Vocational teachers in higher secondary schools in developing countries: A case study of Gujarat

Abstract

A common theme in the debate about the role of diversified secondary education in developing countries has been the ability of school systems to recruit and retain competent teachers. This article examines the position of vocational teachers in higher secondary schools in Gujarat, India – a country committed to further expansion of vocational education at junior and higher secondary level. It presents evidence from an extensive survey of 21 schools offering vocational courses drawing on information collected from principals, teachers, students, ex-students and employers. The study found that vocational teachers were mainly the product of academic routeways, possessed little or no industrial experience and were not attracted to their position by a positive orientation to vocational education. The article concludes with an examination of three major staff related issues which confront those planning for improvement invocational education in higher secondary education. © 1999, Taylor & Francis Group, LLC.