Vocational and Technical Education

by

Chris Zirkle, Lindsey Martin

Introduction

Vocational and technical education has historically been known as “education for work.” It has focused on providing learners with the skills and knowledge needed to successfully transition to the workplace. The present vocational-technical education system in the United States is broad and complex, spanning many grade levels, subject areas, and educational institutions. In the late 20th and early 21st centuries the system also has evolved from being initially focused on entry-level job preparation to include adult retraining programs, college preparatory coursework, postsecondary options and programs, and many other options. This complexity is confounded by the broader educational system in the United States, which leaves decisions regarding vocational and career and technical education largely to each of the states. Despite these challenges, vocational and career and technical education continues to be a key component of the overall education system in the United States. Vocational education, referred to in many other countries as technical vocational education and training (TVET), also plays a significant role in educational systems across the globe. In many countries TVET has a more centralized focus than in the United States and does not have to contend with the different state structures found in the United States. In developed countries such as Australia, Germany, Great Britain, and South Korea, TVET is a key to economic prosperity, while in developing countries TVET is seen as a key to economic self-sufficiency.

General Overviews

The works in this section provide a general overview of vocational and technical education from both US and international perspectives. Gordon 2008, Prosser and Quigley 1949, and Venn 1964 provide historical and philosophical views of vocational and technical education in the United States from different time periods, while Scott and Sarkees-Wircenski 2008 gives an excellent perspective on the different program areas within vocational and technical education. Gray and Herr 1998 broadens the discussion to examine the concept of workforce education. Clarke and Winch 2007, Maclean and Wilson 2009, and Rauner and Maclean 2009 provide comprehensive views of vocational and technical education across the globe.

• Clarke, Linda, and Christopher Winch, eds. 2007. Vocational education: International approaches, developments, and systems. London: Routledge.

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  Information for students, researchers, and practitioners of vocational education. Main themes include the broader educational and social aims of vocational education, the nature of learning in vocational contexts, and the historical development of vocational education in the United Kingdom, the United States, Australia, France, Germany, The Netherlands, and elsewhere.

• Gordon, Howard R. D. 2008. The history and growth of career and technical education in America. 3d ed. Long Grove, IL: Waveland.

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  Relevant, up-to-date synthesis of the history, philosophy, legislation, and organizational and curricular structure of career and technical education in the United States. Examines the current issues that shape the role of career and technical education in the global, technology-driven economy and issues and trends that will impact the future of the field.

• Gray, Kenneth C., and Edwin Herr. 1998. Workforce education: The basics. Needham, MA: Allyn and Bacon.

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  Gives a common body of background knowledge of workforce education that is applicable to practice in industry, community colleges, and secondary schools. Basic, comprehensive information designed for human resource development and secondary and postsecondary technical education professionals.

• Maclean, Rupert, and David N. Wilson, eds. 2009. International handbook of education for the changing world of work. Vols. 1–6. New York: Springer.

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  Covers the latest practice in technical and vocational education and training. Presents models from all over the world, reflections on innovative practice, and case studies. Includes the work of established and promising researchers and features comprehensive coverage of developments in research, policy, and practice.

• Prosser, Charles A., and T. H. Quigley. 1949. Vocational education in a democracy. Chicago: American Technical Society.

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  Seminal text first published in 1925. Reexamines the role of vocational education in US society. A comprehensive examination of all aspects of the discipline, including theories of vocational education, vocational education for youth and adults, federal involvement in vocational education, and the training of vocational education teachers.

• Rauner, Felix, and Rupert Maclean, eds. 2009. Handbook of technical and vocational education and training research. New York: Springer.

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  Provides a comprehensive coverage of technical and vocational education and training research in an international context with special focus on research and research methods. Focuses include early research, policy research, planning and practice, individual disciplines of vocational education, case studies, and research methods.

• Scott, John, and Michelle Sarkees-Wircenski. 2008. Overview of career and technical education. 4th ed. Chicago: American Technical.

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  Broad overview of career and technical education and information on current federal legislation. Also includes material covering the roles of teachers, guidance counselors, and administrators in career and technical education programs and material on dual enrollment programs and career academies and how these programs prepare students for the workforce.

• Venn, Grant. 1964. Man, education, and work: Post secondary vocational and technical education. Washington, DC: American Council on Education.

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  Following passage of the Vocational Education Act of 1963, describes the long-standing neglect of vocational and technical education, examines the historical development of the discipline, and posits new opportunities for growth. An assessment of the manpower needs of the American workplace and vocational and technical education’s role in those requirements.