Najae Murray | Strengthening TVET accreditation for national development

Jamaica’s economy depends on a workforce ready for change. Yet, our technical and vocational education and training (TVET) system remains segmented. A unified, high-standard accreditation framework is essential.

Jamaica has long acknowledged the role of TVET in developing a skilled workforce. What remains underleveraged, however, is the full potential of a robust, unified accreditation system to elevate TVET, not only as a labour-market solution, but as a pathway to national growth, mobility, and dignity.

The conversation around TVET often centres on access, relevance, or stigma. But little public attention is given to accreditation, the system that tells employers, educators, and learners that a programme is credible, a certificate is meaningful, and a qualification opens real doors. Accreditation is a quality guarantee. If done right, it assures the public that training is worth the time, effort, and investment.

In Jamaica, the traditional guardian of higher education quality has been the University Council of Jamaica (UCJ). For decades, the tUCJ has registered and accredited higher education institutions and academic programmes, ranging from associate degrees to master’s-level qualifications. On the other hand, vocational training was historically overseen by the National Council on Technical and Vocational Education and Training (NCTVET) under the HEART/NSTA Trust. NCTVET sets occupational standards, accredits TVET programmes, and awards the National Vocational Qualification of Jamaica (NVQ-J). These separate tracks made sense in a time when “academic” and “technical” education lived in different worlds.

That is no longer the case. Jamaica’s education and labour market policies now call for integration, flexibility, and parity of esteem between academic and vocational pathways. In line with a 2011 Cabinet decision, and reaffirmed in 2022, the UCJ is expanding its role to accredit TVET programmes at the post-secondary level. This shift does not erase NCTVET’s role in setting standards and conducting assessments. Rather, it places vocational programmes within a single, coherent accreditation framework that holds all post-secondary institutions to the same quality benchmarks.

This move reflects a strategic shift. By accrediting TVET programmes through the same body that oversees universities and colleges, Jamaica signals that skill-based training is not second-tier. It affirms that a young person pursuing an occupational associate degree deserves the same quality, rigour, and recognition as one enrolled in an academic programme.

Too often, vocational education in Jamaica is treated as a fallback, not a first choice. This stigma limits young people’s aspirations and undermines the country’s development goals. But other countries in the global South have shown that perception can be changed. In countries like Costa Rica and Botswana, governments have invested in high-quality TVET while also promoting public campaigns to elevate its image.

In Rwanda, vocational institutions have been integrated into national development strategies, and graduates are highlighted in media and national forums. These models are reminders that public trust and student pride can grow when systems are credible, visible, and well-supported. Accreditation is part of that credibility. It helps shift the story to national asset.

Jamaica has taken steps in this direction. The UCJ continues to accredit post-secondary TVET programmes to ensure they meet recognised academic and quality standards. The 2021 Patterson Report recommends that the Jamaica Tertiary Education Commission (J-TEC) take on the responsibility for registering institutions offering post-secondary qualifications, including those previously overseen by NCTVET.

When implemented, this would establish a unified registry that confirms which providers are authorised to operate. According to the report, such a framework would support institutional clarity, reduce duplication, and create stronger pathways between skills training and higher education. These reforms could improve international recognition, enable smoother student progression, and build greater employer confidence in the TVET system.

For students, accreditation is not about whether a course is free. It is about whether the qualification means something. It affects their ability to access financial aid for further study, be accepted into university programmes, or have their skills recognised abroad. A training programme, even if free, still costs time, effort, and ambition. If the certificate is not trusted, students are left with a promise that leads nowhere.

Young people want options. Accreditation opens doors, not only to employment, but to further learning, entrepreneurship, and international mobility. A recognised qualification allows a graduate to apply for work abroad, start a business with confidence, or pursue university study. These are rea- life chances, not abstract benefits.

Accreditation must be visible to students, parents, and employers. A national registry of accredited programmes, regular updates, and clear public messaging can help build trust. When people understand what quality looks like, they are more likely to demand it.

Accreditation must also be matched with investment. Institutions need support to meet standards through better teacher training, up-to-date labs, and improved curriculum design. Employers need to help define standards, offer apprenticeships, and validate that graduates are work-ready. Students need better guidance about which programmes are recognised and transferable.

Some may worry that overlapping roles between UCJ and NCTVET will create confusion. But a coordinated framework is not duplication. It is evolution.

We often speak of TVET as a tool for youth employment. That is true. But it is also a matter of national pride and international credibility. A Jamaican technical qualification should carry weight across the region and beyond. Accreditation is the mechanism to ensure it does.

Investing in quality assurance for TVET is a foundation. If we are serious about building a modern, resilient, and inclusive economy, then accredited, respected, and well-resourced TVET must be part of that future.

Najae B. Murray is a communication, education, and international development practitioner. Send feedback to nb_murray@outlook.com