Dear Editor,

The discontinuation of certification of mechanical engineering at the Caribbean Secondary Education Certificate (CSEC) level as well as green engineering, electrical and electronic engineering and technology, and agricultural science — double award — at the Caribbean Advanced Proficiency Examinations (CAPE) level due to low enrolment is a significant decision that has raised several concerns.

This is particularly troubling, given that technical vocational education and training (TVET) subjects are critical for developing skills that directly contribute to various sectors of the economy, such as technology, engineering, and skilled trades. These skills are essential for the growth and diversification of the Caribbean economy, which often relies heavily on tourism and agriculture. By eliminating these subjects, the Caribbean Examinations Council (CXC) potentially undermines the development of a workforce capable of supporting and expanding these vital industries.

Over the years, substantial efforts have been made by TVET practitioners and the Ministry of Education to elevate the status of TVET subjects, ensuring they are viewed on par with traditional academic subjects. This includes initiatives to integrate TVET into mainstream education in over 170 high schools in Jamaica, increasing its appeal to students and recognising its importance in providing practical skills that are immediately applicable in the job market.

The abrupt discontinuation of these subjects undermines these efforts, sending a message that TVET is less valued, which could deter students from pursuing these pathways and limit their career opportunities.

A question for CXC arises: Was there adequate consultation with key stakeholders, including educators, industry leaders, and students? Transparent consultations would have revealed the importance of these subjects to various sectors and the potential negative impacts of their removal. Consultations might have highlighted the necessity of these subjects for certain industries and the need for improvements in how they are taught and assessed rather than their elimination.

Students are now faced with fewer options to pursue technical and vocational education, which could limit their career prospects and personal interests. This reduction in choice may force students into academic subjects they are less interested in or less suited for, potentially affecting their engagement and success in education.

This decision could signal to international agencies that the region is deprioritising vocational and technical education. This perception might affect international aid, partnerships, and investments in educational programmes that are critical for regional development.

I suggest some alternative steps for CXC to consider:

1) Launch initiatives to raise awareness and improve the perception of TVET subjects, highlighting their importance and relevance in today’s job market

2) Encourage universities and colleges to recognise TVET subjects as part of their matriculation requirements to help integrate these subjects into the broader education system, enhancing their credibility and appeal

3) Work with ministries of education in the region to secure more funding for TVET programmes, ensuring that schools have the necessary resources to deliver high-quality vocational education

4) Before discontinuing subjects, explore internal cost-cutting measures and creative ways to deliver TVET exams more cost-effectively. This might include digital exams, partnerships with industries, or using a similar approach as that of the Caribbean Vocational Qualification (CVQ) assessments.

5) Partner with the Ministry of Education to make TVET more appealing to Gen Z by aligning the educational experience with their technological interests and values. Incorporating cutting-edge technologies like robotics, 3D printing, virtual reality (VR) labs, and drones can significantly enhance engagement. Additionally, highlighting real-world applications, promoting clear career pathways, leveraging digital media, and modernising the learning environment can help transform the perception of TVET and attract more students to these vital fields

6) Integrate artificial intelligence (AI) into TVET curricula to make programmes more relevant and engaging. AI can be used to personalise learning experiences, offer advanced simulations, and automate administrative tasks, allowing educators to focus on hands-on teaching. Furthermore, AI-driven tools can help identify skills gaps and adapt training programmes to meet current and future market demands.

The Ministry of Education also has a crucial role to play by providing the funding support for laboratories, teacher education, etc. The employers of this country are already contributing over $20.75 billion by way of a 3 per cent levy (HEART Tax) on employers’ payroll. I suggest that 20 per cent of this $20.75 billion be given to secondary schools and tertiary institutions annually to support TVET programmes.

The decision to discontinue the above-mentioned TVET subjects by CXC appears premature and could have significant negative implications for students and the broader Caribbean economy. It is essential to re-evaluate this decision through comprehensive consultations and consider alternative strategies to support and enhance TVET education.

Ensuring the continued availability and improvement of these subjects is crucial for the development of a skilled workforce and the economic resilience of the region.

Denworth Finnikin

TVET expert

Denworth.finnikin@gmail.com