation – Blossom Center  CKLN- Caribbean Knowledge and Learning Network  IRB – Institutional Review Board

A full listing of activities for 2015/16 was not available, however, it appears that the activity profile was similar.

6.3 BUILDING BRIDGES – ACC IN THE COMMUNITY

6.3.1 EXTENDING EDUCATION AND TRAINING OPPORTUNITIES GEOGRAPHICALLY

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As the only community college in the country, ACC can legitimately identify the full population as potential students/clients for its programs and services. However, the small size of Anguilla (approximately 26 km long by 5 km wide at its widest point) and low population (13,572 in the 2011 Census) means that everything in Anguilla is relatively accessible.

While ACC is not challenged geographically in the same manner as many other community colleges, there are certain segments of the population who need programming but who will either not come to the campus or who are best served in their own community. The challenge for ACC is to identify those population segments and determine what programming might be provided for their benefit and provided in a financially viable manner. The latter issue is a matter of concern since the relatively small population of Anguilla makes it difficult to expend significant resources on programming.

It is recommended that ACC undertake two initial initiatives to extend education and training opportunities geographically in Anguilla: 1. Literacy/Numeracy Outreach Census data identifies that there is a significant proportion of the population who do not have any educational qualifications. As well, consultations with industry and government personnel identified low levels of literacy and numeracy as impediments to economic growth.

ACC should launch a pilot project in a selected community, possibly The Valley since it has the highest population, whereby it offers an outreach program at a community center which is structured to evaluate individual literacy and numeracy levels and provide a programming structure which the individual can follow to bring themselves to the desired level of competency and credentials including secondary school equivalency.

Such programs are widely available including within the Caribbean. Therefore, ACC should not invest resources in developing such a program but should adopt a program with a proven record. One such program is the Career Advancement Programme (CAP), an initiative of the Government of Jamaica through the Ministry of Education, Youth and Information which aims to “ensure that learners are competent in literacy and numeracy, and are so enabled to successfully pursue career training in technical and vocational skills training delivered by the HEART Trust/NTA”. Additional information can be found at the following site: http://www.jfll.gov.jm/index.php/cap/about-cap

2. Fisheries Outreach Anguilla has an active artisanal fishing industry with fishermen located in a number of different communities around the coast. Currently, this sector is not being provided with any industry oriented education and training.

While ACC should undertake a needs assessment to determine precisely what education and training needs are required by the fisheries sector, it can be anticipated that the needs will include:

 Fishing gear construction and repair  New fishing techniques

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 Fishing boat construction and repair  Small engine maintenance and repair  Safety and survival  Post-harvest handling techniques

The Tool Kit includes information on MI programming and courses in the fisheries sector as examples of the types of programs that could be offered by ACC in this area.

ACC should look to identify “master fishermen” currently in the sector and prepare and use these individuals to provide training programs to their colleagues. Since fisheries education and training is a gap in many other smaller Caribbean countries, ACC should look to the opportunity to provide fisheries education and training in other jurisdictions as a way to make this programming financially viable.

6.3.2 EXTENDING EDUCATION AND TRAINING OPPORTUNITIES THROUGH TECHNOLOGY As discussed in the Academic and Technology plans, ACC should utilize technology to the extent that it can to allow its programming to be available off-campus. Given the small population and geography of the country and the size of ACC, the challenge of doing this in any significant manner may not be viable.

It is recommended that ACC focus its distributed learning technology to supporting students enrolled at its campus.

6.3.3 ENHANCING EXPERIENTIAL LEARNING FOR STUDENTS Experiential learning through work terms and internships greatly enhances college programs and career success for students. It also builds linkages between academic programs and industry.

It is recommended that ACC include work terms and/or internships in program design.

6.3.4 SUPPORTING INNOVATION AND ECONOMIC DIVERSIFICATION Government has identified innovation and economic diversification as essential to economic growth in Anguilla. As per the Research OMP, the resources available to ACC, both human and technology, preclude any substantive research role in the near term. However, ACC can support innovation and economic diversification through provision of industrial education and training.

It is recommended that ACC undertake consultations with industry to identify specific industrial education and training which would support productivity enhancement and sector growth.

6.3.5 SUPPORTING GROWTH OF INDIVIDUALS AND GROUPS WITHIN THE COMMUNITY The relatively small complement of professionals at ACC are already engaged with community organizations. This engagement should continue to be encouraged and additional opportunities pursued.

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6.3.6 FACILITATION AND PARTICIPATING IN PUBLIC DIALOGUE REGARDING KEY ISSUES One of the initiatives noted in the ACC Strategic Plan is to offer a quarterly lecture series throughout the island. Unfortunately, this initiative has not been implemented by ACC to date, likely due to the small professional complement at the College and the pressures of existing programming.

It is important for the College to be seen to be engaged with key public issues. Therefore, it is recommended that ACC reformulate its proposed quarterly lecture series into a semester based engagement event series. This would reduce the number of events to 2 or 3 per year and would allow for different format events, such as:

 Traditional lecture on a public issue such as “potential impact of climate change on Anguilla”;  Sector workshops on topics such as “opportunity for expansion of the fishery to take advantage of the full Exclusive Economic Zone”  Interactive Community workshops on topics such as “improving Community-College Relations”.

6.4 BUILDING BRIDGES – PUBLIC ENGAGEMENT IN THE COLLEGE

It is important that ACC cultivate the conditions for the public to engage with the College. Some of the ways in which this can be achieved are:

 Facilitating the greater use of on-campus facilities and resources through increased access, outreach and partnerships;  Enhancing public involvement in College decision-making through mechanisms such as active program advisory committees;  Developing formal linkages with community organizations;  Involving the community in College events and celebrations.

6.5 BUILDING BRIDGES – ALUMNI LINKAGES

The alumni of a college include its graduates and all former students.

Mature colleges have separate Alumni Offices with professionals responsible for facilitating alumni linkages with the institution. The complexity and resources of these offices vary significantly from institution to institution but their activities can generally be fitted into three general categories:

 Connecting to Alumni o starts while students are at the institution o maintains contact through various means such as newsletters, social media, etc. o involves interactive databases of contact information  Engaging with Alumni o establishment of Alumni Associations and Chapters

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o sponsoring of alumni events  Promoting Alumni Commitment o Alumni donations to the College o Alumni opportunities to become involved with College activities such as providing advice on academic programming and in mentoring students or new graduates o Alumni opportunities to become involved in College governance through formal committees or seats on the governing council

At the present time, ACC is a new College with a low number of alumni. Further it has many demands being placed upon its limited human and fiscal resources. Alumni linkages are important in the long term development of the College but what should be the priority activities at this time?

It is recommended that ACC’s initial plan for linking with Alumni be as follows:

1. Establish a database of Alumni; Implement database whereby alumni profile data is transferred seamlessly from the student registration system. 2. Maintain contact through various media. At this time, it is not feasible for the ACC to prepare newsletters or direct ongoing social media specifically towards alumni. However, every effort should be made to include alumni in distribution of general ACC materials in whatever media form it is presented. 3. Lobby for an Alumni representative on the Board of Governors. In order to highlight the importance of alumni, a very high profile initiative which could be taken without incremental cost would be for Government to include an alumnus on the Board of Governors.

6.6 BUILDING BRIDGES – COLLEGE ADVANCEMENT

Advancement is term which has different meanings at different colleges. In some cases, it is used to cover all engagement activities and in others it is confined specifically to fundraising.

ACC should consider the latter meaning whereby advancement programs are directed towards securing private support in the form of annual gifts, major gifts, planned gifts, and corporate and foundation gifts, often through strategically developed fundraising campaigns. The activities involved in this include: securing private support that will help the institution achieve its goals; building and stewarding relationships with potential and current donors; working across the institution to identify the need for private support and ensure that gifts are used according to the donors' intent; and, managing and analyzing relevant data regarding donors, gifts and giving trends.

Advancement holds significant potential to meet its goal to increase and diversify funding and the College should take steps to determine if this potential is real for ACC. If it is determined to hold potential, it is recommended that ACC implement an aggressive advancement strategy.

It is recommended that ACC initially concentrate efforts as follows:

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1. Developing a listing of potential projects to be supported by advancement funding. The potential projects should generally be attractive to potential donors and be diverse to recognize varying areas of interest and funding availability, such as:  Naming Opportunities – whereby donors make unrestricted contributions to the College for the right to be able to name facilities or academic units. Example – naming of the new ACC campus.  Student Support – whereby donors can make directed contributions to student success or student life. Example – a general scholarship fund or individual scholarship funds named by the donor.  Capital Support – whereby donors can make directed contributions to support expansion of the College physical plant.

2. Identification of potential donors ACC should concentrate on identifying three groups of potential donors:  Anguillians of wealth who might wish to leave a lasting legacy  Ex-patriate Anguillians who have had successful careers elsewhere who might wish to make an investment to recognize their roots  Long term visitors to Anguilla who might wish to make a contribution to the long term sustainability of the island and its people.

Once this initial work is completed then ACC should engage an Advancement professional to prepare a customized implementation plan for approaching potential donors.

7. RESEARCH PLAN

7.1 OVERVIEW

The mission of community colleges has undergone a number of transformations during the past century. The original mission of the community college was to serve its community through providing accessible education and training in the skilled trades, technology, applied arts and business. This evolved to add providing a pathway for students who otherwise could not access university degree education to the modern community college which is a complex organization offering a wide range of educational programs from skills training to degrees in their own right.

The most recent evolution of the community college has seen the mobilization of its capacity to undertake research. This change is not universal but many community colleges are now undertaking substantial research activities. Generally, the research conducted in these Community Colleges is oriented towards applied research and development, that is, research which has direct application to the world (i.e. solves a problem) and the process of transferring the results of the research to commercial applications. This differs

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the traditional orientation in universities on basic or pure research which is curiosity driven with a goal of expanding knowledge.

The approach to research in community colleges has also been somewhat different than at universities. The accepted norm at universities is that the work undertaken by each faculty member would be made up of three components: teaching; research/scholarship; and public service, with research/scholarship playing a major role in promotion and tenure decisions. At community colleges, however, there is a general recognition that teaching and community engagement are primary activities for all faculty and that research, while not a requirement, is a positive activity for faculty who are qualified and who have a desire. An alternate approach to research in some colleges is to establish applied research units sometimes with designated staff who are tasked solely to undertaking the research mandate of the unit.

7.2 CURRENT SITUATION AND OUTLOOK

The ACC Act (2009) does provide a mandate for the College to undertake research “To provide educational services, including teaching and research, relevant to the needs of Anguilla and the highest educational standards required and expected of an institution at this level”.

Having a research capability would be a positive for ACC particularly if that research capacity was directed at addressing key current and emerging issues facing Anguilla. It would have the potential to contribute to the social and economic development of Anguilla. However, the question facing ACC is whether or not it should dedicate resources towards research at this time in its development.

Currently ACC has only two fulltime faculty members. These faculty members supported by some 31 part- time lecturers are tasked with delivering the very ambitious academic agenda which the College has identified including new initiatives in TVET and continuing education. Future developments related to transfer of the Form 6 program will likely transfer a cadre of faculty members from the secondary school. However, the orientation and experience of these new faculty would primarily be towards teaching in their disciplinary areas.

Essentially ACC has no meaningful faculty capability to undertake research at this time nor any reasonable expectation that it will have sufficient faculty capability in the near to medium term.

7.3 RECOMMENDATIONS

It is recommended that:

1. ACC not include an expectation to undertake research in the workload of faculty members until a critical mass of qualified faculty members are in place and the College’s academic programming suite has been fully developed. This recommendation should be reviewed in five years; 2. ACC investigate with the Government of Anguilla the viability of creating a research unit separate from the academic mandate of the College.

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8. TECHNOLOGY PLAN

8.1 OVERVIEW

Information Technology is an integral component of all successful enterprises. This is especially true for a modern postsecondary institution. In addition to supporting the administrative functions, including Finance, Human Resources, Client Relationship Management, and Security, IT services related to the core function of Teaching and Learning must be addressed in order to create an effective environment for student success. These IT Services can be categorized into the following functional elements:

Academic and Student Services Student Information System

Student Services

Administrative Services Human Resources

Finance

Marketing and Communications

Information Management

Administrative Support

Educational Technologies Formal/Informal Learning Spaces

Learning Management System

Library

Application Software

Student Digital Literacy

Faculty Support

Delivery Models

Partnerships

Infrastructure Network

Facilities

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These functional elements represent essential components for all postsecondary institutions and present a significant challenge for small institutions that do not have the human and fiscal resources required to deploy sophisticated, complex, and costly IT systems available for larger universities and community colleges. For that reason, the implementation of technology for Anguilla Community College will require a creative and agile approach, relying on core IT support and services from vendors, Government of Anguilla IT support providers, and the development of IT capacity within ACC. Prior to describing the current environment and proposing recommendations for these specific functional elements, it is necessary to provide an assessment of the IT capacity available to ACC and offer overarching recommendations that will guide the implementation of the Technology plan.

8.2 IT CAPACITY

8.2.1 CURRENT ENVIRONMENT As will be evidenced in the subsequent sections, IT support for ACC’s current operations is fragmented:

 The Government of Anguilla IT department provides support and services for ACC’s servers, networks, and desktops. This support is provided on a best effort basis and requests compete with the needs of other government departments and agencies. Further, the support focuses on troubleshooting and operation of existing IT infrastructure. Minimal support for planning and other strategic IT initiatives is available to ACC. It is not clear if the goals and priorities of ACC requests are communicated effectively. No formal service level agreement with the Government of Anguilla IT department exists. While this IT support appears to utilize modern IT practices, it is often not completed in a timely fashion. Further, it is not clear if the unique needs of an educational institution or ACC goals are considered when implementing IT solutions.

 ACC utilizes a number of third party IT systems, including; ORBUND as a student information system, Sage 300 for HR and Finance functions, and Instructure Canvas as its learning management system. Support requests for these systems are typically directly initiated by the Senior Leadership team member responsible for the functional area. This can lead to issues in timely and effective issue resolution as specific needs are lost in translation when discussing IT issues.

 IT Leadership currently rests with Dr. LeRoy Hill, Dean of Studies. Dr. Hill has a wealth of knowledge and expertise in this area and has implemented the current ACC website, and adoption of the Canvas learning management system. However, as Dean of Studies, Dr. Hill has other, more critical, responsibilities that prevent a dedicated focus on IT strategy and operational issues.

 ACC Leadership has recognized this gap and has developed a proposed position description for a full time position to address the IT needs of the College.

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8.2.2 RECOMMENDATIONS It is virtually impossible for a small postsecondary institution to assume full responsibility for its IT support and services functions. Fortunately, there are alternatives to hosting and maintaining servers and software locally. Cloud computing is a broad term to describe the use of servers and software remotely via the Internet. A majority of IT vendors are migrating towards this service model. ACC currently uses ORBUND and Canvas in a vendor supported, cloud based environment. Students are provided email and productivity software via Google apps. All other services are housed in the Government of Anguilla Data Center and are accessed via the network. This has enabled ACC to deploy IT services without hosting any servers locally.

This service model has significant benefits as in-house technical expertise in server and software maintenance is not required, particularly for data protection and disaster recovery. Naturally, there are considerations when operating in a cloud based environment, including data security and privacy, availability, and vendor support.

It is recommended that:  ACC continue its relationship with the Government of Anguilla IT department for the provision of networking, directory services, virtual servers and desktop support. It is recommended that a formal Service Level Agreement (SLA) be developed that clearly outlines scope of responsibility, primary contacts for each party, and response times. Further, the SLA should describe a formal communications protocol that would enable ACC to clearly define their short and long term goals.

 ACC proceed immediately with the recruitment of a Senior IT position. In addition to teaching responsibilities, this position would be responsible for implementation of the technology plan, liaison with IT service providers and assistance for the senior leadership team in resolving IT issues and setting future goals. A proposed position description prepared by ACC was reviewed and revised to reflect the recommendations contained here, and is available in the Tool Kit accompanying this report.

This position will be critical to the success of the implementation of the technology plan. It is anticipated that the incumbent will lead the initiatives outlined below and ensure that projects are managed effectively by coordinating vendor and Government of Anguilla IT resources.

8.3 ACADEMIC AND STUDENT SERVICES

A primary IT service for all postsecondary institutions is a student information system to ensure that effective and timely handling of student records, including admissions, student records, and graduation. Further, the provision of IT services for students is a critical service that contributes to student success and the reputation of an educational institution. Each of these areas is described in the sections below.

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8.3.1 STUDENT INFORMATION SYSTEM

8.3.1.1 CURRENT ENVIRONMENT ACC utilizes ORBUND (www.orbund.com) to support its student registration functions. It is a cloud based service and includes functions for back office registration as well as a portal for students and faculty to obtain and send messages, receive grades, and access scheduling information. Students who met with this Consultant reported general satisfaction with the service, but this was a small group that may not reflect the views of the student body as a whole. The Registrar and staff are less satisfied with ORBUND and have reported issues with data integrity, user interface, report formats, and lack of integration with other administrative functions. Further, there are issues with the flexibility of the software service to accommodate different types of learning opportunities offered by ACC. A significant number of custom reports have been developed by the vendor at the request of the Registrar and a number of data integrity issues relate to these custom reports.

The ORBUND service also includes features more closely aligned with a Learning Management System. This leads to confusion amongst faculty and students on the role of Canvas as the learning environment for ACC, inhibiting further adoption of the Learning Management System.

8.3.1.2 RECOMMENDATIONS The following diagram outlines the basic functions that should be addressed in a student information system to ensure that ACC is positioned to support its strategic goals:

The Student Information System is a core IT service of all postsecondary institutions. While ORBUND is providing adequate services, it is not clear that ORBUND will have the flexibility/functionality required for

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the future. There are a host of student information systems available in the market that may be more suitable for ACC.

It is recommended that:  A detailed analysis of the gaps in the ORBUND service should be conducted. In the short term, ACC should work with the vendor to prioritize and resolve these gaps.

 A standard data definition related to student and course records be developed and used in SIS data entry to ensure consistency in student, assessment, course, and completion records. This definition should then be applied to existing records. It is anticipated that this activity will resolve a significant number of the data integrity issues that exist in the current ORBUND system.

 A review of the current Student Information Systems in the marketplace should be undertaken. Some of the attributes in a new SIS that would be desirable include: o Cloud (Software as a Service) Based o Cost Effective o Addresses the core elements of a Student Registration system as outlined above. o Significant base of clients similar to ACC. Client references should be obtained. o Includes student and faculty access in addition to the functions of the Registrar’s office. o Facilitates data integration with other administrative functions.

While a specific requirements analysis and identification of a SIS for ACC is outside the scope of this technology plan, one particular SIS service, SonisWeb (Jenzabar Sonis), was identified by the Registrar as an alternative to ORBUND. A brief review of the software was very positive. It was recently acquired by Jenzabar, a leading provider of IT solutions for education, is cost effective, and is used by many colleges, including a number in the Caribbean region. It would also provide ACC with the opportunity to migrate to other Jenzabar products over time to enable integration with other administrative functions. It is recommended that SonisWeb be carefully reviewed to determine if it satisfies ACC’s business needs. Some of the factors that ACC should consider when selecting a SIS are:

o Cost o Privacy/Security of Student Records o Integrations with Financial Systems/LMS/HR o Reporting Facilities o User Interface o Student/Faculty/Admin Access o User Interface

 All successful IT deployments start with a review of the business processes. These processes should be examined with an aim for enhancements in effectiveness and efficiency. In the case of Student Registration, these business processes would include:

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o Admissions o Class Scheduling o Attendance o Program Management/Academic Governance o Credentialing

8.3.2 STUDENT SERVICES

8.3.2.1 CURRENT ENVIRONMENT IT Services for students include the provision of email and office productivity applications through Google apps, and comprises a personalized email address in the @acc.edu.ai domain. The Government of Anguilla supports this domain. Students may also be issued accounts to access the ORBUND and Canvas systems in order to gain access to their student record and learning environment. The brunt of this activity is initiated through the Registrar’s office with the support of the Government of Anguilla IT department. Technical support often falls to the Registrar, with a high number of requests for password resets completed through this office. Internet connectivity is well established in Anguilla and students indicated that they valued the online services provided by the College, particularly the communications component.

A computer lab with 20 desktops is available for student use. This lab is equipped with Microsoft Office 2007 applications as well as other popular software. Computers are approximately 5 years old and will need to be replaced in the near future. The computers are connected to the Internet. The lab is used for formal IT instruction and is available for students to use in support of their studies. Students indicated that they would like to have access outside regular working hours. In addition, Students indicated that technical support after regular working hours would be of great benefit, particularly for the part-time students. Printing services are provided via two printers in the lab, with one functional at this time. These printing services are offered on an unrestricted basis, at no cost to students.

