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Inf. Sci. Lett. 12, No. 5, 1707-1716 (2023) 1707
Information Sciences Letters
An International Journal
http://dx.doi.org/10.18576/isl/120517
Universities’ Role in Developing Vocational Education in
Jordan
Lafie Saleh Aqil Al-Makhariz1,∗, Khawla Mahmoud Nahar Alalwneh2, Emad Tariq3, Nidaa Muhammed Fawzi Izhiman4,
Maaly Mefleh Al-Mzary5and Muhammad Turki Alshurideh6
1Business Administration Department, Amman University College for Financial and Administrative Sciences, Al-Balqa Applied
University,Amman, Jordan
2Department of Education Science, Irbid University College, AlBalqa Applied University, Irbid, Jordan
3Marketing Department, Liverpool Hope Business School, Liverpool Hope University, Liverpool, UK
4Department of Education, Faculty of Educational Sciences, Al-Quds University, Al-Quds, Palestine
5Department of Applied Science, Irbid University College, Al-Balqa’Applied University, Irbid, Jordan
6Department of Marketing, School of Business, The University of Jordan, Amman, Jordan
Received: 23 Jan. 2023, Revised: 2 Mar. 2023, Accepted: 5 Mar. 2023
Published online: 1 May 2023
Abstract: This study examined the role of universities in developing vocational education and transforming TVET in developing
workforce towards globalization. To achieve the objectives of the study, a scale of the role of universities in developing vocational
education was developed. The study population consisted of all faculty members at Al-Balqa Applied University who were (1400)
faculty members. The study sample consisted of (50) members of the teaching staff who teach vocational courses who were selected
randomly. The results of the study showed that the role of universities in developing vocational education came to a medium degree.
Considering these results, the study recommended universities to continuously update the vocational education equipment and
workshops.
Keywords: Vocational education, Universities, Jordan
1 Introduction
The scientific development, the information and communication revolution, and their advanced and renewable applications
in the twentieth century have brought about many challenges imposed by those changes and developments on the local and
international arenas alike, which can simply refer to globalization and advanced technology, media openness, knowledge
explosion in the field of information technology, the Fourth Industrial Revolution, and economic and cultural coalitions [1,
2,3]. These developments have posed heavy challen ges that different countries, including Jordan, must deal with according
to mechanisms and strategies that stem from realistic and practical visions that focus on the fields that can probably play
an important role in confronting these challenges [4,5,6,7].
Societies are grounded on education because of its importance in refining and developing individuals to be able to
face challenges, keep pace with developments, and invest all of their economic and social capabilities [8,9,10]. Vocational
education has emerged as the cornerstone of modern educational systems because of its connection to people’s social and
economic lives [11]. Through vocational education, modern societies can develop their human resources in accordance
with their demands and needs in order to ensure their development and continuity.
Universities are among the most important educational institutions and have a great and effective role in the
development of societies. The mission of universities is to create minds that produce and innovate in all fields. They
direct their activities towards all members and institutions of society in order to improve the conditions of economic,
social, and cultural life [12,13,14]. Al-Momani (2016) stated that universities, especially vocational ones, bear a great
responsibility towards public services in the community because they provide societies with experts who are trained on
the latest technologies [15]. Furthermore, universities are constantly working to establish a genuine partnership with the
∗Corresponding author e-mail: dr.lafi@bau.edu.jo
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local community and its institutions. According to [16], universities and vocational colleges have become among the
most important educational institutions because they are scientific environments entitled to provide various society
institutions with efficient human resources capable of achieving progress in all areas of life. As a result, many
universities around the world have focused on vocational education, which provides society with manpower trained to
use the most up-to-date machines that rely directly on modern technology in order to achieve the principle of integrated
growth of individuals, which makes them supportive of various industries. This affects national income growth,
individual welfare levels, and the sustainability of human and financial resources.
