The use of information and communication technology (ICT) in education has been well established in a wide variety of areas, however, its use in technical and vocational education and training (TVET) and in particular agricultural education has been compromised perhaps as a result of lack of exposure to the various ICT applications that are available to support this area.

This study investigated Grade 11 students' attitudes towards technical and vocational education placement and the implications for their career choices. The main study sample comprised 178 Grade 11 students in five vocational options from rural and urban upgraded high schools in Jamaica. These schools are vocationally oriented with the objective of preparing students for the world of work and ensuring a greater awareness of job and career fields.

The relationship of TVET institutions with industries is of paramount importance since the primary business of these institutions is to interpret the market demand signals and prepare human resources to satisfy the manpower needs of industries. Sustainable relationships between TVET institutions and industries are established for reasons which benefit both entities.

This paper emanates from an examination of the Technical Vocational Education and Training (TVET) systems in Jamaica. The study was grounded on the assertion that fundamental to nation states achieving global competitiveness, is the existence of appropriate HCD institutions and programmes. The study sought to assess the effectiveness of the TVET system from a policy intent standpoint. It was undertaken using qualitative research methodology and case study method. Semi-structured interviews and document analysis were used to gather data.

A proliferation of technical vocational education and training (TVET) programmes exists across the Caribbean - in schools, through youth programmes, and in post-secondary programmes. The Caribbean Vocational Qualification (CVQ) offers TVET graduates the option to work across different English-speaking countries in the region, where the Level of qualification (I to V) achieved is recognized by employers in each country.

One of the key elements to meeting the 2030 Sustainable Development Agenda, is education and training. Technical vocational education and training (TVET), being pivotal and noted as a transforming function for economic growth in many countries, has gained much focus, while concomitantly perceived by others as a second-choice opportunity. Senior Lecturer and technical expert in this field for over 35 years, Professor Halden Morris, along with local contributors, makes this point in the book, Issues in Career, Technical and Vocational Education and Training: Lessons for the Caribbean.

Technical and vocational education has become a strong focus area for Caribbean countries as they seek to advance their social and economic status in the globally competitive market. Given this context, schools in the Caribbean offer technical and vocational education and training (TVET) subjects to students from various examining bodies. This paper looks at how schools in Jamaica are doing in TVET in the Caribbean Secondary Education Certificate (CSEC) examinations and the leadership and management principles and practices used in administering TVET in selected top performing schools.

The buzz word in education today is “STEM”, especially in TVET circles where it appears to be critical in the development of technical minds. It has been argued that “STEM Education atempts to transform the typical teacher-centred classroom by encouraging a curriculum that is driven by problem-solving, discovery, exploratory learning, and requires students to actively engage a situation in order to find its solution” (Fioriello, 2011).

This paper addresses the role of technical vocational education and training (TVET) in economic development for both national and regional development. Also addressed are the key features of TVET for economic development as a tool for all people, and the benefits of TVET. It is argued that TVET can play a critical role in economic growth and sustainability.

This collection of articles on education in the English-speaking Caribbean were 'volunteered' by academics at the University of the West Indies to mark its fortieth anniversary. They are arranged in two parts. Part One, 'Concern for a System' comprises three sections in which perspectives are put forward on some of the needs of the education system, the societal base and the curriculum change process. In Part Two 'Disciplinary Perspectives', contributors examine curriculum issues to do with the teaching of maths and science, technical and vocational education and the liberal arts.