Wireless access is available to students at the Campus, but is slow and unreliable. Access to an electronic journal database is offered through a paid subscription to EBSCOHOST, but it is not widely used. The wireless and electronic journals issues will be addressed in the Network and Library sections below.

8.3.2.2 RECOMMENDATIONS It is recommended that:

 ACC adopt Office 365 cloud services for faculty, students, and staff. In this way, students are exposed to software that they will likely encounter in the workplace. Office 365 could be offered free to students for the duration of their studies, including Office software applications on their personal computers and mobile devices. The Office 365 suite also includes Cloud based file storage

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through OneDrive. A recent quote received by ACC would suggest that this service could be acquired for approximately $2000 USD per annum. It is noted that the Government of Anguilla is also considering deploying Office 365. While pricing for educational institutions is significantly more favourable than Government agencies, there is an opportunity for the Government of Anguilla to assist in the implementation. An Office 365 implementation can also enable self-service password resets, minimizing intervention by Registration staff.

 ACC plan for an annual refresh of student computers, with an aim to replace all systems every three years. In this way, a modern computing environment is available to students without a significant single expenditure.

 ACC consider a reconfiguration of student computers to provide a traditional computer lab for the purpose of instruction and also a cluster of computers that can be used for independent work, particularly after regular working hours. The provision of computers for this purpose will be particularly important when the new campus is opened.

 An initiative be undertaken to implement an Active Directory service for ACC students. This will require direct involvement from the Government of Anguilla IT department and will result in a single identity for students for accessing computer resources on Campus and, if Office 365 is adopted, integration with Microsoft Cloud Services. It is noted that Office 365 integration with Canvas was planned for implementation in 2016. This should enable further functionality using one credential (user id/password).

 The office of the Registrar review the business processes related to the provisioning and de- provisioning of students computer accounts to ensure that information remains curren t, and only currently enrolled students have computer/software access.

 Implement a print service for students. There are a number of options to realize this service. Smart cards can be implemented where students are able to place money on their cards and utilize a print station for printing purposes. There are hosts of vendors that can provide this solution. Two vendors, Pharos (https://pharos.com/), and PaperCut (http://www.papercut.com/) are provided here for reference.

8.4 ADMINISTRATION SERVICES

The following section will review the administrative IT functions at Anguilla Community College.

8.4.1 HUMAN RESOURCES

8.4.1.1 CURRENT ENVIRONMENT A majority of HR functions are supported by Sage 300. Finance staff report general satisfaction with this software.

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8.4.1.2 RECOMMENDATIONS It was reported that the Government of Anguilla is implementing a new HR system. This cloud based service may represent an opportunity for ACC, particularly for performance management. It is recommended that an analysis be undertaken to determine if this new HR system is available to ACC and that there is benefit in adoption.

8.4.2 FINANCE

8.4.2.1 CURRENT ENVIRONMENT SAGE 300, formerly ACCPAC, is used for all finance functions at Anguilla Community College. Three Finance staff, including a cashier, use this software to maintain financial records and produce the requisite reports for internal, board, and regulatory audiences.

It is noted that an online finance portal for students is not available for the purposes of online payments and checking balances.

The Sage 300 system is hosted by the Government of Anguilla IT Department on a virtual server and is supported by a SAGE 300 Business Partner located at Kingston, Jamaica.

Integration with other systems, particularly the Student Information System, is not available. Finance staff report general satisfaction with the software service.

8.4.2.2 RECOMMENDATIONS It is recommended that:  SAGE 300 continue to be utilized for Finance functions until such time as a decision is taken on the Student Information System. Upon SIS implementation or enhancement, Finance functions should be reviewed with an aim to fully integrate student records and provide online services for students.

8.4.3 MARKETING AND COMMUNICATION

8.4.3.1 CURRENT ENVIRONMENT Many third party services, such as Facebook, Twitter, and Instagram, are used to support marketing initiatives. However, an institutional website remains a critical component for Marketing and Communications. At the present time, ACC’s website (www.acc.edu.ai) was implemented and is maintained in WordPress, a popular content management system. Responsibility for the maintenance of the website was recently given to the Registrar’s office. The website content provides good information on ACC itself, but student feedback would suggest that a more dynamic and active website is required.

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8.4.3.2 RECOMMENDATIONS It is recommended that:

 A website re-design be undertaken with an aim to provide a student focus, including up-to-date program information, student related forms and news. In addition, the website should also provide links to all student related IT services, including ORBUND and Canvas.  Continue to support the Registrar’s office initiatives to enhance ACC’s website and social media strategies by providing PD opportunities and time for these important initiatives. It is noted that tremendous capacity exists in the Registrar’s office in the use of Wordpress and social media.

8.4.4 INFORMATION MANAGEMENT AND PROTECTION

8.4.4.1 CURRENT ENVIRONMENT Information management can be defined as the acquisition of information from one or more sources, the custodianship and the distribution of that information to those who need it, and its ultimate disposition through archiving or deletion. Information management is closely related to, and overlaps with, the management of data systems technology processes. It is not clear if an explicit information management policy and implementation strategy has been established for Anguilla Community College. In addition, information protection is a critical consideration, particularly for an educational institution. Student records must be retained in a secure environment and in standard formats. In an IT environment, this requires disaster recovery plan as well as regular backups to offsite locations. Security breaches are becoming increasingly more common and, as such, it is critical that security of the network be monitored regularly and that individual desktops and servers have adequate software for protection against viruses and other malware. The Government of Anguilla IT department currently provides this service for ACC.

8.4.4.2 RECOMMENDATIONS It is recommended that:

 Anguilla Community College develops a policy on information management and procedures for the collection, retention, and disposal of records, particularly student records. As part of this work, a standard data catalog, or schema, for student records should be developed.  As referenced in the Academic Service section of this report, the concept of “identity” for students, faculty, and staff is important for security and privacy purposes. Under the auspices of the Registrar’s office and working with the Government of Anguilla IT department, an Active Directory, targeted for students at ACC, should be created with the aim to provide a single user id and password for students accessing IT resources at ACC.  As Cloud based IT services are implemented for Anguilla Community College, security and privacy require careful attention. In particular, contracts with IT providers should be reviewed to ensure that data stored in the cloud is secure and not shared with other third party providers and is stored

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in a manner that adheres to all government regulatory requirements. Desktop and mobile devices should employ encryption for all communications with external IT services and be protected by anti-virus and malware prevention software.  Agreements with the Government of Anguilla IT Department and Vendor IT Services need to be reviewed to ensure that data is properly backed up and stored in an offsite location. Disaster Recovery procedures should be in place. Consideration should be given to testing the backup procedures on a periodic basis.

8.4.5 ADMINISTRATIVE SUPPORT

8.4.5.1 CURRENT ENVIRONMENT Staff at Anguilla Community College utilize standard Windows based desktop computers to carry out their responsibilities. IT support for staff computing is provided by the Government of Anguilla IT department primarily through the GOA IT ticketing system.

8.4.5.2 RECOMMENDATIONS It is recommended that:  A refresh of staff computers be planned over a three to four year cycle to ensure that computing resources for ACC staff remain up-to-date and provides the requisite computing capacity to carry out their responsibilities. An annual budgetary amount is allocated accordingly.

 While ACC utilizes the GOA ticketing system for placing IT support requests, a formal service agreement with the Government of Anguilla IT Department should be implemented that includes the scope, prioritization and acceptable response times for resolution of IT support requests.

 Staff IT training, including specific skills for particular software applications and digital literacy should be encouraged and supported. Fortunately, there is an availability of effective and cost effective online training offerings such as lynda.com.

8.5 EDUCATIONAL TECHNOLOGIES

8.5.1 FORMAL INFORMATION LEARNING SPACES

8.5.1.1 CURRENT ENVIRONMENT It is imperative that classrooms, where students undertake formal learning opportunities, be equipped with a minimum of an Internet connected computer and projector to permit faculty to present lectures and utilize external resources in their teaching. At the present time, classrooms are equipped with projectors only. This means that, at the very least, instructors must identify a laptop or desktop computer for teaching purposes.

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Students also require informal learning spaces to work on assignments, collaborate with peers on group assignments, and to facilitate study groups. There is very little space at the current campus for this type of activity.

8.5.1.2 RECOMMENDATIONS It is recommended that:  Classrooms at the current location be reviewed to ensure that they are satisfying the needs of the instructors who use these facilities. Permanent desktop computers be installed in all existing classroom facilities. Instructor and student feedback should be solicited.

 Planning for the new campus should include the provision of the following equipment in each of the classrooms:  Projector with screen or flat panel monitor  Desktop Computer, including monitor and connected to the network  Laptop/device input to the projector.  DVD/CD player  Speakers for program audio  Document Camera  AMX control system with touch panel

 An informal learning space be established at the current campus location for students to use for study and collaborative work. This space should be available after regular working hours.  Planning for the new campus should include the provision of one or more informal learning spaces. This provision should include ample power sources for students wishing to recharge their devices, and furniture that facilitates individual and group work.

8.5.2 LEARNING MANAGEMENT SYSTEM

8.5.2.1 CURRENT ENVIRONMENT A Learning Management System (LMS) is a core IT educational technology service in a vast majority of modern postsecondary institutions today. The LMS provides a secure environment for students enrolled in courses to obtain course materials, including lectures, syllabi, and supplementary resources, as well as receive communications, grades, and feedback from their instructors. Many educational institutions integrate their LMS service with the Student Information System. ACC has recently adopted the Learning Management System, Instructure Canvas, to support its Teaching and Learning activities. This adoption was completed as part of a free trial of the software, and is due to expire in December, 2015. Initial feedback from students was positive, but there was much confusion on the role of Canvas and ORBUND, which also has a number of LMS-like features.

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The Albena Lake Hodge Comprehensive School uses an LMS called Moodle to support their activities, but adoption has been slow. There may be an opportunity to collaborate with staff at the High School to share best practices and experiences with respective Learning Management Systems and possibility strive to implement a common platform for both institutions.

8.5.2.2 RECOMMENDATIONS It is recommended that:

 ACC adopt Instructure Canvas as its LMS. Canvas is a leading vendor in the marketplace and ACC’s experience to-date has been very positive. A key component of the ACC Academic plan is the formation of a Faculty Community of Practice. Canvas as a superior facility for this activity. Cost is approximately $6000USD per year.

 A project be initiated to incorporate the use of Canvas into all courses offered by ACC. The critical elements of this project would include: o Faculty training on the use of Canvas for Teaching and Learning. Canvas has many resources built into their product for this purpose. Mandate that all course materials be posted in Canvas. All courses, including short courses, should have a presence in Canvas. This will enable students to have a common and familiar online ACC learning environment. o Eliminate the use of ORBUND for all student related communications in favour of Canvas. o Implement integration between Canvas and the Student Information System for the purpose of exchanging enrolments, creating course sites, and submitting grades to the SIS.

8.5.3 LIBRARY

8.5.3.1 CURRENT ENVIRONMENT A small physical library exists at Anguilla Community College and resides in the Dean of Studies` Office. ACC has a subscription to EBSCOhost, a collection of Research Databases available electronically. Student use is limited for both resources. Preliminary discussions have been held with the Government of Anguilla Library Services department which also uses EBSCOhost. A draft MOU has been prepared between ACC and Library Services that would result in staff from the Library taking responsibility for cataloging ACC book collection, and installation of a terminal at the ACC campus for book check-in/out. Preliminary discussions have been held related to the sharing of a single license for EBSCOhost.

8.5.3.2 RECOMMENDATIONS It is recommended that:

 The MOU between ACC and Library Services be finalized and plans to implement the shared services be initiated.

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 A review of EBSCOhost be undertaken to ensure that it satisfies the research needs of ACC students and faculty. If the review indicates that the electronic service is useful, negotiate a new license with the company that includes the needs of ACC and Library Services.  The Library Services department provides comprehensive education services for its patrons. These education services should be provided to ACC students at the commencement of their studies.

8.5.4 APPLICATION SOFTWARE

8.5.4.1 CURRENT ENVIRONMENT In a Community College environment, experience and training with industry specific software is critical. ACC has identified a need for Restaurant Management Software to manage the operations of the Café and provide students with this experience.

8.5.4.2 RECOMMENDATIONS It is recommended that:  ACC acquire Optimum Control Restaurant Management Software. (http://tracrite.net/) The project team’s Lead Culinary and Hospitality Management Specialist has identified this application as the most suitable for ACC’s needs.

 A Microsoft Office 365 educational license be acquired for ACC. Office 365 is the leading office productivity software in the workplace today and all ACC students would benefit from use of this software. If an educational license is acquired by ACC, students can be given access to Office 365 for the duration of their studies at no cost, available for download to their personal computers and mobile devices.

8.5.5 STUDENT DIGITAL LITERACY

8.5.5.1 CURRENT ENVIRONMENT There is a need for postsecondary institutions to provide basic digital literacy skills to their students. This is particularly important in today’s society where technology is evolving rapidly, security, and privacy threats grow more sophisticated, and an individual’s digital identity is an important component of one’s career development. Higher Education institutions are slowly responding to this need.

It is noted that the secondary school system has been providing digital skills training for quite some time. In Anguilla, Sixth Form students are provided training in programming, web design, digital media and video production. As this cohort moves to the Anguilla Community College there is a tremendous opportunity to offer this instruction for other students of ACC.

8.5.5.2 RECOMMENDATIONS

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It is recommended that:  As part of the transfer of Sixth Form students to Anguilla Community College, a review of digital skills training be conducted. This goal of this review would be to identify learning modules that could be offered to ACC students in order to improve their digital literacy skills. These skills will contribute to those students becoming better learners and more employable in the workforce.  A project undertaken to collect and catalog freely available electronic resources related to digital literacy and make the collection available for students through Instructure Canvas.

8.5.6 FACULTY SUPPORT

8.5.6.1 CURRENT ENVIRONMENT Support for Faculty’s use of technology in their teaching and learning activities is a critical factor in successful technology adoption. The Dean of Studies recognizes this factor and wishes to implement online community spaces for Faculty related to technology adoption. It is noted that the Dean of Studies has a good background in this area. Instructure Canvas has the facility to create these online community spaces.

Faculty also require timely IT support, particularly when using technology in a classroom setting. At the present time, support is provided on a best effort basis.

8.5.6.2 RECOMMENDATIONS It is recommended that:

 The Online Community Spaces project be reviewed to determine its efficacy and impact on instructors at ACC. This review would include the role of the participants in the community spaces, participation levels, topics discussed among other factors. Online learning communities is a very effective mechanism to enhance teaching practice, so it is strongly recommended that the initiative continue, with appropriate adjustments arising from the review. Community spaces could be categorized into different interest groups with each space designating a facilitator to initiate and moderate discussions. The online community spaces would also be populated with relevant information resources.

 A mandatory training program in the use of technology in Teaching and Learning be implemented for faculty. This training program could be incorporated into a broader Teaching and Learning professional development program. There is a wealth of freely available resources to support this activity. Examples will be included in the Tool Kit to be submitted as part of the Operational Master plan.

 Faculty be encouraged and supported to undertake online Teaching and Learning programs.

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 IT Support protocols for Faculty should be well defined and communicated to all ACC faculty. Under the auspices of the Senior IT Position, these support protocols would include:  Students, to be employed on a part-time basis to ensure that classroom facilities are operational and to resolve any minor technical issues prior to the commencement of lectures. This is particularly important for classes scheduled outside regular working hours. These students would be selected based upon their IT aptitude and represent a low cost option to ensure fully functional classroom technology.  Pedagogical support regarding the identification or use of educational technology would be the responsibility of the Senior IT position in close cooperation with the Dean of Studies.  Other IT support issues related to Teaching and Learning should be coordinated through the Senior IT position with resolution by the Vendor, Government of Anguilla IT Department or resolved internally.

8.5.7 DELIVERY MODELS

8.5.7.1 CURRENT ENVIRONMENT The use of technology to support the delivery of learning opportunities has transformed significantly. In the early days, distance education transformed from a correspondence model to an online learning environment using a Learning Management System. However, a dichotomy between online learning and face to face delivery remained, and students were compelled to choose between courses that were taught exclusively at a distance or in a classroom environment. Over the past decade, the lines between these two distinct delivery models have blurred. Blended, or hybrid learning is a combination of online and face to face instruction that suit the learning opportunity. These “blends” can include the use of online technology to supplement a full classroom schedule or more extensive use of online learning that replaces some of the classroom instruction.

The more formal blended delivery model is gaining significant support by postsecondary institutions throughout the world. The model is very appealing for a number of reasons. Firstly, it permits course design to focus on the strengths of each mode. That is, the online environment can be used for the delivery of high quality content and classroom instruction is used for group discussions, problem solving, and assessments. Naturally, this “blend” of the two modes depends directly on the nature of the learning opportunity. Secondly, it provides the student with flexibility regarding class schedules and study time. This is of particular advantage for part-time students. While there is no standard definition of these delivery models, the Online Learning Consortium has published a comprehensive background document and proposed classification. It can be accesses here: http://onlinelearningconsortium.org/updated-e-learning-definitions- 2/

Anguilla Community College is employing online learning to supplement their classroom instruction and wish to deliver online courses and programs.

8.5.7.2 RECOMMENDATIONS

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It is recommended that: The blended model of delivery should be utilized when designing new programs or updating existing offerings. The target student audience, course content, costs of development will be factors to be considered.

8.5.8 PARTNERSHIPS

8.5.8.1 CURRENT ENVIRONMENT In the current interconnected world, the potential for meaningful partnerships amongst education institutions for the purpose of teaching and learning is significant and presents a tremendous opportunity for students to avail of learning opportunities at other institutions, hear guest speakers, and collaborate with peers in different regions. In addition, these partnerships provide an opportunity for joint program development and other collaborative activities.

The University of West Indies, Open Campus, has a presence in Anguilla and has had preliminary discussions with Anguilla Community College regarding potential collaborative activities.

Anguilla Community College is a partner institution in the OCES Network of Excellence for Tourism and Hospitality Training, and Education project. This project includes the provision for high speed connectivity between the institutions. ACC has a PolyCom Videoconferencing unit. This endpoint could be used in conjunction with Videoconferencing services such as the BlueJeans Network or Fuze to facilitate synchronous delivery of lectures from another institution. While the PolyCom unit is not a critical component for synchronous delivery, it would be a good starting point for a group of students.

Other linkages exist with the University of Virgin Islands and University of St. Maartin.

8.5.8.2 RECOMMENDATION It is recommended that:

 A cooperative arrangement with the University of West Indies, Open Campus be pursued. There is opportunity to bridge ACC students to additional credentials, enable ACC faculty to enrol in PD opportunities and for ACC to avail of the expertise in UWI to develop online and blended courses. It is understood that UWI is very open to renewing an existing MOU with Anguilla Community College for this purpose.

 Alternatively, ACC will need to seek out partners to build capacity in instruction design, content development and technology enabled learning. While this capacity can be acquired from commercial partners on a fee for service basis, it is desirable to identify an initiative and partner institution to build capacity over time and while completing authentic work.

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Utilize existing technologies to strengthen existing partnerships and build new cooperative arrangements. In particular, videoconferencing services are cost effective mechanisms to facilitate lectures to remote classrooms. Online technologies, such as the Canvas Learning Management System, would permit a group of students located in various locations to undertake study and collaboration together.

8.6 INFRASTRUCTURE

Infrastructure considerations are a critical component to effective technology adoption. In particular, the provision of high speed network services for faculty, staff and students is essential to facilitate access to online resources and foster collaboration with other institutions.

8.6.1 NETWORK

8.6.1.1 CURRENT ENVIRONMENT The existing network infrastructure utilized by ACC is part of the Government of Anguilla network. This network does not segment network traffic between the Government operations and ACC. As such, there are security risks associated with permitting students on the ACC network. For that reason, student wireless access is a separate commercial DSL service. Students report that this wireless service is not adequate.

The Caribbean Knowledge Learning Network (CKLN) provides high speed fibre network connectivity to a majority of Caribbean Countries, including Anguilla. However, it is not clear if the link in Anguilla is being utilized. Some Government of Anguilla IT staff expressed concerns that the CKLN link would reach its full potential. The OCES Network of Excellence for Tourism and Hospitality Training and Education includes provision for high speed connectivity.

The new Campus includes provision for a fibre link, wired and wireless network access.

8.6.1.2 RECOMMENDATIONS It is recommended that:

 The Government of Anguilla IT Department initiate a project to segment the ACC Network from the main network to create a VLAN that will permit students to avail of the network services more effectively, including the provision of reliable wireless networking.