In the early twentieth century, the Arab World’s educational sector suffered from a number of issues, including
society’s negative perception of this type of education and a lack of alignment of vocational education outputs with labor
market needs, which did not meet all of its needs [17]. In addition, the intermediate university colleges were either
university colleges or a crossing point for universities through unregulated bridging, so that bridging became the primary
goal of many programs in colleges, which further distorted the employment hierarchy and increased the percentages of
unemployed university graduates [18]. To meet this reality, a greater and increasing amount of attention must be paid to
the education sector, especially the vocational education system, because it plays a vigorous role in facing challenges and
shaping the future of society, as the future of all its domains and challenges depends on the preparation of productive and
creative individuals. Rehabilitating individuals efficiently and effectively enables them to consciously interact with
scientific and technical progress that directly affects economic and social reality [19].
Vocational education is an important source of skilled technical labor trained for various sectors to meet the aspirations
of the society in which they live. Depending on the nature of the viewpoint, the concept of vocational education has
different definitions. It is defined as a program designed in colleges and universities aimed at providing students with
basic skills related to a profession [20,21]. As for [22], she defined it as theoretical and practical education based on
empowering students and raising their competence in the profession they desire or practice, whether the education and
training are inside or outside a formal educational institution. Al-Sikhan (2018) defined vocational education as ”the
education that is based on the development of the individual’s basic skills for job readiness in his working life” [23].
The importance of vocational education, as seen by [24], emerges in the economic and social responses because it
provides all sectors, whether industrial, agricultural, medical, or engineering, with qualified human cadres. The
development of society occurs through qualified and trained individuals. Oftentimes, upgrading and developing the
economic level depend on the availability of technical expertise that enriches the fields of trade, industry, and agriculture.
Vocational education helps in providing a competent technical labor force that is trained to work efficiently in different
sectors to increase production and develop the workers’ ability to keep pace with technological development and
confront political, social, cultural, scientific, and economic changes.
Ahad et al. (2021) asserted that vocational education aims at meeting all the needs of the labor market through students’
acquisition of many skills and knowledge that meet the needs of the market in various sectors [25]. Vocational education
has become the main source for the provision of technical manpower with sturdy technological backgrounds. Therefore,
universities and vocational colleges seek to contribute to the economic and social development of society by attracting the
largest possible number of human resources with the aim of securing the local market with trained manpower in various
vocations, which in turn leads to reviving the economy and reducing unemployment. In this regard, Fakih et al. (2020)
pointed out that education and vocational training in this era, the twenty-first century, have become necessities of social
and civilized life [26]. This type of education is credited with establishing many ancient human civilizations; however,
in most developing countries like Jordan, the general view is still limited due to the lack of efforts made to improve this
type of education in theory and practice. Therefore, this issue must be reconsidered at the political and economic levels,
especially in light of the continuation of the policies of dependence on others [27,28,29].
Also, Schr¨oder (2019) stated that in order to keep pace with the rapid developments and changes and deal with them
successfully, developing countries should pay attention to vocational education by preparing human resources and training
them in various professions and skills in line with the nature and needs of the local and regional labor market [30]. And they
should ensure their response to scientific and cultural changes, social transformations, and emerging economic conditions.
As for [31], he emphasized the need to develop vocational education programs in light of the developments facing the
world in vocational education by paying attention to quality vocational education and providing students with the skills
and knowledge they need in various sectors. As such, this helps in providing qualified and trained vocational labor to
meet all of the needs of the labor market. Mohamad et al. (2020) identified the most important requirements for vocational
education programs, which are represented in properly designing and coordinating programs, preparing students for them,
defining resources dedicated to those programs, and providing highly qualified teachers [21]. The functions of vocational
education, as highlighted by [30], are to direct members of society to the vocational work represented by industry, science,
and technology and all the ideas and concepts associated with that, making vocational education an essential part of the
society’s culture, and exporting the trained manpower to the local market with various skills and professions for the growth
and development of society. At the local level, Jordan has faced several structural imbalances in all aspects of life, which
are represented in three basic domains: the education system in its relationship with labor market institutions, scientific
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and technical research development bodies, and societal and cultural values and behaviors [32,33,34]. There are influence
and mutual interaction relationships among these three domains [30].
