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Reasons for Abstaining Vocational Education in Jordan

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Vol. 11(11), pp. 1064-1084, 10 June, 2016 DOI: 10.5897/ERR2016.2790 Article Number: A5B4D2558896 ISSN 1990-3839 Educational Research and Reviews Copyright © 2016 Author(s) retain the copyright of this article http://www.academicjournals.org/ERR Full Length Research Paper Reasons for avoidance of vocational education in Jordan Mon’im A. Al-Saaideh Department of Curriculum and Instruction, Faculty of Educational Sciences, University of Jordan, Jordan. Received 29 March, 2016; Accepted 9 May, 2016 The study aimed to identify the factors that lead students to avoid joining Vocational Education (VE) in Jordan. A pilot study was conducted, then a 39-item questionnaire was developed, and its validity and reliability were ensured. The reasons included were divided into personal, social, economic, educational and vocational domains. The questionnaire was administered to 1050 students of the 10th basic grade. Results showed that the factors included in the questionnaire contribute at a medium level to students’ avoidance of VE. The highest contributing factors were the vocational factors of which the most contributing factor was the nature of the jobs that they had to take up. The second was the domain of personal factors, the highest of which was the discrepancy between students’ academic ambitions and the nature of vocational work. The third was the social factors, the highest of which was the effect of peers and their academic orientations. The fourth in level were the economic factors with the fluctuating nature of the income for the prospective careers of those who join VE being of the highest influence. The least contributing domain was the educational domain with the negative image of vocational schools being of the highest influence. The study produced some recommendations to mitigate avoidance of VE. Key words: Avoidance of vocational education, vocational education, career choice. INTRODUCTION Thinking of selecting the educational stream is a vital leads to his/her choice of future‟s career, thus it is issue for students especially at the end of the basic considered one of the most important decisions in one‟s education stage that represents the medium that delivers life since it almost determines his life style, social status, the education inputs in its two academic and vocational and occupational ladder. It also has its own dimensions branches representing its main outputs. Choosing the and effects on all of their life. vocational stream is a very particular process for the The world labour market is exposed to rapid changes individual since it contributes in his/her career success, as a result of the successive technical, economic, and which is in return reflected in his/her accommodation and political and developmental changes which influences the stability. The student‟s choice of his/her study stream career choice because of the increase in the scientific, E-mail: [email protected]. Authors agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Al-Saaideh 1065 vocational and practical specializations. Careers have curriculum, protagonists have provided counter-evidence become multiple and wide in their fields, and each career in support of its provision. Although acknowledging that began to have its own study specializations and vocational subjects were substantially more expensive characteristics. Our age is considered a changeable age than academic. where the world‟s lives up to renewed industrial and Thus, the duty of preparing the individual through technological revolutions. Future also holds a lot in the providing an educational strategy that links between the world of career, which means that there would be several school and the work lies on the educational system. This careers that are different from those available today with is called” Education for Career” which focuses on new requirements that force individuals to change their providing students with the necessary attitude and skills careers several times during their practical life (Jeynes, to accommodate with the various changes. This includes: 2007; Al-Masri, 2003; MacAskill, 2014). Academic basic skills, the skills of decision-making and Because there is a close relationship between job-seeking, getting a job and keeping it, good work education programmes of all their branches and the kind habits, and a system of positive personal values towards of job, a student can be involved in the future. Therefore, the job (Galliott et al., 2015; Twarawneh, 2000). There education should provide them with a model of are various reasons which influence the individual‟s occupational choice, which requires that students and vocational choices such as: parents should be aware of the labour market and the available occupational opportunities, in addition to The occupational ladder at the labour market providing the right information that may help them in selecting the future educational stream correctly (Liu et Individuals usually begin with an occupation from which al., 2014). he/she is promoted up an accelerated ladder most of the The relationship between the general education and time where responsibility and salaries increase and the transition to the workplace has been raising a big debate work conditions get better. This is called the occupational through the last decades. The „Vocationalisation Debate‟ ladder. Promotion from one position or level to another is a controversy that has developed internationally since within the occupational ladder requires a period of time the 1960s, mainly concerning the provision of vocational that may be short or long according to the occupation, education at secondary school level. Different issues are and according to the orientations, motivations and related to this debate. These include cultural issues opportunities available to that individual. Sometimes, that relating to the status of vocational education as seen by individual may move one or more steps backwards the students, the teachers and the wider community because of the difficult requirements of the new job. That including the students‟ parents. Other issues are same individual may jump over trespassing some jobs economic, regarding the cost of the programs in speeding up his progress up that ladder because of his comparison with that of academic education; and some distinguished activity or any other circumstances (Liao functional issues concerning purely vocational schooling and Ji, 2015). At the labour market, experience and versus purely academic schooling or the provision of seniority plays a conspicuous role in promotion, in diversified curriculum (Hayward, 2004). addition to the job and production conditions at the Increasing evidence has come to the conclusion that factory. Whenever production increases, this leads to an vocationalising the school curriculum is not viable (Grubb, increase in the demand for higher level occupations at 2004). Since the mid-1970s, aid agencies such as the the occupational ladder, especially from those who World Bank started showing significant shifts in their worked in the factory. sponsorship from vocational to non-formal education and Therefore, the obviousness of the occupational ladder other programs (Hayward and James, 2004). Most of the and the kinds of the available careers at each level, the evidence castigating the inclusion of vocational courses requirements of entering such jobs and the reasons that as part of school curriculum seems to be based on help to be promoted in them are necessary to be aware economic arguments. It was found that vocational of because they influence the individuals‟ occupational courses are expensive. Significant contributions to the decisions (Amir and Gati, 2006; Atwan, 2001). If curricula debate have concluded that policies emphasising the worked all through the study years on making individuals‟ provision of vocational education in schools are doomed vocational decisions more positive and more compatible to failure. They contend that schools should concentrate with their status quo and with their interests and abilities, on increasing access to and improving the quality of they would have achieved one of the most important general education. However, the suggestion to delay objectives of learning in life (Mahasneh, 2011). providing vocational education until after secondary education implies denying the majority of pupils the opportunity to acquire even basic vocational skills Income and social class (Hayward, 2004). Although the bulk of literature provides evidence counter to a policy of vocationalising the school Parents are keen to teach their children, but the social 1066 Educ. Res. Rev. classes under the poverty line mostly find it so difficult to availability of information about these careers and job pay for education costs. Therefore, they refuge to making opportunities is limited to such careers. These job their sons involve in the labour market at an early age. opportunities lie within the knowledge of the family and This deprives them from progressing in education. Thus, peers (Israel et al., 2001). Nevertheless, the more the the poorest individuals and those with low level of curriculum works on providing information for all, and education are at the lower levels of the vocational ladder works on increasing awareness, the less influential this where the work conditions are not attractive (Wilson, factor will be (Watkins and Noble, 2008). 2011; Rossetti, 1990). This leads to an
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