TRANSITION TEAMS

 

 

General Role of Transition Teams

 

The principal objective of the Transition Teams is to support the Management Team and assist in establishing an efficient, effective and unified college system for Dominica.  The Management Team ensures that recommendations contained in the Report “The Re-development Plan for the Dominica College” and approved by Government, will be fully implemented.

 

Transition Teams will also work closely with and under the direction of the Principal OECS Consultant, Dr. Hilroy Thomas, the Ministry of Education, Planning and Technical Coordinator, Mr. Zachariah Pollock, and various resource persons, committees and consultants, to facilitate a transparent and fair process in which there is optimum participation from all stakeholders. 

 

The Transition Teams will operate within their Terms of Reference and provide advice to the Management Team accordingly and in a timely manner. 

 
 
Transition Team # 1
 
FACULTY OF INFORMATION TECHNOLOGY

 

To provide advice to the Management Team on:

  1. A framework for defining the structure of the programmes in the new Faculty. That framework should also provide a rationale for creating a the Faculty or integrating its programmes with another Faculty.
  2. The type of courses at the Associate degree and Certificate level to include in a programme in Computer Information Systems.
  3. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course and the number and type of credits that may form part of an Associate degree or Certificate programme.
  4. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  5. Phasing in of new academic programmes.
  6. A harmonized OECS programme in Information Technology developed along the lines of the Centre of Specialization to allow the Dominica College to offer the Associate Degree with particular specializations.
  7. Admission, registration and enrollment requirements.
  8. Non-personnel resources needed for start-up and for future needs (library, electronic, facilities).
  9. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources.
  10. Other personnel needs of the Faculty.

 

 

Transition Team #2
 
FACULTY OF AGRICULTURAL AND ENVIRONMENTAL SCIENCES

 

To provide advice to the Management Team on:

1.      A framework for defining how the current Agricultural programme of the CDCC-Technical Department could be transferred to the new Faculty, expanded and upgraded.  That framework should also provide a rationale for creating a new Faculty or integrating it into another programme.

  1. The development of Associate degree and Certificate programmes in Business Agriculture, Natural Resource Management, Extension Workers Development, Agro Marketing, Management of the Environment and Horticulture. 
  2. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course and the number and type of credits that may form part of an Associate degree or Certificate programme.
  3. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  4. A scheme for phasing in of new academic programmes.
  5. A mechanism to enhance the Faculty’s readiness to become a Centre of Specialization in Agriculture within the OECS, including the readiness to foster sub-regional cooperation in tertiary education by promoting itself as a center of specialization in the agricultural sector of the OECS economy.
  6. Admission, registration and enrollment requirements.
  7. Non-personnel resources needed for start-up and for future needs (library, electronic, facilities).
  8. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources.
  9. Other personnel needs of the Faculty.

 

 

Transition Team #3

 

FACULTY OF CONTINUING AND ADULT EDUCATION

 

To provide advice to the Management Team on:

  1. A framework for defining programmes and implementation plans for the new Faculty.  That framework should also provide a rationale for creating the Faculty or integrating its programmes with another Faculty.
  2. The types of credit and non-credit courses to fit the individual needs and lifestyles of the adult Dominican population.
  3. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course, and the number and type of credits that may form part of an Associate degree or Certificate programme.
  4. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  5. The type of professional and special interest courses that will allow the Dominican adult to explore new topics and brush up on job skills.
  6. Opportunities for adults to enjoy personal learning experiences.
  7. Opportunities to pursue a degree or certificate programme at ones own pace and at times and places convenient to the adult learner.
  8. Opportunities for adults to earn college credits for life and work experiences through a programme of assessing experiential learning.
  9. Phasing in of new academic programmes.
  10. Admission, registration and enrollment requirements.
  11. Non-personnel resources needed for start-up and for future needs (library, electronic, facilities).
  12. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources.
  13. Other personnel needs of the Faculty.

