Dear Editor,

As we approach the start of the 2024/2025 academic year, it’s time to reframe how we think about vocational education.

Technical, vocational education and training (TVET) is finally being recognised as one of the seven strategic pillars of the Ministry of Education, alongside governance and accountability, early childhood education, teaching, curriculum and teacher training, infrastructure and technology, and finance.

Jamaica faces a cultural challenge: the need to create parity of esteem between TVET and higher education. This school year presents the ideal opportunity to begin this cultural shift and elevate the aspirations of young people towards vocational education.

The International Labour Organization (ILO) highlights that TVET jobs are in high demand globally. It’s essential to move beyond the outdated view that TVET is a fallback option for those who don’t pursue university education. Instead, TVET provides crucial skills for jobs that are in high demand and integral to Jamaica’s economic growth.

According to Education Minister Fayval Williams, only 18 per cent of Jamaican students who sat this year’s Caribbean Secondary Education Certificate (CSEC) exams received five or more subjects, including mathematics and English. This leaves 82 per cent of 33,235 students from public schools that were registered for CSEC, along with those in grade 11 who did not sit external exams, needing engagement in meaningful educational pathways. Hands-on learning through TVET offers a viable and sustainable option to prepare these students for emerging opportunities, such as new-collar and gig jobs, which are increasingly popular among the younger generation.

Globally, TVET is recognised through UN Sustainable Development Goal 4 (SDG 4), which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. This goal includes targets focused on equal access to quality TVET, equipping youth and adults with skills for employment and entrepreneurship, and eliminating gender and other disparities in education and vocational training.

Additionally, TVET is linked to the achievement of other SDGs, such as poverty reduction (SDG 1), gender equality (SDG 5), decent work and economic growth (SDG 8), and climate action (SDG 13), among others.

Despite these global recognitions, vocational education is often seen as inferior. Teachers and career practitioners may position TVET as a path for students who lack the aptitude or confidence for tertiary education. This perception is damaging and needs to change. For instance, while the region’s mathematics pass rate is low, subjects like agricultural science, home economics, electrical installation, and building technology consistently achieve high pass rates, showcasing the potential of vocational education.

Countries like China, South Korea, and those in Scandinavia and Europe have successfully normalised TVET as pathways to lifelong careers. Jamaica must follow suit by recognising that TVET offers meaningful and lifelong career opportunities in areas such as advanced manufacturing, engineering, health, IT, and cybersecurity.

TVET also provides accelerated learning models, enabling students to earn while they study and enter the workforce sooner. For those who can’t afford full-time study, TVET is an educational lifeline, offering rewarding careers with earning potentials comparable to university degrees.

To fully realise TVET’s potential, the Government must reshape its narrative and address the reluctance of some tertiary institutions to recognise NVQ-J certifications. By collaborating with industry to co-design workforce solutions, Jamaica can build a flexible and resilient workforce that meets global demands.

TVET is not a second choice — it’s time to celebrate it as a vital component of our education system. Let’s stop viewing it as a plan B.

Denworth Finnikin

University lecturer

denworth.finnikin@yahoo.com