To develop the technical education system in Jordan, the concerned ministries and institutions have taken several
measures in this regard, starting with an educational conference for the development of education that was held in 1987
and ending with the National Strategy for Human Resources Development (NSHRD) for the years 2016–2025. One
of NSHRD’s strategic goals was to reform technical education and improve its outputs. In Jordan, Al-Balqa Applied
University (BAU) had a prominent role in this field, being the authority supervising this type of education in all Jordanian
public and private community colleges. Within the framework of BAU efforts, efforts include developing technical and
applied education and achieving the lofty royal visions to empower young people and provide them with job opportunities
by providing appropriate education and training. The university has prepared its strategy for the years 2017–2021, and it is
currently working on preparing its strategy for the years 2021–2025 to advance its academic programs at the undergraduate
and intermediate university or college degrees, develop the technical and applied education system, and improve its outputs
to become a model for development in Jordan and the neighboring countries [35].
There will be a failure of education systems when they do not respond to the needs of individuals and populations
[36]. This requires great efforts to reform and develop education. Although many higher education institutions in Jordan
agree on the importance of preparing human cadres in the various fields required for development, the policies they
follow have not lived up to the required level in terms of application, and they lack seriousness in implementing clear
plans and strategies for acquiring science and technology and what they require for application and development [26,37].
Therefore, reconsidering educational and training programs in accordance with global and technical developments has
become a strategic duty that must be carefully planned, and discussion about it should be deepened at all levels in order
to formulate effective educational policies to reach specific executable programs. In light of the foregoing studies, the
current study sheds light on the role of BAU in developing vocational education in Jordan.
2 Literature Review
Some studies have been conducted in the Arab World in this field, including the study of [38], which aimed to examine
the vocational role of Algerian universities in its three domains: teaching, scientific research, and management, on the
one hand, and the depictions of lecturers practicing these roles through their representations of the vocational role of the
university,on the other. The teaching staff understood the significance of teaching as the primary function of the university.
The results showed that the faculty members have different views of the vocational role of the university according to
the domain of administrative management. Arman et al. (2022) studied the role of vocational and technical education
in enhancing job opportunities for graduates of vocational and technical education institutions in Hebron Governorate,
Palestine [39]. The results showed that vocational and technical education played an intermediate role in enhancing job
opportunities for graduates. Also, it showed that the relationship between vocational and technical education institutions
and the labor market, which enhances job opportunities for graduates, was medium. And it revealed that vocational and
technical education service providers and employers do not benefit from the opportunities available to each of them. Al-
Khazaleh (2019) studied the role of community colleges in enhancing the importance of vocational education from the
point of view of faculty members [40]. A questionnaire was developed to collect data. According to the study’s findings,
community colleges play a moderate role in increasing the importance of vocational education in the eyes of faculty
members.
3 Method
3.1 Study population and sample
The study population consisted of all faculty members at Al-Balqa Applied University (BAU), who totaled 1,400 faculty
members for the years 2020–2021. The study sample consisted of 50 members of the teaching staff who teach vocational
courses at BAU and were selected randomly from the study population. Table 1shows the distribution of study members
according to the study variables.
3.2 Study tool
In order to obtain the primary data and achieve the objectives of the study, the researchers developed a questionnaire
for the current study consisting of three areas to reveal the role of BAU in developing vocational education in Jordan: the
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Table 1: Distribution of the sample members according to demographic variables
Variable Category Repetition Percentage
Sex Male 33 66%
Female 17 34%
Academic Rank Doctor 29 58%
Professor Dr 21 42%
Years of Experience 5 years or less 4 8%
5-less than 15 years 26 52%
15 years and over 20 40%
administrative side (8 items), the theoretical side (8 items), and the practical side (8 items), which measure the role of BAU
in developing vocational education. After reviewing some previous studies, such as [41], some items were adapted and
formulated in line with this study. The scale, in its initial form, consisted of 24 items. In order to answer the questionnaire,
the study participants were asked to determine the degree of agreement according to a five-step scale (strongly agree,
agree, agree, neutral, disagree, strongly disagree).
