International Journal of Scientific and Research Publications, Volume 10, Issue 6, June 2020 378 ISSN 2250-3153 This publication is licensed under Creative Commons Attribution CC BY. http://dx.doi.org/10.29322/IJSRP.10.06.2020.p10244 www.ijsrp.org School Stakeholders’ Perception Towards the Implementation of the Academic and Vocational Career Pathways in Secondary Schools in Kafue District, Zambia 1 *Crispin Kukano; 2 *Chrine, C. Hapompwe; 3 *Jacqueline Siwale & 4 *David Chanda 1 Lecturer; Cavendish University Zambia, Faculty of Arts, Education & Social Sciences 2 Lecturer; Cavendish University Zambia, Faculty of Arts, Education & Social Sciences 3 Lecturer; Cavendish University Zambia, Faculty of Business and Information Technology 4 Lecturer; University of Lusaka, Department of Education, Social Sciences and Technology DOI: 10.29322/IJSRP.10.06.2020.p10244 http://dx.doi.org/10.29322/IJSRP.10.06.2020.p10244 Abstract- The aim of this study was to determine the perception of stakeholders towards the academic and vocational learning pathways in selected secondary schools in Kafue district. Mixed methods approach was used where semi-structured interviews, focus group discussions and questionnaires were used as data collection techniques. Findings revealed that the school stakeholders in most of the secondary schools perceived the academic learning pathway with negativity and, therefore, advised learners not to take it on account of none availability of infrastructure / facilities and and qualified teaching staff to effectively guide learners for quality achievement. It also became apparent that learners’ choice of learning pathways depended on the availability infrastructure, physical facilities / equipment, trained personnel and motivation to enhance decision making. The study recommended that government needs to provide necessary infrastructure, skilled human resource and physical facilities in order to actualise the blue prints for the revision of the curriculum along with capacity-building among career teachers for effective career choice guidance to learners. There is also need for educational planers to fully avail information to the stakeholders who are learners, teachers, parents and administrators on career path ways for stakeholders’ informed decisions and choices. Index Terms- Academic & Vocational, Career path ways, Implementation, Perception, Stakeholders I. INTRODUCTION here is a general belief that the secondary school years are crucial for teenagers to become prepared for transition from school to work life (Amoah, Kwofie & Kwofie, 2015; Ombaba, Keraro, Sindabi & Asiengo, 2014). Secondary school years present the switch from the supportively privileged life of the primary school to the freedom and responsibility of either tertiary education or employment (Ajufo, 2013). Career guidance is widely accepted as a powerful and effective method of bridging the gap between education and the world of work (Ibrahim, Wambiya, Olaka & Raburu, 2014). Students will come through secondary schools with knowledge of their preferences and interests because of their interactions with many stakeholders in their environment. Career guidance packages are, therefore, intended to help students understand their own abilities to their fullest potential (Ombaba et al., 2014). The process of making a choice is complex and unique for each individual depending on cognitive factors and social structures of the individual’s environment (Braza & Guillo, 2015). A career choice is a resolution that most people make in their lives which should be considered carefully (Eyo, 2011). Consequently, the aim of career guidance is to permit a person to explore life’s options (Lazarus & Chinwe, 2011). The education system in Zambia has undergone some changes which have roots in the pre-colonial era in terms of career path reforms. The provision of education in Zambia is guided by the democratic principles of liberalization, decentralization, equality, equity, partnership and accountability. The principles of liberalization and decentralization entail that many individuals and organizations are involved in the provision and management of education. Therefore, the need to develop a standard curriculum regulatory framework was necessary (MOE, 2013). According to the Education Act of 2011, the Ministry of Education, Science, Vocational Training and Early Education was the custodian of quality education provision and ensures that all providers adhere to the policy and regulations on curriculum. Therefore, all learning institutions should have the Zambian education curriculum framework (ZECF) and other important curriculum-related documents and syllabuses. These documents shall function as key daily guides and tools to ensure the provision of quality education. In order to keep the curriculum up to date, Zambia education curriculum framework (ZECF) is reviewed every ten (10) years in response to change drivers that include political, economic, social, technological, ecological and legal factors. However, curriculum support materials such as syllabuses and books are reviewed after every five (5) years in order to keep them up to date. T