Factors Influencing Students’ Choice of the Technical and Vocational Education and Training (TVET) Pathway in the Central Region of Ghana

Abstract

This study investigates the factors influencing Ghanaian students' choice of technical and vocational education (TVET) career pathway. The study was guided by the social cognitive career theory and the expectation-value theory. The cross-sectional descriptive survey design was used to explore the critical factors influencing students’ technical and vocational education choices. Specifically, the study explored the demographic profile of TVET students, determined the factors the factors that influenced their enrolment into TVET programmes, and their level of satisfaction with the choices they are pursuing. The targeted population were students enrolled in TVET programmes in two Technical Institutes in the Cape Coast Metropolis. Using the census method, a structured questionnaire was used to collect data from 245 participants.  Data collected were analysed and interpreted using descriptive statistics.  The study revealed that parental influence, particularly from fathers, is the primary motivating factor. Other motivators included interest in practical skills, opportunity for self-employment, and job prospects. Respondents also reported that the negative perceptions about TVET, associating it with lower academic ability and prestige always affect their motivation. However, students expressed satisfaction with their decision and choice of programmes citing the practical aspects, teaching methods, availability of tools and equipment and overall school environment as factors driving their interest and satisfaction. Notwithstanding, some respondents saw the cost of programme and support for placement as factors that negate their decision    The study concludes that, engaging parents and school agents, promoting public awareness, enhancing TVET’s image and aligning curricula with industry while offering assistance with internship, placement and financial support could improve enrollment rates. It is therefore recommended that parents be engaged in career guidance programmes and teachers trained to offer balanced career advice to students. Additionally, efforts must be made to align TVET programme curricula with industry needs and improve school infrastructure to enhance the appeal of TVET programmes, while financial support is provided for students to help increase programme accessibility.