Vocational education policies and strategies as perceived by palestinian academics and technicians

Abstract

This paper addresses the policies and strategies of the Palestinian vocational education, and indicates that there are differences within the perceptions of different internal stakeholders (50 secondary vocational education teachers, 50 academic secondary school teachers, 50 university faculty members and 50 technicians working in educational institutions). The study shows that placing vocational education within a comprehensive secondary curriculum is an appropriate strategy for Palestinian vocational education, and that basic education is an essential prerequisite for vocational education. The participants believe that private business should participate in financing vocational education but not be solely responsible for it. Furthermore, they felt that graduates of vocational schools should be permitted to have access to university education and community college programs without restrictions. Finally, there is agreement among the four participating groups in terms of their perceptions regarding the majority of vocational policies. Significant differences were observed among the perceptions of the four participating groups concerning adopting a range of possible policies. The controversial policies are related to restrictions on vocational education and forcing low achieving students to follow the vocational education track only.