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ISATS Jamaica Developmental Evaluation Report for Programs (1).pdf

Decent work can only be achieved through concerted effort by government, the private sector and society at large, working together towards a comprehensive and better coordinated skills development approach for the entire nation. A skilled workforce will obtain decent jobs, and decent jobs across all economic sectors will carry the growth of the country’s economy. It will alleviate poverty, improve health and, amongst others, enhance the quality of life for all. The changing socioeconomic and political positioning of nations, occurring within a rapidly transforming world and in the context of shifting geopolitics, has forced many nations to work together more closely. The idea is to learn from each other and to use international platforms available for the development of mutual solutions. The incorporation of gender as an analytical tool or framework for analysing, understanding and developing national and international policies in no longer a nice to have but has become an imperative for all nations wishing to advance a more sustainable development approach for their societies.

Jamaica’s National Development Plan (JNDP) has a strong focus on outcomes that contributes to the pursuit of sustainable development. To this end, the JNDP stands on three specific dimensions of sustainability, which are fully integrated into the country’s Results-Based Management (RBM) Framework. The first dimension is made up of a two-fold approach aimed at delivering social goals. The second focuses on delivering economic goals and the third focuses on delivering goals related to environmental sustainability. The JNDP rests on four key national goals which in turn are translated into 15 national outcomes to be achieved by 2030. A closer look at these, reveal concerted effort to align the JNDP goals and outcomes to the realization of Sustainable Development Goals (SDGs).

A review of policy papers clearly shows strong commitment to have “Vision 2030 Jamaica serves as the axis around which efforts to achieve the Sustainable Development Goals will be organized” . Jamaica’s strong stance to align its Vision 2030 to the realization of SDGs is indicative of its intent to drive a policy paradigm that advances the 5 Ps (People, Planet, Prosperity, Peace and Partnership). The outline of its Medium-Term Socio-Economic Policy Framework (MTF) 2021-2024, SGD 5 which calls for gender equality and the empower of women and girls is featured in two of the four national goals. Goal 1: to empower Jamaicans to achieve their fullest potential and Goal 2: to have a Jamaican society that is fair and just. While one would imagine that Goal 3, which calls for a prosperous economy and Goal 4, which centres on ensuring a healthy natural environment, should also feature SGD 5, both Goals do not speak of SGD 5. Furthermore, the identified national outcomes of Goal 3 which specifically deals with the country’s economy makes no mention of the role of women, or how women will be positioned in the country’s drive towards a more stable macroeconomy, strong infrastructure, technology enabled society and internationally competitive industries.

This is an oversight in Jamaica’s policy development process, particularly within a context where various platforms of the United Nations have identified the empowerment and development of women and girls as the cornerstone of economic prosperity and for advancing sustainability in all facets of life. In its High-Level Political Forum on Sustainable Development, a sitting by Heads of State and Government adopted a Political Declaration under the auspice of the Economic and Social Council (ECOSOC) to undertake national reviews of progress in advancing SDGs over a three-year cycle from 2025 to 2027. In 2025, ECOSOC will look at national efforts aimed at “Advancing sustainable, inclusive, science- and evidence-based solutions for the 2030 Agenda and its SDGs for leaving no one behind” and the SDGs to be reviewed in-depth are Goals 3, 5, 8, 14 and 17. This is a good opportunity for Jamaica to submit its Voluntary National Review and participate in various forums schedule to deal with these topics in detail. The value in doing so will reveal that, despite having identified the need to integrate the develop and empower women and girls in the country’s goals for national development, the specific planned outcomes of each of these goals- including Goal 1 and 2 where SDG 5 is specifically mentioned- do not include development plans for promoting the empowerment and development of women.

Contrary to the targets of SGD 5, which promulgates an increase in the number of women serving in parliament and positions of leadership, the Cabinet of the Jamaica’s government is only represented by 5 women and primarily dominated by men. There is very little detail MTF document outlining how the implementation of Vision 2030 Jamaica will deliver one or several targets of SDG5. While it is common knowledge that women bear the brunt of poverty in many emerging and low income economies, Jamaica’s White Paper on Poverty Reduction, specifically the Jamaica Social Protection Strategy provide the overarching framework for social protection and poverty reduction interventions barely makes reference on plans for the alleviation of poverty for women and even though its own poverty barometer identified female headed households as the most affected by poverty. This calls for close scrutiny of Jamaica’s development policies and the location of women into important policy development processes. This also begs the question, in what way would Jamaica promote gender equity in international cooperation agreements if its own national development policies are very vague on the specific issue of the developing and empowering women and girls?

