An appraisal of students' perceptions of technical and vocational education in secondary schools in Takai LGA, Kano State
- Project Research
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- NGN 5000
Background of the Study
Technical and vocational education (TVE) has become an essential component of modern education, offering practical skills that prepare students for various career paths. In secondary schools in Takai LGA, Kano State, TVE programs have gained prominence as alternatives to traditional academic pathways, aiming to equip students with hands-on skills that meet the demands of the labor market. Students' perceptions of TVE are pivotal in determining the effectiveness and appeal of these programs, as positive attitudes can enhance engagement, skill acquisition, and future career prospects (Abdullahi, 2023). In Kano State, where economic diversification and industrial growth are prioritized, TVE is seen as a means to bridge the gap between academic learning and real-world application. The integration of TVE into the secondary school curriculum reflects a broader shift toward competency-based education, emphasizing experiential learning and practical training. Research suggests that students with a favorable perception of TVE are more likely to pursue technical careers and contribute meaningfully to economic development (Hassan, 2024). However, student perceptions are influenced by multiple factors, including societal attitudes, parental expectations, and the quality of program delivery. In some cases, negative perceptions stem from a lack of awareness about the benefits of technical training or cultural biases that favor traditional academic disciplines. In Takai LGA, initiatives to promote TVE have met with mixed responses from students, highlighting the need for a comprehensive appraisal of their views. Understanding these perceptions is crucial for identifying the strengths and weaknesses of current TVE programs and for developing strategies to enhance their appeal. By examining how students perceive technical and vocational education, this study aims to offer insights into the factors that influence their attitudes and choices regarding career pathways. The findings will provide a basis for policy recommendations and program improvements that can help align TVE initiatives with students’ career aspirations and local economic needs (Ibrahim, 2025).
Statement of the Problem
Despite the recognized potential of technical and vocational education to provide practical skills and improve employability, a pervasive challenge exists in shaping positive student perceptions of TVE in secondary schools in Takai LGA, Kano State. Many students view TVE as a less prestigious alternative to traditional academic education, which can lead to under-enrollment and limited engagement with technical programs. Factors such as societal stigma, inadequate program quality, and insufficient career guidance contribute to these negative perceptions. Additionally, the lack of awareness about the long-term benefits of TVE—including improved job prospects and entrepreneurial opportunities—further undermines its attractiveness. The absence of standardized information and exposure to successful role models in technical fields exacerbates these challenges (Sani, 2023). As a result, students may be reluctant to pursue TVE, thereby missing opportunities to acquire market-relevant skills. This reluctance not only affects individual career prospects but also impedes local economic diversification efforts and the development of a skilled workforce. The existing literature reveals a gap in understanding the specific factors that shape students’ perceptions of TVE in the context of Kano State. Without addressing these factors, efforts to promote technical and vocational education may remain ineffective, resulting in continued negative perceptions and low participation rates. This study seeks to critically appraise students' perceptions of TVE, identify the underlying causes of negative attitudes, and propose strategies to enhance the appeal and effectiveness of these programs in secondary schools in Takai LGA (Mustapha, 2024).
Objectives of the Study
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To evaluate students' perceptions of technical and vocational education in secondary schools.
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To identify factors influencing these perceptions in Takai LGA.
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To recommend strategies for enhancing the appeal and effectiveness of TVE programs.
Research Questions
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What are students' perceptions of technical and vocational education in secondary schools?
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What factors influence students' attitudes towards TVE in Takai LGA?
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How can TVE programs be improved to better meet students' career aspirations?
Research Hypotheses
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H1: Positive student perceptions of TVE are associated with higher enrollment in technical programs.
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H2: Societal attitudes and lack of information significantly influence negative perceptions of TVE.
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H3: Enhancements in program quality and career guidance will improve student perceptions of TVE.
Significance of the Study
This study is significant as it provides an in-depth appraisal of students' perceptions of technical and vocational education, offering valuable insights for educators, policymakers, and industry stakeholders. The findings will assist in formulating strategies to improve TVE programs, thereby enhancing their appeal and effectiveness. By addressing the factors influencing student perceptions, the study aims to promote TVE as a viable and attractive pathway for career development, ultimately contributing to economic growth and workforce development in Takai LGA, Kano State.
Scope and Limitations of the Study
The study is limited to the appraisal of students' perceptions of technical and vocational education in secondary schools within Takai LGA, Kano State. It does not extend to other forms of education or geographic areas outside Takai LGA.
Definitions of Terms
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Technical and Vocational Education (TVE): Educational programs that provide practical skills and training for specific trades and professions.
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Student Perceptions: The attitudes and beliefs held by students regarding a particular educational program or subject.
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Secondary Schools: Educational institutions that offer secondary education to adolescents.
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