Vocational Guidance and Career Counselling as Predictors of Students Choice of Technical Education in Benue State

This study examines vocational guidance and career counselling as predictors of students choice of technical education programmes in secondary schools in Benue State, North Central Nigeria. Many students enter or avoid technical education based on uninformed decisions, parental pressure, or societal bias rather than aptitude or career planning. The study is anchored on Frank Parsons theory of vocational guidance, which emphasises the role of self-knowledge, occupational knowledge, and reasoned decision-making in career selection. A correlational survey design is adopted, with 260 senior secondary students from 20 schools in Makurdi, Gboko, and Otukpo local government areas. A structured questionnaire gathers data on exposure to vocational guidance services and students propensity to choose technical education. Statistical analysis involves Pearson correlation and multiple regression to determine predictive relationships. Preliminary findings suggest that students who received structured vocational guidance are more likely to enrol in technical and vocational subjects. The study identifies inadequate guidance infrastructure, undertrained counsellors, and cultural stigma around technical work as key barriers. Recommendations include expanding school counselling units, training counsellors specifically in vocational guidance, and introducing career orientation weeks with technical sector participation. The study contributes to improving vocational enrolment in North Central Nigeria and to broader national efforts at repositioning technical and vocational education as a first-choice career path. Keywords: vocational guidance, career counselling, technical education, Benue State, student choice