Vocational education is among the vital tools an individual can use to be developed. It is training for useful employment in trade, industries, agriculture, business and home making among others. The emphasis on vocational education is to prepare one for self-reliance. Ameram and Baditri [1] sees vocational subjects as those designed to develop skills, abilities, understanding, attitude, work habit and appreciation encompassing knowledge and information needed by workers to enter and make progress in employment on a useful and a productive manner. It contributes to the production of good citizens by developing their physical, social, civic, cultural and economic competencies [2]. 

The quality sign of potential success in students’ vocational pursuits require the identification of the students’ interest, aptitudes, abilities, values and judgments; and if these will be discovered, it requires a guidance counselor who will give the appropriate occupational information to the students with proper exposition to various opportunities available in the world of work [3]. It is not surprising that students are not interested in vocational subjects. Osuala [4] opined that, at the heart of a society and economic problem is a national attitude that, vocational subjects are designed for somebody else’s children and is meant primarily for the children of the poor. This same attitude is shared by students. Thus, it makes the students lack interest in the study of vocational subjects, particularly Home economics.

While the national enrollment into vocational educational programs in Ghana has dropped by 40% as of 2016, the enrolment into other general educational programs has increased more than 50% [5]. The drop in the vocational education figure put people in a pole position to inquire about what the nation’s system of public schooling is doing for students who lack the necessary training skills for the world of work. One may also as, “by failing to necessary training skills for the world of work. One may also as, “by failing to understand the perceptions of students towards vocational education, and using that understanding to develop and provide options other than college preparation is the system unknowingly setting these students up for failure?’ Any democratic society should provide an equal educational opportunity of the same quality and quantity for each individual [6]. Weber [7] stated on a study that evaluated the dropout cases to a nation of students within the age group of 25 to 35 years. The outcomes showed estimates of $7 billion a year in lost federal and state government incomes and $3 billion a year in welfare expenses. While dropout rates are not the focus of the present-day study, it is rational to guess that rising dropout rates may be related to inadequate vocational education programs [8]. The imminent critical unavailability of highly trained and skilled employees throughout many industries, coupled with a decreasing admission in vocational education courses, does not portend well for the upcoming of the Ghanaian economy [9]. Nor does it bode well for students who do not wish to advance their education at a high level and who plan to get employment after high school. Most of these students will graduate and get employed with few or no job skills. The scarcity of extremely trained and skilled employees, coupled with the falling rate of admission in vocational educational programs in Ghana is credited mainly to the dissimilar gender opinions that individuals have towards vocational educational programs. The latest development in Ghana suggests that a significant number of students are not being provided with equal educational opportunities. It is equally important that, authorities into education and the various industries should engage in planning for vocational training and workforce development. Meeting the workforce needs of the nation will depend on the ability of the private sector and education to develop a trained workforce that is prepared to meet the needs of expanding and emerging industries. Equally, the educational leaders’ understanding of the perceptions about vocational education and how the differences in gender affect those perceptions will play a critical role in planning the success of vocational educational programs. Because vocational education is an important element of the educational system, it is equally important that, educational leaders know the various gender perceptions about the programs and should understand factors that affect the crystallization of those perceptions. This study therefore seeks to explore the various gender perceptions on Vocational Education in the Bolgatanga Technical University. 

Research Design

A survey design was used for the study. Peters [10] explained a survey design as a data collection tool used to gather information about individuals. A survey according to the author may focus on factual information about individuals, or it may aim to collect the opinions of the survey takers. The researchers chose the survey research design because, it is cost-effective, prevents geographical dependence, it is capable of collecting data from a large number of respondents, numerous questions could be asked about the subject giving extensive flexibility in data analysis, a broad range of data could be collected (e.g., attitudes, opinions, beliefs, values, behavior, factual) and the survey was viewed as relatively free from several types of errors.

Population and Sampling

A sample size of 60 lecturers and 40 administrative staff were involved in the study. A stratified random sampling technique was employed to select 100 lecturers and administrative staff of the University. Stratified random sampling, also sometimes called proportionalor quota random sampling, involved dividing a population into homogeneous sub-groups and taking a simple random sample in each subgroup [11]. The technique is advantageous because it ensured that, everyone or every member in a population had an equal opportunity for being selected as a subject. 

Data Collection Instruments       

According to Unas [12], data collection instruments refer to the devices used to collect data. In other words, data collection instruments refer to the methodologies used to identify information sources and collect information during an evaluation [13]. Questionnaire was employed as the main data collection instrument.

