Mission Statement
To provide quality, tertiary technical and vocational education and training, using innovative outcomes-based approaches, within a supportive and student-centered environment.
Vision Statement
A premier technical tertiary institution, producing a highly competent workforce for national development and global competitiveness.
Key To Success
We don’t just give students an education and experiences that set them up for success in a career. We help them succeed in their career—to discover a field they’re passionate about and dare to lead it.
HISTORY
The Vocational Training Development Institute (VTDI) was established in 1970 with the assistance of the International Labour Organization (ILO), the United Nations Development Programme (UNDP) and the Government of Jamaica.
The institute was established to address the following aims:
-To train instructors to deliver vocational education in the private and public sectors.
-To retrain and upgrade the skills of workers for employment and production.
-To prepare, develop and document industrial vocational training syllabuses, standards, manuals and literature for the use of the public and private sectors.
-To train and certify students and workmen at all levels and grades.
It was established in response to the growth in the bauxite industry. Workers were needed in this industry and they lacked the necessary training. Skilled craftsmen with no teacher training qualifications were recruited. The VTDI provided pedagogical training and helped to strengthen their technical competence. It was initially operated by a team of international experts with Jamaican counterparts.
Since 1990, the VTDI has been managed by the Human Employment and Resource Training National Training Agency (HEART Trust/NTA) and has been described as the tertiary arm of the agency. The agency was established in 1982 and is funded by 3% of the employer’s wage bill. Today, the institute has expanded its original mandate of solely providing a diploma in technical and vocational education and training, by offering programmes to the postgraduate diploma level. The Competency Based Education and Training approach (CBET) is employed when designing, delivering and assessing programmes. It is central to the teaching/learning experience provided at the institution.
Frequently Asked Questions
Tell us about VTDI and its programmes. Who are you targeting?
VTDI – General Information
The VTDI is a tertiary institution in Jamaica, registered with the University Council of Jamaica (UCJ). While its main campus is located in Kingston, it has two extension sites, one in Mandeville and the other in Montego Bay.
VTDI Offers Standard Programmes
VTDI’s main goal is to train and upgrade practitioners for the Technical Vocational Education and Training (TVET) system (such as teachers, school administrators, industry practitioners and school leavers etc.). Standard programmes are therefore offered at the Diploma, Degree and Postgraduate levels, inclusive and not limited to the following:
- Postgraduate Diploma in Education and Training;
- Bachelor of Education in Applied Technology;
- Bachelor of Science in Information and Communication Technology;
- Bachelor of Science in Career Development;
- Associate Degree in Draughting and Building Technology;
- Cisco Certified Network Associate
VTDI’s programmes are accredited by the University Council of Jamaica (UCJ) and the National Council on Technical and Vocational Education and Training (NCTVET).
VTDI Offers Customized Courses/Training
In addition to the foregoing, the VTDI develops and delivers customized training interventions in response to the needs of the local industry as well as the TVET System.
VTDI Offers Short Courses
The VTDI also develops and offers short courses for the general public in a variety of areas.
What sets VTDI apart from other institutions including tertiary institutions?
The following are some of the unique features of the VTDI:
- Small class sizes.
- Competitive tuition fees.
- Student centered ethos.
- Programmes are labour market driven and industry endorsed
- Heavy emphasis is placed on what a student can do, and not just on what they know.
- Students are able to practically apply skills acquired, in real world scenarios.
- In addition to fulfilling the requirements of their respective programmes, students at the VTDI are also expected to develop the eight (8) attributes as outlined in VTDI’s Graduate Profile. This includes being effective communicators, being entrepreneurial and being a responsible citizen. For the latter, students are often involved in projects that promote the well-being of others.
- VTDI’s programmes promote the development of entrepreneurial skills.
How do you ensure that students are technically equipped, competent and ready for employment?
There is an internship component (also called Practicum) in VTDI’s programmes that requires students to fulfil a specified number of hours working with a specific organization/entity to obtain experience that aligns with the training being pursued. This helps students to hone/apply the competencies that they have acquired in their respective programmes. In support of the same, the VTDI has established formal partnerships to support its Practicum activities, thereby ensuring that students are afforded the opportunity to gain meaningful experiences.
Practicum very often results in graduates gaining employment in organisations where this requirement was fulfilled.
Additionally, owing to the positive impact of our graduates in the workplace, reputable companies also make direct requests for VTDI graduates.
Give a short synopsis of the structure of the teaching format of the programmes offered?
Courses within programmes are typically delivered and assessed, guided by the competency-based education and training (CBET) methodology. As a result, creative methodologies are employed to cater to students with diverse learning styles, and students are given multiple opportunities to master their skills.
Additionally, as far as assessment is concerned, a strong emphasis is placed on assessing students using real scenarios – allowing them to apply their skills/knowledge in as real a context as possible. As a result, a variety of assessment strategies are used, reducing the emphasis on just written tests.
To further illustrate, students who are pursuing a course in Producing Entertainment Events, will be required to produce an actual entertainment event. As a part of their training, students will also participate in field trips.