3.3 Content validity
The validity of the study tool was verified by presenting it to a group of fifteen (15) experienced and specialized faculty
members in the disciplines of educational administration, pedagogy, psychology, and psychological counseling at BAU
with the aim of expressing their opinions about the accuracy and validity of the study regarding the content of the tool in
terms of the clarity of the items, the linguistic formulation, its suitability to measure what it was developed for, and its
affiliation to the field to which it belongs. The proposed amendments, additions, modifications, or deletions, which were
agreed upon by (80%) of the reviewers, were taken into account, and the scale in its final form consists of 36 items.
3.4 Construction validity
The study tool was applied to an exploratory sample consisting of (30) individuals from the study community and outside
its real sample. In order to verify the construction validity indicators, the inter-correlation coefficients were calculated for
the domains of the scale, using Pearson’s correlation coefficient, as shown in Table 2, where the correlation coefficient
between the domains of the scale was (0,89).
Table 2: The correlation coefficients values of the items with their domain
Item Correlation
with domain
Correlation
with the tool Item Correlation
with domain
Correlation
with the tool
1 .39 .27 13 .28 .31
2 .67 .37 14 .76 .61
3 .70 .45 15 .55 .51
4 .49 .43 16 .81 .66
5 .44 .26 17 .77 .73
6 .45 .27 18 .70 .58
7 .67 .51 19 .67 .53
8 .57 .59 20 .58 .54
9 .25 .35 21 .40 .32
10 .36 .27 22 .68 .59
11 .56 .48 23 .53 .60
12 .72 .59 24 .76 .71
It is noted from the results in Table 2that the values of the correlation coefficients of the scale items with the domains
to which they belong to were high, ranging between (0.25-0.81), and the values of the correlation coefficients of the items
with the tool as a whole were also high, ranging between (0.27-0.73).
The items were accepted based on the following criterion: the correlation coefficient between the item and each of the
domains and the tool as a whole should not be less than (0.20). Based on this, all items of the scale were accepted. The
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values of the inter-correlation coefficients for the domains and the correlation of the domains for the tool as a whole were
also calculated as illustrated in Table 3.
Table 3: The values of the inter-correlation coefficients for the domains, and the correlation with the tool as a whole for the level of
ambition scale
Domain Administrative side Theoretical side Practical side Total
Administrative side 1.00
Theoretical side .64 1.00
Practical side .82 .75 1.00
The tool as a whole .63 .65 .87 1.00
It is clear from the data in Table 3that the values of the correlation coefficients between the domains were high and
ranged between (0.64-0.82). The values of the domains correlation coefficients for the tool as a whole were also high
ranging between (0.630.87).
3.5 Stability of the tool
Researchers calculated Cronbach’s alpha coefficients to verify the internal consistency of the items listed in the study
tool [42,43,44]. These coefficients also provide a reasonable estimate of stability. Although there are no standard rules
regarding the appropriate values of Cronbach’s alpha coefficient, in practice (Alpha>=0.60) is valid in research related
to management and humanities and Table 4illustrates this.
Table 4: The internal consistency coefficients (Cronbach-alpha) for the domains of the study tool and the tool as a whole
Domain Internal consistency Number of items
Administrative side 0.80 8
Theoretical side 0.81 8
Practical side 0.87 8
Scale as a whole 0.95 24
Table 4shows the internal consistency coefficients for the scale as a whole on the results of the pilot sample. The
value of the Cronbach-alpha coefficient for the scale as a whole was (0.95), and the Cronbach-alpha internal consistency
coefficients for the sub-domains and the overall scale ranged between (0.80-0.87).