 Senior Officials from Anguilla Community College advocate for the provision of high speed connectivity from CKLN or the OCES Network of Excellence Initiative. The availability of this network connectivity will be a fundamental component for technology adoption in the future.

 Budget for the new Campus include provision for the network infrastructure required to deploy wired and wireless access through the campus. Network infrastructure includes routers, network

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switches, and wireless access points. Networking plans should also include a review of the locations for wired network connections and technical assessment of wireless coverage for the new campus.

8.6.2 FACILITIES

8.6.2.1 CURRENT ENVIRONMENT Preliminary plans for the new campus have been developed, but it is not clear who has oversight on the provision of network equipment, classroom technologies and computers for these facilities. Sophisticated server room facilities have been planned.

8.6.2.2 RECOMMENDATIONS It is recommended that:

 An oversight group be formed to focus on the provision of technology, including networks, desktops, classroom equipment for the new campus. A budget for these technologies should be defined and protected.

 In addition to the classroom facilities, there should be provision for one or more informal learning spaces for students. These spaces should include adequate power sources, computer desktops and furniture that permits individual and collaborative activities.

 Extensive facilities to house server infrastructure should be avoided, wherever possible. As referenced earlier, ACC should strive to rely on the Government of Anguilla IT Department for hosting services. If this arrangement is not possible in some cases, then external commercial based hosting services should be investigated. Hosting servers locally will require an additional IT skillset, one that requires experience in server maintenance, security and networking. A good framework for analysis of the various options can be found at: http://er.educause.edu/articles/2015/1/it- infrastructure-projects-a-framework-for-analysis

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9. ADMINISTRATIVE SUPPORT PLAN

9.1 OVERVIEW

Administrative support services provide the means for the College to achieve its academic mission. In this section, four key elements of an academic and administrative OMP will be addressed:

 Finance and Budgeting  Human Resource Services  Public Relations and Marketing

Information and Communications is also part of the administrative OMP but will be addressed separately in the Technology OMP.

9.2 FINANCE AND BUDGETING

9.2.1 OVERVIEW Finance and Budgeting for a postsecondary institution is key in the overall management of an institutions financial resources and ensuring accountability and transparency in how these resources are utilized. Most public postsecondary institutions are funded through a combination of government grants, tuition revenue, research revenue, ancillary/quasi-commercial activities and donations.

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Finance and Budgeting Framework The ‘Finance and Budgeting Framework’ below has a number of key activities that integrate and work congruently with each other so that the resources are managed efficiently, effectively and in coordination with one another.

All postsecondary institutions must undertake all off these activities in some form while ensuring separation of duties, proper internal controls and cost effective management of the organizations financial resources. The size of the organization will determine its particular approach. Organizations of a smaller size who cannot dedicate specific resources or departments to each of the activity areas in the framework must combine functionality in specific areas in such a way that the division of responsibility and reporting mitigates any risk inherent in overlapping duties. Medium-size institutions would have the resources to dedicate a full time equivalent (FTE) to many of the above roles. In a large, mature postsecondary institution full departments in various sizes are dedicated to each of the above areas. In those institutions, a decentralized structure may also exist whereby there may be duplication in departments as segregation of duties and division of responsibility are given to academic and administrative departments. Each postsecondary institution must find the appropriate balance based on their own requirements.

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Budgeting A postsecondary institutions funding comes from a combination of government grants, tuition revenue, research revenue, ancillary/quasi-commercial activities and donations.

In order to facilitate funding through government departments, a budget submission through the appropriate channels based on a detailed budget of faculty & staff complement, enrollment statistics, key goals & objectives, and strategic priorities are submitted with detailed financial numbers in a proposed budget. These numbers are driven from a combination of historical data and forecasted assumptions. A Provost (chief academic officer of a postsecondary institution) would liaise with Finance, Human Resources, the Registrar’s Office, Deans, Vice-Presidents and the President in order to develop the overall Budget Submission for a postsecondary institution that would be provided to the governing body of a postsecondary institution. Once approved at this level it would go to the Government body that provides funding to the postsecondary institution for review, feedback, and ultimate approval of a grant subsidy.

The key pieces in a Budget Submission include all Revenue, Salary & Employment Benefits, Operating Expenditures and Capital requirements that will form the overall resources required to function as a postsecondary institution.

 Revenue: Tuition and Grants are the two of the largest determinants of available funds in a postsecondary institution.  Tuition: Historical financial numbers from enrollment and tuition prices and/or fees should be accurately forecasted. Enrollment numbers should be communicated from the Registrar’s Office on a per semester basis. Historical enrollment numbers per program should also be considered based on predictions in the economy.  Grants: Grants from local Government agencies are predominant sources of funding in postsecondary institutions. These estimates come from communication with Government officials and estimates from prior year Grants. The typical Budget Submission is requesting either a status quo or change to the Grant.  Other Revenue: Revenue from research revenue, ancillary/quasi-commercial activities and donations are estimated through an analysis of past performance and projected activity levels.

 Salary & Employment Benefits: This is derived from the faculty and staff complement compiled by the Human Resources and Finance. This complement details overall salaries, workloads, teaching schedules and workload of faculty and staff. The largest cost driver in all postsecondary institutions are its salary costs. Each institution should have policies and procedures surrounding how positions are created, monitored and managed including details on workloads, teaching schedules and research. The Provost would be responsible for ensuring reviewing all academic staffing requirements. The Budget Submission would include a detailed synopsis of the postsecondary institutions academic and administrative staffing complements to support the requested Grant funding.

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 Operating Expenditures: This is derived from Deans, Director’s and other senior manager’s projections regarding the operating expenses to maintain the major educational and academic programs, research support and administrative functions. Historical expenditures analysis is a useful tool for reviewing required funding in departments. Zero based budgeting is also a useful tool when analyzing departmental and unit operating budgets in order to facilitate conversation regarding appropriate spending. Spending should be in accordance with the postsecondary institutions policies and procedures.

 Capital Expenditures: This is derived from infrastructure and facility requirements. Key areas of spending would be in information and technology hardware, software and service maintenance agreements, major equipment, facilities such as lab, classrooms and offices and in building and renovations. These should be part of the annual planning process to determine where significant resources will be allocated and should form part of the Budget Submission.

These key points integrate into the overall budget submission. Budgeting is not a single exercise done to provide details on a post secondary’s operational plans but to guide the allocation of resources throughout the planning process. Once a Budget Submission has been approved and a Grant allocated, the organization would continue to monitor the Budget through regular institutional updates to a Budget Committee, Budget Office or the Provost. Having the appropriate finance tools, budgeting software and position resources to monitor and manage departmental and institutional budgets are critical to ensuring the process managed so that the organization meets its financial goals.

Systems and Processing Without the right technology, the management of financial resources can be time consuming, difficult and lack the appropriate internal controls. The finance system should have key components of an information and technology system that limits risks of errors or fraud and can produce better and more accurate financial reports. Standardized reporting formats, password and processing controls and other application controls should be included in the accounting software. The data the software can collect is important in that it can determine what can actually be reported on. Security and internal controls determine access, redundancy, cross-training and risk of exposure to fraud. Having key security features differentiating administrators, end users, approvers and processing allow segregation of duties and ensure safeguarding of the organizations financial resources.

Risk Management The governing body of a postsecondary institution would ensure that its Risk Management activities are coordinated by a committee of representatives of the body such as an Audit and Risk Committee. This Committee would be responsible for:

- Recommendation and appointment of external auditors including approval of the external audit plan, considering scope, timing and deadlines.

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- Monitor the selection and application of accounting principles and practices, advising where weaknesses exist and recommending remediation. - Review and report on the existence of adequate insurance protection pertaining to all types of loss, including but not limited to liability, property and auto. - Establish and monitor the internal audit function for the postsecondary institution and ensure adequacy of internal control systems. - Review and report on the administration’s risk assessment processes for identifying and managing the strategic, operational, environmental, and compliance risks. - Recommend new policies or changes in existing policies in the area of audit and risk.

Internal Audit and External Audit, under generally accepted auditing standards, encourage Auditors to report on various matters concerning an entity’s internal control structure noted during an audit and to express an opinion on the financial statements. Those standards require that the Auditors comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.

Other Risk Management activities include Enterprise Risk Management coordinating all administration risk functions such as development of a risk management framework, identification of loss management strategies, reporting to insurance providers, assessing insurance requirements, and other administrative functions.

Legal and General Counsel are also a factor in postsecondary institutions as the increasing need for professional expertise in the areas of risk management and control, intellectual property rights, copyright, technology transfer, contract administration, and legal compliance.

Treasury Core functions of treasury are cash management, liquidity planning and control, management of interest, currency and commodity risk, financial investments, liaising with banks and overall corporate finance. In a postsecondary institution these are highlighted by the need to ensure short-term investments and cash are properly managed to ensure sufficient funds are in the bank account for payroll and expenses. The Treasurer would manage the investments and liquidate as and when needed, manage and interest income, long-term debt such as mortgages and ensure overall cash management.

Cashiering and accounts receivable functions can fall under treasury as it would be classified as cash management. This would be the daily cash management functions in ensuring adequate cash is on hand for exchange of cash. The collection of outstanding accounts on aged receivables would be a minor aspect in a postsecondary institution as funding is typically administered through a grant. In organizations that rely heavily on tuition, collection of student accounts can one of the more important roles in cash management since cash is received on a per semester basis.

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Purchasing Purchasing in a postsecondary institution can be centralized or decentralized depending on the size, flexibility and internal control of the organization. In most postsecondary environments considerable authority has been delegated to departments to make purchasing decisions and manage within their budgets. Purchases need to be made in the most efficient and cost effective manner to ensure appropriate use of the organizations financial resources. An experienced purchasing system would see purchasing flow as follows:

This process would see internal controls placed at the buyer stage ensuring approval to purchase and resources allocated. At the supplier selection senior management would ensure policies and procedures are followed, that the bids were competitive to ensure most cost effective purchase and allow final approval on the order.

To ensure this process is efficient, the buyer can put forth the request to their direct senior manager and begin the process. Prior to completing the order, the Finance senior manager or delegate in an organization would approve routing approval back to the buyer to complete the order. This two stage approach is to ensure approval at the departmental level for the products knowing that departments are in the best position to determine what they need to run their programs and at the Finance and Administration level to ensure adherence to policies, procedures and ensure risk management practices have been followed.

The size of an organization determines whether a centralized purchasing authority exists or the decentralized role of purchasing at the department level to a smaller role in many individuals. Finance departments typically have overall authority on the policies and procedures surrounding procurement activities in a postsecondary institution.

Other key aspects include tenders, customs and leasing. These functions would be managed by a senior buyer or the finance and administration office. Tendering ensures competitive bidding, best possible value for money and compliance with any regulatory requirements. Tenders should be made public in local newspapers, online in the organizations webpage, in government procurement websites, and where else would provide a broad viewing to potential bidders. Customs and tax remittance is best left to professionals to ensure regular remittance and processing of government taxes. A senior accounting personnel should be experienced in tax remittance or have a strong base knowledge of tax legislation in their geographical location. Tax laws can be significantly different depending on the government. Leasing is coordinated through finance and administration as it frequency requires administration from the Treasurer. Leasing can

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provide benefits in cash flow management, up to date equipment, no upfront cost and keep up with industry standards. The Treasurer would coordinate between the financial institution and any lenders to ensure the lowest market rate possible.

General Accounting The daily activities of a postsecondary institution in a Finance environment include the general management of accounting functions such as accounts payable, disbursement, expense reimbursement, travel, fixed assets, account reconciliations, general ledger (G/L) processing, etc. These overarching duties are the core functions in any office to ensure that all suppliers are paid on time for goods and services rendered, and travel expenditures and reimbursements are done in accordance with the postsecondary institutions policies and procedures. Account reconciliations ensure that proper accounting principles and practices are applied ensuring that the balances in these accounts are correct and can be verified by an auditor. The GL processing is the daily and month end transactions that go in to the GL accounts for reconciliation. This includes cash, short-term investments, receivables, inventory, prepaid expenses, accounts payable, tax, assets, depreciation, deferrals, liabilities, long-term debt, retained earnings/fund balance, etc. depending on the accounting principles being used. Each of these items would require an account reconciliation showing proper support and backup ensuring the financial statements are in accordance with accounting principles.

Financial Reporting and Analysis Financial Statements are the sum of all the functions in the Finance and Budgeting framework. These set of statements show the financial performance and position of an organization to allow senior management and the government body to make business decisions. Financial and Government institutions use financial reports and Audited Financial Statements to assess the financial health of an organization. Financial Statements provide the general public with the organizations effect on the economy, environment and the local community. A strong financial system can allow the capture of various data elements to allow an organization to provide various management reports, statutory reports, Financial Statements and other reports as required. These reports allow the analysis of the organizations performance through various key performance indicators (KPI). These KPI’s in a postsecondary can provide statistics on enrollment and revenue, cost drivers, performance in various departments and academic programs and provide insight into the operations.

Key reports that should be analyzed monthly and quarterly include Budget vs. year-to-date (YTD) actuals for Revenue and Expenditures; Income Statement, Balance Sheet, Cash Flow, and any GL reports on specific identifiable funds the postsecondary may have such as grants, endowments, trusts, etc. Tracking KPI’s and using these management reports are useful tools in ensuring the strategic goals of the postsecondary institution are being realized. Key reports can identify trends, forecasts, errors, omissions or fraud.

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9.2.2 CURRENT CAPACITY, PROCEDURES AND TOOLS Governance and Structure Overall governance and structure of ACC from a Finance and Administration capacity is detailed below. This includes overall management of various administration functions, policies and procedures and staffing to support the academic programs. In the area of Finance and Administration, the key identified positions are:

Director of Finance (Jacqueline Sergeant-Connor): Ass of Arts Degree in Business Management from University of St. Martin; BSc in Accounting from Florida Memorial University; currently pursuing the Association of Chartered Certified Accountants (ACCA) designation.

The Director is the most senior finance person in ACC and is the Treasurer and Risk Manager. The responsibilities of the Director include:  consolidation and review of the departmental budget proposals and new requests for submission to the President for review and sign off;  coordination of all insurance policies;  management of the short-term investments and banking functions including reconciling the bank accounts and signing the cheques;  preparation of the preliminary Financial Statements;  working with external audits and assists in variance analysis and explanations;  verifying and signing off daily cash, verifies and posts the accounts payable and accounts receivable inputs;  verifying payroll;  approving purchase requisitions for purchase orders;  reconciling the Jubilee Fund, Bank Statement, and Tuition Fees from Orbund;  labeling and monitoring fixed assets;  preparing and processing of monthly depreciation.

In a larger organization, many of these duties would rest with a Senior Finance Officer. The Director would sign off on the reconciliations, fixed asset reports and monthly depreciation. The staff would reconcile the bank account and the Director would sign off on the reconciliation. The position signing the cheques should not be the position reconciling the bank account as it leads to internal control issues in separation of duties. Payroll verification should be done by the HR Officer and signed off by the Director.

The Director manages a Finance Officer – Accounts Payable (AP) (Vacant since resignation of Michelle Pradel) and a cashier (Raydka Adams). Finance Officer – AP is responsible for keying processing payroll, accounts payable, disbursements, monitoring the accounts receivable, supervising the cashier and weekly deposits, etc. The Cashier is responsible for handling all student payments and tuition, daily cash and deposits and acts as an office receptionist. A request for a Senior Finance Officer has been requested in the 2016 Budget. This position would be a senior role acting as an in between for the clerical functions and Director of Finance.

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The Administration Manager (Vacant since resignation of Jacqueline Adonis) reports to the President oversees general administration including the Senior Admin Officer – Purchasing (Laura Richardson) and a Human Resources (HR) Officer (Bernice Edwards) both positions moved from the Director of Finance in 2015. The HR Officer is responsible for all human resources and payroll functions. The Administration Manager also oversees two part-time personnel, an office attendant and a custodian worker.

The overall structure of ACC are its five major areas; President’s Office, Finance and Administration, Registrar’s Office, Academic and Zenaida Café. These are seen through the current GL segment codes in its financial system.

Budgeting The Board of Governors require that senior management submit the proposed operating Budget for the coming financial year for approval and report updates on the actual operating results against budget at regularly scheduled meetings during the year. The Budget is presented to the Board for their approval. The ACC Budget Process is shown as below:

The College’s Finance Committee is responsible for the oversight of the annual budget process, reports directly to the Board of Governor. The Director of Finance and Administration is responsible for

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recommending the College’s year budget and capital budget for submission to the College President for review and then through the Finance Committee of the Board of Governors. The Finance Committee of the Board of Governors makes the recommendation to the full Board to approve the annual fiscal budget as presented. The College’s Finance Department has fiduciary responsibility for overseeing actual performance against budget and providing recommendations on budget adjustments and revisions throughout the fiscal year. Finance Department is also responsible for reporting on actual business. The Budget process for ACC is well documented and the Planning/Budget Process is inclusive and linked to the goals and priorities of the President. Budget documentation is prepared in Microsoft Excel. The template documents are linked to the SAGE 300 system accounts to report on actual expenditures and show new requests. However, the templates could be improved to identify each of the major functional areas in a Budgeting framework across all departments and segment codes and programs and then detail the line items that would integrate all budget across all departments. Concerns noted include the Government of Anguilla request for a rolling Budget. Departments are planning only within themselves and there is no funding if issues arise. These issues are not limited to ACC but can be issues of all postsecondary institutions. The budget source documents show inclusion of all funds including the TVET funding in the Jubilee Grant, the CDB funding for the OMP and other related budgetary expenditures that are outside the operational funding and expenditures. These should be segregated and separate from the operating funds.

Systems and Processing The three systems identified as being utilized by ACC are SAGE 300, eRequestor and Orbund. These systems all work independently of each other but provide the necessary Finance functions to meet the needs of the College. SAGE 300 is an enterprise resource planning (ERP) software system that serves small and medium-sized organizations in professional services, financial services, the public sector, and other markets. The solution comes in three different versions: Sage 300 Standard, Advanced, and Premium ERP. These versions correspond with the scalability requirements of the customers, as defined by organization size and the number of users. It was designed as a multi-tiered architecture, so it can run on Windows and Linux operating systems with Microsoft, Pervasive, or Oracle databases. Typically, the system is installed on- premises which is the case with ACC. SAGE 300 is used for all accounts payable, receivables, general ledger, budgeting, financial reporting and payroll functions. There is an annual fee of $8,000 USD for the system. eRequester is a Web-based, e-procurement management, purchase requisition, authorization routing, and purchase order system. It allows organizations to define and implement standardized purchasing practices, which streamlines and manages supply chains. This system is integrated with SAGE 300 and purchase orders can be generated from SAGE 300 through eRequestor. All purchasing is centralized within the Finance office. This system appears to be achieving its goals and providing benefits to ACC. Orbund is a provider of academic information systems for K-12 schools, colleges, universities and training centers. This is a College Management System used for recording student registrations, tuition and revenue.

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This system does not integrate with SAGE 300. There are concerns regarding reliability and accuracy of the system of student tuition and the system must have its information manually entered into SAGE 300. This is currently done by the Director. The Orbund is a clear issue with ACC. There does not appear to be a clear policy and procedure to identify the roles and responsibilities of the Registrar’s Office in entering information into Orbund. Currently there is a requirement for a monthly reconciliation by one of the staff in the Finance Office and then verified and signed off by the Director. A strong policy and procedure would ensure timeliness, reliability and accuracy. It would also allow for comparability. This is a gap currently in the Accountant Standards and limits management information surrounding student tuition and revenue.

Risk Management As a small college, ACC risk management practices are limited and undefined. The College has a property insurance policy covering its contents and assets within the Institute. In addition, ACC has a general liability policy for coverage of all persons on campus. These policies should be reviewed annually based on ACC’s risk tolerance. ACC has a Vehicle Usage policy but there is no documentation of any auto insurance. Auto insurance is typically regulated by government and should be assessed based on any risk exposure the College may have. The policy is very detailed and provides strong guidance on usage and responsibility. The College rents the building therefore does not require any policy on the building. Risk Management is ultimately the responsibility of the College’s Finance and Audit Committee and should be reviewed annually. This review, both internally and externally, assesses, measures and estimates all potential risks to the College. Adequate policies can ensure risks can be controlled, mitigated or avoided.

Treasury ACC operates and maintains its own bank accounts including operating accounts, investment accounts and foreign currency accounts (USD). Subvention funding from government is received monthly and there are monthly bank reconciliations completed for each account. Treasury functions are done by the Director of Finance and the position makes recommendations to the Board on all short-term investment funds. Two signatures are required on all cheques which are the President, Director of Finance or Director of Hospitality. Overall treasury functions at ACC appear to be well managed. Management of daily cash, deposits, short-term investments, and overall liquidity is managed appropriately. Allen Thomas and Associates in the 2011 Audit Report noted receivables were 20% of total current assets. Attempts to contact students for the amounts were futile. This is a problem which, if not addressed, could result in significant bad debt for the College. Student’s fees should be received prior to the end of the first month of a semester for fees related to that semester. Documented policies and procedures are missing including key communications to students on when these payments should be received. Full payment of all programs should be required within the first 30 days of an academic term. Students should not be eligible to write any exams until payment is received.

