STEM and TVET in the Caribbean: A Framework for Integration at the Primary, Secondary and Tertiary Levels

Raymond Anthony Dixon, Disraeli M. Hutton


Technical and Vocational Education and Training (TVET) by its nature offers an ideal platform for the integration of STEM. High-quality TVET or advanced technology programmes can provide a strong foundation for, and serve as a delivery system of, STEM competencies and skills for a broader range of students. But it can also be argued that integrative STEM is an ideal vehicle to facilitate TVET because of its focus on innovation and problem solving. Combining both paradigms in education and training seems to offer a breakthrough in how to prepare the workforce to be much more effective and productive in the present knowledge-based economy. So far, however, while there has been an increased focus on the importance of STEM in curricula and for a globally competitive workforce, the idea of teaching integrated STEM has been explored in a limited manner, particularly in the Caribbean. This paper examines the goals of integrated STEM education, and describes a framework for integration that is built on goal orientation, constructivism, systems thinking, and situated learning. Issues relating to STEM pedagogy and research are addressed to offer a pragmatic lens to the context, nature, and scope of integration that is attainable at the primary, secondary, and post-secondary levels.


Integrated STEM; Conceptual Framework; TVET; Curriculum

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