The Status of Technical and
Vocational Education in Trinidad
and Tobago
at Upper Secondary
level
Presented by
Technical Vocational Education
Taught at:
Lower Secondary
Upper Secondary
Sixth Form
Administration
Head Office
Curriculum Officers
Schools
Supervisors
Curriculum
Schools
Supervisors
Administration
Schools
Heads of
Departments
Teachers
Teachers
Craftsman Certificate
Technician Diploma
Undergraduate Degrees
Lower Secondary
Present
Agricultural Science
Home Economics
Industrial Arts
Introducing
Technology
Education
TECHNICAL VOCATIONAL
SUBJECTS OFFERED AT C.X.C
Agriculture
▪ Agricultural Science (Double Award)
▪ Agricultural Science (Single Award)
Business Education
▪ Office Procedures (General and Basic)
▪ Principles of Accounts (General and Basic)
▪ Principles of Business (General and Basic)
▪ Typewriting (General and Basic)
Home Economics
▪ Clothing and Textiles (General)
▪ Food and Nutrition (General)
▪ Home Economics: Management (General)
Industrial Technology
▪ Building Technology (Technical)
{Option (1) Woods}
{Option (2) Construction}
▪ Electrical and Electronic Technology
(Technical)
▪ Mechanical Engineering Technology
(Technical)
Technical Drawing
 General
 Basic
SPECIALISED CRAFT COURSES
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Air-Conditioning and Refrigeration
Auto mechanics
Beauty Culture
Agriculture
Cabinet-Making
Clerk Typist /Shorthand Typist
Construction/Carpentry and Joinery
Domestic Electronics Servicing
SPECIALISED CRAFT COURSES
continued
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Dressmaking and Design Basic Level
Electrical Installation Wireman/Industrial
Machine Shop
Masonry
Plumbing
Shorthand
Tailoring
SPECIALISED CRAFT COURSES
Continued
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Welding
Introduction to Computer Studies
Typewriting
Cluster Construction
)
Cluster – Mechanical PreCraft
Cluster – Food Preparation)
THE SUBJECTS
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Communications
Science
Theory
Practical
Calculations
Technical
Drawing
Weaknesses in the TVET
delivery system
(Specialized Craft)
▪ Absence of reliable labour
market information and a
comprehensive
manpower needs analysis
leading to demand-supply
mismatches.
Weaknesses
▪ Inadequate level of
preparedness of the
majority of entrants to
TVET, particularly in
respect of literacy and
numeracy skills.
Weaknesses
 Deficiencies among
teachers in their
own specialist areas
as well as in basic
communication
interpersonal skills
and “instructor”
competencies.
Weaknesses
Grossly inadequate
equipment and
facilities
Acute shortage of
consumables.
A largely theoretical
assessment
process
Weaknesses
Questionable validity of the assessment
system
Absence of career guidance and
counseling
(Premature and narrow specialization)
National Task force on TVET 1997
Consultations
Teachers
Workshop Attendants
Principals
Employers
Ministry of Education Personnel
TVET delivery organizations
Feedback
Foundation
Technologies at forms
4 and 5
Level 2 programme at
form 6 in MoE
Linkages to relevant
ministries and
organizations
Upgrade of physical
resources
Retraining and
upgrade of teachers
Continuous
consultation with
teachers
Feedback
Formal linkages between Education
and industry
Manpower analyses
Consultation with vision2020
committees
Definition
Technical Vocational Education is
an integral part of everyone’s basic general
education
which may be freely and positively chosen as a
means by which people develop talents,
interests and skills
leading to an occupation in various sectors,
while allowing access to all other aspects and
areas of education at all levels.
(UNESCO 2001 General Council)
New Curriculum
Construction Technology
Production Technology
Energy, Power, Transportation Technology
Biological Technology
Information and Communications
Technology
New Curriculum Goals
 Understand the evolution of technology and its
impact on persons, community and environment
 Apply processes, use tools, materials and
machines to accomplish specific tasks safely and
efficiently
 Develop leadership and interpersonal skills
 Make informed career choices
 Develop creativity, problem solving skills and
decision making ability
 Promote life-long learning
New Curriculum
 Develop the ability to function as a team
member and to communicate technical
information
Post Secondary Programme
 Two Year
 Sandwich Programme
 In specific crafts or job related
competencies
e.g. Auto & Diesel
Air Conditioning
Refrigeration
Beauty Culture
Construction
Certification
Caribbean Advanced Proficiency
Examination (CAPE)
NTQ
NCSE
NVQ
CVQ
National Qualification Framework
Level 5 - Chartered & Advanced Professional (e.g.
Chartered Engineers, Accountants): Association of Chartered
& Certified Accountants (ACCA)
Level 4 – Professional (e.g. Degree): ROYTEC, UWI
Level 3 – Technician & Technologist (e.g. Air
Conditioning & Refrigeration, Mechanical Engineering
Technician): Trinidad and Tobago Institute of
Technology, San Fernando Technical Institute
(COSTAATT)
Level 2 – Craft (e.g. Electrical Installation Craft,
Plumbing Craft): MIC
Level 1 - Pre-Craft (e.g. Early Childhood Care,
Housekeeping): School of Continuing Studies
Challenges for the Future
Facilities
Resourcing schools
Staff training and development
Assessment systems
Partnerships
Development of new programmes
Preparedness of students
Facilities
Specifications
Location
Maintenance
Resourcing Schools
Specifications
Planning
Consumables
Partnerships
Industry
Ministries e.g. Labour
National training agency
Policy
ASSESSMENT
Authentic
Valid
Training
Staff Training and Development
Wide range of
specialties
Technical
proficiency
Education theory
Classroom
management
Facilities
management
Teaching methods
Guidance
New Programmes
Labour market
information
Core knowledge,
skills
competencies
Social and
economic aspects
Interdisciplinary
Organizational
planning
Entrepreneurial
skills
Health and Safety
Values
General
Knowledge
Preparedness of students
Basic literacies
Vocational interests and
Aptitudes
Thank you
The End
Ministry of Education sdm
Produced for OAS Workshop
on
The Development and Certification
of
Basic and Labour Competencies
Crowne Plaza
17-20 August 2004
by SDM