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Purchasing The eRequestor software is a strong tool for ACC in its supply chain management process. This system allows approval workflow, streamlined purchasing process, reporting and oversight and budget management. This process could be improved through documentation of a policy and procedure in purchasing sponsored by the President and senior management. This would allow for more adherence to the use of eRequestor and allow for better management in deviations from the process. All invoices currently require a purchase order but this practice is not routinely followed by staff. A policy would allow communication, accountability and transparency in the purchasing and supply chain management process.

General Accounting Daily activities of the Finance office and general ledger processing is well documented. There is an Accounting Policies and Procedures manual that documents the purpose, policy and procedures Cash Receipts, Cash Disbursement, Payroll, Petty Cash, Account Reconciliations, Bank Reconciliations, Accounts Receivable, General Ledger Accounts such as Cash, Prepaid Expenses, Fixed Assets, Security Deposits, Liabilities and Income. The majority of the general ledger functions are completed by the Finance Officer – AP. There is missing policies and procedures for Tuition Reconciliation (Orbund).

Financial Reporting and Analysis Current capacity of ACC for both Financial Statements and management reporting is based on the limitations of SAGE 300 and the preparer of the Financial Statements. The Director of Finance is working on her accounting designation and currently prepares the preliminary Financial Statements for the College. As the Financial Statements are one of the most important tools to show the financial performance of the College and allow the Board to make business decisions, these Statements should be audited annually. Note that the 2010 Financial Statements were only recently audited, and 2011 drafts completed as requirement for CDB. It is our understanding that the Board has requested Audited Financial Statements for fiscal years 2013-2015. SAGE 300 as an enterprise resource planning tool has the capabilities to provide strong management information reports and budget reports as long as information is accurately entered into the system and budget allocations applied appropriately. As ACC is a small college, SAGE 300 is meeting the required needs of the College. However, tuition revenue is not entered into SAGE from Orbund on a regular basis resulting in errors in revenue recognition and matching principle. The system is inaccurate and tuition irregular from the Registrar’s office as documented by the Director of Finance. Tuition is manually entered from Orbund into SAGE and there are no record of any monthly reconciliations showing the information is reliable, verifiable and complete. Documented responsibility for the tuition including account reconciliations is missing. Documented in the Audit Reports from 2010 and 2011 by Allen Thomas and Associates (ATA) are noted issues:

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 Matching Principle: ATA noted expenses are not being captured in the right period. Revenue and expenses should be expensed in the period incurred. Year-end adjusting entries should be posted for accrued revenue, accrued expenses, deferred revenue (tuition/grant) and prepaid expenses.  Cash Basis of Accounting: Expenses are coded at the date of payment, not at the invoice date. This impacts comparability. For a college, the Accrual Basis of Accounting should be used.  Revenue Recognition: ATA noted invoicing in the Zenaida Café cannot be matched to contracts in catering and events.  Reliable, Verifiable and Objective: ATA noted in the 2011 Audit Report that no clear and definitive way exists to monitor the billing activity of the café which means that funds could be misappropriated resulting in reduced revenue. They could not ascertain with accuracy the correct amounts charged events and catering from the contracts.

In the current capacity, key performance indicators are not being utilized. These would allow benchmarking for revenue from tuition and Zenaida Café annually to show improvements and growth in both areas. Budget variance, enrollment statistics, FTE’s are KPI’s currently not being utilized.

9.2.3 CAPACITY DEVELOPMENT In reviewing the capacity of ACC, our review noted areas of improvements in the Finance and Budgeting Framework. These are items that should be addressed and recommendations on how to address are provided.

Budgeting As noted, the budgeting and planning process is well documented and implemented. Areas of capacity development are in the budget source documents. Revised Budget Templates could provide better information and integrate a more transparent budget. Some key items in the budget should include:

1. A more concise set of budget documents showing how the working papers link to the staff and faculty complement; 2. Improved templates to allocation of budgets for revenue, salary, operating and capital across each department and program and rolling forecasts of expenditures vs. budget; 3. A staff and faculty complement detailing all positions, FTE’s, salary cost, program workloads, etc. (Salaries account for 50% of Administration costs in the Financial Statements) 4. A list of key accomplishments for prior year noting conditions for success; 5. A list of strategic goals and priorities for the College including its strategic plan; 6. A list of incremental funding requests and increases.

ACC could use better Budgeting Excel Templates such as the templates provided during the presentation of the MI’s budgeting framework. Templates are scalable for any size organization).

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Financial Reporting & Analysis Current capacity shows potential improvement based on recommendations from the external auditors in how Accounting Standards are being met. The Board Finance Audit Committee should set the overall accounting policies and ensure standards are met. When financial reports are generated, we have certain expectations of the information they present to us:

1. We expect the accounting information to be reliable, verifiable, and objective. 2. We expect consistency in the accounting information from applying accounting principles, procedures and practices. 3. We expect comparability in the accounting information when comparing to prior year information and other organizations in the industry.

Recommendations are that the Finance Office incorporate the noted issues in the Audit Reports into the Accounting Policies and Procedures Manual for the Department of Finance and Administration. Specifically regarding timing, year-end documentation for accrued expenses and other year-end entries. The Finance Officer and Cashier should have further training to better understand accrual basis of accounting and timing of cash deposits, invoices, payments and expenses impact Financial Statements. Month end, quarter end and year-end procedures could allow for proper requests of documentation from employees and suppliers to ensure all expenses are recorded. This should act as a guide to ensure accounting standards are being followed.

The Zenaida Café is missing any policies and procedures surrounding its revenue generating activities and the documentation of contracts and consultants back to the billings. The recommendations from ATA should be addressed and documented. This responsibility should be completed by the Finance Officer and verified by a Senior Finance Officer or Director monthly. Total contracts and invoices should be matched and total accounts receivable noted and all invoices followed up on. There should be a document trail of the contract, invoice and receivable to payment. If this cannot be traced through the system, then there is a breakdown in the communication, documentation and inputs in SAGE. Creating a documented procedure would reduce error and ensure consistency.

Key performance indicators could be utilized for quarterly or annual reporting statistics. A Management Discussion and Analysis (MDA) could accompany the Financial Statements for the Board. This MDA can discuss the conditions for success for the College, various key performance indicators such as student enrollment, registrations, graduates, tuition, revenue, full time equivalencies, etc. and allow the President and Senior Management to discuss the financial performance providing accountability and transparency in the College. This is common in public sector Financial Statements as they are held to public funding.

Treasury Capacity development improvements with tuition and receivables include changes to the policy on student payments, how information is inputted into Orbund and reconciled, and business model of tuition based education programs.

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Student tuition and receivables should be reviewed weekly during the first semester of an academic term. Reports from Finance to the Dean of Studies should be done prior to final exams to ensure either that no students sit a final exam or that final grades are not released if a student’s tuition is not paid.

In the Technology OMP, it is recommended that Orbund be reviewed with a likely outcome of replacement with a student information system with greater flexibility/functionality. Until that process is complete, a policy and procedure documented by the Registrar’s Office on how student tuition and registrations is entered in the Orbund and then the Finance Office’s responsibilities on entering the data from Orbund into SAGE 300 should be documented. This would allow transparency and accountability in the process. By mapping out the process, any issues or problems could be addressed and the Finance Office documenting the regular input of revenue into SAGE would allow more consistent and accurate revenue reports. This links to the student receivables and relieves the College of bad debt.

Governance and organizational structure The governance and structure of the Finance and Administration support at ACC is under capacity. There have been changes to several administrative functions and reporting alignments since the OMP began. These changes are providing challenges in identifying the overall governance structure of the College. These changes also precipitate further issues in alignment of responsibilities and duties in different departments. Noted changes include moving of the Senior Admin Officer – Purchasing and move of the Human Resources Officer under the President’s Office. A realignment of administrative functions was done to segregate the Finance and Administration envelope.

Consideration should be given to roles, responsibilities, size, complexity, budget, reporting and strategic goals when implementing organization changes. The ATA report documented that Finance was understaffed. The separation of the Finance and Administration functions exacerbate this situation.

The original structure of ACC with 5 distinct departments was a mature model allowing for centralization of key activities and efficient and effective use of resources based on the size of ACC. A Finance and Administration department could oversee all Finance, Human Resources, Facilities and Technology requirements through alignment of all administrative functions in one department. The appropriate delegation of duties would allow for more efficient use of the staff’s time and resources. A proposed structure is provided below:

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Director, Finance & Administration

Human Administrative Purchasing Resources Finance Officer Manager Officer Manager

Office Custodian Cashier Attendant

This structure would allow support in all Finance and Administrative functions including Human Resources, Facilities and Administrative management, and Finance. A department of 8 staff would allow delegation of duties across enough personal to ensure internal controls are being met and that roles and responsibilities supported by enough staff to allocate workloads based on priorities. The duties allocated below are done to ensure positions have the appropriate duties and that there are approvals in place at a management level.

Human Resources Manager should be responsible for all payroll functions, recruitment activities (new staff hires and orientation), job descriptions and training and development. Position would be responsible for maintaining all HR policies and procedures including staff hand book, work ethic and code of ethics. Internal controls are in place so that payroll is reviewed by a Manager and all hiring is approved at the President or Senior Management level. This position would require a Bachelor Degree in Human Resource Management or Certified Payroll Designation with 5-8 years in Human Resources Management.

Purchasing & Billing Officer: Incumbent responsible for eRequestor and ensuring all requisitions and purchases have a purchase order and coordinates with the Finance Officer to ensure invoices are matched against PO’s. Purchases should be made by the most economical means ensuring best prices and variations in suppliers. Position also responsible for billings of the Zenaida Café and ensuring bills match contracts. The position would complete a monthly reconciliation of billings and contracts for the Director. The Purchasing Officer is also responsible for labeling and monitoring fixed assets. This position would require an Associate Degree in Business Management or a Certified Purchasing Designation with 3-5 years’ experience in procurement.

The position is responsible for all procurement activities for ACC. They would be the one utilizing eRequestor ensuring all requisitions are approved by management of the various departments and that when the PO’s are created, the purchasing officer has them approved by the Director prior to procurement. The role is also being made responsible for the issues resulting from the independent Audit report in the

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Zenaida Cafe. Currently there is no matching of invoices to contracts in the Zenaida Café. This is a gap and was raised as an issue on the audit report noting revenue could not be matched to contracts. Monthly reconciliations of the revenue would be the solution and be done by this position. We don’t see any current overlap in these duties and would not be a construed as a conflict. In addition, there was no mention or monitoring of fixed assets. As the purchasing officer would be the one procuring any assets, they could also be made responsible for tracking all fixed assets, fixed asset being defined as “any long-term tangible property (land, equipment, building, hardware, etc.) that the organization owns and uses in the normal course of business and is not expected to be consumed immediately or converted to cash. Fixed Assets are typically greater than 1 year otherwise it would be expensed upon procurement. Fixed Assets collectively have also been defined as “Plant”.

The monthly Fixed Asset schedule and reconciliation would be created by the Director and then maintained and reconciled by the Purchasing Officer and approved by the Director. The Director would approve any transactions or adjustments to Fixed Assets and ensure that Depreciation was done quarterly or annually.

Finance Officer: Responsible for accounts payable, accounts receivables, tuition revenue from Orbund and reconciliations. This position should prepare reconciliations based on a monthly list including general ledger reconciliations and reconciliation of bank statements, the Jubilee Fund, Orbund tuition reconciliation and others as required by the Director. The Director must approve all reconciliations ensuring they have been done correctly and match the balances in SAGE 300 and Orbund. The position would also distribute all checks. This position requires a Bachelor Degree in Business Management and 5-8 years of experience in Financial Management.

Cashier: responsible for all daily cash, weekly deposits, petty cash, office supplies, stationary and other inventory. Cashier accepts all cash, prepares and monitors the installment plans, follows up with students on outstanding balances. Cashier assists the Finance Officer with accounts payable and reconciliations.

Director, Finance and Administration: Overall management of all Finance and Administration. Director would verify payroll, approve policies and procedures, and make recommendations to the President on hiring decisions. The Director would also approve requisitions through eRequestor and coordinate all Fixed Asset audits. The Director approvals all monthly reconciliations, verifies and approves daily cash and weekly deposits, verifies and approves accounts payable and receivable inputs and signs all checks. The Director is also responsible for budget development and Financial Reporting. The Director would prepare the annual Financial Statements. These would be done in accordance with Anguilla’s Accounting Standards and then provided to the Finance and Audit Committee for the Board. An external auditor would be appointed by the Board with whom the Auditor would report to. The Director would liaise and provide and support the External Auditor. This position requires Bachelor Degree in Business. A Professional Accounting Designation is mandatory and more than 10 years’ experience in a senior management role.

Administrative Manager: This position is not currently required given the size of ACC. The facility and custodial personnel would report to the Director until the College grows to a point where a full time manager is required to oversee facilities and technology.

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9.2.4 FINANCIAL PERFORMANCE ASSESSMENT ACC has identified the importance of tracking financial performance, particularly related to academic units and programs, and using that information for viability evaluation. There is a myriad of financial performance assessment models which are used by universities and colleges and/or government agencies responsible for postsecondary education. Following are a selection of indicators which are proposed for ACC based upon its range of programming and stage of development. In each case the indicators can be applied to the College as a whole, to the full academic component of the College, to each academic unit, and to each academic program.

Profit and Loss Indicators This set of indicators looks strictly at revenues versus expenditures to generate the profit (loss) for the fiscal year.

College At the college level, a profit and loss statement (also called the income statement) is prepared as part of the annual financial statements. It summarizes the revenues, costs and expenses incurred during the year and identifies whether the institution generated a surplus or deficit. In public colleges like ACC, an operating grant from government is a major component of revenue. In order to determine the real “profit or loss” of these colleges then the government grant is excluded from the analysis.

Academic Division/Unit At the Academic Division/Unit level, all costs and expenses related to operations during the period are identified. This is compared to the revenues generated by the Division/unit which are comprised of tuition plus any contracts or research grants that may have been obtained. Where a “profit” from operations is shown then this is the amount which the Academic Division/Unit is contributing to overall operations of the college. Where there is a “loss” from operations then this is the amount which the college is subsidizing operations of the Division/Unit.

Academic Programs At the Academic Program level, all costs and expenses related to delivery of the program during the period are identified. This is compared to the tuition revenue generated by the program. Where a “profit” from program delivery is shown then this is the amount which the program is contributing to overall operations of the Academic Division/Unit and the college. Where there is a “loss” from operations then this is the amount which the program is being subsidized.

Activity Indicators This set of indicators shows the college’s expenditures versus the level of activity in which it is engaged.

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The level of activity is measured in student registrations. However, for a college like ACC which has a combination of full and part time students, long and short term programs and continuing education courses, all student registrations are not equal. Therefore, it is necessary to identify the Full Time Equivalent (FTE) registrations for each program. There are various formulae to standardize enrollment into FTE’s. One such formula is as follows:

i. Long Term Programs (two semesters and longer) a. 1 FTE = 1 full time student (where a full-time student is a student registered in 3 or more courses for two academic semesters) b. 1 FTE = 3 part-time students (where part time students are those enrolled in less than 3 courses) ii. Short Term Programs and Continuing Education Courses a. 1 FTE = 234 hours of instructional time

College, Academic Division/Unit and Academic Program There are two indicators which can be calculated at the College, Academic Division/Unit and Academic Program levels: (i) gross expenditures are divided by the number of FTE students to give the total cost per FTE, and (ii) net expenditures (total costs – revenue) are divided by the number of FTE students to give the net cost (profit) per FTE.

Output Indicators This set of indicators shows the college’s expenditures versus what the college produces – in this case graduates.

Again, in a college like ACC, since all programs are not alike then all graduates are not alike. That is, a graduate of a three-year associate degree program is not equivalent to the graduate of a two-week Hospitality Ambassador program. Calculating these indicators is quite different from calculating activity indicators because of the greater difficulty in identifying equivalent graduates.

One method which can be used is to attribute all indirect costs of the college down to each program. By doing this, the indirect costs plus the direct costs of the program divided by the number of graduates produced can generate the cost per graduate. Similarly, by using net costs (profits) then the net cost (profit) per graduate can be identified.

9.3 HUMAN RESOURCE SERVICES

9.3.1 OVERVIEW Effective human resources policies and practices are an essential component of all successful organizations. Human Resources activities in a community college may be divided into the following functional areas.

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Recruitment  Faculty  Staff Classification/Compensation  Job Evaluation  Salary  Employee benefits  Pension  Vacation & other leave management Employee/Labor Relations Training & Development  Required Training  Professional Development  Orientation Policies

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These core human resources activities represent essential components for all post- secondary institutions and present a challenge for small institutions that do not have the fiscal resources required to have specialized positions in all of these areas. As a result, at ACC there is a requirement for individuals to have training and experience across multiple HR areas of expertise and also that there be an element of cross- training for those individuals working in human resources.

9.3.2 CURRENT CAPACITY, PROCEDURES AND TOOLS

 A recent structural change at ACC has resulted in the HR unit being transferred from the Finance and Administration department to the Office of the President. This transfer also involved the physical relocation of the two employees historically involved in providing human resources services from the Finance and Administration Office area to the college boardroom located outside of the Office of the President. Computers containing electronic HR/Payroll records and correspondence and filing cabinets containing employee personnel files are located in this room and the HR employees use the boardroom table as their desk/workspace. This physical arrangement has the potential to compromise confidentiality of employee information.  HR now reports administratively to the Office of the President. The Manager of Administration, Ms. Jacqueline Adonis, provides the senior leadership. Neither Ms. Adonis nor the HR Officer or Senior Administrative Officer have completed formal education in the human resources field. This presents significant challenges to the development of effective human resources policies and practices.

 The ACC Board and management have recognized this gap and are working with the employees to ensure that minimum education standards will be met. This process will take considerable time however as the employee involved is less than 50% of the way through her program.  The Office of the President has developed a Faculty/Staff handbook. This document covers a very broad range of issues from Academic Freedom and Intellectual Property to how an employee advises the employer should they be ill and unable to attend work. The document deals, for the most part, with faculty issues and has not yet been formally adopted by ACC.  ACC utilizes SAGE 300 for human resources information and payroll. Employees in both Finance and Administration seem generally satisfied with the system and feel that it meets their needs. ACC does not have IT support capability. The Government of Anguilla IT department provides support and troubleshooting services for this system and all other IT systems at ACC. It was noted that this service was not always provided in a timely manner which is problematic from a HR perspective due to the time sensitive nature of many HR issues.  Performance appraisal does not appear to be consistently applied across ACC and Section 5 of the Job and Salary Evaluation Project 2011/2012 Consultant’s report and associated appendices related to performance appraisal have not been implemented.

 There appears to be very little work done to date with respect to HR policy development at ACC. This was consistently identified as an issue during the visit in March 2016.

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 The pool of qualified applicants for many positions at ACC is limited.

9.3.3 CAPACITY DEVELOPMENT, ISSUES AND RECOMMENDATIONS

Staffing and Organizational Alignment As indicated it will be difficult for ACC to implement effective human resources policies and practices without having an educated and experienced HR professional on staff.

Recommendations  It is recommended that ACC proceed with the recruitment of a Human Resources Manager to provide leadership and direction to the Human Resources unit and strategic human resources advice to the leadership team at the College. If this is not possible due to fiscal restraints ACC should explore the possibility of seconding a trained Human Resources professional from the government of Anguilla to develop basic human resources policies and practices for the College. This secondment should be for a minimum of 12 months.

 The organizational structure of the full administrative support function is dealt with in some detail in the Finance and Budgeting OMP. As noted there, Human Resources is typically a sub-unit of Administration in most colleges and universities. The current ACC structure that has Human Resources reporting directly to the Office of the President is unusual. If ACC is in a position to hire an experienced human resources professional in a leadership role it is recommended that the organizations structure be adjusted and the HR department be moved under, but be physically located separately, from the Director of Finance and Administration.

 It is recommended that the human resources department be moved to another more secure location in the College to ensure confidentiality of human resources information. If this is not possible in the current rented facility it should be included in the facility management plans for the new building.

 It is recommended that all College employees and board members who handle confidential personal information be required to sign confidentiality agreements. An example is provided in the Tool Kit (Confidentiality Agreement).