Data Collection Procedure

The questionnaires were administered personally by the researchers to the respondents. Each respondent was given two (2) days each to complete the questionnaires after which they were retrieved. In all, 300 questionnaires were administered to the respondents and were all retrieved on the expiration of their due dates. Data gathered through the questionnaires formed the primary source of data for the study. The researchers also obtained secondary data from books, articles and journals that related to the topic understudy. The issue of ethics in conducting the research was highly adhered to ensuring protection and promotion of the rights of all individuals. The aspect of confidentiality was also given optimum attention. In this case, the identities of the participants were not disclosed alongside guaranteeing them security for any complications which may erupt thereafter. 

Data Analysis

The data were analyzed through frequencies, percentages and means. A 5-point Likert scale was employed for the closed-ended responses where 5-strongly agree, 4-agree, 3-uncertain, 2-disagree and 1-strongly disagree. The open-ended responses on the other hand were grouped and analysed based on their similarities. The researchers used the Statistical Package for Social Sciences (SPSS) version 20.0 to analyse and interpret the data. 

From the Table 1, 60 respondents representing 60% were males and 40 respondents representing 40% were females. Majority of the lecturers and administrative staff who formed part of the sample was males. Also, 10 respondents representing 10% fell within the age group of 20-29 years. Twenty (20) respondents representing 20% fell within the age group of 30-39 years. Sixty (60) respondents representing 60% fell within the age group of 40-49 years. Five (5) respondents representing 5% were within the age group of 50-59 years and another 5 respondents representing 5% were 60 years or more. The results from Table 1.4 show that, majority of the respondents fell within the age group of 40-49 years. Also, 10 respondents representing 10% had diploma as their qualification. Twenty (20) respondents representing 20% had first degree as their qualification. Sixty (60) respondents representing 60% had second degree as their qualification and another 10 respondents representing 10% had other qualifications. The results further shows that, majority of the respondents were second degree holders. Furthermore, 60 respondents representing 60% had 1 to 5 years working experience in the institution. Thirty (30) respondents representing 30% had 6 to 10 years working experience in the institution. Five (5) respondents representing 5% had 11 to 15 years working experience in the institution and another 5 respondents representing 5% had 16 years or more working experience in the institution. The results also show that majority of the respondents had 1 to 5 years working experience in the institution. 

Table 1: Demographic Characteristics of the Respondents

Source: Field Survey, 2019

As indicated in Table 2, majority of the respondents concord to the fact that male students’ attitude toward vocational education becomes increasingly positive when they spend more time on practical tools and equipment (4.89); guardians had greater influence in the enrollment of males in vocational education(4.88); female participants gain from a wide range of vocational skills that offer long-term employment and higher wages than males (4.86); the attitude of females towards males influence males’ enrolment in vocational educational programmes and females have a greater interest and knowledge in vocational education than males (4.82) respectively; higher vocational education was accepted as conferring more benefits to females than males (4.81); vocational education was for females (4.80); male students perceive vocational education as more difficult and less interesting than female students (4.79); female students are capable of completing their vocational tertiary education successfully than males (4.63). The findings is in consonance with that of Reagor and Rehm, [14] who stated that guardians have the foremost impact on youth, they may be controlled by variables past their control such as culture and financial matters. They further stated that, the way guardians see the world of work impacts the arrangement and advancement of their children's values and states of mind approximately work. The study is also in conformation with Hines, 2017 and Otto, 2009, who stipulated that parents have a greater influence on the career choices of students than do career counselors and that guidance counselors will not have an impact on students' career choices: "Even if schools had the resources with which to meet young people’s career guidance needs, neither teachers nor counselors can replace the influence parents have on their sons' and daughters' career plans". On the off chance that parental needs, values, and states of mind are positive toward work, children are likely to receive positive points of view [14]. The administrative staff and lecturers views on factors that affected the effectiveness of Vocational Education in the Institution are outlined in 3. From the Table, the teaching experience of teachers was identified as the major factor (4.85): follow by teaching effectiveness (4.84); students’ attitude (4.77); research and development (4.76); extra-curricular activities and teachers’ salary (4.71) respectively; infrastructure (4.63); the quality of teachers (4.53); and the professional qualifications of teachers are all factors that affect the effectiveness of Vocational Education in the institution (4.52). The respondents agreeing to the fact that teachers’ teaching experience was a factor that affected the effectiveness of vocational education in the institution. This finding was in line with that of Dalal and Hulin [15] who postulated that, teaching experience is the time spent by a teacher in the teaching profession. With the passage of time, the authors highlighted that, teachers get command over their subjects and become competent in the art of teaching through experience. 