3.6 Statistical standards
The study adopted Likert’s five-point scale as a measure to correct the study tool by giving each of its items one point out
of five degrees (strongly agree, agree, neutral, disagree, strongly disagree), which are digitally represented (5, 4, 3, 2, 1)
respectively. The following scale was adopted for the purposes of analyzing the results:
1.From 1-1.8 very few
2.From 1.81-2.6 Low
3.From 2.61-3.4 medium
4.From 3.41-4.2 large
5.From 4.21-5 very large
4 Results and Discussion
The data collected from the questionnaire was compiled in an excel sheet for further analysis using SPSS software. To
strengthen the findings, the results obtained were compared by using different statistical tools.
Q1. What is the role of universities in developing vocational education in Jordan from the administrative, theoretical
and the practical sides?
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Table 5: Means and standard deviations of the domains of the scale of the role of universities in the development of vocational education
No. Domain SMA S.D Rank Class
1 Administrative side 3.85 0.971 1 High
2 Theoretical side 3.51 1.12 3 Medium
3 Practical side 3.65 0.991 2 Medium
Scale as a whole 3.67 1.03 — High
To answer this question, the researchers calculated the means, the means, and the standard deviations of the items of
the scale of the role of universities in developing vocational education as illustrated in Table 5.
The results of the study showed that the means ranged between 2.84 and 3.42, with a medium degree, whereas the
administrative side came first with a mean of 3.85 and a standard deviation of 0.971, with a high degree. The practical side
came in second with a mean of 3.65, a standard deviation of 0.99, and a medium degree. The domain of the theoretical
side was ranked third and last, with a mean (3.51) and a standard deviation (1.12) of a medium degree. The mean of the
scale as a whole was 3.67 with a standard deviation of 1.03 at a high degree.
These results may be attributed to the fact that the focus of the members of the study was on the need to create
the infrastructure for the educational vocational workshops and the various educational facilities it included because that
structure is the first pillar of any educational institution to provide public safety measures within the vocational workshops.
Also, their focus was on updating and developing the university’s infrastructure requirements because it positively affects
the continuity and excellence of the educational learning process. The findings of this study agree with those of [40], who
found that community colleges played a moderate role in increasing the importance of vocational education in the eyes of
faculty members. In order to give a more detailed picture of the role of universities in developing vocational education,
the researchers calculated the means and standard deviations of the estimates of the study sample members for the items
of each domain of study as discussed below:
4.1 The administrative side
The means, standard deviations, and ranks were calculated for the items of the ”administrative side” as shown in Table 6.
Table 6: Means, standard deviations, and ranks of the administrative side items
No. Item SMA S.D Rank Class
5The university provides modern and advanced vocational tools
and programs to apply the practical side. 4.31 0.81 1 High
6The university provides public safety procedures within
vocational workshops. 4.23 0.81 2 High
3The university is working to develop vocational training workshops
within international standards. 4.00 0.88 3 Medium
8 The university’s graduates are able to open their own businesses. 3.91 0.94 4 Medium
4 The university seeks to meet the requirements of the labor market. 3.72 1.05 5 Medium
1The university is working on developing plans and objectives for the
advancement of courses. 3.60 1.06 6 Medium
Domain as a whole 3.85 0.971 — Medium
Table 6shows the means, standard deviations, and ranks of the items of the domain of obstacles related to the female
students, where the means ranged between (3.52-4.31). Item (5), which states ”the university provides modern and
advanced vocational tools and programs to apply the practical side” was ranked first with a mean (4.31) and a standard
deviation (0.81), at a high degree. And in the last rank came item (2) which states that “the university attracts students
from the various governorates of Jordan Kingdom” with a mean (3.52) and a standard deviation (1.15), at an average
degree. As for the mean for the domain as a whole, it was (3.85) with a standard deviation of (0.971), with a medium
degree. This result may be attributed to the fact that universities are keen to provide modern and advanced vocational
tools and programs, and the appropriate place and time for students. It may also be attributed to the fact that universities
cooperate with labor market institutions for the purpose of employing graduates with the aim of highlighting the skills of
their graduates who are vocational students. It was also attributed to the keenness of the faculty members at universities
to provide public safety for students within laboratories and vocational workshops in a way that achieves public safety
for students and society.