Recruitment Employee recruitment involves a variety of related activities including development of position descriptions and job advertisements, coordinating job competitions, pre-employment screening, interviewing candidates and conducting reference checks. In 2012 ACC received an external consultant’s report “Job and Salary Evaluation Project 2011/2012 for the Anguilla Community College” which included job descriptions for twelve (12) positions from President to Teaching Instructor as well as procedures dealing with Job Evaluation.

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The President has confirmed that, to a large extent, the Consultant’s recommendations related to development of position descriptions and determination of classification level have been implemented with good success by ACC. In most colleges and universities, a new employee serves a probationary period. The length of a probationary period varies but generally are of from 6 months to 1-year duration. It should be indicated in a new employee’s letter of offer of employment or contract of employment the length of the probationary period and that dismissal can occur during this period solely on the decision of the employer. Periodic evaluation of the new employee should be carried out by the supervisor during the probationary period and the employee should be advised of his/her progress and of any concerns. ACC is currently working on the development of a formal probationary policy.

Recommendations  It is recommended that ACC continue with the development and implementation of a probationary review process for new employees. This should include training for management employees regarding how to conduct the probationary review and specifically how to deliver constructive feedback.

Classification and Compensation In 2011 ACC commissioned an independent consultant to produce a report with recommendations concerning job classification and evaluation, salaries and benefits and performance evaluation. ACC confirmed that many of the Consultants’ recommendations related to job descriptions and salaries have been implemented and it was indicated that salaries at ACC tend to be higher than those at the government of Anguilla but lower than similar positions on other islands in the vicinity.

Employees of ACC participate in the Government of Anguilla pension and employee insurance plans.

Recommendations  It is recommended that ACC continue with the implementation of the independent consultant’s recommendations.

Training and Development Training and Development can range from very informal, on the job learning to comprehensive programs covering all classes of employees. The complexity of a program is generally related to institutional size, senior management commitment and budget. Given current budget constraints it may not be feasible to implement a comprehensive development program at ACC at this time. However, there is opportunity to develop some basic elements. One of the essential components of a training and development plan is an identification of training needs from both the perspective of the employee and the organization. This can be done at its most basic level by managers meeting with individual employees to develop types of training and activities that would improve employee knowledge skills and abilities and therefore job performance and employee satisfaction.

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Recommendations  It is recommended that ACC start a process of annual meetings between managers and their subordinates to identify training/education or other developmental initiatives that would enable employees to better perform the duties of their current positions and potentially prepare them for promotional opportunities.

 A number of individuals interviewed during the visit to ACC in March 2016 commented on the need for teambuilding and morale enhancing activities. It is recommended that ACC plan some activities that would contribute to creating a sense of team at the College. This might include strategic planning activities, professional development sessions open to all employees and employee social activities where employees can better get to know one another in a social versus business environment.

 The vast majority of Instructors at the College are part-time employees whose primary job is in industry. These Instructors have impressive technical education and/or certification but are not trained educators. This is a common situation in colleges and universities. It is recommended that ACC develop a short program that provides Instructors with the basic skills necessary to enable them to effectively communicate their considerable technical and industry knowledge and experience to their students. Providing these basic skills to the Instructors should make them more effective teachers and also make their jobs easier. It should also result in a more consistent education and learning experience for students. This program should be mandatory for all instructors who do not have formal teacher training certification.

 It is recommended that ACC develop an orientation process for all new employees. Because colleges recruit, to a large extent, from business and industry, the orientation program should include the unique features of higher education.

Policy Development – Current Environment Sound human resources policies and procedures are essential to guide an organization’s recruitment, compensation and employee development activities as well as a wide range of other employee terms and conditions of employment. A policy and procedure manual or employee handbook is a common vehicle for communicating institutional policies and procedures to employees.

ACC has developed a Faculty/Staff Handbook which covers a wide range of policies commonly found in post-secondary institutions. However, the document is very heavily weighted towards academic employees. The handbook has not yet been formally adopted and while many employees are aware that it exists not all are familiar with its content.

Common policy gaps raised by employees interviewed during the visit to ACC in March included  Employee Orientation  Probationary Review  Reference Checking  Confidentiality Agreements

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 Performance Management  Respectful Workplace  Succession Planning

Sample policies and associated forms for these identified areas are included in the Tool Kit. Other sample policies were provided to Ms. Adonis and Dr. Hill during the visit to ACC in March 2016.

Recommendations  That the Faculty/Staff Handbook be edited to reflect administrative staff issues as well as faculty issues.

 That the policy issues noted above be addressed in the handbook, if not already (e.g. orientation), and further developed if already included in the handbook (e.g. confidentiality).

 That senior management be consulted about the content of the handbook.

 That when completed the Handbook be reviewed by senior management, the board, and legal counsel prior to being implemented.

 That once adopted, a copy of the Handbook be provided to every employee.

9.3.4 SPECIFIC ISSUES RAISED BY ACC HR Considerations Associated with Move to New Campus – Current Environment At the present time ACC inhabits rented facilities. Maintenance, custodial and security such as they exist, are the responsibility of the landlord. With the move to the new facility ACC will have to assume responsibility for these core facilities functions. Dr. Louden indicated that a Manager of Facilities has been budgeted for in the next budget.

ACC hopes to begin construction on the new facility in late spring / early summer 2016. The new ACC campus will provide more appropriate purpose built facilities for the College and hopefully alleviate some current space issues and constraints.

From a human resources and employee relations perspective there are a number of issues to be addressed prior to the opening of the new campus.

Recommendations  That ACC recruit a maintenance/custodial worker to coincide with the move to the new campus.

 That ACC determine what level of campus security is required and recruit for campus security personnel to coincide with the move to the new campus.

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Transfer of Form 6 Teachers to ACC – Current Environment When the Form 6 students relocate from the high school to ACC it is anticipated that some teachers currently employed by the high school will become employees of ACC. Teachers at the high school are unionized while College instructors are not. It is anticipated that the transferred teachers will remain in the teacher’s union. This presents a number of potential issues for ACC management.

Having two groups of teachers with different terms and conditions of employment may result in friction if one group perceives that the other has better working conditions. Also, as ACC management has not previously been responsible for managing unionized employees they would not necessarily be familiar with the terms and conditions of employment for the teachers transferring with the Form 6 students.

Recommendations  That ACC management personnel receive an orientation to the terms and conditions of employment for the teachers transferring from the high school. This orientation will provide ACC management with the information required to fairly manage these employees. This orientation should be provided by the individual(s) at the high school or from the Government of Anguilla department that is responsible for employee/labour relations as they pertain to teachers in the secondary school system.

 That ACC management determine where the teacher collective agreement differs from the terms and conditions of employment of current ACC instructors and ensure that managers understand the operating implications of these differences.

9.4 PUBLIC RELATIONS AND MARKETING

9.4.1 OVERVIEW The intent of the Public Relations and Marketing OMP is to support the mission of the College, its efforts in targeted enrollment and the image of the ACC in the community. Overall the goal is to increase public awareness of the programmes and services provided by the College to prospective students, current students, past students, business and industry and the community at large.

It covers two frameworks 1) Public Relations (relationship focused) and 2) Marketing (sales focused). 1) Public Relations: focused on the cultivation of favorable relations with stakeholders through the use of a variety of communication channels and tools including: Publicizing through the use of print, broadcast, online and social media; building awareness within stories and articles in media; monitoring media for public comment about the organization; managing crises that threaten the organization; and building goodwill through community, special programs and events. 2) Marketing: focused on selling the goals, services and values of the organization by establishing the brand identity and positioning; creating and adjusting courses and services; creating promotional, consumer (students/industry) oriented strategies.

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9.4.2 CURRENT CAPACITY, PROCEDURES AND TOOLS Currently the Anguilla Community College (ACC) uses several different approaches and tools for public relations and marketing. After doing research on current activities, these were noted:

 Radio advertising  Press releases on special events and current activities to all media outlets on the island including radio, television and newspaper  Education/community fairs at local schools  Emails to various employers in Anguilla  Social media (Facebook and Twitter)  Text marketing through Lime and Digicel to their customers  Signage (one sign on the road by current location)  Chamber of Commerce as a communication outlet and tool  Website

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9.4.3 CAPACITY DEVELOPMENT Marketing Priorities: This marketing strategy will be implemented through a three-tiered approach: priorities, strategies, and activities. Marketing priorities are what ACC wants to achieve and marketing strategies are how the College plans to achieve them. The activities will bring together the priorities and strategies and use them to build a foundation for detailed tactical actions.

The marketing priorities of the Anguilla Community College are:

1. Updating the current Public Relations and Marketing Strategy to build awareness of ACC’s offerings and services to target audiences. 2. Define and improve brand identity and positioning. 3. Implement Public Relations and Marketing strategies which are both cost efficient and achievable using ACC’s resources.

9.4.3.1 UPDATING CURRENT PUBLIC RELATIONS AND MARKETING STRATEGY Through interviews with stakeholders, both within industries ACC will be sending graduates to and the media itself, it was determined that many were not aware of the program offerings of ACC. A successful marketing and public relations campaign is required to build awareness of ACCs offerings and services to target audiences.

Action Plan: One major challenge for ACC is the lack of public awareness of programming including short courses, articulation opportunities for students, and success stories of how an ACC education can lead to employment or further studies. Action to help overcome this challenge include:

 Identify specific target audiences.  Identify key messages for each target audience group  Create a list of relevant, efficient and cost-effective mediums through which to convey the messages

ACTIVITY ADDITIONAL INFORMATION

Review of current marketing strategies and Identify current target audiences reached through activities current efforts

Research demographics through community Talk to stakeholders (schools, government sectors, outreach potential employers, alumni and current students) to define target audiences and identify key messages

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Create a list of the values and qualities of This will help identify key messages focusing on the ACC strengths and benefits of ACC

Review budget and staff resources allocated This will aid in defining what mediums to use to to PR and marketing spread messages to target audiences

Meet with various sources of media in This will also help in determining what and how to Anguilla to brainstorm about marketing and market in a cost-efficient manner outreach ideas

9.4.3.2 BRAND IDENTITY AND POSITIONING After a complete review of ACC’s branding and positioning of brand it was noted there was a lack in consistency and brand recognition in the community. Also looking specifically at the ACC logo is recommended that a cleaner and bolder design may receive better recognition. A navigation of the island and potential sign positioning was conducted and a need for change recommended especially with the building of a new campus in a new location. Our interviews with stakeholders resulted in the conclusion that print and digital marketing materials need to be more evident in places of business, schools, homes, and in the media itself.

Action Plan: A key strategy to improving brand identity is to review all ACC branding and marketing materials to create a stream-lined approach to brand recognition and positioning. Therefore, the following steps are recommended to be taken:

 Update current logo in order to improve brand recognition.  Create visual identity guidelines identifying font, size, style, and colour palette for all marketing materials.  Identify key brand positioning on the island for signage and other marketing materials.

ACTIVITY ADDITIONAL INFORMATION

Research logo designs and design costs Identify sample logo designs to present to the Board

Determine a visual identity by indicating See sample Visual Identity Guidelines in the Tool Kit. font size and style, colour palettes, email signatures and logo placement

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Create a list of positions and costs for Review target audience to help identify key places to signage in various strategic parts of the have signage island

9.4.3.3 IMPLEMENT A COST-EFFECTIVE AND ACHIEVABLE PROMOTION AND MARKETING STRATEGY After completing a scan of ACC’s current marketing and public relations campaigns it was noted that due to lack of staffing dedicated to this work and limited resources, a creative and cost-effective approach was needed. Refining social media marketing channels to only those reaching the vast amount of ACC’s target audience is necessary and recommendations from potential students resulted in the need for more engaging activities on social media in lieu of pushing corporate content. During interviews with current students and ACC staff, a gap was noted in connecting current students and alumni to the marketing and public relations strategy which would create a cost–effective and engaging plan. Interviews with the Tourism Industry resulted in the need for more consistent and detailed communication with Human Resources personnel through email. This will allow for employees of these businesses to be provided with updates on short course programming by ACC.

Action Plan: Because of limited resources and staffing for PR and marketing efforts at ACC, a creative approach of gaining access to material and resources which are cost-effective and achievable is very important. The following strategies have been developed to address this need:

 Create a list of current and past student ambassadors to help promote ACC and its offerings.  Connect directly with industry through email distribution, presentations for employers and employees and print material visibility in businesses for current employees.  Use built-in resources at ACC through class projects and contests to create awareness

ACTIVITY ADDITIONAL INFORMATION

Hold a staff meeting to identify current and Looking for students and alumni who are successful past students who would be ideal (i.e. Alumni working in the industry they studied), ambassadors well-spoken and motivated

Interview/meet with students to create a Come to students and alumni with an idea of activities student ambassador strategy in which they could participate (community/education fairs, events on campus, to appear in promotional materials). Have an incentive for students (monetary, certificate, prizes).

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Create a contact list of alumni Reach out to alumni with current marketing materials such as newsletters and social media presence

Use social media effectively for a cost- Focus on Facebook and Instagram as key networks effective way of marketing

Identify contests and other ideas to engage Use Facebook, Twitter, Instagram and website to current and past students promote and host contests. Offer prizes to winners.

Create an updated list of current Create a list of Associate Degrees and a list of short programming offerings courses to be shared through email distribution to various stakeholders

Create an email distribution list of human Email a monthly update on programming for their resources personnel in the tourism industry current employees to upgrade skills (short courses)

Hold a faculty meeting to identify potential Ideas would be to create a newsletter, print promos, student projects which could be used for contests, videos, photography, hosting a marketing purposes radio/television show

9.4.4 PUBLIC ORIENTATION AWARENESS CAMPAIGN It is very important for ACC to establish and reinforce a solid public presence in the local community. A “core message” for ACC that depicts values and strengths will garner the attention of the target audience and should be used in all advertising, press releases, marketing materials, and events.

The public awareness campaign should cultivate favorable relations with stakeholders through the use of a variety of communication channels and tools including:

 publicizing through the use of print, broadcast (radio and television), web, and social media  building awareness within stories and articles in all media  monitoring media for public comment about the organization  managing crises that threaten the organization  building goodwill through special programs and events

The public awareness campaign should continue to use key milestones in the life of the College to enhance favourable relations. For example, ACC has been quite successful in highlighting the annual graduation ceremony and the launching of new programs to achieve this goal.

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In the near term, ACC should use the media attention of the expected new ACC Presidential appointment to stress messaging about ACC’s new developments and implementation of the Operational Master Plan.

In the longer term, ACC will need to take advantage of the opening of the new campus for the College. This can be a multi-faceted campaign running throughout the building process to climax at the official opening and first classes for students. The new campus will also allow longer-term ongoing community engagement activities which could be undertaken by ACC such as:

 Events on campus for prospective students and their families to socialize (dance, pizza party, open house) to create awareness of programming and other relevant information.  Events on campus for current students to increase engagement and share current updates and activities.  Presentations to schools to reach prospective new students  Presentations and fairs with industry, especially within the tourism sector, to reach people working in that sector interested in upgrading skills through short courses and other offerings

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10. ZENAIDA CAFÉ PLAN

10.1 BACKGROUND

10.1.1 CURRENT ACTIVITIES At the currently leased site, the Zenaida Café is comprised of a kitchen plus a sitting area with a beverages bar. The Café is small and modestly equipped, and it is used in teaching culinary and beverage skills for students in hospitality programs.

It wasn’t entirely clear what the current commercial activities of the Café actually are. There are no student classes at the College during the day except periodically when there are industrial courses offered and the Café doesn’t appear to be open in the evenings when students are in attendance. The impression of the Technical Expert was that most of the commercial activities consists of catering for government and private events where the food is prepared at the Café and served in other facilities. This activity seems to be led by the senior faculty member/Chef de Partie (Karimah Carty) with support from staff or students hired for the events.

The statement of earnings for 2014 shows that in 2014 the Café generated $45,000 ECD in revenue and had offsetting expenses of $50,000 ECD for a net loss of $5,000 ECD. In the previous year, 2013, the revenue was $39,127 ECD with expenses of $40,139 ECD for loss of $1,012 ECD. Our impression was that the labour expenses related to the faculty member were charged to the academic account so in fact the actual loss could be higher.

10.1.2 STAKEHOLDER INPUT During the visit to Canada by the ACC Dean of Studies and the Director of Hospitality Studies in October 2015, the Canadian Technical Experts discussed issues related to the Café. Basically they presented their belief that the Cafe was a viable quasi-commercial operation. They also raised the idea that ACC is considering a partnership with the Department of Youth and Culture to use the space also as a training centre for unemployed youth/youth at risk.

During the November mission to ACC, Ted Grant, Manager, Culinary Arts and Hospitality Management at Nova Scotia Community College at the time, and Technical Expert on this consultancy, had a number of meetings with ACC staff and senior management, ACC Board members, representatives of the Anguilla Ministry of Tourism, the TVET Coordinator, General Managers of the four most prominent resorts in Anguilla and several culinary and hospitality professionals from local restaurants. The following comments were shared with the Technical Expert:

 The restaurant at the new ACC Campus should be a revenue-generating facility;  ACC needs to develop a culinary program with an apprenticeship option based on a combination of government and self-funding;  ACC would like to focus on hospitality studies and food and beverage programs;  Most current ACC students are already employed and look to upgrade their existing skill set;  Under the new EU funded regional project ACC will specialize in mixology program offerings; current plans are to offer the new program in a blended format: on-line and in-person;

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 ACC is aiming to offer all courses on a stand-alone basis through their Continuing Education department;  Anguilla is promoted as a luxury destination with potential for diverse client groups; 50% of the local GDP is directly generated by the tourism industry; this sector faces ongoing challenges such as stigmatic public perception of career opportunities in this industry, inadequate training facilities leading to limited applied learning opportunities, lack of formal certification process for tourism and hospitality workers, limited resources for marketing and promotion purposes, limited mid and high level management opportunities for local employees, and high attrition rate of male high school students; current level of literacy skills of a number of current employees would be a challenge for a future certification system;  The local Government through the Ministry of Tourism has in place a number of initiatives and scholarship opportunities aimed to support the development of the tourism industry;  Employers have identified the need for training opportunities in the following areas: entrepreneurship soft skill development, social media marketing and promotion, leadership and management; lack of funding is an ongoing challenge for many persons to continue their education; some larger employers have funding in place for professional development for their staff;  The local TVET Council was established in 2009 and has recently started developing NVQs.

In a separate meeting during the Inception Visit the team met with the Anguilla Hostel and Tourism Association: Gilda Gumbs, Ex Director; Delroy Lake, President, and Peter Parles, restaurant owner and person responsible for restaurants within AHTA. Specific comments related to the ACC Zenaida Café are as follows:

 It’s possible to divide between responsibilities of service and food preparation; new space is isolated; location doesn’t work as a tourist spot;  The café cannot run only with students; need some full-time staff in order for it to work  Prices are lower because it’s a training centre;  ACC didn’t speak to the AHTA before working on any plans around the café;  Peter Parles says he would be willing to help look at the viability of the new café;  It might be better to create a catering company to cater to events and parties; they could possibly get a van and equipment; it might be better to set up a training kitchen but running a full-time restaurant will be a money-loser; could be flexible because could cater to different size events; could do beach dining, especially in off season when chefs are less busy.  Gas and electricity are very expensive; overhead is going to be very difficult if not impossible.

Also during the Inception Visit, the Team met with Karimah Carty, faculty member/Chef de Partie. Her comments regarding the Café were as follows:  ACC hadn’t planned for the café to be the main cafeteria;  The main purpose of the café was as a training facility;  There are no plans for a student lounge or cafeteria in the new facility;  Students would run the café full time and part time, with full time staff; to offer food to general public even when there are no students;

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 In first stages, would have only some days open, 3-4 days a week; as enrollment increased, would have it open every day;  Ideally the café would sustain itself;  The café is now run through catering; café is used for cooking food for conferences; anyone can order food for events; the café currently sustains itself; have raised about $60,000 in their first year in catering, when the economy was doing better;  Right now the students are not involved in the catering; 2 (paid) people are brought in to help, but no students are involved; future hope is that all the entire café is run by students, which would also reduce HR costs;  They see more government officials making use of the future café; people who work in the Valley area would use it for lunch; hoping St. James students would use it; students would do part of the marketing; if they have theme nights, they would have some responsibility in getting people to come out; other regional colleges using this model; have had some tourists coming in and looking for t- shirts, so feel there is interest;  They now do a lot of catering for government, e.g. workshops  Only preliminary discussions with the industry advisory committee;  Waiting on quotes on resourcing equipment for the kitchen/café;  Do have a business plan for the old one, but didn’t work out as they had envisioned; no business plan for the current one;  Possible to have Form 6 students to help; perhaps credit towards tuition;  Also need programs in costing, recipes, that can help with the organization of it.

