Predisposing Factors Influencing the Adoption of Competency-Based Approaches to Technical and Vocational Education Training Within the Caribbean

This study explores the predisposing factors that influence the adoption of competency based approaches in Technical and Vocational Education and Training (TVET) within the Caribbean context. Despite global recognition of the value of competency-based education and training (CBET), implementation in the region remains uneven. CBET, which emphasizes the acquisition of practical skills, knowledge, and attitudes aligned with labour market needs, has the potential to transform Caribbean TVET. However, lingering societal stigma, limited institutional readiness, and unclear policy directives often impede progress. The study is framed around the central research question: What predisposing factors shape stakeholders’ readiness and commitment to adopt CBET in the Caribbean? A qualitatively driven mixed-methods design was employed to investigate the lived experiences, perceptions, and attitudes of key stakeholders. This design enabled the integration of in-depth qualitative insights with supportive quantitative data. Secondary school TVET teachers were selected through simple random sampling, while administrators were identified
using convenience and snowball sampling. Sixty-one teachers completed a 47-item electronic questionnaire (45 Likert-scale, 2 open-ended), and 20 administrators participated in semi-structured interviews. This combination of data sources captured multiple perspectives on CBET implementation, particularly regarding readiness, constraints, and systemic challenges. Findings indicate that goal orientation is a stronger predictor of CBET adoption than perceived social support. Quantitative analysis revealed statistically significant relationships for both variables, with regression results showing a greater contribution from stakeholders’ intrinsic motivation, values, and commitment toward TVET. Qualitative content analysis highlighted several barriers to adoption: persistent negative perceptions of TVET, inadequate resourcing, scheduling and implementation challenges, and fragmented policy enforcement across institutions. This study contributes to the growing CBET research base in the Caribbean by clarifying how specific predisposing factors, such as stakeholder goal orientation and perceived support, shape readiness for adoption. Its findings offer actionable insights for policymakers, including the development of targeted interventions, awareness campaigns, and operational guidelines. Curriculum developers can use the findings to better align training with industry needs. Teacher training programmes may also be designed to address readiness and resistance using models such as the Concerns-Based Adoption Model (Hall & Hord, 2019), while researchers may build on this work through comparative or longitudinal studies.