he seemingly relentless march forward of the global
economy in its many manifestations should, by this time, be sufficient testimony both to
its adherents and those in opposition that globalisation cannot be simply wished away.
Depending on one's perception, globalisation can be considered an advanced form of
increasing international interdependence or as an unwelcome development in the affairs of
nations. However, which ever side one is on, there is no denying that global
economic interdependence is a reality even though it can be argued that the benefits
accruing to countries from globalisation are not equal. It can be argued, also, that
cooperation in this scenario is not an option but an imperative. In our region,
the continuing viability of the Caribbean Economic Community (CARICOM) itself and that of
a number of other major regional bodies and institutions such as the Association of
Caribbean Tertiary Institutions (ACTI), the Caribbean Examinations Council (CXC) and the
University of the West Indies (UWI) depends in large measure on the deepening of the
regional integration thrust and the creation of a Caribbean Single Market and Economy
(CSME). Although the aforementioned institutions and agencies are among the most
notable examples of cooperation in education in the region, the continuing challenges they
face, as well as those faced by the region as a whole necessitate an enlarged capacity for
working collaboratively to solve current and future problems.
The deepening of the regional integration thrust in the larger context of globalisation
challenges our long-standing notions of sovereignty based on the paramountcy of the nation
state. The CSME with respect to the prerequisites for the mobility of labour in the
region requires that the characteristics of the educational systems of the various
countries in the region be compatible with each other in terms of quality, standards and
other key criteria. No longer can national educational systems or educational
institutions operate in a meaningful way as isolated entities with their own unique
approach to award nomenclature standards and quality. The single market imperative
is a compelling example of the developments that are forcing the region to address human
resource development from a perspective larger than the national in order to ensure that a
coherent regional educational foundation is put in place to facilitate the development of
an internationally competitive, regional workforce.
In order to achieve this goal in a timely way, it is recognised that major changes are
necessary in the administration and delivery of tertiary education in the region as well
as at the policy level. Some of the changes involve not only changes in existing
practice but more importantly the development of new systems and mechanisms which require
for effective implementation a level of collaboration and cooperation at regional level
greater than what sufficed in earlier times.
It is in this context that ACTI was established about a decade ago to be followed by
the establishment of the Tertiary Level Institutions Unit (TLIU) in 1996. The last
decade, also saw as well the emergence and the strengthening of a number of professional
bodies with remits that are regional in scope. The work programmes of these bodies
in the areas of engineering, nursing, the health sciences, accounting and the hospitality
industry, to name a few, rooted-in regional cooperation, complement the work of ACTI, the
TLI Unit and other agencies in laying the foundation for a coherent and seamless tertiary
education system in the region. A key indicator of success at cooperation in these
areas is the increasing degree of convergence or complementarity of the missions of the
many stakeholders that now constitute the region's tertiary sector.
UWI has historically had linkages with a number of TLIs for many years. However,
the collaboration that is now required among institutions in the region involves much more
than bilateral links between UWI and the TLIs. The bilateral links are undoubtedly a
foundation for collaboration but they must be made to evolve into a vibrant and dynamic
tertiary education system which can accommodate diverse forms of educational provision and
delivery and bridge the continuing/academic/technical vocational divide in post secondary
education in our region, and make for greater mutual respect between the university level
institutions and the TLIs.
The focal point for collaboration in ACTI as one of the principal stakeholders over the
years, has been on equivalency, articulation and accreditation out of which have come
heightened awareness of the quality imperative in education and the importance of a
collaborative approach to achieving quality goals within institutions and throughout the
various educational systems. This has been a tremendous learning experience for all
the stakeholders as they face the challenge of having to subordinate deeply held notions
of national sovereignty in educational and trade matters to notions and values which
underpin the imperative of regional cooperation and collaboration and a heightened sense
of regional identity.
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The seemingly relentless march forward of the global
economy in its many manifestations should, by this time, be sufficient testimony both to
its adherents and those in opposition that globalisation cannot be simply wished away.
Depending on one's perception, globalisation can be considered an advanced form of
increasing international interdependence or as an unwelcome development in the affairs of
nations. However, which ever side one is on, there is no denying that global
economic interdependence is a reality even though it can be argued that the benefits
accruing to countries from globalisation are not equal. It can be argued, also, that
cooperation in this scenario is not an option but an imperative. 
