Integrating vocational skills into secondary curricula

This study explored the views of teachers, students, and parents from Rural Iringa on the integration of vocational skills into the secondary education curriculum. The study employed a case study design and was guided by the Open System theory. The study sample comprised teachers, students and parents, who were selected by using purposive and convenience sampling techniques. Data were collected through semi-structured interviews and focus group discussions and then analysed thematically. The findings revealed that teachers, students, and parents held positive views regarding the integration of vocational skills into secondary education in rural areas. They viewed vocational skills as paramount in bridging the unemployment gap, encouraging innovation and enhancing technological advancement in rural areas. However, several challenges hindering the implementation of vocational education were found, including a shortage of practical sessions, theft and the inadequacy of teaching and learning materials. The study concludes that integrating vocational skills into secondary education is necessary for rural youth by equipping them with the skills needed to thrive in the global labour market. This would put them in a position to contribute to sustainable development.