Difference between revisions of "Vocational education" - New World Encyclopedia

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[[Image:Donetsk park kovanih figur 02.jpg|right|thumb|A [[blacksmith]] is a traditional trade.]]
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'''Vocational education''' (or ''Vocational Education and Training'' (VET), also called ''Career and Technical Education'' (CTE)) prepares learners for careers that are based in manual or practical activities, traditionally non-[[academics|academic]] and totooly related to a specific trade, [[employment|occupation]] or ''[[vocation]]'', hence the term, in which the learner participates. It is sometimes referred to as ''technical education'', as the learner directly develops expertise in a particular group of techniques or [[technology]].
 +
 +
Generally, vocation and career are used interchangeably. Vocational education might be contrasted with education in a usually broader [[science|scientific]] field, which might concentrate on [[theory]] and abstract [[concept]]ual knowledge, characteristic of [[tertiary education]]. Vocational education can be at the [[secondary education|secondary]] or [[post-secondary education|post-secondary]] level and can interact with the [[apprenticeship]] system. Increasingly, vocational education can be recognised in terms of [[recognition of prior learning]] and partial [[credit (education)|academic credit]] towards [[tertiary education]] (e.., at a [[university]]) as credit however, it is rarely considered in its own form to fall under the traditional definition of a [[higher education]].
 +
 +
Up until the end of the twentieth century, vocational education focused on specific trades such as for example, an automobile [[mechanic]] or [[welder]], and was therefore associated with the activities of lower [[social class]]es. As a consequence, it attracted a level of stigma. Vocational education is related to the age-old [[apprenticeship]] system of learning.
 +
 +
However, as the labor market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses. At the post-secondary level vocational education is typically provided by an [[institute of technology]], or by a local [[community college]].
 +
 +
Vocational education has diversified over the [[20th century]] and now exists in [[industry|industries]] such as [[retailer|retail]], [[tourism]], [[information technology]], [[funeral]] services and [[cosmetics]], as well as in the traditional crafts and [[cottage industry|cottage industries]].
 +
 +
==VET internationally==
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==='''Australia===
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In [[Australia]] vocational education and training is post-secondary and provided through the Vocational Education and Training (VET) system and by [[Registered training organisation|Registered Training Organisations]].  This system encompasses both Government and private providers in a nationally recognised quality system based on agreed and consistent assessment standards.
 +
 +
===Commonwealth of Independent States===
 +
The largest and the most unified system of vocational education was created in the [[Soviet Union]] with the [[Professional`no-tehnicheskoye uchilische]] and, [[Tehnikum]]. But it became less effective with the transition of the economies of post-Soviet countries to a [[market economy]].
 +
 +
===Finland===
 +
There are two kinds of vocational education, secondary and post-secondary. Secondary education at a vocational school (''ammattikoulu'') is usually taken immediately after primary school, at ages of 16-21. Some programmes, however, require a secondary academic degree (''ylioppilastutkinto'', or [[matriculation examination]]). The education is primarily vocational, and little academic general education is given.
 +
 +
With academic or vocational secondary education one can enter higher vocational schools (''ammattikorkeakoulu'', or ''AMK''). AMK degrees take 3,5-4,5 years. Legally, they are not university degrees in Finland, although in foreign countries similar degrees may be called "university level". This is reflected by some Finnish schools giving English titles such as ''Bachelor of Science'', with no Finnish translation.
 +
 +
===German language areas===
 +
Vocational education is an important part of the education systems in [[Austria]], [[Germany]], [[Liechtenstein]] and [[Switzerland]] (including the French speaking part of the country).
 +
 +
For example, in Germany a law (the ''Berufsausbildungsgesetz'') was passed in [[1969]] which regulated and unified the vocational training system and codified the shared responsibility of the state, the unions, associations and chambers of trade and industry. The system is very popular in modern Germany: in 2001, two thirds of young people aged under 22 began an apprenticeship, and 78% of them completed it, meaning that approximately 51% of all young people under 22 have completed an apprenticeship. One in three companies offered apprenticeships in 2003; in 2004 the government signed a pledge with industrial unions that all companies except very small ones must take on apprentices.
