The impact of school-to-work programs on students' career choices in secondary schools in Kaura LGA, Kaduna State
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Background of the Study
School-to-work programs have emerged as vital transitional initiatives that bridge the gap between academic learning and professional employment. In Kaura LGA, Kaduna State, these programs are designed to provide secondary school students with exposure to the world of work, thereby influencing their career choices and enhancing their employability skills (Musa, 2023). The integration of vocational training, internships, and career counseling into the secondary school curriculum aims to equip students with practical skills and a realistic understanding of the labor market (Aminu, 2024). Research indicates that early exposure to work environments can significantly shape students’ career aspirations and help them make informed decisions about their future (Bello, 2025). However, the implementation of school-to-work programs in Kaura LGA has encountered several challenges. Limited industry partnerships, inadequate funding, and a lack of structured mentorship programs have hindered the effectiveness of these initiatives (Ibrahim, 2023). Moreover, socio-cultural factors and parental expectations often influence career choices, sometimes discouraging students from pursuing vocations that are perceived as less prestigious, despite their potential for job security and personal satisfaction (Suleiman, 2024). In light of these issues, it is essential to critically assess how school-to-work programs impact the career trajectories of secondary school students in the region. Recent studies emphasize that when such programs are well-structured and aligned with market needs, they can lead to higher rates of job placement and greater career satisfaction among graduates (Chukwu, 2025). This study aims to examine the current state of school-to-work programs in Kaura LGA, their influence on students’ career choices, and the extent to which these initiatives prepare students for the demands of the modern workforce (Nasir, 2023). By exploring these dimensions, the research seeks to provide recommendations for enhancing the effectiveness of school-to-work programs and ensuring that they serve as a robust platform for career development among secondary school students.
Statement of the Problem
Despite the introduction of school-to-work programs intended to ease the transition from secondary education to the workforce, many secondary schools in Kaura LGA are witnessing limited success in influencing students’ career choices effectively. The challenges stem from a combination of inadequate program structure, insufficient collaboration with local industries, and a lack of comprehensive career guidance services (Musa, 2023). As a result, students are often left with vague or misinformed career aspirations, which may not align with market demands or their personal interests (Aminu, 2024). Furthermore, the absence of follow-up mechanisms to monitor the long-term impact of these programs has led to uncertainty about their overall efficacy (Bello, 2025). The socio-cultural environment, where certain professions are highly favored while others are undervalued, further complicates the scenario (Ibrahim, 2023). Additionally, limited resources and training for career counselors have contributed to the inadequate implementation of these programs, resulting in suboptimal exposure to real-world work experiences (Suleiman, 2024). The cumulative effect of these challenges is a disconnect between the objectives of school-to-work initiatives and the actual career outcomes observed among students. This gap highlights the need for a systematic investigation into the factors that hinder the effectiveness of school-to-work programs in Kaura LGA. By identifying these barriers, the study aims to propose strategic interventions that can better align school-to-work programs with the career aspirations and realities of secondary school students (Chukwu, 2025).
Objectives of the Study
- To evaluate the implementation of school-to-work programs in secondary schools in Kaura LGA.
- To assess the influence of these programs on students’ career choices.
- To propose improvements for enhancing the effectiveness of school-to-work initiatives.
Research Questions
- How effectively are school-to-work programs implemented in Kaura LGA’s secondary schools?
- What impact do these programs have on students’ career choices?
- What strategies can be adopted to enhance the relevance and effectiveness of school-to-work programs?
Research Hypotheses
- H₁: School-to-work programs positively influence students’ career choices.
- H₂: Effective industry partnerships in school-to-work programs correlate with higher student job placement rates.
- H₃: Comprehensive career counseling within school-to-work programs significantly improves students’ career decision-making.
Significance of the Study
This study is significant as it provides insights into the role of school-to-work programs in shaping students’ career trajectories in Kaura LGA. The findings will inform policymakers and educators on how to optimize these programs to better prepare students for the workforce, thereby enhancing job placement and career satisfaction.
Scope and Limitations of the Study
This study is limited to examining the impact of school-to-work programs on students' career choices in secondary schools within Kaura LGA, Kaduna State. It focuses solely on the relationship between these programs and career outcomes.
Definitions of Terms
- School-to-Work Programs: Educational initiatives that integrate vocational training and career guidance into the curriculum to facilitate the transition from school to employment.
- Career Choices: The selection of professional paths or vocations by students based on personal interest and market opportunities.
- Secondary Schools: Educational institutions providing education to students typically aged between 12 and 18 years.
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