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The results of the current study are in agreement with [39] results which showed that vocational education plays an
intermediate role in promoting job opportunities for graduates, and that the relationship between vocational and technical
education institutions and the labor market, which enhances job opportunities for graduates, is medium. And that
vocational and technical education service providers and employers do not benefit from the opportunities available to
each of them.
4.2 The theoretical side
The means, standard deviations, and ranks were calculated for the ”theoretical side” items as shown in Table 7.
Table 7: Means, standard deviations, and ranks of the theoretical side items
No. Item SMA S.D Rank Class
6Theoretical vocational courses have proven to be effective during
distance learning. 4.03 0.95 1 High
5 Vocational courses contribute to raising the efficiency of the teacher. 3.69 1.08 2 Medium
2The vocational courses are consistent with the goals, vision and mission
of the university. 3.66 1.12 3 Medium
7Vocational courses have kept pace with globalization, modernity and
current developments with vocational training. 3.66 1.01 4 Medium
8 Vocational courses link theoretical and practical studies. 3.41 1.21 5 Medium
1The applied university courses contribute to the development of students’
cognitive abilities. 3.24 1.2 6 Medium
4The method used in offering vocational courses is based on attracting and
stimulating students to learn. 3.24 1.17 7 Medium
3 Vocational courses meet the requirements of the labor market. 3.11 1.25 8 Medium
Domain as a whole 3.51 1.12 — Medium
Table 7shows the means, standard deviations, and ranks of the items of the theoretical side, where the means ranged
between (3.11-4.03). Item (6), which states, ”theoretical vocational courses have proven their effectiveness during distance
teaching” came in the first rank with a mean (4.03) and a standard deviation (0.95), at a high degree. In the last rank came
item (3), which states that ”the vocational courses meet the requirements of the labor market” with a mean (3.11) and a
standard deviation of (1.125), with a medium degree. As for the mean for the domain as a whole, it was (3.51) with a
standard deviation of (1.12), with a medium degree. This result shows the extent of the keenness of universities to have
a continuous update of the vocational training curricula and to link the theoretical side with the practical side to ensure
satisfactory results. This may be attributed to the fact that universities have worked to improve their capacity through their
own websites in order to ensure effective communication between the teaching staff and students in theoretical vocational
courses during distance teaching.
4.3 The practical side
The means, standard deviations and ranks were calculated for the ”practical side” items as shown in Table 8.
Table 8shows the means, standard deviations, and ranks of the items of the practical side, where the means ranged
between (3.44-3.77). Item (8), which states that “there is a link between the theoretical side and the practical side in the
various subjects of the plan” came in the first rank with a mean (3.77) and a standard deviation (0.95) at a high degree.
And in the last rank came item (6), which states that “vocational courses develop interaction between students about the
practical subject” with a mean (3.44) and a standard deviation (1.05 at an average degree. As for the mean for the domain
as a whole, it was (3.65), with a standard deviation of (0.991) at a medium degree.This result may be attributed to the
universities keenness on the necessity of practical application of students on the ground for the purposes of preparing
them at the theoretical and practical sides and providing them with practical experiences on the ground.
5 Conclusion and Recommendation
Universities have continuously worked on strengthening the public infrastructure for technical and vocational education
and training (TVET) by providing vocational colleges with modern facilities, equipment, and appropriate laboratories.