10.1.3 ACC PLAN FOR ZENAIDA CAFE The ACC Plan is fairly straightforward – utilize the new Café facility at the new campus as a full functioning restaurant /catering facility to generate net revenue to offset the cost of overall college operations.

While specific targets were not identified, the general impression was of an expectation that the Café generate significant net revenue and be a major factor in making ACC fiscally sustainable. Recent feedback from ACC indicates a shift in focus from the primarily revenue generating facility to increased emphasis on primarily using the Café as a training venue for the students.

10.1.4 ASSESSMENT OF ACC PLAN FOR ZENAIDA CAFE What is the core purpose of the Zenaida Café and how does the institution propose creating a sustainable business plan based on the desired model and location? The industry is saturated with good quality restaurants. What will make ACC unique and how does that fit with the educational model? The Zenaida Café business plan must fit into the training model and not be exclusive. It needs to be a well thought-out concept that will not be a big financial drain on the College. Based on the Technical Expert’s extensive experience with college food outlets and private restaurants, it is highly recommended that ACC revise its strategy as per the suggestion below.

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The current business plan/idea is overly ambitious, particularly based on the location of the new campus. Product waste and low margins are a deterrent to this model. While not fully discouraging this path, a refocusing is suggested. ACC must take care to not simply use students to create meals for food outlets unless it fits entirely into the curriculum/outcomes for that day. To do otherwise risks using students as free labour, which is not part of a student’s education plan and not a good use of their time, nor does it model best practice in culinary education.

Practical training needs to put the learner first, not the operation, and requires that staff are devoted to providing a methodical approach to training. Outlets are embedded into core programs at many colleges including the NSCC, but a minimum of 15-20 students are required to make this work from a teaching and learning perspective. It is not feasible to create a business plan for the ACC that supports this model. The island is not large enough to project an uptake for Culinary Arts programming that meets the desired number of students for this model. Anguilla does not have the population density to support a full time culinary program that will support the operation of a 5 day per week restaurant serving lunch and dinner. Fewer days mean that you must become even more of a destination restaurant and it also requires prep at least one day prior to service. Hourly wages for service staff and others will need to be covered by low margins even when the restaurant is not busy.

10.2 CONCEPT 1: ZENAIDA CAFE AS A TRAINING FACILITY WITH INTEGRATED COMMERCIAL OPERATION

10.2.1 CONCEPT Develop Zenaida Café into a multipurpose teaching and training facility that will primarily focus on providing applied learning experiences for ACC students leading to meaningful employment in the local hospitality industry. In addition, a significant commercial aspect needs to be integrated into the day-to-day operations of the café that will allow ACC to generate revenues and reduce the costs of the academic programs. A business plan for the Café needs to be developed as soon as possible that will outline all relevant operational and financial aspects of the Café.

10.2.2 IMPLEMENTATION PLAN Objectives: To create a versatile teaching and training venue that will enable ACC to provide industry relevant and applied learning for its culinary and hospitality students.

Keys to Success: Creating a multipurpose teaching and training facility that will enable full-time and part- time ACC students to gain industry relevant skills in café operations, catering, and fine dining. .

Mission: To provide students from Anguilla and the Caribbean Region with an adequate facility that will allow for programming and career opportunities leading to meaningful employment in the industry.

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Products: Select number of high-quality catering menu items (soups, sandwiches, cooked meals and desserts), a small range of fine dining menu items (soups, cooked meals, BBQ, and desserts), and assorted café menu items (sandwiches, danishes, croissants, brownies, fresh squeezed juices, smoothies and coffee).

Budget: Meaningful student engagement in commercial foodservice operation can limit the revenue generating prospects. The primary purpose of the café will a combination of a student-learning environment and a revenue-generating foodservice operation. The budget should be based on a cost- recovery goal. The importance of using a well-designed food track system is paramount. Technical Expert Rob Wells has embedded the suggestion for software in his proposal. Accountability is the most important measurable that should support the success of this model.

Capital expenditures: Equipment needs to be selected based on the inclusive needs of the café and culinary training. Duplicates should not be selected and purposeful purchasing should be the criteria.

Services: Past and current experiences of most post-secondary institutions in Canada is that a fully functional on-campus foodservice operation run by students is susceptible to a number of challenges. These include the following: a) the ability to create and deliver a consistent brand product that aligns with the desires of the intended customer base; b) smaller communities are not able to support a high end food service establishment; c) when curriculum is built around the necessity to operate a foodservice establishment, a possible unintended consequence is that the focus shifts from creating meaningful and expansive learning opportunities for students, to fulfilling the requirements of the operation; and d) successful foodservice operations need to have consistent business hours and products, and due to the academic schedule this is not always achievable.

Based on all these factors, it is recommended that all commercial operation aspects of the Zenaida Café are run by a full service team of ACC instructors and external culinary professionals (when required). This will enable the Café to operate autonomously from the culinary and hospitality programs while at the same time allowing student integration when appropriate.

The multipurpose aspect of the café will be reflected in the following functions of this facility:

10.2.3 CAFÉ SERVICES: FOOD SERVICE AND RETAIL FUNCTION The Café Service area will provide a space for a professionally staffed and run café including a small seating area. Staffing for the café will consist of one permanent employee with strong background in customer service and retail operations. Some food preparation and barista experience is recommended. The hours of operation will be from 8 am to 2 pm Monday to Friday. The café will offer various food and beverage items that can be consumed on site or as a take-out option.

One of the significant costs of culinary training is the cost of the food. For cost recovery purposes, it is imperative to identify the most viable option to outlet finished meal products. Zenaida Café Service area will be based on two cost recovery options: food service and retail operation.

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The food service aspect will be reflected in a menu consisting of various pastry items, sandwiches freshly squeezed juices and coffee. In order to maximize the cost recovery aspect, most menu items will be supplied by the ACC kitchen. The menu will vary depending on the food items prepared in the kitchen as part of the ACC culinary programs. Whenever possible the remaining food and beverage products will be sourced locally with consideration for organic and fair-trade designation and origin. The target client base will be ACC students and employees as well as members of the local community.

The retail function of the Zenaida Café will be another way to reduce the operating costs of the culinary programs. The output of the kitchen training activities results in a number of hot meals and other food products. All these items can be properly packaged in plastic containers and bags, and offered for sale, under reduced prices, in the café area to the ACC community as well as to walk-in clients. These fresh and frozen food items can include: soups, sauces, meat portions, or cooked dishes such as braises. Many baked goods can be frozen and sold or used at a later date. Some of the products can be used in the foodservice operations as well, or in catering events.

Zenaida Café will enjoy a number of advantages compared to its competitors: a) it will represent a healthy eating option serving fresh food on a daily basis; b) menu items will be priced below average market value due to lower labour costs; and c) strong community support is anticipated based on the educational and student aspect of its operation. The disadvantages will include the fact that the menu will vary based on campus kitchen outputs, as well as the possibility of variations in quality of the food items.

The café needs to have proper equipment and other necessary inventory items required for its operations. These will include adequate storage and display areas, refrigeration and freezer units, professional-grade coffee maker(s), blender(s), dishes and glassware. Both the food service and the retail function will be managed by one employee.

10.2.4 CATERING Similarly, to the café operations, the catering function will be managed and run by ACC instructors and external culinary professionals (when required). As indicated previously, the primary purpose of the Café is to provide to students, as much as possible, an applied and meaningful learning experience. Actual student engagement in café operations must be carefully balanced so that learners are provided with a safe space to develop skills. Putting too much emphasis on students’ role in café operations, including in the catering function can result in student dissatisfaction, and undue pressure to fulfill the business rather than the learning requirements.

There are indications that the current catering model at ACC is quite successful. This has resulted in a certain level of local brand recognition and the establishment of a regular client base. The catering team consists of ACC and external culinary professionals, and in recent years, its operations are at a break-even point or very close to it. Currently, ACC students are not involved in any aspect of the catering.

The catering function has the potential to become another applied learning opportunity for students. Whenever possible students need to be engaged in all aspects of this food and service operation. Active student involvement in the catering function would not only present an opportunity for meaningful skill

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building, but would also reduce the labour costs of this operation resulting in greater financial sustainability.

Student engagement can be achieved in a number of different ways, and during all stages of the catering function. Based on the demand trends for certain catering menu options, a number of food items can be prepared in advance and stored, either fresh or frozen. These can include soups, stocks, braises, sauces, meat portions, and cooked meals. The advance preparation will substantially reduce the time sensitivity factor when receiving and preparing catering orders, while at the same providing the potential opportunity for students to assist with many preparation processes under the supervision and mentorship of ACC instructors.

Another way to engage students in catering operations is to actively involve them in the packaging and transportation of the food to the client location. This would expose the students to best practices related to safe transportation of ready-to-serve- meals. The same applies to active student engagement in off-site food presentation and serving. Practical experiences in these areas will expand students’ skill sets, and strengthen their adaptability and flexibility to prepare, safely store, transport, and serve meals at various locations and venues. In addition, students will develop and strengthen a range of soft skills, such as customer service, communication, leadership, critical thinking, entrepreneurship, and decision-making.

It is strongly recommended that the catering function should not rely entirely on student contributions. Due to the short semester cycles, holiday periods and breaks in the school year students will not always be available to assist. In addition, another factor could be student absenteeism, especially in small class settings. Unexpected absences create an enormous amount of pressure on other students to produce outside of their optimal learning zone, and ultimately creates undue pressure on the instructors.

In general terms, the ACC catering operation has the potential to be developed into a revenue-generating entity while at the same time providing students with meaningful and practical experiences. The successful combination of commercial and educational aspects can be achieved through a careful inclusion of culinary and hospitality students into all operational stages.

The commercial aspect can be strengthened by expanding the customer base. It appears that the current operations of Zenaida Café are mostly focused on institutional catering clients, such as the government offices and other public institutions. This is a good client base and provides a promising leeway into exploring other customer segments such as corporate and social catering clients. This could result in high- budget orders and in a gradual increase in the quality of the catered products, especially when it comes to meeting the expectations of social catering related clientele.

10.2.5 FINE DINING Anguilla has developed into a high-end tourist destination, and local establishments have a continuous and strong need for staff trained in fine dining operations. Based on this industry feedback ACC has expressed interest to provide training opportunities in this area for their students that would prepare them for meaningful entry-level positions with the local industry.

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Many hospitality programs around the world train their students in fine dining skills. The usual venue for acquiring practical skills is an on-campus restaurant where students can apply all the classroom theory. These restaurants prepare the students for real-life experiences and ease their transition into the labor market.

Most of these on-campus fine dining restaurants do not operate on a full-time schedule. This is due to the many, and previously identified, constraints to year-round availability of students. Another limiting factor is the labour intensive preparation and serving requirement that a daily operation would have on students. To this extent, a good illustration is the attached typical weekly schedule for the Restaurant Service Practicum taught at Nova Scotia Community College.

The usual operation mode of these restaurants is based on a schedule that includes just a few lunches and/or dinners per week. This allows students and instructors to prepare adequately for these events while at the same time maintaining a certain level of service and meal quality. This light schedule puts emphasis on the applied learning function of the restaurant rather than on the commercial and revenue- generating aspect.

Anguilla Community College can potentially follow a similar concept that would allow for the creation of a fine-dining teaching and learning venue. Based on the location of the new ACC campus the best option will be a dinner event scheduled on a weekly or bi-weekly basis. These events can be promoted as theme dinners that would feature relevant three-course meals. This is providing that adequate space will be available at the new location that could potentially accommodate a fine dining set-up.

Students from both the culinary as well as from the hospitality management programs will actively participate in these events under the supervision and mentorship of ACC instructors. The purpose of the dinners will be to provide the students with opportunities for experiential learning that will strengthen their skills in event management, food preparation, serving, sanitation and restaurant management in general. To that extent student will prepare business plans that will include all relevant fine dining elements, such as menus, recipes, pricing, job descriptions, costing and promotion. The theme dinners will be promoted to the general public under reasonable ticket prices. If possible, a break-even budget approach will be applied as the primary goal is to attract as many guests as possible. Full capacity operation will provide all students with an opportunity for meaningful contribution to the event. Various promotional tools can be used to reach potential clients, including social media, posters and word of mouth.

The menu for each event will be a set three-course meal featuring fine cuisine items. It is recommended that alcoholic and non-alcoholic beverages be served. This will allow ACC students from the new Mixology and Bar Service Program to be engaged in these events. The cost of beverages will not be included in the dinner ticket price, and guests will have to purchase them separately.

10.2.6 IMPLEMENTATION RECOMMENDATIONS: Regardless of the level and type of student engagement in the operations of the Zenaida Café it is of great importance that this practical learning experience is based on the curriculum requirements and vice versa. The strong industry demand for well-trained hospitality and culinary graduates implies that the practical

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skill level of these potential employees needs to be quite high. This will be achieved only by emphasizing the applied learning curriculum component as well as strengthening linkages with industry. Zenaida Café will benefit from the strong relationships with local resorts, hotels and other establishments as they will result in continuous industry feedback on the skill’s level of the graduates as well as possible revisions to the curriculum to reflect the employers’ suggestions. Other benefits can include internship, co-op and employment opportunities for ACC students and graduates, greater interest in guest speaker and part-time teaching opportunities, and possible sponsorship of equipment and services. In addition, this will help the Café to broaden its client base as a result of collaborating with the resorts and hotels on the theme dinners by using their premises for some of these events.

10.2.7 MARKETING STRATEGY Consumers of the café will be reached through eMarketing that encompasses all the activities a business conducts via the worldwide web with the aim of attracting new business, retaining current business and developing its brand identity. It includes both direct response marketing and indirect marketing elements and uses a range of technologies to help connect businesses to their customers.

Traditional marketing is also going to be a significant part of the launch of the new outlet. Word of mouth and a business-to-business roll out should be integrated into the plan. Post cards need to be created and distributed reflecting the experience the new consumer will receive.

10.3 CONCEPT 2: ZENAIDA CAFE AS A SOCIAL ENTERPRISE

10.3.1 CONCEPT During their visit to Canada in September 2016, ACC officials visited Stella’s Circle, operators of the Hungry Heart Café (HHC). HHC is a social enterprise that offers a variety of restaurant menu options and catering services. In addition to operating as a restaurant and caterer, HCC is a training centre for Stella’s Circle participants interested in the food services sector. It is a business with a mission to help adults prepare for employment in the food service industry and increase their employability skills generally. The social mission of the Hungry Heart Café is to transform the lives of participants through culinary arts training, instilling a love of great food and ingredients, in ways that the entire community can participate in, support and celebrate. Financially, the revenue generated is put back into the organization.

Under this scenario, Zenaida Café would be developed as a self-supporting social enterprise with a particular mission to prepare persons facing barriers to employment to participate in the food service industry. It is based upon the idea expressed by ACC officials that they saw an opportunity to partnership with the Department of Youth and Culture to use the Cafe as a training centre for unemployed youth/youth at risk.

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10.3.2 AN OVERVIEW OF SOCIAL ENTERPRISE Although social enterprises have existed for centuries, the concept is still relatively new to many. The definition of a social enterprise can take on a variety of meanings for different people. Essentially, they are entities that aim to generate revenue toward achievement of a specific social mission or purpose.

Many social enterprises, like the HHC, have an employment-training focus. Training based social enterprises have increasingly been used by non-profits and others to provide employability skills and assist people with career decision making and transitioning into other employment, training or school. In most cases participants are paid employees, so there is personal employment as well as an associated economic benefit to the community.

For nine years, the HHC has provided food services training for participants of Stella’s Circle who face many barriers to full participation in their community. Such barriers include mental health issues, addictions, criminal justice involvement, poverty, and unemployment. At the HHC, participants have worked as servers, dishwashers, and apprentice chefs and have had opportunities to develop skills and seek employment in a variety of food service settings including grocery retail, food demonstration and production, and hotel hospitality entities. They have also been employed outside of the food services industry. Individuals come to the Employment Services Division of Stella’s Circle wanting to increase their employability and make labour market attachments. A variety of programs are offered and food services training is one stream that participants may choose to take part in to learn employable skills in that area. As part of that training, they work at the HHC for work experience.

Incorporating experiential elements to learning is established best practice in vocational and academic learning for the integration of theory and practice, modeling workplace based behavior, and all the well- known learning and employability benefits. In a community context in St. John’s, Stella’s Circle has informally and formally incorporated experiential learning into its vocational programming since first beginning employment training twenty-five years ago. Social enterprise has further highlighted the benefits to the people we work with and the community generally. The generation of revenue creates the activities by which the important activities occur. In many ways the business informs and creates the conditions whereby the program (activities and learning) is made possible and enhanced. Underlying assumptions associated with social enterprise include:

 An environment linked to actual business need/activity is critical and creates context where learning occurs. The environment should not be a simulation and should not have any ‘patronizing’ aspects. Introducing a customer expecting service and a return on their investment ensures that industry standards are met or exceeded and students with a variety of capacities are involved to the degree possible.  Different services can be sought to create different learning environments based on organizational goals. For example, if fine dining skills are required, then enterprise creating those experiences, i.e. offering dinner service, is the direction in which the social enterprise develops.  Business activities are made possible through revenue generation. Their continuation is only possible through the generation of profit, the delivery of other outcomes viewed as priorities by the organization or a blend of both. A social enterprise model offers varied options for ‘profit’,

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human/social capital and other. It may be that generating $1,000 worth of profit to reinvest into programming is a benefit. Creating 5,000 hours of student employment is worthwhile even in circumstances where ‘cash’ profit revenue is impacted.  Inputs to a social enterprise are varied, dynamic, and can support revenue generation and other outcomes. Leveraging synergies and partnerships within an organization and in the community can create circumstances that justify and encourage the sustainability of the enterprise. Examples could include the provision of a staff position paid for external to the enterprise. This could include a culinary instructor or other support that is developmental in focus but still benefits the activities necessary for other identified outputs and goals. Securing a partner who requires a service, e.g. a program or employer needing a number of meals prepared each day is another example. The predictable business made possible through such a contract (that would be being purchased in the market regardless) creates revenue to support the enterprise.  Comprehensive analysis of markets internal and external to look at revenue and program/learning needs of the community. A social enterprise creates a hub where a variety of learning can occur for students in different programs including academic and those that are more vocational and employability focused. Students can be the market, (e.g. purchasing from the enterprise), they can be participants in learning, and they can be staff to support.  Partnerships with government, community and business/industry is critical. It’s only through diverse perspectives coming together that ‘profitability’ and the ensuing organizational goals can be considered in fullness.  Activities that are currently cash positive or creating other positive outcomes should be continued where possible. A social enterprise like other market entrants needs to be dynamic, flexible, and able to shift even in a climate of uncertainty or development.

10.3.3 IMPLEMENTATION Based on the barriers of success and the underlying principles, the following phased-in approach is suggested for the Café as a social enterprise. It takes the perspective of building a foundation of success in Phase One by establishing appropriate business plans and aligning the Café for success into the future. Phase Two operationalizes aspects of the Café and builds on the learnings from Phase One. The final phase, Phase Three, builds the Café towards a social enterprise model.

Each phase, with specific action items, are outlined below.

Phase One – Building the Foundation of Success

The steps outlined in Phase One are actions that will increase the likelihood of success for the Café and to start to build confidence in the Café internally and externally to ACC. It also helps to lay the groundwork for future partnerships and collaborative opportunities; developing and growing partnerships is critical to the success of the Café and building confidence. These partnerships will be both internal to the College and external and will take time to develop.

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A phased and incremental approach is critical in order to minimize risk and to gain knowledge about the marketplace needs.

 Define Goals The goals of the Café must be clearly defined and understood. The College needs to clearly understand its vision of success. Is it to graduate students? To operate a financially viable social enterprise? Is it to teach cooking skills? Is it the employability of students? Is it to have a social justice mission? Without clearly documenting and setting up a framework to evaluate the goals while working towards them, the Café cannot succeed.

 Document Metrics/Indicators of Success Once the goals are agreed to and documented, agreeing on metrics will allow the Café to determine if it is achieving its goals. Such indicators of success may include things like number of students enrolled in the program; number of students working at the café; revenue; number of employability workshops delivered; persons employed in the tourism sector, etc. It is important to establish indicators to measure and show progress of the Café.

 Establish Advisory Committee An advisory committee consisting of individuals internal and external to the ACC will help to provide guidance to the Café as well as help to build partnerships and collaborative opportunities by helping to create buy-in for the Café. A small committee consisting of ACC representatives from hospitality and business, as well as individuals associated with resorts and government facilities would be appropriate.

