Teacher’S Attitudes Towards Females And Technical Education: Implications For Career Guidance And Counselling
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Teacher’S Attitudes Towards Females And Technical Education: Implications For Career Guidance And Counselling
Abstract
This article examined one facet of society attitudes towards vocational education using a survey of 200 parents in Delta State’s Udu Local Government Area.
The study results clearly demonstrated that, while parents recognise the employment benefit inherent in vocational education, they are nonetheless willing to accept the superiority of socially prestigious and white-collar professions over technical vocations.
This study’s data was obtained using simple percentages and frequencies. The research concluded by discussing the findings’ significance for Nigerian guidance and counselling services.
Introduction
Innovations in vocational education have been proposed as a means of decreasing the “waste” of talent that is commonly associated with traditional institutions. The rationale or vocational needs would provide a more productive boost to the economy.
In Nigeria, for example, the New National Policy on Education (2004) not only advocates the incorporation of productive work into learning, but also mandates the development of multi-purpose vocational centres to assist the training of artisans, craftsmen, technicians, and so on.
Despite growing awareness of the importance of skill training in development efforts, there appears to be a lack of adequate information on the concept of linkage between education and working life
such as the implications of innovations and policy formulations concerning vocational education programmes in the context of the individual.
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