One of the challenges that continue to face teachers in Jamaica is finding practical, meaningful, on-going professional development. One critical underlying question is: Why has the teaching strategy, learnt during a pro­fessional development workshop or seminar that everyone was excited about at the beginning of the year, faded from use by the end of the year? Another question is: How can we guarantee that teachers will continue to practise new classroom strategies throughout the year, not just during the weeks immediately after the initial training? 

The pervasive use of various technology tools is a characteristic of life in the 21st cen­tury. Computers and related technologies are commonly used in business, industry, and various aspects of the educational system far communication, increasing productivity research, data processing among others. Teachers entering the classroom after completing their training in teachers colleges will find that the blackboard, charts and audio-visual aids such as the television are not the only instructional tools available to them.

The future of education in Jamaica calls for faculty that demonstrates a predisposition to embracing change and to teaching others to do so; a faculty that is proficient in using technology to enrich teaching and learning; a faculty that is globally oriented; and a faculty that is prepared to undertake the challenges that lie ahead.

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.