Challenges Affecting Technical Vocational Education and Training in Trinidad and Tobago: Stakeholders’ Perspective

Abstract

The paper focused on the challenges impacting Technical Vocational Education and Training (TVET) within Trinidad and Tobago (T&T). The study highlighted issues plaguing TVET, with insights emanated from stakeholders within TVET institutions. The challenges that presented itself showed TVET in T&T faces copious amount of problems. Stigma, Attrition, and Quality teaching were some of the key problems affecting TVET in T&T. The researcher utilised a qualitative approach to gather data from stakeholders within the institutions. The data was put forward by way of a thematic analysis approach. Focus groups and interviews were used to extract many details that gave the study deep and rich insights on TVET and the challenges emanating at present. Two main themes emerged from the data: challenges and resources. These two areas were further broken down into sub themes. The study also showed that TVET institutions are incapable of treating with some of the issues they faced, and it requires intervention from the central government to address the macro problems that plagued TVET. The research focused on four TVET institutions that are tertiary level institutions of learning. Additionally, the study showed very persuasively that TVET is experiencing a number of significant challenges in T&T. The issues that face the institutions are very complex and which they may not be able to address in a significant way. These challenges require intervention from the governmental level, these matters require the right and adequate leadership as a very important factor in moving TVET forward.

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“…TVET institute is a place to get practical knowledge and hand-on experience with expansion to the fundamental theory in the selected field of specialization. If the training materials or the equipment are lacking or insufficient then the results of these institutions will have inadequacies in their areas of specialization (Mack & White, 2019).…”

Educational Support Effects on Entrepreneurship Behavior: A Study of Entrepreneurship Training Program

“…The university provides targeted support to students including concept and business development. The implementation of entrepreneurship education has a contribution to provide understanding and encourage someone to be an entrepreneur (Aliedan et al, 2022;Pimpa, 2019). Students tend to view entrepreneurship favorably if they believe that entrepreneurship is easy (Aliedan et al, 2022).…”

Exploring the Efficacy of Vocational Training Programs in Motor Vehicle and Mechanic Works Trade: A Case Study of Science and Technical Colleges in Northeast Nigeria

“…These curricular frameworks are meticulously designed to blend theoretical understanding with hands-on experiences, ensuring graduates are adept at navigating real-world challenges within their chosen field. However, despite the robustness of these curricula on paper, the translation of their intended outcomes into effective teaching and learning experiences is often impeded by a myriad of challenges pervasive within the educational landscape (Dada & Adewale, 2018).…”

“…Foremost among these hurdles is the prevalence of outdated facilities, which stand as relics of a bygone era, ill-equipped to meet the demands of contemporary vocational education (Dada & Adewale, 2018). Dilapidated workshops, obsolete machinery, and insufficient technological infrastructure not only undermine the practical efficacy of training but also stifle students' ability to develop competencies aligned with modern industry practices.…”

“…Moreover, the acute scarcity of adequate resources compounds these challenges, constraining the capacity of institutions to provide students with the requisite learning materials, consumables, and tools essential for hands-on skill acquisition. Furthermore, the chronic shortage of qualified instructors exacerbates the efficacy crisis plaguing vocational training programs in Science and Technical Colleges (STCs) across Nigeria (Dada & Adewale, 2018). While curriculum guidelines may be meticulously drafted, the lack of experienced educators proficient in both theoretical knowledge and practical application severely compromises the delivery of quality instruction.…”