 +
 +
The vocational education systems in the other German speaking countries are very similar to the German system and a vocational qualification from one country is generally also recognized in the other states within this area.
 +
 +
Additionally there is the ''[[Fachhochschule]]'' since the 1970's in [[West Germany]] and since the 1990's in Austria, former [[East Germany]], Liechtenstein and in Switzerland. This type of institution offers degrees ([[Diplom|Diplom(FH)]], [[Bachelor's degree|Bachelor's]] and [[Master's degree]]s), which are one of the worldwide rare examples of a higher education that is considered in its own form to fall also under the (local) definition of a vocational education.
 +
 +
===New Zealand===
 +
New Zealand is served by 41 Industry Training Organsiations.  The unique element is that ITOs purchase training as well as set standards and aggregate industry opinion about skills in the labour market.  Industry Training, as organised by ITOs, has expanded from apprenticeships to a more true life long learning situation with, for example, over 10% of trainees aged 50 or over.  Moreover much of the training is generic.  This challenges the prevailing idea of vocational education and the standard layperson view that it focuses on apprenticeships.
 +
 +
The best source for information in New Zealand is through the Industry Training Federation: www.itf.org.nz.
 +
 +
Polytechnics, Private Training Establishments, Wananga and others also deliver vocational training, amongst other areas.
 +
 +
===United States===
 +
In the United States, the approach is varied from state to state. Most of the technical and vocational courses are offered by [[Community Colleges]], though several states have their own institutes of technology which are on an equal accreditational footing with other state universities.
 +
 +
Historically,  junior high schools and high schools have offered vocational courses such as [[home economics]], wood and metal shop, typing, business courses, drafting and auto repair, though schools have put more emphasis on academics for all students because of [[standards based education reform]]. [[School to work]] is a series of federal and state initiatives to link academics to work, sometimes including spending time during the day on a job site without pay.
 +
 +
Federal involvement is principally carried out through the [[Carl D. Perkins]] Career and Technical Education Act. Accountability requirements tied to the receipt of federal funds under this Act help provide some overall leadership. The [[Office of Vocational and Adult Education]] within the US [[United States Department of Education|Department of Education]] also supervises activities funded by the Act.
 +
 +
The [[Association for Career and Technical Education]] (ACTE) is the largest private association dedicated to the advancement of education that prepares youth and adults for careers. Its members include CTE teachers, administrators, and researchers.
 +
 +
==Readings==
 +
*Achilles, C. M.; Lintz, M.N.; and Wayson, W.W. "Observations on Building Public Confidence in Education." EDUCATIONAL EVALUATION AND POLICY ANALYSIS 11 no. 3 (1989): 275-284.
 +
*Banach, Banach, and Cassidy. THE ABC COMPLETE BOOK OF SCHOOL MARKETING. Ray Township, MI: Author, 1996.
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*Brodhead, C. W. "Image 2000: A Vision for Vocational Education." VOCATIONAL EDUCATION JOURNAL 66, no. 1 (January 1991): 22-25.
 +
*Buzzell, C.H. "Let Our Image Reflect Our Pride." VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November-December 1987): 10.
 +
*O'Connor, P.J., and Trussell, S.T. "The Marketing of Vocational Education." VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November-December 1987): 31-32.
 +
*Ries, E. "To 'V' or Not to 'V': for Many the Word 'Vocational' Doesn't Work." TECHNIQUES 72, no. 8 (November-December 1997): 32-36.
 +
*Ries, A., and Trout, J. THE 22 IMMUTABLE LAWS OF MARKETING. New York: HarperCollins Publishers, 1993.
 +
*Sharpe, D. "Image Control: Teachers and Staff Have the Power to Shape Positive Thinking." VOCATIONAL EDUCATION JOURNAL 68, no. 1 (January 1993): 26-27.
 +
*Shields, C.J. "How to Market Vocational Education." CURRICULUM REVIEW (November 1989): 3-5
 +
*Silberman, H.F. "Improving the Status of High School Vocational Education." EDUCATIONAL HORIZONS 65, no. 1 (Fall 1986): 5-9.
 +
*Tuttle, F.T. "Let's Get Serious about Image-Building." VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November-December 1987): 11.
 +
*"What Do People Think of Us?" TECHNIQUES 72, no. 6 (September 1997): 14-15.
 +
 +
==See also==
 +
{{Education by subject}}
 +
{{Education stages}}
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*[[Community college]]
 +
*[[Constructivism (learning theory)]]
 +
*[[Vocational school]]
