Evaluating The Accessibility AndEffectiveness Of Career Guidance Information For Secondary School Candidates On Technical And Vocational Education And Training Courses In Uganda

Abstract

The purpose of the study was to assess the availability of career guidance information to secondary school candidates in Uganda. This study was guided by the Theory of Enlightenment Education and the Educational Theory of Pragmatism, emphasizing the integration of scientific and technological education and the practical application of knowledge. The conceptual framework depicted howthe career guidance information to the secondary school candidates influences the choice of TVET courses. To achieve this, the study employed a descriptive research design, applying a mixed research methodology approach, targeting 300 secondary school students, 10 secondary school administrators and 10 TVET college administrators from selected institutions in Uganda. Purposive and simple random sampling techniques were used to gather representative data. Questionnaires and interview guide data collection instruments, were developed, pre-tested for validity and reliability using the Cronbach alpha method and subsequently analyzed using the Statistical Package for Social Sciences (SPSS).A mean of 2.61 suggested an average of a somewhat positive perception regarding the accessibility of career guidance information related to TVET, whereas the standard deviation of 0.745 implies a degree of variability in respondents’ opinions, indicating that while some participants might perceive sufficient availability of career guidance information, others may have a less optimistic view. The discussion showed that teachers’ perception exhibits a substantial positive influence on the selection of TVET courses by secondary school students with β=0.403, supported by a t-statistic of 2.742 and p-value of 0.008. This indicated a positive perception of secondary school teachers in Uganda on TVET as a career choice by the candidates associated with a corresponding increase in secondary school students choosing TVET courses. The study concluded that access to career guidance information, the absence of diagnostic assessments, and disparities in career guidance departments significantly influence TVET course selection by students. Based on these findings, the researcher recommends that the Ministry of Education in Uganda to implement comprehensive career guidance programs in secondary schools, establishing dedicated career guidance departments to empower students with the necessary information to make informed decisions regarding TVET course selection. This study contributes to the existing literature by proposing a career guidance model that integrates all stakeholders and emphasizes the need for policy reforms to incorporate TVET concepts into the regular education curriculum