The importance of information and communication technology in education cannot be overemphasized. There is no doubt that Information and Communication Technology (ICT) has become a prominent mechanism for the delivery of education at the tertiary level internationally. Educators in the Caribbean have witnessed significant increase in offerings in several areas of education by off-shore universities and other tertiary level institutions in recent times. A common mechanism employed by these institutions is ICT.

Technical and Vocational Education is promulgated by many in Jamaica as the key to national development. Many claim that this is a key ingredient in the requirements for success as a developing nation. A good technical and vocational education base is viewed by many as important to the development of the workforce, and will eventually attract foreign investors wvho will consequently employ more people, ultimately reducing the nation's dependence on imported goods and services and reducing in the unemployment rate.

During the last two decades, technology has improved extensively, bringing about changes in communication, transportation, and the performance of many other tasks. Technology has improved to the extent that societies across the world are questioning the validity of traditional modalities and are making rapid changes towards embracing these new developments. An example of this is "Virtual University", a computer software programme which allows the user to access course materials and class interaction via the Internet.

The call to integrate or incorporate technology education into the curriculum of primary schools in the Caribbean has continued over the past few years. Recently, the frequency of this call has been increasing as the influence and scope of the information and technology era unfold. Many Caribbean governments have recognized the importance of incorporating this aspect of education into the schools' curriculum and are constantly calling on educators and curriculum developers in the region to ensure that the schools' curricula are adjusted to reflect this important educational mandate.

Since Independence, in August 1962, Jamaica has viewed technical and vocational education as an important aspect of education to be accentuated in its national development. Successive governments have recognized that the nation's economic future depends largely on scientists, technicians, skilled workers, teachers, and leaders of the institutions where these individuals work. Significant social, economic, and political developments have been initiated and implemented to reinforce this commitment to technical and vocational education.

It is evident that individual lecturers have to use technology in delivering course materials in the teachers colleges. However, to effectively integrate "technology" into teacher education, lecturers must consider several major issues, such as justification, and long and short-term plans, as well as purchasing safety, and equipment accommodation. This paper presents several issues to be considered in the process of integrating technology into the curriculum of the teachers colleges. Attempts are also made to alleviate fears associated with using technology in the classroom

Work, Learning and Sustainable Development: Opportunities and Challenges, 2009, a 500-page book divided into 36 chapters, edited by John Fein, Rupert Maclean and Man-Gon Park, constitutes an excellent source of information on Technical and Vocational Education and Training (TVET) and addresses a wide range of issues that are critical to national, regional and international development.

Policies to guide development and implementation of technical and vocational education and training (TVET) are critical if maximum benefits are to be derived from this type of education. According to Morris (1998), Jamaica has viewed TVET as an important aspect of education and suggested that no nation can succeed in its national development without a well established TVET system. TVET encourages individuals, businesses, especially small, medium and macro enterprises (SMMEs), local community groups, women and marginalized or disenfranchised people or groups to perform better.

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.

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.