 Begin Market Research The most captive market for the Café is the students at ACC. Therefore, it is critical that ACC understands the needs and interests of the students in the College; if the Café is able to provide food for that market, it needs to understand what the market will be interested in purchasing. A more formal method of obtaining quantifiable information from customers would be to introduce a customer feedback survey. There may be an opportunity to partner with the business students on campus to help develop, administer, and analyze the survey. The feedback from this market research will enable the Café to build its product offerings.

Similarly, market research around the needs of future employers of students is critical. Asking people in the tourism sector, such as resorts, will help the Café understand what people want in future employees and help to foster relationships with the resorts.

 Develop Student Curriculum The market research will help to inform the student curriculum. However, it is understood that the tourism industry has already provided feedback to the importance of soft skill development. Currently, the curriculum is very high-level and focuses on many aspects of the tourism sector. A specific, short term culinary skills program that focuses on giving students cooking skills, food safety skills, soft employment

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skills, and food services skills will help to produce employees that resorts want, focus students in the culinary field, and use the Café as more of a work experience, training opportunity.

Phase Two - Operationalizing

In Phase Two, the steps outlined below are designed to build partnerships external to the ACC and to have the Café develop a more clearly defined social mission.

 Develop Marketing Strategy Once the foundation of the Café has been developed and agreed upon, a marketing strategy can develop to take shape. The Café’s location in the College provides it with a captive market in terms of students and teachers. The new location of the College may prohibit tourists from seeking out the Café. It that were the case, it would require a long-term approach to building the reputation of the Café and building on its social mission, if it indeed is to have one. The Café’s promotional strategy should be focused initially on the students and teachers on campus.

Social media is an easy and inexpensive way to begin to have a presence. Ideally, working with business students at the campus would help to connect students to the Café. Similarly, email blasts giving recipients information about the offerings of the Café is another easy way to get the word out.

 Focus on limited, special events for the short term Building the confidence of the Café to deliver on what it promises is critical to success and to move forward with Phase Two. Offering a Mixology Evening (alcoholic and non-alcoholic drinks) or a theme night evening will help to market the Café and develop its brand. These types of events can be done in partnership with the tourism sector (e.g. join Resort Chef X).

 Consider various certificates: food safety; super host; quicker certificates; co-op possibilities The College Tourism and Hospitality course is long-term and all encompassing. Developing certificates or special classes that focus on various culinary-related topics will meet a need in the marketplace and get students working in the tourism sector. For examples, certificates in food safety or customer service/hospitality (e.g. World Host super host), combined with the soft skills demanded by employers, would make students more immediately employable.

Sixth Form participants represent both a market and a group of students who could participate in the programming. Looking at this group of some 70 individuals for all the benefits they represent in their interaction with a social enterprise is recommended.

 Consider Staffing Model Options The staffing model should be fluid and incorporate many students at different levels, perhaps in a tiered system. The benefits of incremental training is that it ensures there are always students available to assist in

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production with a variety of skills sets. Additionally, the staffing model should incorporate in-kind and other supports made available through the College, industry, volunteers and so forth. The benefits are the reduction of salary costs, and facilitation of learning through individuals who can focus on specific aspects of food productions/revenue generation, and student learning, development, and employability.

Phase Three: Focusing on Social Enterprise

The next phase of this plan identifies opportunities for building the Café’s success, specifically through the focus on social enterprise opportunities that can help to address social issues within Anguilla.

 Build relationships with and provide services other entities, such as correctional facilities, high school, and government offices

Providing food to the prison, high school or various government offices holds potential for the Café. As the curriculum evolves and students gain work experience through the Café, this approach can be made.

 Consider social justice opportunities There may be an opportunity to use the Café as employment experience for people who face barriers, such as people involved in the criminal justice system, single mothers, and youth at risk. Offering work experience or short term certificates at the Café for these specific populations will help to cement the Café as a social enterprise and may make it eligible for various funding opportunities.

 Public Health Potential Menu items that are nutritionally appropriate can be developed at the Café, in association with government, as a way to promote healthy lifestyles and to tackle any health issues, such as diabetes, that may be prevalent in the community.

 Co-operative Education Approach Students enrolled in the culinary program and the food service businesses on the island would also gain great benefit from a co-op education approach, where internships could become part of the curriculum. This offers on-the-job training which is crucial for the development of any culinary professional, and also offers an opportunity for students to develop relationships with perspective employers. Those employers will be more supportive of hiring college attendees if they see that the training is effective. Eventually this may provide opportunities for apprenticeship programs for those who have completed their culinary training, creating a structured path for employees and employers.

 Expansion of opportunities The location of the new Café location makes it necessary for the Café to consider ways of bringing food to clients other than catering. The possibility of a food truck or kiosks external to the Café may be appropriate.

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10.3.4 CULINARY TRAINING The actual training offered is critical to the success of the campus and the Café. If the training is not responsive to the needs of community, there is little chance of success.

The development of a culinary program that offers the fundamentals in cooking/kitchen techniques would be beneficial to both the operation of the food service business on campus, as well as helping students develop skill sets required for entry level culinary jobs. The topics listed below would provide students with a solid base to begin a culinary career. These courses could be offered as a diploma, or could be offered individually to enhance the skills of those already working in the industry. In addition to culinary training, offering courses in Customer Service, and Food & Beverage Service would be beneficial to the running of the café, and for supplying employees to the sector.

As providers of culinary training and employment preparation programming, the Hungry Heart Café operated by Stella’s Circle delivers an approach which involves both the presentation and discussion of theory while relying heavily on a practical component delivered through workplace-based learning. Intentionally, this approach is not academic. Individuals who identify or are identified as seeking traditional college-based programming and skills development are linked to options for study at post-secondary institutions. To varying degrees, the clients who participate in programs at Stella’s Circle often benefit from a life/employability skills component, often delivered in a group/classroom format before culinary training, or in some instances concurrently. Individual employment counselling and other supports are maintained throughout the practicum component and can continue once the individual is employed.

Culinary training has varied and evolved over the nine-year history of the Hungry Heart Café. Practicums have ranged from three to six months, with longer practicums initiated to qualify for federal government programming, but shorter sessions introduced when it was felt that the practicums were longer than necessary.

Eighty-five percent of the focus of the Hungry Heart Café is to help participants become a working member of the food service team. Core staff/chef instructors are responsible for different areas of the operation and students receive exposure (awareness, knowledge, and/or experience) in all facets of the kitchen reflective of their own interests, needs, and goals. The system is fluid and can accommodate a variety of learning styles, experience, and challenges.

All operations and menus are overseen by an Executive Chef in this delivery model. Our Executive Chefs, past and present, have held Canadian national Red Seal designations and Stella’s Circle has worked with government and industry to broker and foster professional advancement through formal apprenticeship opportunities.

The use of a social enterprise in this model has been key for delivering learning opportunities to match the individual. In addition to apprenticeship training leading to professional industry designations and advanced cooking and related skills, the Café has been able to facilitate and create supported and early learnings in work generally, and culinary skills specifically, that are not possible in other employment or learning settings. It’s been the experience of Stella’s Circle (and that of other networks of organizations

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doing similar work) that a kitchen provides a variety of roles and division of labour that is incremental and stage-based, creating opportunities for varied and individualized learning. People can obtain experience in a variety of areas including dishwashing, kitchen and restaurant cleaning, maintenance, shipping and receiving, or directly in the production or serving of food.

Food production provides a variety of opportunities for weights and measures, knife skills, product and ingredient identification, food safety, and related skills and experience. Hot and cold food service, lunches, catering, special events, and all the work that goes into providing those services creates a setting where all roles are recognized, and enables an organization to provide varied opportunities for skills development for clients who have limited labour market experience or have experienced interrupted or lengthy gaps in their employment and education. Attendance, coachability, personal responsibility, and team work can be highlighted throughout all programming. Listed below are some of the topics that are presented to participants in the ‘technical’ and ‘soft/employability’ skills.

Culinary Workplace Based Learning and Employability  Food Safety  Knife Skills  Culinary awareness-knowledge-skills (including techniques, product and equipment)  Demonstrate Safe Working Practices and Techniques  Preparation of Stocks, Soups, Basic Sauces and Compound Butters, Salads and dressings,  Identification and Preparation of Fish/Shellfish, Meat, Poultry, and Game, Fruits/Vegetables, Eggs and Dairy products, Starches/Cereals  Foundation baking practices including Preparation of Baked Goods, Pastry, and Desserts  Preparation of Hors D ’Oeuvres, Canapés, or Sandwiches

Personal Development and Employability  Intro/Guidelines/Employment Readiness Scale (standardized instrument for baseline and change over time among program participants)  Stages of Change, motivation and barriers to employment: personal, social, systemic  Leaving Baggage at the Door  Self Esteem, Employment Wellness Recovery Action Planning (EWRAP) two parts, Body Image, Career Planning (1) – strengths and skills, Personal Relationships & Work  Career Planning (2) – labour market – where are the jobs and what are employers requiring  Work Can Change Your Life – past program participant guest speakers  Time Management & Procrastination, Career Planning (3) – resume building, Career Planning (4) – resumes continued and cover letters  First Impressions & Non Verbal Communication, Career Planning (5), Interview Skills (1) and (2), Interview Skills (2), Giving and Receiving Feedback  Goal Setting, Problem Solving, Career Planning (6) – the Hidden Job Market, Positive Attitude  Stress Management, Financial Literacy, Employer Expectations, Communication Styles  Conflict Resolution/Managing Disagreements, Team Work, Decision Making, Motivation  Next Steps – revisiting and adjusting goals

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11. LIST OF RECOMMENDATIONS

The following is a list of recommendations coming out of the Operational Master Plan (OMP), categorized according to the various sections within the OMP.

The Consultant is unable to prioritize these recommendations or provide timelines, as priorities should be set by ACC according to resource availability and the timing around the development of the new campus.

It is recommended that ACC task an individual to review the list of recommendations, prioritize the recommendations, add timelines as the timeframe for the new campus becomes clearer, and to assign names to individual tasks to ensure that there is accountability for completion of the recommendations.

STRATEGIC PLAN

1. Adopt an integrated planning approach to both annual and longer-term planning. 2. Develop a long-term strategic plan. 3. Develop an annual business planning cycle connected to the budget planning cycle. 4. Develop a separate academic plan that connects multi-year College-wide priorities which guides decision-making and drives annual business planning.

ACADEMIC PLAN

PROGRAMS

HOSPITALITY AND TOURISM MANAGEMENT

1. Students enrolled in the current CCCJ curriculum  Review the program status of all existing students and determine how each student might switch to the new curriculum with minimal disruption or loss of course credits. The concentration should be on students who are at the earlier stages of the program since the obligation for continued delivery of the CCCJ program will be greater for these students.  Identify incentives which might be offered to students to switch to the new curriculum.  Meet with all students to present the new curriculum model and promote its advantages plus the measures which ACC will take to support students.  Meet with each student individually to map out their program completion options under each model and have the students choose which option they wish to follow. A written record with student signature should be made regarding the curriculum option chosen.

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 Based on the full spectrum of student decisions, a multi - year course delivery plan should be developed to train out of the CCCJ curriculum.

2. Career path supported by industry  Meet with industry representatives to review program.  Make any required adjustments to the program, within curriculum parameters, to ensure program outcomes will meet industry needs (the CTLS program was developed for the Caribbean hospitality industry so any refinement specifically for the Anguillian market should be relatively minor).  Obtain industry endorsement for the HTM program.  Develop an agreement with industry regarding promotion of the HTM program and initial employment of graduates.  Offer HTM short courses through Continuing Education.

3. Enhanced Student Enrollment level in HTM  Develop new promotional package for HTM program including: o Brochure o Radio ad o Sign  Re-launch HTM program. o Announcement/press release with industry  Direct recruitment for current high school students.  Identify as many former Form 6 graduates as possible and provide them with HTM program information.

4. Higher retention and graduation rates  Survey former students to determine why they did not complete their programs.  Meet with current students to identify academic and quality of student life issues which may lead to non-completion of the program.  Based on results of above, implement measures to address academic and quality of student life issues which have been identified.

FOOD AND BEVERAGE PROGRAMS

1. Investigate the required age limit for students to be eligible to handle and serve alcoholic beverages (legislation in most countries prohibits under-age persons to perform bartending tasks). 2. Investigate possible certification requirements by local and regional associations such as the Anguilla Hotel and Tourism Association and/or the Caribbean Hotel and Tourism Association; the curriculum for the new program should be developed in collaboration with the relevant associations. 3. The learning outcomes for the new mixology program could include:

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 Communicate effectively with patrons and co-workers;  Perform accurate beverage cost, cash and inventory calculation;  Maintain a high standard of safety and sanitation practices;  Prepare and serve an assortment of non-alcoholic and alcoholic beverages;  Apply basic knowledge and skills of responsible service of alcohol;  Apply bartending knowledge and skills acquired in a practical setting. 4. Implement a three-section culinary apprenticeship program in partnership with Government (either develop a program or adopt an existing program).

CONTINUING EDUCATION HOSPITALITY PROGRAMS

Implement training in the following levels of education and training  Line level;  Just in Time skills;  Supervisory training;  Management/Leadership.

ASSOCIATE DEGREE, PRIMARY EDUCATION

1. Student Enrollment  The dean, in consultation with the academic planning committee, should set, monitor, and evaluate enrollment targets annually.  The department head should monitor and evaluate student course and program success annually.  The dean, in consultation with the academic planning committee, should adjust or discontinue course and program offerings in accordance with enrollment/completion/ employment data, as dictated by the Department of Education.

2. Program Review  Implement an internal annual program review process in order to monitor student enrollment and success as well as to seek curricular efficiencies. For example, this curriculum can be reconciled with the Associate Degree (Early Childhood Education) in order to identify common courses.

3. Development of Complementary Programs  In collaboration with the Department of Education, identify, develop, and deliver short courses and workshops in response to local concerns and the need for teachers to update their skills. Potential topics include Teacher Support, Behavior Management, and Special Education.

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 Engage the Department of Education to determine need for certificates in these areas and to identify other potential complementary programs.  Prioritize the potential programs and develop schedule for launching.  Undertake curriculum development for highest priority new programming. This would be a good project for developing the curriculum development capability of ACC faculty.

ASSOCIATE DEGREE, EARLY CHILDHOOD EDUCATION

1. Student Enrollment  Evaluate current and projected enrollment annually.  If enrollment is projected to remain low then continue to adjust delivery by accepting cohorts every second year; suspend the program if the level of student interest drops below a feasible target.

2. Program Review  Implement an annual program review process (the accompanying Tool Kit includes information on MI’s program review policies and procedures) and provide feedback to JBTE at its annual program review meetings.

3. Development of Complementary Programs  Consider access programming for the large number of ECE teachers in Anguilla who do not meet the program entrance requirements for the Associate Degree, Early Childhood Education; such a program would provide those practitioners with necessary skills and would enhance their competence; one possibility is the BTEC offering.  Engage the Department of Education to determine need for these and other certificates and to identify other potential complementary programs.  ACC faculty have identified potential complementary certificate programs in ESL, special education and ICT; prioritize the potential programs and develop schedule for launching.  Undertake curriculum development for highest priority new program; this would be good project for developing the curriculum development capability of ACC faculty.

POST-GRADUATE CERTIFICATE IN EDUCATION (PGCE)

Based on PGDE information gathered prior to the change to a certificate-level program and the findings of the consultancy tasked with reviewing this program in-depth, recommendations for this program include: 1. Determine the number of educators in the Anguillian education system requiring this certification. This would appear to be information which the Department of Education would have readily available. This information would provide ACC with the exact size of the student pool for the program and therefore the life expectancy of the program.

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2. Continue to offer the existing curriculum with any normal adjustments which may be required to maintain currency. The defined and limited student pool combined with the lack of program accreditation means that the program will have only a limited lifetime. Allocation of significant resources to make a major change in the curricula would therefor likely not have sufficient payback to be justified.

3. Concentrate efforts on obtaining a pathway to an accredited postgraduate program. This pathway could be to a master’s degree program at UWI or at another university outside of the Caribbean region; resources allocated to this process could provide a good return on investment for ACC. If a pathway can be developed then:

 There would be demand from graduates and current students for the bridging program to the accredited program;  There would be an opportunity for ACC to adjust the current program and offer it as part of the accredited program on a long term basis.

ASSOCIATE DEGREE, BUSINESS STUDIES

1. Develop a career path supported by industry.

 Meet with industry representatives to review program.  Make any required adjustments to the program, within curriculum parameters, to ensure program outcomes will meet industry needs.  Obtain industry endorsement for the Pearson program.  Develop an agreement with industry regarding program promotion and initial employment of graduates.

2. Enhance Student Enrollment level in BTEC HND in Business.  Develop new promotional package for BTEC HND in Business program. o Brochure o Radio ad o Sign  Re-launch program. a. Announcement/press release with industry  Direct recruitment for current high school students.  Identify as many former Form 6 graduates as possible and provide them with HTM program information.

3. Support higher retention and graduation rates.  Survey former students to determine why they did not complete their programs.  Meet with current students to identify academic and quality of student life issues which may lead to non-completion of the program.  Based on results of (i) and (ii) above, implement measures to address academic and quality of student life issues which have been identified.

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ASSOCIATE OF SCIENCE DEGREE IN MANAGEMENT INFORMATION SYSTEMS

1. Make a formal decision to terminate the MIS program. 2. Once this decision is made then effort should be directed toward ensuring that obligations to the two students documented as continuing in the program are also met as efficiently as possible. This may be as simple as obtaining a release from the students or may involve reaching some arrangement/settlement with the students. In the latter case this may require funding, but it should be just a fraction of the cost if ACC were to be required to train out these students.

ASSOCIATE DEGREES 1. As the BTEC associate degree pool of candidates is limited to those who meet the entrance requirements, it is recommended that ACC defer commencing new associate degrees. In the interim, they can focus on moving to the new campus, the Form 6 transition, and TVET training.

The reasons for this recommendation include:  the very limited pool of qualified students;  the low recruitment rates experienced by existing associate degree programs;  the low retention and graduation rates experienced by existing associate degree programs;  the concern expressed about the level of interest in the Pearson BTEC;  the lack of any substantive demand for additional associate degrees identified by industry and government leaders during consultations;  the degree of choice for academically eligible students regarding the number of institutions in other jurisdictions with similar programming;  the need to serve the greater proportion of the Anguillian population by investing instead in affordable and sustainable TVET programs.

NEW TVET PROGRAMS 1. Implement effective PLAR mechanisms (an example is included in the Tool Kit). 2. Develop an assessment and guidance framework with a literacy/numeracy assessment model and a PLAR model. 3. Implement an Adult Basic Education (ABE) program to provide math and language upgrading opportunities to future students. 4. Consider GED-type testing, bridging programs, and English as a Second Language (ESL) programming. 5. Explore science, technology, engineering, and math (STEM) programming. 6. Collaborate with Government around occupational standards and requirements for technical education and trades training. 7. Consider a joint committee with Government tasked with developing:

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 A plan for regulating trades and credential requirements in Anguilla;  A plan for ACC trades program development including timelines that correspond with Government’s initiative to regulate trade occupations;  A plan to achieve pan-Caribbean credential recognition (CVQ) for TVET graduates;  A plan to allocate appropriate facilities for trades training at the new ACC campus.

CONTINTUING EDUCATION 1. If approved, the Division of Lifelong Learning and Community Engagement at ACC will need to champion community engagement and to promote the College’s ability to meet the training needs of the Anguilla community. 2. The new Division of Lifelong Learning and Community Engagement, should be positioned to raise the ACC profile and generate revenue. This new division would be key to ACC growth, reputation, and community engagement and marketing. 3. ACC will require a needs assessment protocol and curriculum development expertise. This would enable the College to develop new short courses that are responsive to training needs in the labor market and to bundle assorted courses into customized packages. 4. ACC will also need a pricing formula tied to course duration and materials/facilities costs. Such a formula will allow the division to be a revenue generator and community outreach/developer.

FORM 6 AND TECH 6 1. Reduce the number of course options for Form 6 at ACC. 2. Consider adding specific, specialized facilities at the new ACC campus to meet Form 6 needs (e.g. a multi-purpose lab to teach chemistry, biology, physics and environmental science; additional computers, drawing tables/AutoCAD). 3. Consider dedicated student support services for Form 6 students at the new campus. 4. Adapt ACC’s approach to Form 6 students who may require more encouragement and support to attend classes and complete course loads than post-secondary students; consider teacher professional development that would help foster a more student-centered approach. 5. Determine whether new instructors will be hired or if instructors from the high school will commute between ACC and ALHCS. 6. Once decisions are made regarding course number and variety, additional academic staff will be required.

POTENTIAL FOR NEW PROGRAMMING AREAS

FISHERIES 1. If decided that the artisanal fishery is an area of potential programming, a survey of fishers could be undertaken to determine needs and interest within the community.

