Implementation Issues of CVQs in a Secondary School in South Trinidad: A Case Study

Abstract

This study sought to identify the issues hindering the successful implementation of the Caribbean Vocational Qualification (CVQ) curriculum at a secondary school in Trinidad and Tobago. Data were collected from 55 school personnel and one representative each from the National Training Agency (NTA) and the Ministry of Education through interviews, questionnaires, observations, and document analysis. The findings revealed that implementation was affected by issues relating to resources, buy-in, communication, the status of technical and vocational education and training (TVET), and the overall implementation process. Additionally, the school personnel expressed issues regarding self-efficacy, as well as the desire for compensation for increased workloads.