By its very nature, internationalisation fosters a climate of cooperation aimed at advancing mutually beneficial outcomes from working together and identifying a varied set of solution to a number of national and international challenges. Every country’s internationalisation framework for the higher education sector must be informed by clearly defined goals to advance national interest in the first instance and through that, be able to share knowledge or learn from others. The Jamaican higher education sector is designed, according to the University Council of Jamaica , to respond to the country’s changing human resource needs and yet, the MTF as an instrument designed to implement Vision 2030 does not make a single mention of how SDG 5 will be realized, how it will form part of the country’s transformation agenda and more importantly, what plans are in place to ensure that women occupy important leadership positions.

The development of each nation’s international education framework cannot be produced outside the development imperatives of that nation. Therefore, development policies of nations that do not have clearly identified programmes and framework for the inclusion of women in all sectors of the economy are but shortchanging themselves. There remains a glaring gap in Jamaica’s development policies for the advancement and empowerment of women. This limits the impact that international education specifically, and international cooperation in general, could have in supporting Jamaica’s policy imperatives where the advancement of gender equity is concerned. UNESCO , in collaboration with United Nations Women, institutions and civil society partners teamed up to promote women and girls in science, highlighting the global plight for including women and girls in scientific innovation initiatives. In advocating for the right of women and girls to be trained in science and having their ideas heard, these stakeholders saw this initiative as an important lever for development and peace across the world. Naturally, these aspirations must be reflected in national development policies of nations so that international education cooperation agreements can adequately feature and clearly identify the need to include women in major international funding initiatives for scientific research.

Notwithstanding its complicated system, the Jamaican higher education sector requires great articulation among institutions constituting the higher education system so that the system can effectively respond to the country’s changing human resources needs and skills development initiatives. With this change, there is room for correcting the missing role of women in important sectors and more specifically in the higher education sectors. Currently, there isn’t a single female Principal or Vice Chancellor in Jamaica’s 7 institutions characterized as universities. While there is a representation of women in the leadership of the college sector, equity targets are yet to be addressed. While the higher education sector is generally geared towards meeting massification targets and the aspect of differentiation frustrates institutional cooperation initiatives between institutions of higher learning, the glaring omission of women in important positions across institutions of higher learning is hard to ignore. With the dominance of private higher education institutions across the country, is increasingly difficult to inform the policy imperatives of higher education institutions and the extent to which their institutional strategies can be married to national development imperatives as opposed to the increasingly commercialization of higher education presented by transnational higher education approaches.

In conclusion, it is important that international education be understood as an important arm of a country’s foreign policy framework and as such, it must be regulated and supported by various organs of state. Furthermore, and given that education is an important public good, civil society organisations have vested interest in advocating and promoting the rights of women in higher education, science and innovation and in the grater development of a nations’ critical skills. Similarly, industry must play a major role in the development of skills and by extension of the country’s economic muscle, business cannot simply be a by stander in the skills development function of government and yet it stands to benefit the most as a major consumer of investments governments make in producing capable, adaptable and skilled workforce. Every country’s development policy outlook must be adequately aligned to all 17 SDGs and be able to actively participate in the international field as equal partners. Anything less will not help future generations.

Jamaica, a vibrant Caribbean island nation, has long been a hub for international students pursuing educational opportunities. As universities and colleges around the world expand their global reach, Jamaica, with its rich cultural heritage and deep connection to the African diaspora, has a unique opportunity to influence the field of international education. Yet, despite its potential, the programs that support international students—especially those focused on student affairs and travel services—often fall short of fully meeting the evolving needs of this diverse and dynamic population.

To address these gaps, a new framework for evaluating these programs is needed—one that considers the African-Caribbean context and integrates developmental evaluation principles. This approach would allow programs to evolve in real-time, ensuring they remain relevant to the students they serve. Through this lens, Jamaica can redefine how international student affairs programs are evaluated and improved, fostering a more inclusive, culturally sensitive, and sustainable environment for all involved.

Developmental Evaluation: A New Approach to Student Affairs Programs

Unlike traditional evaluation models that focus on pre-determined goals and measurable outcomes, developmental evaluation is designed for complex and unpredictable environments. It emphasizes flexibility, adaptability, and continuous learning. This makes it an ideal framework for evaluating student affairs and travel services, which are inherently dynamic and influenced by global trends, cultural changes, and shifting student needs.

For international student affairs and travel services in Jamaica, developmental evaluation offers a chance to examine how well these services meet the needs of students as they adapt to changing academic environments. It encourages program coordinators to look beyond immediate results and think about long-term improvements, with a focus on cultural inclusivity, service quality, and student empowerment. A key aspect of this approach is the emphasis on ongoing feedback from students, staff, and external partners, allowing for real-time adjustments to services.