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*[[Vocational university]]
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*[[Family and consumer science]]
 +
*[[Finishing school]]
 +
*[[Further education]]
 +
*[[Institute of technology]]
 +
*[[Technical and Further Education]] ([[Australia]])
 +
*[[Training]]
 +
*[[IEK]]: Vocational education schools in [[Greece]].
 +
*[[Widening participation]] (UK)
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==External links==
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===Vocational Guidance===
 +
*[http://www.ftc.gov/bcp/conline/pubs/services/votech.htm Choosing a Career or Vocational School]
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*[http://www.collegesearchengine.net/article/How-to-Decide-Between-a-4-year-College-and-Trade-School/1/ How to Decide Between a 4-Year College and a Trade School]
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===Vocational School Examples===
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*[http://www.autoeducation.com/schools Automotive Vocational Schools], a website devoted to vocational schools in the automotive field.
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*[http://www.jschool.com.au Jschool: Journalism Education & Training], an example of a vocational college in journalism education.
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*[http://medvotech.nurseuniverse.com/ Medical Vocational Schools], a website devoted to vocational schools in the medical field.
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*[http://www.teachamantofish.org.uk/  Agricultural Vocational Schools], website for the <b>Teach</b>A<b>Man</b>To<b>Fish</b> network of agricultural vocational schools.
 +
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===ERIC Articles===
 +
*[http://www.ericdigests.org/1998-1/learning.htm Constructivism, Workplace Learning, and Vocational Education]
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*[http://www.ericdigests.org/2003-3/business.htm The Business of Vocational Education]
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*[http://www.ericdigests.org/pre-9213/vocational.htm Employers' Expectations of Vocational Education]
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*[http://www.ericdigests.org/pre-925/rate.htm Reducing the Dropout Rate through Career and Vocational Education]
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*[http://www.ericdigests.org/1999-2/21st.htm Vocational Education's Image for the 21st Century]
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*[http://www.ericdigests.org/pre-9215/vocational.htm Vocational Education Performance Standards]
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===National and International organisations and agencies===
 +
*[http://www.dest.gov.au/ Australian Department of Education, Science and Training]
 +
*[http://www.ncver.edu.au/publications/957.html Australian NCVER listing of web sites, Australian and international, containing vocational education and training (VET) information]
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*[http://www.cedefop.eu.int European Centre for the Development of Vocational Training (CEDEFOP)]
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*[http://www.efvet.org European Forum of Technical and Vocational Education and Training (EFVET)]
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*[http://www.bibb.de/en/welcome.htm German Federal Institute for Vocational Education and Training (BIBB)]
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*[http://portal.unesco.org/education/en/ev.php-URL_ID=5854&URL_DO=DO_TOPIC&URL_SECTION=201.html UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training]
 +
*[http://www.dfes.gov.uk/index.htm UK Department for Education and Skills]
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*[http://www.lsneducation.org.uk/ Learning and Skills Network (England)]
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*[http://www.niace.org.uk National Institute for Adult and Continuing Education (UK)]
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*[http://www.scotland.gov.uk/About/Departments/ED Scottish Executive Education Department]
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*[http://www.doleta.gov/atels_bat/ US Dept of Labor of Employment and Training Administration - Office of Apprenticeship Training, Employer and Labor Services (OATELS)]
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*[http://www.ed.gov/about/offices/list/ovae/index.html US Dept of Education - Office of Vocational and Adult Education]
 +
*[http://www.policyalmanac.org/economic/job_training.shtml U.S. Job Training and Vocational Education Programs]
 +
*[http://www.acteonline.org Association for Career and Technical Education (ACTE)]
 +
 +
===Reports===
 +
*[http://nces.ed.gov/pubs2000/2000029.pdf Vocational Education in the United States: Toward the Year 2000] US National Center for Education Statistics
 +
 +
 +
{{Credits|Vocational_education|118188512|}}

