Whiteman, Pauline2023-09-262023-09-262022https://hdl.handle.net/2139/55980The study explored stakeholders’ perceptions about the CVQ to determine its impact on the delivery and assessment for the CVQ level 1 among secondary schools in six CARICOM states. Stakeholders’ experiences in the delivery and assessment for the CVQ were also investigated to determine the extent to which approaches employed in the delivery and assessment for the CVQ were in accordance with Competency-based Education and Training (CBET). The study employed a mixed methodology where the dominant qualitative phase explored perceptions and experiences of students, teachers, Heads of Departments/internal verifiers and principals/administrators about the CVQ level 1 programme by conducting focus group sessions and interviews. The quantitative phase surveyed students, teachers and internal verifiers to determine if approaches employed in the delivery and assessment of the CVQ were in accordance with CBET. Findings of the study were consistent with those found in the literature such as the existence of a negative perception of TVET and by extension the CVQ and challenges in timetabling and resourcing the delivery and assessment for the CVQ. The results of the study unearthed some good practices for cushioning the impact of limited resources such as implementation of the Self-Sufficient TVET School and resource sharing practices. In general, from the perspectives of students, teachers and internal verifiers, delivery and assessment approaches were consistent with CBET. While there were no statistically significant differences among teachers and internal verifiers regarding resources to support CBET, curriculum delivery and assessment practices, there were significant differences among students in all three variables. Recommendations were proposed for policy, practice and future research with a view to bolster the CVQ system for a more coherent, efficient and effective CVQ level 1 programme. Recommendations for policy focused on uptake of the CVQ level 1, clear delineation of roles and responsibilities of stakeholders, and resourcing for the CVQ level 1. Given the findings in this study, future research should focus on how CVQ level 1 can be implemented in a more economical manner, the feasibility of preparing students for the pursuit of the CVQ level 1 by implementing foundation vocational programmes in the lower forms, the potential for diverse teamteaching/ networking across institutions/industry/regions using available ICT infrastructure, the viability of e-Assessments for the CVQ and the effectiveness and cost-effectiveness of the CVQ level 1 programme.PDFPlease contact the West Indiana Division at the University of the West Indies,St.Augustine in order to view the full thesis. Contact: wimail@sta.uwi.eduVocational evaluation -- Education (Secondary) -- Caribbean AreaVocational Education -- Caribbean AreaCaribbean Vocational Qualification;Thesis