ANALYZING THE FACTORS THAT INFLUENCE THE CHOICE OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING OPTION BY SECONDARY SCHOOL STUDENTS IN UGANDA

Abstract

This study aims to analyze the factors influencing the choice of Technical and Vocational Education and Training (TVET) option by secondary school candidates in Uganda. The purpose was to understand the dynamics affecting TVET enrolment, focusing on the availability of career guidance information, the perceptions of secondary school teachers, the method of course selection by TVET college students, and the awareness of parents to secondary school students’ regarding TVET as a career choice for their children. The theoretical framework of this study was guided by the Theory of Enlightenment Education and the Educational Theory of Pragmatism, emphasizing the integration of scientific and technological education and the practical application of knowledge. The conceptual framework revolved around the career guidance information, method of selection, perception of secondary school teachers, and awareness of the parents in choosing TVET as a career for their children. To achieve this, the study employed a descriptive research design, targeting 1,200 participants, including secondary school students, teachers, parents, and TVET college trainees from major institutions in Uganda. Purposive and simple random sampling techniques were used to gather representative data. Data collection instruments, including questionnaires and interview schedules, were pre-tested for validity and reliability using the Cronbach alpha method and subsequently analyzed using the Statistical Package for Social Sciences (SPSS). The study revealed that access to career guidance information, the absence of diagnostic assessments, and disparities in career guidance departments significantly influence TVET course selection by students. Secondary school teachers’ perceptions of TVET as a viable career path critically impact students’ educational and career decisions. Effective course selection methods were found to be pivotal, with factors such as academic challenges, affordability, parental preferences, and societal respect playing influential roles. Moreover, parents’ awareness about TVET was seen to significantly affect students’ choices, indicating a need for improved information dissemination for this option. Based on these findings, the researcher recommends that the Ministry of Education implement comprehensive career guidance programs in secondary schools, establishing dedicated career guidance departments to empower students with the necessary information to make informed decisions regarding TVET course selection. This study contributes to the existing literature by proposing a career guidance model that integrates all stakeholders and emphasizes the need for policy reforms to incorporate TVET concepts into the regular education curriculum.