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Table 8: Means, standard deviations, and ranks of the practical side items
No. Item SMA S.D Rank Class
8There is a link between the theoretical side and the practical side in
the various items of the plan. 3.77 0.95 1 High
3Vocational courses involve students in field exercises according to
their abilities. 3.74 0.95 2 High
2Plans for vocational courses are reviewed periodically to match the
labor market. 3.73 0.98 3 High
5Employers indicate the high abilities of vocational students during the
field training course. 3.66 0.96 4 High
4The teacher follows modern methods of evaluating students’
vocational work. 3.64 0.97 5 Medium
7 Vocational courses provide a variety of activities and field exercises. 3.62 0.99 6 Medium
1The workshops have tools and equipment that are suitable for
vocational education courses. 3.58 1.08 7 Medium
6Vocational courses develop interaction among students around the
practical subject. 3.44 1.05 8 Medium
Domain as a whole 3.65 0.99 — Medium
Compared to other educational programs, TVET programs usually require special equipment and facilities. Accordingly,
universities have directed some investments towards vocational education in order to provide students with the technical
skills required by the labor market. However, there is a need to improve career counseling and other mentoring services
by expanding opportunities for students to discover their interests and how to match them to the right job. Many factors,
such as family attitudes, past experiences, youth interests, mental health, and gender, influence the choices of young men
and women for the majors they wish to study.
Universities have revised curricula according to the requirements of the labor market. There are major changes taking
place in the labor market and the emergence of new types of jobs away from traditional jobs; therefore, it is necessary to
introduce personal skills and digital skills to keep pace with the progress of society and technical and digital
developments. Universities have restructured their funding and allocated more resources to developing and activating
vocational guidance and counseling systems and programs to increase the effectiveness of these programs. Counseling
should be a continuous process that starts in the early stages of students’ lives to help and encourage them to define
themselves and their personalities, physically and mentally. Students’ knowledge must be expanded in order to better
align their tendencies and desires with available educational and employment opportunities, develop their personalities in
order to better define their choices, and raise their awareness of the need to bridge the gap between required jobs and
labor market needs.
The study also recommends that the Ministry of Education in Jordan modify the admission mechanisms of educational
institutions to allow students to freely choose the specialization they prefer and radically reconsider the mechanisms of
admission to universities, community colleges, vocational schools, and vocational training institutes so that they become
dependent on students’ inclinations and abilities and not on their grades and academic achievement based on the traditional
skills prevalent only in the educational system in Jordan. Also, the Ministry of Education should give grants to students to
complete their education in the intermediate and professional tracks. The ministry needs to launch awareness campaigns
targeting the culture of shame about vocational education and provide information about the current needs of the labor
market in all economic sectors in Jordan to reduce people’s traditional low view of jobs related to vocational education and
handicrafts. Moreover, awareness campaigns should disseminate information relevant to the reality of the labor market in
Jordan among students and their parents, business sectors, and employers.
Additionally, the study recommends that universities introduce new specializations that provide the opportunity for
those who have completed training in a particular craft or profession to complete their studies. Among these proposals
are a bachelor of beauty, a bachelor of fashion design, a bachelor of carpentry, and many other such professions that
open horizons and job opportunities for young men and women not only in the local market but also in global markets.
The current study recommends future research to study employment trends and promising sectors in Jordan, with the
aim of creating a national database on available job opportunities and stagnant job opportunities. Such studies will not
only be important in supporting young people in their academic and career choices but also in guiding the creation of
new educational programs. They can provide information about the reality of the labor market and be easily accessible
and available to everyone. This information can be constantly updated by placing it on a national database through the
websites of the relevant national institutions.
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Inf. Sci. Lett. 12, No. 5, 1707-1716 (2023) / www.naturalspublishing.com/Journals.asp 1715
Conflicts of Interest Statement
The authors certify that they have NO affiliations with or involvement in any organization or entity with any financial
interest (such as honoraria; educational grants; participation in speakers’ bureaus; membership, employment,
consultancies, stock ownership, or other equity interest; and expert testimony or patent-licensing arrangements), or
non-financial interest (such as personal or professional relationships, affiliations, knowledge or beliefs) in the subject
matter or materials discussed in this manuscript.
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