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2. If need and interest was there, a series of community-based courses could be initiated in topics such as:  Personal safety and survival;  Boat safety;  Boat maintenance;  Fishing gear;  Fishing techniques;  Navigation. 3. A cadre of master fisheries could be trained to train others. 4. Developing capability to allow the utilization of the 200-mile exclusive zone (EEZ) would be a longer-term goal that would require considerable supports that are not yet available in Anguilla.

MARINE TRANSPORTATION 1. Consider and investigate the possibility of linking with a UK maritime academy to deliver programming, training, and certification related to marine transportation.

BOAT BUILDING 1. Consider development of training in this area. 2. Consider possibility of working with Government to develop a system to recognize and certify the transfer of knowledge from current boat builders to others; this might be an area for development funding and ACC could investigate potential funding, proposal preparation, and the delivery of human resource development initiatives.

TEACHING & LEARNING: FACULTY 1. There is a need for certification and support for part-time/adjunct instructors, requiring in-house professional development. Demand areas include adult education, instructional methods, best practices and assessment. ACC could consider making a certain number of credits required over time, tied to pay. There is also a need for more workers who are certified in trades. 2. At this point in the College’s development, appropriate faculty hiring should be of higher priority than investment in management or administrative positions. 3. It is the consulting team’s opinion that ACC requires a minimum of 10 full-time faculty members in order to provide the basis for long term development of a viable full-time academic institution. While this number is still low, it will provide the minimum critical mass needed to anchor current program delivery, to lead program development/expansion efforts, and to provide for transition to full time programming. 4. Hiring standards for full-time faculty should be established based upon program level and course discipline. Section 5.3.2 of the OMP outlines proposed minimum standards for hiring faculty. 5. The recommended new Division of Lifelong Learning and Community Engagement to be established at ACC should be managed by a new hire with skills in curriculum development as well as business

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and entrepreneurship, who would be in a position to identify training needs and work with subject matter experts to develop short courses, training programs, and workshops.

STUDENTS 1. Develop a public awareness strategy that also addresses the benefits of technical and vocational training and which demonstrates the educational and material benefits of skilled trades and technical education can help to support the community college and the benefits it can bring to the community. Specific promotional initiatives are outlined in Section 9.5: Public Relations and Marketing.

2. Academic support:  Provide strong program advice in a timely manner.  Cultivate effective methods of communicating student program information and academic support information. E.g. student manual/ handbook available in a number of different modalities.  Use a holistic model of program development that includes academic planning and infrastructure. Enabling the requirements for various types of infrastructure to be included in the course planning ex: essential laboratory requirements, classroom materials.  Regulate course and program evaluation and operationalize a mechanism to implement/ acknowledge student feedback.  Ensure that essential teaching resources are available ex: library resources.  Provide personal, career, and academic counselling, especially with addition of F6/Tech 6 students.  Develop college skills and student success workshops to increase student achievement and persistence.  Ensure that there is continuity in course content.  Work together to ensure that timing of semesters work is coordinated.

3. Financial support:  Develop a support plan that provides students options of how to address financial concerns over time, before they start a program.  Investigate with Government the possibility of developing a loan and grant package for students.  Develop a plan to fund scholarships and bursaries for students (more on this in Section 7: Community Engagement).

4. General Student Support  Ideally ACC would engage a student support specialist but in the absence of financial resources, current academic and support personnel could take responsibility for required initiatives.  An initial step could be the establishment of a Student Affairs Committee led by the Dean and the Registrar.

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 Among the first initiatives addressed by such a Committee should be the planning and delivery of orientation for all new students.  The new site should ideally including a comfortable student “collision” space to provide students with an opportunity to gather and engage informally outside of the classroom setting.

5. Career Success  Consider options for developing career success efforts to support students such as career support seminars (resume building, interview preparation, etc.), and the development of a work term program that will enhance employer and industry engagement and build linkages for students.

COMMUNITY ENGAGEMENT PLAN

1. Undertake literacy and numeracy outreach; this could initially take the form of a pilot project in a selected community to offer an outreach program at a community centre. 2. Undertake fisheries outreach; this could involve undertaking a needs assessment to determine education and training needs in the community and look to “master fisherman” in the community as potential trainers. 3. Include work terms and internships in programming. 4. Undertake consultations with industry to identify specific industrial education and training which would support productivity enhancement and sector growth; support current community engagement of faculty and staff. 5. Hold semester-based (as opposed to quarterly) events. 6. Provide public access to ACC facilities and resources. 7. Enhance public involvement in decision-making regarding key public issues. 8. Develop formal linkages with community organizations. 9. Involve community in events and celebrations. 10. Connect and engage with alumni (long-term). 11. Investigate the potential for Advancement Funding.  Develop a listing of potential projects to be supported by advancement funding. The potential projects should generally be attractive to potential donors and be diverse to recognize varying areas of interest and funding availability, such as:  Naming Opportunities – whereby donors make unrestricted contributions to the College for the right to be able to name facilities or academic units. Example – naming of the new ACC campus.  Student Support – whereby donors can make directed contributions to student success or student life. Example – a general scholarship fund or individual scholarship funds named by the donor.

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 Capital Support – whereby donors can make directed contributions to support expansion of the College physical plant.  Identification of potential donors. ACC should concentrate on identifying three groups of potential donors:  Anguillians of wealth who might wish to leave a lasting legacy  Ex-patriate Anguillians who have had successful careers elsewhere who might wish to make an investment to recognize their roots  Long term visitors to Anguilla who might wish to make a contribution to the long term sustainability of the island and its people.

 Once this initial work is completed then ACC should engage an Advancement professional to prepare a customized implementation plan for approaching potential donors.

RESEARCH PLAN

It is recommended that: 1. ACC not include an expectation to undertake research in the workload of faculty members until a critical mass of qualified faculty members are in place and the Colleges academic programming suite has been fully developed. This recommendation should be reviewed in five years. 2. ACC investigate with the Government of Anguilla the viability of creating a research unit separate from the academic mandate of the College.

TECHNOLOGY PLAN

GENERAL 1. Continue the relationship with the Government of Anguilla IT Department for the provision of networking, directory services, virtual servers, and desktop support. 2. Develop a formal Service Level Agreement (SLA) that clearly outlines scope of responsibility, primary contacts for each party, and response times. The SLA should describe a formal communications protocol that would enable ACC to clearly define their short and long term goals. 3. ACC should proceed immediately with the recruitment of a Senior IT position (job description is provided in the Tool Kit).

ACADEMIC AND STUDENT SERVICES 1. Conduct a detailed gap analysis of ORBUND service. In the short term, ACC should work with the vendor to prioritize and resolve these gaps.

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2. Develop and use in SIS data entry a standard data definition related to student and course records be to ensure consistency in student, assessment, course, and completion records. This definition should then be applied to existing records. It is anticipated that this activity will resolve a significant number of the data integrity issues that exist in the current ORBUND system. 3. Review current Student information Systems available in the marketplace. Some of the factors that ACC should consider when selecting a SIS are:  Cost  Privacy/Security of Student Records  Integrations with Financial Systems/LMS/HR  Reporting Facilities  User Interface  Student/Faculty/Admin Access  User Interface 4. Review SonisWeb as an alternative to ORBUND. 5. Adopt Office 365 for cloud services for faculty, students, and staff. 6. Plan for for an annual refresh of student computers, with an aim to replace all systems every three years. 7. Consider a reconfiguration of student computers to provide a traditional computer lab for the purpose of instruction and also a cluster of computers that can be used for independent work, particularly after regular working hours. 8. Undertake an initiative to implement an Active Directory service for ACC students, which will require direct involvement from the Government of Anguilla IT Department and will result in a single identity for students accessing computer resources on campus and, if Office 365 is adopted, integration with Microsoft Cloud Services. 9. Review provisioning and deprovisioning of access once students leave to ensure that information remains current, and only currently enrolled students have computer/software access. 10. Implement a print service for students.

ADMINISTRATIVE IT SERVICES 1. Human Resources:  Conduct an analysis to determine whether the cloud-based HR services being implemented by the Government of Anguilla represents an opportunity for ACC, particularly for performance management. It is recommended that an analysis be undertaken to determine if this new HR system is available to ACC and that there is benefit in adoption.

2. Finance:  Continue to use SAGE 300 for Finance functions until such time as a decision is taken on the Student Information System. Upon SIS implementation or enhancement, Finance

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functions should be reviewed with an aim to fully integrate student records and provide online services for students.

3. Marketing and Communication:  Undertake a website re-design with an aim to provide a student focus, including up-to-date program information, student related forms and news. In addition, the website should also provide links to all student related IT services, including ORBUND and Canvas.  Continue to support the Registrar’s office initiatives to enhance ACC’s website and social media strategies by providing PD opportunities and time for these important initiatives. It is noted that tremendous capacity exists in the Registrar’s office in the use of Wordpress and social media.

4. Information Management and Protection:  Develop a policy on information management and procedures for the collection, retention, and disposal of records, particularly student records. As part of this work, a standard data catalog, or schema, for student records should be developed.  Create, under the auspices of the Registrar’s office and working with the Government of Anguilla IT department, an Active Directory targeted for students at ACC, with the aim to provide a single user id and password for students accessing IT resources at ACC.  As Cloud based IT services are implemented for Anguilla Community College, security and privacy require careful attention. Review contracts with IT providers to ensure that data stored in the cloud is secure and not shared with other third party providers and is stored in a manner that adheres to all government regulatory requirements. Desktop and mobile devices should employ encryption for all communications with external IT services and be protected by anti-virus and malware prevention software.  Review agreements with the Government of Anguilla IT Department and Vendor IT Services to ensure that data is properly backed up and stored in an offsite location. Disaster Recovery procedures should be in place. Consideration should be given to testing the backup procedures on a periodic basis.

5. Administrative Support:  A refresh of staff computers be planned over a three to four year cycle to ensure that computing resources for ACC staff remain up-to-date and provides the requisite computing capacity to carry out their responsibilities. An annual budgetary amount is allocated accordingly.

 While ACC utilizes the GOA ticketing system for placing IT support requests, a formal service agreement with the Government of Anguilla IT Department should be implemented that includes the scope, prioritization and acceptable response times for resolution of IT support requests.  Staff IT training, including specific skills for particular software applications and digital literacy should be encouraged and supported. Fortunately, there is an availability of effective and cost effective online training offerings such as lynda.com.

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EDUCATIONAL TECHNOLOGIES 1. Review classrooms at the current location to ensure that they are satisfying the needs of the instructors who use these facilities. Instructor and student feedback should be solicited. 2. Permanent desktop computers should be installed in all existing classroom facilities. 3. Planning for the new campus should include the provision of the following equipment in each of the classrooms:  Projector with screen or flat panel monitor  Desktop computer, including monitor and connected to the network  Laptop/device input to the projector  DVD/CD player  Speakers for program audio  Document Camera  AMX control system with touch panel

4. Establish an informal learning space at the current campus location for students to use for study and collaborative work. 5. Include in the planning for the new campus the provision of one or more informal learning spaces which includes ample power sources for students wishing to recharge their devices and furniture that facilitates individual and group work. 6. Adopt Instructure Canvas as LMS. 7. Incorporate use of Canvas into all courses at ACC. 8. Finalise MOU with Library Services and initiate plans to implement the shared services. 9. Determine if EBSCOhost is useful and if so, negotiate a new license that includes the needs of ACC and Library Services. 10. Provide Library Services education to students at the commencement of their studies. 11. Implement Optimum Control Restaurant Management Software. 12. Acquire a Microsoft Office 365 educational license. 13. Review digital literacy skills of students as part of the transfer of Form 6 students at ACC, to identify learning modules that could be offered to ACC students in order to improve their digital literacy skills. 14. Collect, catalog, and make available through Instructure Canvas free online digital literacy resources. 15. Implement a mandatory training program in the use of technology in Teaching and Learning which could be incorporated into a broader Teaching and Learning professional development program. 16. Encourage and support faculty to undertake online Teaching and Learning programs. 17. Define and communicate IT support protocols for faculty. 18. Develop and deliver a blended model of delivery for the design and update of programs. 19. Pursue a cooperative arrangement with University of the West Indies (UWI) or seek out other partners to develop capacity.

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INFRASTRUCTURE 1. Initiate a project to segment the ACC network form the main network to create a VLAN that will permit students to avail of the network services more effectively, including the provision of reliable wireless networking. 2. Advocate for the provision of high speed connectivity through Caribbean Knowledge and Learning Network (CKLN) or OECS. 3. Budget for network infrastructure and review at new site such as routers, network switches, and wireless access points. 4. Form a committee to focus on technology facilities, and to develop a budget for these technologies. 5. Create an informal student space for computer use including adequate power sources, computer desktops and furniture that permits individual and collaborative activities. 6. Avoid extensive facilities to house server infrastructure.

ADMINISTRATIVE SUPPORT PLAN

FINANCE 1. Develop policy and procedures on roles and responsibilities for entering information in ORBUND 2. Risk management policies and procedures should be review annually. 3. Develop policies and procedures on responsibilities regarding payment of tuition. 4. Develop policies and procedures on supply chain management. 5. Better monitor and integrate financial activities of the Zenaida Café. 6. Improve budgeting documents. 7. Incorporate findings in audit reports into the accounting policies and procedures manual. 8. A governance and organizational structure has been proposed for implementation (see OMP). 9. A number of financial performance indicators have been proposed (see OMP).

HUMAN RESOURCES 1. Staffing and Organizational Alignment:

 Proceed with the recruitment of a Human Resources Manager to provide leadership and direction to the Human Resources unit and strategic human resources advice to the leadership team at the College. If this is not possible due to fiscal restraints ACC should explore the possibility of seconding a trained Human Resources professional from the government of Anguilla to develop basic human resources policies and practices for the College. This secondment should be for a minimum of 12 months.

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 The organizational structure of the full administrative support function is dealt with in some detail in the Finance and Budgeting OMP. As noted there, Human Resources is typically a sub-unit of Administration in most colleges and universities. The current ACC structure that has Human Resources reporting directly to the Office of the President is unusual. If ACC is in a position to hire an experienced human resources professional in a leadership role it is recommended that the organizations structure be adjusted and the HR department be moved under, but be physically located separately, from the Director of Finance and Administration.  It is recommended that the human resources department be moved to another more secure location in the College to ensure confidentiality of human resources information. If this is not possible in the current rented facility it should be included in the facility management plans for the new building.  It is recommended that all College employees and board members who handle confidential personal information be required to sign confidentiality agreements. An example is provided in the Tool Kit (Confidentiality Agreement).

2. Recruitment: continue with the development and implementation of a probationary review process for new employees; his should include training for management employees regarding how to conduct the probationary review and specifically how to deliver constructive feedback.

3. Classification and Compensation: continue with the implementation of the independent consultant’s recommendations.

4. Training and Development  It is recommended that ACC start a process of annual meetings between managers and their subordinates to identify training/education or other developmental initiatives that would enable employees to better perform the duties of their current positions and potentially prepare them for promotional opportunities.

 It is recommended that ACC plan some activities that would contribute to creating a sense of team at the College. This might include strategic planning activities, professional development sessions open to all employees and employee social activities where employees can better get to know one another in a social versus business environment.

 The vast majority of Instructors at the College are part-time employees whose primary job is in industry. These Instructors have impressive technical education and/or certification but are not trained educators. This is a common situation in colleges and universities. It is recommended that ACC develop a short program that provides Instructors with the basic skills necessary to enable them to effectively communicate their considerable technical and industry knowledge and experience to their students. Providing these basic skills to the Instructors should make them more effective teachers and also make their jobs easier. It should also result in a more consistent education and learning experience for students. This program should be mandatory for all instructors who do not have formal teacher training certification.

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 It is recommended that ACC develop an orientation process for all new employees. Because colleges recruit, to a large extent, from business and industry, the orientation program should include the unique features of higher education.

5. Policy Development

 Edit the Faculty/Staff Handbook to reflect administrative staff issues as well as faculty issues.

 Address the policy issues noted above in the handbook, if not already (e.g. orientation), and further developed if already included in the handbook (e.g. confidentiality).

 Senior management should be consulted about the content of the handbook.

 When completed the Handbook should be reviewed by senior management, the board, and legal counsel prior to being implemented.

 That once adopted, a copy of the Handbook should be provided to every employee.

6. Move to New Campus

 Recruit a maintenance/custodial worker to coincide with the move to the new campus.

 Determine what level of campus security is required and recruit for campus security personnel to coincide with the move to the new campus.

 ACC management personnel should receive an orientation to the terms and conditions of employment for the teachers transferring from the high school. This orientation will provide ACC management with the information required to fairly manage these employees. This orientation should be provided by the individual(s) at the high school or from the Government of Anguilla department that is responsible for employee/labour relations as they pertain to teachers in the secondary school system.

 ACC management should determine where the teacher collective agreement differs from the terms and conditions of employment of current ACC instructors and ensure that managers understand the operating implications of these differences.

PUBLIC RELATIONS AND MARKETING 1. Update Current PR and Marketing Strategy a. Review current marketing strategies and activities

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b. Meet with various sources of media in Anguilla to brainstorm about marketing and outreach ideas c. Research demographics through community outreach; identify specific target audiences d. Create a list of the values and qualities of ACC e. Create a “core message” for ACC that depicts values, strengths and will get the attention of the target audience for use in all advertising, press releases, marketing materials and events f. Identify key messages for each target audience group g. Review budget and staff resources allocated to PR and marketing h. Create a list of relevant, efficient and cost-effective mediums through which to convey the messages i. Develop a marketing campaign regarding the effectiveness of TVET

2. Brand Identity and Positioning a. Research logo designs and design costs; update current logo in order to improve brand recognition. b. Determine a visual identity by indicating font size and style, colour palettes, email signatures and logo placement; create visual identity guidelines identifying font, size, style, and colour palette for all marketing materials. c. Create a list of positions and costs for signage in various strategic parts of the island; identify key brand positioning on the island for signage and other marketing materials d. Implement branded outreach

3. Implementation of PR and Marketing Strategy a. Create a list of current and past student ambassadors to help promote ACC and its offerings b. Interview/meet with students to create a student ambassador strategy c. Create an email distribution list of human resources personnel in the tourism industry d. Connect directly with industry through email distribution, presentations for employers and employees and print material visibility in businesses for current employees. e. Identify contests and other ideas to engage current and past students; use built-in resources at ACC through class projects and contests to create awareness f. Use social media effectively for a cost-effective way of marketing g. Create an updated list of current programming offerings; showcase ACC programs h. Involve industry as a core partner in programming i. Hold a faculty meeting to identify potential student projects which could be used for marketing purposes j. Use the media attention of the newly appointed ACC President to stress messaging about ACC’s new developments and implementation of the Operational Master Plan. Ensure this is done through press releases, social media, traditional media (brochures, newsletters), website and local events k. Showcase ACC by inviting the community on-campus in an Open House atmosphere where programming, successful alumni and employers are highlighted to the public

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l. Engage in community outreach by doing school visits, company visits and attending community events using brand identity and messaging to attract prospective students and demonstrate ACC’s success to the public m. Hold a photo contest (with prizes) showcasing the beauty of Anguilla (e.g. your favourite island location). This may not directly showcase ACC but will create a sense of community and strengthen the core audience and sense of pride in ACC and the communities it serves. Use social media to promote and house content. n. Publicize all events and milestones o. Hold campaigns such as photo contests

ZENAIDA CAFÉ PLAN

1. The plan for the Café to operate as a full-time café, operated by students, is overly ambitious according to the Consultant; product waste, inconsistent student availability, and low margins are a deterrent to this plan. 2. The Consultant has provided 2 related concepts for the establishment of the Café. ACC must decide which elements are most aligned with its academic plan and financial position. 3. ACC must determine what the success of the Café will mean for them. Definitions might include revenue, number of students trained, or other factors; whatever the choice, ACC must develop metrics in order to measure that success. 4. Programming must be developed at ACC to meet the training capacity of the Café; the Café must fit with the training model and curriculum/learning outcomes in order that it align with the ACC academic plan.

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CONTACT INFORMATION

MARLENE POWER, KEVIN CLARKE BILL CHISLETT INTERNATIONAL PROGRAM OFFICER, TECHNICAL LEAD DIRECTOR, MI INTERNATIONAL MI INTERNATIONAL

+1.709.778.0642 [email protected] +1.709.778.0558 [email protected] [email protected]

COMPANY INFORMATION

MI International Fisheries and Marine Institute of Memorial University of Newfoundland 155 Ridge Road St. John’s, NL A1C 5R3 Canada +1 709.778.0484 www.mi.mun.ca

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