Attitude of Secondary School Students Towards Vocational Education in Mayurbhanj District

The present study investigates secondary school students’ perceptions of vocational education and explores whether these perceptions are shaped by demographic variables such as gender, parental income, and parental education. Conducted in Mayurbhanj district of Odisha, the research focused on SC & ST Development (SSD) secondary schools in the Khunta and Kuliana blocks. The study is grounded in the increasing national emphasis on vocational education as a strategy to equip youth with employable skills and bridge the academic- vocational divide, particularly within marginalized communities. Adopting a descriptive survey design with a mixed-method approach, the study integrated both quantitative and qualitative data. A sample of 100 Class IX and X students was selected through proportionate stratified random sampling across four SSD secondary schools. Data collection tools included a self-constructed vocational education attitude scale, open-ended questionnaires, and a checklist to capture both measurable attitudes and subjective perspectives. Quantitative data were analyzed using mean, standard deviation, and t-tests, while qualitative responses were examined through thematic content analysis. The objectives were twofold: (1) to study the attitude of secondary school students towards vocational education in terms of gender, family income, parental education; and (2) to identify the extent of knowledge on vocational education of secondary school students. Three null hypotheses were tested to explore differences based on demographic factors. Findings revealed that students across groups demonstrated generally positive attitudes, valuing vocational education as “skill training” or “learning for work.” They highlighted the need for more practical sessions, trained instructors, better infrastructure, career guidance, and parental awareness. The study concludes that systemic improvements are essential to strengthen vocational education, offering important insights for policymakers and educators in tribal and rural contexts.