Evaluating Critical Success Factors Associated with the Management of Technical Vocational Training Institutes and Centres, Jamaica

This study intends to assess the critical success factors that contribute to the effective management of TVET institutions in Jamaica, giving a more thorough understanding of the main factors influencing TVET’s success in establishing a sustainable framework. An explanatory mixed-methods approach was employed to achieve the research objectives. Data for this study was collected from 135 adjunct and full-time faculty using an online questionnaire survey through stratified random sampling. The population target was determined using a power analysis with a 95% confidence level and a 7% margin of error. One-on-one interviews were conducted with 13 management officers through purposive sampling who were directly engaged with daily operations within the TVET institutions. The study used Microsoft Excel-365 and the Statistical Package for the Social Sciences (SPSS 21.0) for data analysis. Pearson’s correlation analyses were used to investigate the linear relationships between the different factors; to rank the factors the Relative Importance Index (RII) was used; and content analysis was employed to analyse the interview responses. Based on the findings, there was a significant relationship between the variables’ internal quality assurance; labour market responsiveness; student centredness; partnerships and collaboration; external environment and interferences; funding allocation; external quality assurance and the management of TVET institutions. Using the RII, the related factors were computed and rated, and the results were compared against the existing literature. The results showed that the most important factors were funding, labour market responsiveness and partnerships and collaboration. The high-ranking related factors are the availability of qualified staff, the quality of training and delivery, where both are related to internal quality assurance, and industry collaboration/employer engagement, which is related to partnerships and collaboration. The practical implication of the study is that a technical operational model be implemented for the management of TVET institutions, a leadership model for institution leaders, as well as a TVET national policy and practice framework for the TVET system. Additionally, it is recommended that the key elements to measure success across these institutions should be given quantifiable weights with clear targets. As such, this study is an important contribution to the body of knowledge on quality education and TVET in Jamaica.