Technical and vocational education and training (TVET) has been positioned as a major contributor to national development in the  Caribbean (Chaplin, 2006;  McIntosh, 2008; Miller, 1998; O’Lawrence, 2008). The discourse about TVET has been laudatory in the main, acclaiming the potential benefits of vocational education in particular and underscoring it as a transformational tool in the educational firmament, particularly with respect to practical training pursued in light of the imperatives of nation building. In fact, there are those who trenchantly proffer the view that TVET can provide skilled human resources to drive nation building and positively impact the economic development, especially of developing countries (Blunden, 1999; Saunders, 2005). Much of this discourse points out that the sustainability and viability of the productive sector requires a cadre of competent employees, committed to lifelong learning,  and  that  vocational  education  in  particular  should  be pressed into service in support of the needs of the workforce. Morris (2000) seemingly agrees with these sentiments and notes that “a nation without a skilled, educated, and aware workforce cannot become competitive in the world economy” (p. 194). Further, if societies  are  to  be  transformed  and  be  in  a  position  to  respond favourably to the demands of globalization and the technological revolution in general, there is need for a skilled workforce that is committed to lifelong learning.