Revision as of 02:13, 29 March 2007


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File:Donetsk park kovanih figur 02.jpg
A blacksmith is a traditional trade.

Vocational education (or Vocational Education and Training (VET), also called Career and Technical Education (CTE)) prepares learners for careers that are based in manual or practical activities, traditionally non-academic and totooly related to a specific trade, occupation or vocation, hence the term, in which the learner participates. It is sometimes referred to as technical education, as the learner directly develops expertise in a particular group of techniques or technology.

Generally, vocation and career are used interchangeably. Vocational education might be contrasted with education in a usually broader scientific field, which might concentrate on theory and abstract conceptual knowledge, characteristic of tertiary education. Vocational education can be at the secondary or post-secondary level and can interact with the apprenticeship system. Increasingly, vocational education can be recognised in terms of recognition of prior learning and partial academic credit towards tertiary education (e.., at a university) as credit however, it is rarely considered in its own form to fall under the traditional definition of a higher education.

Up until the end of the twentieth century, vocational education focused on specific trades such as for example, an automobile mechanic or welder, and was therefore associated with the activities of lower social classes. As a consequence, it attracted a level of stigma. Vocational education is related to the age-old apprenticeship system of learning.

However, as the labor market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses. At the post-secondary level vocational education is typically provided by an institute of technology, or by a local community college.

Vocational education has diversified over the 20th century and now exists in industries such as retail, tourism, information technology, funeral services and cosmetics, as well as in the traditional crafts and cottage industries.

VET internationally

Australia

In Australia vocational education and training is post-secondary and provided through the Vocational Education and Training (VET) system and by Registered Training Organisations. This system encompasses both Government and private providers in a nationally recognised quality system based on agreed and consistent assessment standards.

Commonwealth of Independent States

The largest and the most unified system of vocational education was created in the Soviet Union with the Professional`no-tehnicheskoye uchilische and, Tehnikum. But it became less effective with the transition of the economies of post-Soviet countries to a market economy.

Finland

There are two kinds of vocational education, secondary and post-secondary. Secondary education at a vocational school (ammattikoulu) is usually taken immediately after primary school, at ages of 16-21. Some programmes, however, require a secondary academic degree (ylioppilastutkinto, or matriculation examination). The education is primarily vocational, and little academic general education is given.

With academic or vocational secondary education one can enter higher vocational schools (ammattikorkeakoulu, or AMK). AMK degrees take 3,5-4,5 years. Legally, they are not university degrees in Finland, although in foreign countries similar degrees may be called "university level". This is reflected by some Finnish schools giving English titles such as Bachelor of Science, with no Finnish translation.

German language areas

Vocational education is an important part of the education systems in Austria, Germany, Liechtenstein and Switzerland (including the French speaking part of the country).

For example, in Germany a law (the Berufsausbildungsgesetz) was passed in 1969 which regulated and unified the vocational training system and codified the shared responsibility of the state, the unions, associations and chambers of trade and industry. The system is very popular in modern Germany: in 2001, two thirds of young people aged under 22 began an apprenticeship, and 78% of them completed it, meaning that approximately 51% of all young people under 22 have completed an apprenticeship. One in three companies offered apprenticeships in 2003; in 2004 the government signed a pledge with industrial unions that all companies except very small ones must take on apprentices.

The vocational education systems in the other German speaking countries are very similar to the German system and a vocational qualification from one country is generally also recognized in the other states within this area.

Additionally there is the Fachhochschule since the 1970's in West Germany and since the 1990's in Austria, former East Germany, Liechtenstein and in Switzerland. This type of institution offers degrees (Diplom(FH), Bachelor's and Master's degrees), which are one of the worldwide rare examples of a higher education that is considered in its own form to fall also under the (local) definition of a vocational education.

