The study aimed to identify the factors that lead students to avoid joining Vocational Education (VE) in Jordan. A pilot study was conducted, then a 39-item questionnaire was developed, and its validity and reliability were ensured. The reasons included were divided into personal, social, economic, educational and vocational domains. The questionnaire was administered to 1050 students of the 10th basic grade. Results showed that the factors included in the questionnaire contribute at a medium level to students' avoidance of VE. The highest contributing factors were the vocational factors of which the most contributing factor was the nature of the jobs that they had to take up. The second was the domain of personal factors, the highest of which was the discrepancy between students' academic ambitions and the nature of vocational work. The third was the social factors, the highest of which was the effect of peers and their academic orientations. The fourth in level were the economic factors with the fluctuating nature of the income for the prospective careers of those who join VE being of the highest influence. The least contributing domain was the educational domain with the negative image of vocational schools being of the highest influence. The study produced some recommendations to mitigate avoidance of VE.

The study aimed to investigate the benefits of teaching pre-vocational education (PVE) through the collaboration of the other teacher with the PVE teacher. The study adopted experimental and descriptive methodologies. An experiment was conducted through collaboration of teachers of different subjects in Pre-Vocational Education (PVE) to teach a class for a full school year (the experimental group), and another class was taught by the PVE teacher only (the control group). The number of students in each class was 35 students. To identify the effect of the experiment from the teachers point of view a semi-structured interview was conducted with each one of the participant teachers, while students responded to an attitudes scale in addition to practical and theoretical achievement tests. Results revealed that collaborative teaching that was undertaken co-operatively by the PVE teacher and teachers of other subjects better improved students' achievement and attitudes towards PVE in comparison to teaching only by the PVE teacher. It was also found that there are other benefits of multiteacher collaboration on the delivery of PVE; among these were: better training on practical skills, better integration with other school subjects, better record of students' progress that is required for guidance purposes, in addition to better time utilization of classes.