 

Transition Team #4

 

FACULTY OF HOTEL AND BUSINESS ADMINISTRATION

 

To provide advice to the Management Team on:

  1. A framework for defining programmes and implementation plans for the new Faculty.  That framework should also provide a rationale for creating the Faculty or integrating its programmes with another Faculty.
  2. The development of Associate degree and Certificate programmes in Business Administration, Programme Management, Accounting, Office Administration, Tourism & Hospitality Management, Culinary Arts and Food & Beverage Management. 
  3. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course, and the number and type of credits that may form part of an Associate degree or Certificate programme.
  4. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  5. How to integrate Government’s plans to construct a Hospitality complex under the STABEX funding scheme in the programmes of this proposed Faculty.  Those plans should be re-examined within the general context of the re-development of the college system.
  6. A harmonized OECS programme in Hospitality & Tourism developed along the lines of the Centre of Specialization (OECS) to allow the Dominica College to offer the Associate Degree with particular specializations.
  7. Phasing in of new academic programmes.
  8. Admission, registration and enrollment requirements.
  9. Non-personnel resources needed for start-up and for future needs (library, electronic, facilities).
  10. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes and strategies and criteria for obtaining those resources.
  11. Other personnel needs of the Faculty.

 

 

Transition Team #5

 

FACULTY OF NURSING AND HEALTH SCIENCES

 

To provide advice to the Management Team on:

  1. A framework to integrate the Faculty of Nursing into the general programmes of the College so as to facilitate a unified College curriculum.
  2. The conversion of the Nursing School to the Faculty of Nursing and Health Sciences, with all the functions and structures afforded similar Faculties at accredited institutions overseas, including the OECS.
  3. The development of curriculum for an Associate of Nursing degree programme.
  4. Standards of instruction and content of curriculum for programmes and courses consistent with those at accredited regional institutions, including the OECS.
  5. Which existing courses in need of re-development and which programmes and courses to retain and which to phase out.
  6. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course, and the number and type of credits that may form part of a Certificate or Associate degree or Certificate programme.
  7. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  8. The determination of which professional courses can be offered outside of the physical facilities of the Faculty.
  9. The types of upgrading courses to be developed for nursing practitioners, to be delivered outside of the physical facilities of the Faculty.
  10. Short Certificate courses in specialized areas of Health Care Services (technical, clinical and managerial) that can be offered through the Faculty of Continuing and Adult Education.
  11. A list of outside accredited institutions that offer the Bachelors degree in Nursing who could provide programme input to facilitate the seamless transfer of graduates to the Bachelors degree in nursing overseas.
  12. The feasibility of offering, in Dominica, the Bachelors degree in Nursing and a Bachelors degree in Health Care Management, in collaboration with accredited overseas institutions.
  13. Structural or bureaucratic impediments to the transfer of ownership of the Nursing School/Hostel from the Ministry of Health to the Board of Governors of the Dominica College.
  14. The transfer the employment (teaching and supervision duties) of the teaching staff of the Nursing School to the employment of the Dominica College (as full-time, part-time or adjunct, as necessary), ensuring adequate of commensurate compensation, and no loss in income, benefits or advantage.
  15. Re-classification of the teaching staff of the Nursing School, and sensitive to the incumbents’ current pay scale, rank and status.  This should be undertaken in collaboration with Transition Teams # 6, 7 and 8.
  16. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources.
  17. A review of the adequacy of liability insurance for students and staff.
  18. The professional development and other needs of teaching and supervisory staff of the proposed Faculty of Nursing and Health Sciences.
  19. How such training may be developed, acquired or facilitated.
  20. The adequacy and needs of the clinical and lab facilities, and other resources of the proposed Faculty.
  21. The criteria for affiliation for the Faculty’s programmes with internationally recognized associations and agencies.  This should be undertaken in collaboration with Transition Team #11.
  22. A list of possible internationally recognized associations and agencies with which the Faculty could affiliate.  This should be undertaken in collaboration with Transition Team #11.
  23. Possibly enhanced roles (and mechanisms for further involvement) for the Caribbean Nursing Council in the new Faculty’s programmes.

 

 

Transition Team #6

 

FACULTY OF EDUCATION

 

To provide advice to the Management Team on:

  1. A framework to integrate the Faculty of Education into the general programmes of the College and to facilitate a unified College curriculum.
  2. The conversion of the Dominica Teachers Training College to the Faculty of Education, with all the functions and structures afforded similar faculties at accredited institutions, including the OECS.
  3. The numbers and types of teachers in the education system who are still untrained and uncertified.
  4. A framework to develop and upgrade curricular and other programmes and services consistent with other similar Faculties of Education overseas, focusing on teaching methodology, foundation and professional courses.
  5. The manner in which the existing “Teachers College Building”, located at Bath Estate, can provide professional educational courses, training and other related services to teachers, as well