New Zealand

New Zealand is served by 41 Industry Training Organsiations. The unique element is that ITOs purchase training as well as set standards and aggregate industry opinion about skills in the labour market. Industry Training, as organised by ITOs, has expanded from apprenticeships to a more true life long learning situation with, for example, over 10% of trainees aged 50 or over. Moreover much of the training is generic. This challenges the prevailing idea of vocational education and the standard layperson view that it focuses on apprenticeships.

The best source for information in New Zealand is through the Industry Training Federation: www.itf.org.nz.

Polytechnics, Private Training Establishments, Wananga and others also deliver vocational training, amongst other areas.

United States

In the United States, the approach is varied from state to state. Most of the technical and vocational courses are offered by Community Colleges, though several states have their own institutes of technology which are on an equal accreditational footing with other state universities.

Historically, junior high schools and high schools have offered vocational courses such as home economics, wood and metal shop, typing, business courses, drafting and auto repair, though schools have put more emphasis on academics for all students because of standards based education reform. School to work is a series of federal and state initiatives to link academics to work, sometimes including spending time during the day on a job site without pay.

Federal involvement is principally carried out through the Carl D. Perkins Career and Technical Education Act. Accountability requirements tied to the receipt of federal funds under this Act help provide some overall leadership. The Office of Vocational and Adult Education within the US Department of Education also supervises activities funded by the Act.

The Association for Career and Technical Education (ACTE) is the largest private association dedicated to the advancement of education that prepares youth and adults for careers. Its members include CTE teachers, administrators, and researchers.

Readings

  • Achilles, C. M.; Lintz, M.N.; and Wayson, W.W. "Observations on Building Public Confidence in Education." EDUCATIONAL EVALUATION AND POLICY ANALYSIS 11 no. 3 (1989): 275-284.
  • Banach, Banach, and Cassidy. THE ABC COMPLETE BOOK OF SCHOOL MARKETING. Ray Township, MI: Author, 1996.
  • Brodhead, C. W. "Image 2000: A Vision for Vocational Education." VOCATIONAL EDUCATION JOURNAL 66, no. 1 (January 1991): 22-25.
  • Buzzell, C.H. "Let Our Image Reflect Our Pride." VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November-December 1987): 10.
  • O'Connor, P.J., and Trussell, S.T. "The Marketing of Vocational Education." VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November-December 1987): 31-32.
  • Ries, E. "To 'V' or Not to 'V': for Many the Word 'Vocational' Doesn't Work." TECHNIQUES 72, no. 8 (November-December 1997): 32-36.
  • Ries, A., and Trout, J. THE 22 IMMUTABLE LAWS OF MARKETING. New York: HarperCollins Publishers, 1993.
  • Sharpe, D. "Image Control: Teachers and Staff Have the Power to Shape Positive Thinking." VOCATIONAL EDUCATION JOURNAL 68, no. 1 (January 1993): 26-27.
  • Shields, C.J. "How to Market Vocational Education." CURRICULUM REVIEW (November 1989): 3-5
  • Silberman, H.F. "Improving the Status of High School Vocational Education." EDUCATIONAL HORIZONS 65, no. 1 (Fall 1986): 5-9.
  • Tuttle, F.T. "Let's Get Serious about Image-Building." VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November-December 1987): 11.
  • "What Do People Think of Us?" TECHNIQUES 72, no. 6 (September 1997): 14-15.

See also

16px  Education by subject   (Portal)  16px

Agricultural · Art · Bilingual · Chemistry · Language · Legal · Mathematics · Medical · Military · Music · Peace · Performing arts · Physics · Reading · Religious · Science · Sex · Technology · Vocational · More...

Template:Education stages

  • Community college
  • Constructivism (learning theory)
  • Vocational school
  • Vocational university
  • Family and consumer science
  • Finishing school
  • Further education
  • Institute of technology
  • Technical and Further Education (Australia)
  • Training
  • IEK: Vocational education schools in Greece.
  • Widening participation (UK)

External links

Vocational Guidance

Vocational School Examples

ERIC Articles

National and International organisations and agencies

Reports


Credits

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