The influence of parental attitudes on students' enrollment in technical and vocational education programs in Gusau Local Government Area, Zamfara State
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Background of the Study
Parental attitudes have a profound influence on the educational choices made by students, particularly in communities where family opinion is highly valued. In Gusau Local Government Area, Zamfara State, the decision to enroll in technical and vocational education programs is often shaped by parental perceptions and expectations. Traditional academic routes are frequently favored over vocational training due to the belief that the latter is less prestigious and offers fewer long-term benefits (Dawodu, 2023). However, the evolving job market and increasing demand for practical, market-driven skills have highlighted the importance of technical and vocational education in preparing students for employment. Despite this shift, many parents remain hesitant to encourage enrollment in vocational programs, citing concerns over job security and social status (Ogunyemi, 2024). This cultural backdrop contributes to a persistent challenge where capable students who could benefit from technical training are dissuaded from pursuing it. On the other hand, some parents recognize the value of vocational education in providing immediate employment opportunities and practical skills, which are essential in a competitive economy (Haruna, 2025). The divergent parental attitudes create an uneven landscape in educational enrollment, where the decision to choose vocational pathways is not solely based on the students' aptitudes or interests, but also on familial influence and societal expectations. This study aims to explore the extent to which parental attitudes affect students' enrollment in technical and vocational education programs in Gusau. It will investigate the underlying factors that shape these attitudes and assess their impact on enrollment trends. By understanding the dynamics between parental influence and educational choice, the study seeks to offer recommendations that can help shift perceptions and promote vocational education as a viable and attractive alternative to traditional academic programs (Dawodu, 2023; Ogunyemi, 2024; Haruna, 2025).
Statement of the Problem
In Gusau Local Government Area, parental attitudes significantly shape students' educational choices, often leading to lower enrollment in technical and vocational education programs. Despite the growing relevance of vocational skills in today’s job market, many parents hold traditional views that favor conventional academic education, considering it a more secure and prestigious pathway (Dawodu, 2023). This bias results in a reluctance to support vocational training, even when such programs could equip students with practical skills essential for immediate employment. Additionally, misconceptions about the quality and potential outcomes of vocational education contribute to a lack of parental endorsement, which in turn discourages students from enrolling in these programs (Ogunyemi, 2024). The limited awareness of the economic benefits and career opportunities associated with technical training exacerbates this issue, creating a cycle where vocational programs remain under-subscribed and under-resourced. Moreover, without sufficient parental support, educational institutions face challenges in recruiting talented students, which impacts the overall quality and reputation of technical and vocational education in the region. This study aims to critically assess the influence of parental attitudes on student enrollment in technical and vocational education programs in Gusau. By examining the root causes of parental skepticism and identifying factors that could shift these attitudes, the research intends to provide actionable insights for educators and policymakers. These insights are expected to foster a more balanced perception of vocational education, encouraging higher enrollment rates and ultimately contributing to the development of a skilled workforce that meets local economic demands (Haruna, 2025; Dawodu, 2023; Ogunyemi, 2024).
Objectives of the Study
1. To assess the influence of parental attitudes on students' enrollment in technical and vocational education programs in Gusau.
2. To identify the key factors in parental attitudes that impact enrollment decisions.
3. To recommend strategies to positively influence parental attitudes towards vocational education.
Research Questions
1. How do parental attitudes affect students' enrollment in technical and vocational education programs in Gusau?
2. What are the key parental factors influencing enrollment in vocational education?
3. What measures can be taken to improve parental perceptions of vocational education?
Research Hypotheses
1. H1: Positive parental attitudes significantly increase student enrollment in technical and vocational education programs in Gusau (Dawodu, 2023).
2. H2: Negative parental perceptions are a major barrier to student enrollment in vocational education (Ogunyemi, 2024).
3. H3: Awareness and engagement programs can effectively modify parental attitudes towards vocational education (Haruna, 2025).
Significance of the Study
This study is significant as it explores the impact of parental attitudes on student enrollment in technical and vocational education programs in Gusau. The research provides valuable insights that can inform educational outreach and parental engagement strategies. By addressing the influence of parental perceptions, the study contributes to enhancing enrollment rates and ensuring a steady supply of skilled individuals to the workforce. The findings are expected to support policy interventions aimed at fostering a positive perception of vocational education (Dawodu, 2023; Ogunyemi, 2024).
Scope and Limitations of the Study
The study is limited to examining the influence of parental attitudes on student enrollment in technical and vocational education programs in Gusau Local Government Area, Zamfara State, and does not account for other external influencing factors.
Definitions of Terms
• Parental Attitudes: The perceptions, beliefs, and values held by parents regarding education and career choices (Dawodu, 2023).
• Technical and Vocational Education Programs: Educational courses designed to impart specific technical and practical skills (Ogunyemi, 2024).
• Enrollment: The process of registering or entering into an educational program (Haruna, 2025).
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