Information technology as a vocational subject in secondary schools : the realities faced by teachers, school leaders and policymakers

Abstract

Being stigmatised to an eventual important economic aspect, governments are striving to have an efficient VET system. In our secondary schooling, through the My Journey reform, VET and applied learning are provided in parity of esteem with general academic education. An interpretative phenomenological case study approach focused on IT, as a vocational subject, is undertaken to understand educators’ perceptions, challenges and roles in implementing IVET in both state and non-state secondary schools. Additionally, being an insider to the research, a qualitative exploratory interview approach is carried out to capture teachers’, SLT members’ and policymakers’ insights on the matter. Through the use of NVivo12, this study analyses three emergent themes that comprise school administration and logistical issues, challenges for teaching and learning and quality assurance. Despite an emergent positive perception towards VET, both teachers and SLT members outlined several challenges, including increase in workloads, logistical issues, and lack of time and support. These challenges are exacerbated in state schools due to higher student intake, a wide range of vocational subjects offered and the introduction of the applied route concerning the My Journey reform. This study shows that VET leaders’ roles are more characterised as administrative, whereas teachers felt undervalued and continuously scrutinised in their work. Finally, mitigation measures comprising CPD to enhance stakeholders’ wellbeing, acquisition of vocational pedagogy and industrial skills, as well as networking, are discussed for the effective national IVET implementation at a secondary level.