Integrating vocational skills into secondary curricula

The views of teachers, students and parents from rural Iringa, Tanzania

Authors

DOI:

https://doi.org/10.47381/aijre.v36i1.797

Keywords:

vocational skills, challenges, views, secondary education

Abstract

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.

Author Biographies

Cecilia Swai, Dar Es Salaam University College of Education

Dr. Cecilia Peter Swai

Cecilia Peter Swai is a Lecturer in the Department of Educational Foundations, Management and Lifelong Learning within the Faculty of Education at the Dar es Salaam University College of Education (DUCE). She teaches foundational courses, such as Sociology of Education and History of Education, at the undergraduate level, as well as Gender Concepts in Educational Leadership and Management and Comparative Education, at the postgraduate level. Her research areas focus on inequalities within education systems, particularly those affecting vulnerable groups such as orphans, working children, and pastoral communities. Additionally, she has a strong interest in vocational education, recognizing its crucial role in promoting innovation and social transformation. Within the field of sociology, her work explores how innovative practices in vocational education can address social inequalities, enhance inclusion, and foster sustainable development. Her academic and research background provides a strong foundation for advancing scholarship and advocacy in gender equity, innovation, and leadership within education systems.

Nisille Burton, Tunduma Town Council, Songwe Region

Mr. Nisile Burton

Nisile Burton is an Academic Officer in the Department of Secondary Education at Tunduma Town Council in Songwe Region, Tanzania.

He holds a Master of Education in Educational Leadership and Policy Studies from the Dar es Salaam University College of Education. His academic work includes research focused on integrating vocational skills into the secondary education curriculum. He also holds a Bachelor of Mathematics in Education from the University of Iringa and a Diploma in Education for Chemistry and Mathematics, giving him a strong foundation in both pedagogy and STEM subjects.

Downloads

Published

06-03-2026

How to Cite

Swai, C., & Burton, N. (2026). Integrating vocational skills into secondary curricula: The views of teachers, students and parents from rural Iringa, Tanzania. Australian and International Journal of Rural Education, 36(1), 53–68. https://doi.org/10.47381/aijre.v36i1.797

Issue

Vol. 36 No. 1 (2026): What's Rural About Rural Education Research

Section

JOURNAL PAPERS

License

Copyright (c) 2025 Cecilia Swai, Nisille Burton

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors contributing to The Australian and Internation Journal of Rural Education agree to publish their articles under a Creative Commons CC-BY 4.0 license, allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

Authors retain copyright of their work, with first publication rights granted to The Australian and International Journal of Rural Education.

Manuscripts submitted for publication should not have been published or submitted for publication elsewhere. It is the responsibility of authors to secure release of any copyright materials included in their manuscripts, and to provide written evidence of this to the editors. 

Papers are accepted on the understanding that they are subject to editorial revision. The Editorial Committee cannot guarantee that all contributions will be published nor give definite dates of publication. However, contributors will be advised if their papers are not accepted or if there will be a long publication delay.