THE  The Challenges Facing the Vocational and Technical Education (BTEC) Program in Jordanian Vocational Schools from the Teachers’ Perspective

Jibril  Suliman Ahmad Alghonmeein; Monim  Abdul Alsa’aideh; Zobaida  Hasan Abushwemeh

doi:10.48161/qaj.v6n3a2531

Authors

Jibril Suliman Ahmad Alghonmeein Department of Basic and Applied Sciences Shobak University College, Al-Balqa Applied University, Al-Shobak, Ma'an 71910, Jordan; https://orcid.org/0009-0008-7877-2891
Monim Abdul Alsa’aideh Department of Curriculum and Instruction School of Educational Sciences, The University of Jordan, Amman 11942, Jordan; https://orcid.org/0009-0001-9351-5032
Zobaida Hasan Abushwemeh Directorate of Vocational Education and Production, Ministry of Education, Amman 11118, Jordan. https://orcid.org/0009-0001-1989-4783

DOI:

https://doi.org/10.48161/qaj.v6n3a2531

Keywords:

BTEC curriculum, Vocational education, Curriculum implementation, Implementation challenges, Vocational teachers.

Abstract

The main objectives of the current study were to explore the problems facing the implementation of the BTEC curriculum in vocational schools in Jordan from the teachers' perspective. A descriptive survey research design was used, and data were collected from 301 vocational education teachers who responded to a validated questionnaire. The results showed that the implementation challenges were at a moderate level overall. The most challenging issues were related to the students, the second most challenging issues were related to the curriculum and assessment, and the least challenging issues were related to teachers. The findings showed that there were no significant differences in teachers' perceptions regarding gender, academic qualification, specialization, and place of teaching, while there was a significant difference regarding their years of experience. The results revealed the need for specific professional development programs, more support in schools, and more uniform evaluation schemes to support the effective implementation of competency-based vocational education. This study makes a unique and important contribution to the field of vocational education in terms of providing empirical evidence on the multidimensional nature of implementing BTEC programs in a developing educational context and highlighting educational implications for policymakers, curriculum designers, and vocational education stakeholders.

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Author Biography

Jibril Suliman Ahmad Alghonmeein , Department of Basic and Applied Sciences Shobak University College, Al-Balqa Applied University, Al-Shobak, Ma'an 71910, Jordan;

Department of Basic and Applied Sciences, Shobak University College

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