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

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dc.contributor.authorMohammed, Shareeda
dc.date.accessioned2015-01-12T16:15:02Z
dc.date.available2015-01-12T16:15:02Z
dc.date.issued2015-01-12
dc.description.abstractThis 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.en_US
dc.identifier.urihttps://hdl.handle.net/2139/39442
dc.language.isoenen_US
dc.subjectTechnical and vocational education and trainingen_US
dc.subjectCaribbean Vocational Qualificationen_US
dc.subjectSecondary school curriculumen_US
dc.subjectCurriculum implementationen_US
dc.subjectCase studiesen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleImplementation Issues of CVQs in a Secondary School in South Trinidad: A Case Studyen_US
dc.typeThesisen_US

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