Table 2: Perception of Administrative Staff and Lecturers on Vocational Education in the Institution

Source: Field Survey, 2019

In other words, teaching experience improves the teaching skills and methodologies adopted by teachers [15]. The respondents also agreed that teaching effectiveness was a factor that affects the proficiency of vocational education in the institution. This outcome is in line with Omoifo [16] who postulated that quality teaching is effective teaching. According to the author, effective teaching occurs when students learn and achieve many goals and not just being able to repeat technical knowledge. During effective learning, Omoifo [17] indicated that, students learn how to learn and develop conceptual understanding and thinking skills, thus helping them to change their intuitiveness. The finding also supported that of Okafor [18] who opined that, quality teaching lies at the teacher’s capacity to transform written knowledge into forms that are pedagogically powerful and yet adaptive to the students’ abilities and backgrounds. The respondents further agreed to the fact that teacher quality was a factor that affected the effectiveness of teaching in the institution. This finding is in tandem with Cambell et al. [19] who opined that, teacher’s academic qualifications and knowledge of subject matter, competencies and skills, and the commitment of teachers have a great impact on the teaching learning process. The finding also agrees with Okureme [20] who posited that, an effective teacher should be a master of his subject, as well as be grounded in methods of teaching, and must be able to relate his concepts to real life experience. According to Abd–El-phallic and Boulaoude [21], such teachers understand the concepts, principles, theories and processes of technical and vocational education and are aware of the complex relationship between technology and society. Such teachers more importantly develop an understanding of the nature of technical and vocational education. This is important because what teachers choose to teach and how they carry out the instruction presents a particular view of the nature of technical and vocational education to their students [17]. As indicated by Borman and Motowidlo [22], teachers’ knowledge base for effective teaching is very important in that they are to help the students completely understand the content and underlying philosophy of technical and vocational education. This has long been stressed and culminated in recent emphasis on teacher preparation programmes that will produce sound and effective literate teachers [22]. The respondents also agreed to the fact that students’ attitude was a factor that hindered the effectiveness of vocational education in the institution. This finding was consistent with that of Vroom [23] who opined that students constitute the input of the whole system. According to the author, the accomplishment of the process of imparting knowledge is greatly affected by the environment in which the students are put and also on their self-zeal to learn and excel. Vroom [23] added that students’ own awareness and interest for learning and the inherent aptitude to grasp together with their sincerity, regularity and honesty are key to their successful accomplishment of courses. Additionally, the respondents agreed to the fact that extra-curricular activities was a factor that affected the effectiveness of vocational education in the institution. This finding was in tandem with that of Jackson et al. [24] who stated that good education in its totality must include the overall development of the student and must not be restricted to training in a specialized discipline. According to the authors, institutions must organize various extra-curricular activities like arranging group discussions, debates, quizzes, extempore, guest lectures, seminars, sports, games, cultural and co-curricular activities. These extra-curricular activities enhance and improve the inherent capabilities and skill of students [24]. Research and development was further agreed as a factor that influenced the effectiveness of vocational education in the institution. This finding agreed with Sven [25] who postulated that research and development activity is very much essential to survive in this competitive world. According to the author, an institution must have proper infrastructure to carry out research and development activities. The students must have access to scientific Journals and other modern library facilities. There must be the availability of qualified and experienced research oriented and motivated faculty. Adequate financial provision must be present to carry out research activities [25]. The respondents also agreed to the fact that teachers’ salary was a major factor that affected the effectiveness of vocational education in the institution. This result was in line with Sackett, et al. [26] who opined that teacher salary is very important as a predictor of students’ achievement because it has a capacity to uplift the other aspects of teacher quality. According to the authors, if a teacher gets a suitable salary that covers the basic living costs, he may be able to live comfortably and thus be more effective as he is motivated to use his abilities, competencies and skills. Sackett, et al. [27] also indicated that poor remuneration affects the morale of teachers, distracts and hinders their commitment and effectiveness. The respondents finally agreed to the fact that, the professional qualifications of teachers was a major factor that affected the effectiveness of vocational education in the institution. This finding supported that of Schmidt et al. [28] who concurred that the basic skills and abilities of the teaching learning process are developed in a teacher through professional qualification. The finding disagreed with that of Omayuli and Omayuli who posited that, most technical and vocational teachers are not professionally trained to the extent that an engineer is recruited to teach courses rather than specialists actually trained to teach in the field.

Table 3: Factors that Affect the Effectiveness of Vocational Education in the Institution

Source: Field Survey, 2019

The study concluded that lecturers and administrative staff perceived teaching experience of teachers as the major factor that influenced the effectiveness of vocational education in the institution. The lecturers and administrative staff indicated that guardians had greater influence in the enrollment of males in vocational education. They had varied views with respect to the factors that affected the effectiveness of technical education in the institution.

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