In this context, developmental evaluation becomes a tool for continuous growth. By tracking not just outcomes but also the learning process itself, it helps programs become more responsive to the needs of international students, enabling them to thrive in both academic and social environments. For example, when feedback from international students indicates challenges in navigating travel services or cultural integration, the program can adjust quickly, refining its support systems and introducing new resources.

The African-Caribbean Lens: Understanding the Context

To effectively evaluate student affairs programs, particularly in Jamaica, an African-Caribbean perspective is crucial. This lens recognizes the importance of cultural identity, shared history, and the legacies of colonialism. It also offers an opportunity to understand the unique challenges faced by students from the African-Caribbean diaspora, both locally and internationally. In the case of Jamaica, this perspective underscores the significance of fostering a sense of belonging for international students, especially those from African nations or the Caribbean.

For example, international students often arrive in Jamaica with different expectations and backgrounds, influenced by their unique cultural and historical contexts. Understanding these differences—and how they intersect with the Jamaican experience—is essential for designing effective programs. Evaluation through an African-Caribbean lens allows universities and program coordinators to better address issues of cultural sensitivity, equity, and inclusion. It also encourages the decolonization of education, ensuring that students are not just recipients of knowledge, but active participants in shaping their educational experiences.

Case Study: Travel Services and International Student Affairs in Jamaica

Consider the case of Jamaica’s international student travel services. These services play a pivotal role in ensuring that students have smooth and successful experiences both before and after their arrival in the country. However, the current model often lacks the flexibility and cultural sensitivity required to truly support international students.

For example, many students face significant barriers related to travel costs, flight availability, and logistical challenges in navigating the airport or local transportation upon arrival. While some institutions have made strides in providing pre-departure orientation and cultural programs, there remains a gap in services that cater to the varied needs of students, particularly those from African or Caribbean nations who may have different expectations based on their home countries’ travel infrastructure.

Here, a developmental evaluation approach can be transformative. By incorporating feedback from students who have used the services, Jamaica’s travel programs can evolve to become more inclusive, efficient, and supportive. For instance, an evaluation might reveal that international students struggle with navigating Jamaican airports, or that there is a lack of clear communication about transportation options. This feedback can lead to improvements such as the introduction of dedicated airport representatives, culturally competent advisors, and tailored travel packages that make the process smoother for students arriving from different regions.

The evaluation would also emphasize the importance of building partnerships with local travel agencies, airlines, and embassies to enhance the overall experience. This might involve securing discounted fares for students or negotiating travel insurance that caters specifically to international students’ needs.

Challenges and Recommendations for Improvement

As with any development program, there are significant challenges to overcome in implementing developmental evaluation for international student affairs and travel services. Resource constraints are often a major hurdle, particularly in a small country like Jamaica where funding for educational programs may be limited. To address this, it is essential to explore partnerships with local and international organizations, such as regional tourism boards, universities abroad, and international student organizations, to secure additional funding and support.

Another challenge lies in the implementation of consistent policies across institutions. The absence of standardized policies for international students’ travel and cultural integration means that services can vary greatly from one institution to another, leading to confusion and frustration. Advocacy for national policy changes, along with the creation of a cohesive strategy for supporting international students, would help to mitigate this issue.

Lastly, cultural barriers must be addressed. Many international students, particularly those from African or Caribbean backgrounds, face difficulties in adapting to a new cultural environment. A developmental evaluation that incorporates cultural competency training for staff, as well as the introduction of mentorship programs that pair international students with local students from similar backgrounds, could provide a valuable support network for students navigating these challenges.

Conclusion: The Path Forward

Adopting an African-Caribbean developmental evaluation framework for student affairs programs, particularly those focused on international student affairs and travel services in Jamaica, offers an exciting opportunity for transformation. By taking a developmental approach, Jamaica can ensure that its programs not only meet the immediate needs of international students but also evolve with their long-term goals. With cultural sensitivity, continuous feedback, and a commitment to innovation, Jamaica can set a new standard for international student support services.

This evaluation model provides an opportunity to celebrate cultural diversity, promote sustainable practices, and offer students a truly global experience that is rooted in both local and international perspectives. The success of such a model would have far-reaching implications not only for Jamaica but for the entire Caribbean, creating a more inclusive and supportive environment for international students across the region.

References

Patton, M. Q. (2010). Developmental Evaluation: Applying Complexity Concepts to Enhance Innovation and Use. Guilford Press.
Global Perspective Inventory (GPI). (n.d.). Retrieved from https://gpi.central.edu
Jamaican Ministry of Education. (2023). Policy Guidelines for International Students in Jamaica.
Caribbean Tourism Organization. (2023). Travel Services and Education in the Caribbean. Retrieved from https://www.onecaribbean.org
These resources provide foundational and regional insights into how developmental evaluation can be used to enhance student affairs and travel services for international students in Jamaica.