Teacher perceptions about the reputation of technical and vocational education and training in Ghana

Purpose This study examines the perceptions of technical and vocational education and training (TVET) teachers about the factors that influence the reputation of TVET in Ghana. Design/methodology/approach Quantitative and qualitative data were collected from 680 TVET teachers in Ghana using a survey instrument that included an open-ended section that required participants to provide written comments. The quantitative data gathered were analysed by way of the fuzzy analytic hierarchy process (FAHP), while the written narratives of participants were evaluated using thematic analysis. The quantitative and qualitative data analysed were subsequently integrated using a four-stage pillar integration process (PIP), which included listing, matching, checking and pillar building. Findings The findings show that TVET teachers’ perceptions regarding the factors influencing the reputation of TVET in Ghana include investment in infrastructure and learning resources; collaboration between TVET institutions and industries; public perceptions of TVET prospects; occupational standards; testing and certification; pedagogical approaches; students’ academic coping abilities; gender and equity considerations and labour market information requirements. Furthermore, state policies regarding student access, funding models, curriculum reform, investment in TVET teacher education and professional development as well as the remuneration, motivation and working conditions of TVET teachers, significantly influence the reputation of TVET in Ghana. Originality/value This study contributes to the scholarly discourse on the reputation of TVET and how the sector could be improved to attract more learners who can contribute meaningfully to the development of Ghana. The findings illustrate how human capital theory and the concept of reputation in its expansive form, which includes social factors, culture, time and space, are jointly linked to skills development, employability, and public acceptance of TVET. To address the issues concerning the reputation of TVET, this study recommends, among others, that issues concerning student access, gender and equity and collaborations between TVET institutions and industry should be improved.