THE REALITY OF THE VOCATIONAL EDUCATION TRACK (BETC) IN THE SCHOOLS OF SHOBAK DISTRICT IN JORDAN

Abstract

The study aimed to identify the reality of the vocational education track (BETC) in the schools of Shobak District in Jordan. The researchers used the descriptive analytical approach (document analysis and interviews). The study sample consisted of (13) male and female teachers and (19) male and female students. The results of the study showed that the schools that teach the (BETC) system were limited to four schools, teaching only three specializations (hair and beauty, information technology, and agriculture). The most prominent obstacles facing teachers teaching the BETC system in all specializations include the schools' lack of readiness for the BETC program, students' low level of writing and computer skills, students' lack of training from the beginning of the program on out-of-the-box thinking skills and report preparation, and students' failure to take a placement test before entering the specialization. The study results also revealed that the most important suggestions for addressing the obstacles facing teachers teaching the BETC system in the IT specialization include: equipping the school with the necessary laboratories and computers before starting teaching; allocating a dedicated computer lab for the specialization equipped with several computers and accessories, in addition to a smart board; conducting a placement test for students before they enroll in the specialization; changing the student admission policy and raising the admission rate in the agriculture specialization to reduce the failure rate; actively involving specialization teachers in guiding and directing students before classification; and incorporating the career paths program as content within the vocational education curriculum for the seventh and eighth grades. The study results also showed that student satisfaction with the specialization was high.