Information and communication technology (ICT) elicited rapidly dissemination over the world. For its impact in Sudan, the national government has been energized the institutions to implement ICT in every sector. This study examined the Sudanese teachers' skills and ICT integration in technical and vocational education and training TVET in Khartoum state. The study directed out of two hundred respondents were sampled randomly, questionnaires were distributed, 168 (84%) were properly filled and returned, 130 were males and 38 females from three various bodies of TVET include (technical secondary schools, artisan institutions, and vocational training centres). A One-Way ANOVA and Independent sample t-test on SPSS version 20 for data analysis were adopted. The results revealed that significantly the respondents are same in terms of demographic information and ICTs usage skills. However, there was a significant difference among the respondents' ICT skill due to their ages and qualifications. Consequently, more training needs to be conducted for TVET teachers in basic skills of computer use. Following the international standards, the right decisions we are strongly recommending train/teach pre-service and in-service teachers on ICTs skills based on 21st-century requirement.

Information and communication technology ICT has been strongly admissible used in teaching and learning process in the world. In Sudan, despite the Federal Ministry of General Education FMGE policy plan encourages the use of ICT in the education sector to advance the education system as one of the state's sectors. Apart from the FMGE policy plan to integrate ICT in education sector still, there is no progression of ICT in general education. Many factors hindered the integration of ICT in technical and vocational education and training TVET system particularly. Therefore, this study investigated the teachers' perceptions of ICT integration in TVET classes. The interviews used for collecting data from (10) teachers in Khartoum state. The results revealed that there is no clear ICT policy in education, the lack of physical, and ICT infrastructures, and lack of support in using ICT in TVET from the educational management. The

Technical and Vocational Education and Training (TVET) system can play a significant role in providing human resources to enhance the structure of economic development in developing countries. However, despite the introduction of this kind of education in as early as 1902, there is still no significant progress and achievement in as far as Sudanese TVET system is concerned. This paper attempts to address the challenges and opportunities in developing countries, a case study of Sudan. The study was done in technical secondary schools and vocational training centres in Khartoum, Sudan. The sample size was 7 participants which was obtained through purposive sampling. The data was analysed qualitatively basing on thematic analysis. Both primary and secondary data were collected. Primary data were collected through open-ended interview from 2 ministerial experts in TVET, 4 students and 1 parent. Secondary data involved the contextual analysis from empirical studies. The findings revealed that; although in developing countries, governments persistently call for TVET development, there is still a number of restrictions hindering this field to attain the required standards and success such as; management system, teacher/instructors and training program, curriculum and pedagogy, financial support, the misconception of society and technology integration. Finally, the study recommended that TVET administration should implement what has been drawn internationally.