what are the important of vocational education

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Benefits of Vocational Education

The benefits of vocational education: how it can shape your career.

When applying for a job online, you may have come across the requirement stating, ‘We need someone with 10 years of experience.’ Do you find this strange? That is the characteristic most organizations seek in job candidates. Increasing competition has resulted in businesses and organizations seeking candidates who already possess the knowledge and skills required when joining, thus saving a significant amount of training time. However, how is this possible?

Your chances of success can be improved with vocational education. A vocational education and skills training program is aimed at preparing students for a specific career path. Through this program, students are provided with essential skills necessary for their future employment. Training is usually provided through classroom instruction, practical training, and on-the-job experience.

What is Vocational Education?

First, let's understand what vocational education is all about. The vocational education and skills training programs are designed to prepare individuals for a specific job or career. Through this course, students can gain essential skills (or vocational skills) needed for future employment as well as general knowledge similar to what is learned in high school.

Alternatively, it can be referred to as career and technical education (CTE) or technical and vocational education and training (TVET). Students are prepared in various spheres of life for specific jobs, careers, and trades. There are a number of practical activities involved. This type of education is sometimes termed technical education, as trainees directly develop skills using a specific set of techniques. Apprenticeships are one of the oldest systems of learning in vocational education.

Developing Vocational Skills is Important

In the current labor market, a gap exists between available jobs and potential employees. The shortage of in-demand skills has led experts to conclude that most employees will not be able to meet these requirements. It goes without saying that vocational education is an important part of the job market.

There is constant change and evolution in the global economy. To stay relevant in our careers, we need to continually learn about a variety of topics.

As a result, vocational education programs are in high demand to help individuals develop their technical skills and build their knowledge base so they can easily get hired by companies that seek skilled individuals. It is important for a vocational education institute to appear credible.

Potential learners would be likely to enroll based on their success rate, well-designed website, and a vocational school logo that is professional and trustworthy.

There are several benefits to attending a vocational school. By learning and indulging in a specific trade, students can embark on an enlightening career path. Once students understand the importance of vocational education, they will find that this type of instruction offers unparalleled benefits. Some of these are mentioned below:

Practical Skills are The Focus

Vocational education training emphasizes "learning by doing". It is more important to focus on learning through practice rather than theory. Vocational schools devote a greater amount of time to training students in work-related skills. As part of their studies, students will acquire the knowledge and skills necessary to practice their chosen profession competently.

This form of learning provides an opportunity for students to gain work experience during their course rather than as something they must pursue outside of the classroom through internships or part-time employment. In addition to gaining practical experience in their field of study, graduates can get a head start on their careers once they begin working full-time.

Providing Students with a Global Education

Students attending vocational schools come from diverse backgrounds and life experiences. The course environment allows students to interact with other students of different races, ethnicities, and cultures. Globally, students attend classes from various nations and work in the hospitality industry throughout the world.

Globalization continues to grow every year. Due to the Internet, companies and customers can communicate instantly, reducing the gap between individuals from diverse backgrounds. Tourism and travel allow people to become familiar with different cultures and locations around the world. Every year, more individuals take advantage of these opportunities.

Students who receive an education that allows them to interact with such a diverse group of people will benefit in their careers. In addition to cross-cultural experience, students graduate with the insight needed to succeed in jobs overseas, including communication skills and a better understanding of different cultures. To put it another way, their organizations benefit from them in a globalized environment.

Flexible Class Schedules

The traditional university system is designed to accommodate recent high school graduates who are currently completing all their educational requirements before entering the workforce. The majority of them have fewer courses available in the evenings for students working a 9-5.

Due to the wide range of students they serve, vocational training schools offer more diverse options. Programs usually offer flexible schedules so students can attend while working or taking care of their families. Some programs also offer online programs that can be completed whenever the student has the time.

Bringing Passions to Life

The reason individuals choose vocational training is to follow their passions or jobs that interest them primarily. One can observe, as soon as they enter a vocational school, that they spend substantial amounts of time and energy pursuing something they are passionate about. Consequently, students benefit from an environment that is conducive to learning.

Provide Hands-on Experience

University education traditionally emphasizes theoretical knowledge rather than hands-on training and practical experience. For certain occupations, such as engineering, that type of knowledge is extremely valuable. While many people enroll in university programs, they primarily acquire background knowledge. Thus, as their careers progress, they will have to learn on the job.

Unlike traditional schools of education, vocational training schools emphasize both theoretical knowledge and practical skills. Thus, whether your employment is in information technology, holistic healthcare, or another industry, you are likely to be better prepared than someone whose degree emphasizes theoretical knowledge.

Providing More Direct Training

Students who attend a traditional four-year university do not have the opportunity to study their chosen field for four years. Generally speaking, universities emphasize the liberal arts to provide students with a well-rounded education.

It is unfortunate that in order to meet your credit requirements, you are required to take silly and sometimes unnecessary courses like ceramics and frisbee golf.

A vocational school specializes in training you for your particular profession, so you learn the skills that you will need on a daily basis in your career.

Programs That Are Adaptable

A vocational program is designed to support non-conventional students who have other responsibilities on top of their studies. With options such as online courses , evening classes, and night weekends, this alternative is particularly useful for those who work full-time but are trying to develop new career skills.

Finding a Job is Easier for Students

Students who complete a vocational program have specific training and practical experience in their particular fields. They know their prospective employer knows they have specialized training and experience in the area so that they can start the job right away.

There are many professional opportunities available to students as a result of this. It is no longer necessary for them to worry about applying for jobs with no specific work experience in their chosen field, without which they might not be considered for the position. The education students receive is designed to allow them to jump right into a position without the need for training and to prepare them for success in the workplace significantly faster than those who have attended traditional academic institutions.

Faster School Completion is Often Possible for Students

As vocational programs are oriented specifically towards career choice, students finish them faster than other programs. For example, U.S. Career Institute's Online HVAC School and Online Electrician School can be completed in as little as four to six months!

As a result of spending less time in school, students have the opportunity to transition from spending money on training and learning to making money in their careers more quickly, yielding a net benefit to themselves financially.

The purpose of education extends beyond ranks, grades, and numbers. We can mold and shape ourselves to create a better future with the help of this powerful weapon. Let's break stigmas and embrace alternative teaching methods that focus less on theory and rote learning. Children should be liberated and allowed to decide what they feel best suits them.

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Why Should We Care About Vocational Education?

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Some years ago I was hired by Norway's Ministry of Education to train vocational education teachers. Having myself attended a comprehensive high school where vocational students were those who couldn't make it academically, and having taught in a suburban high school where there was zero vocational education, it was eye-opening to be in a country where vocational education had high prestige, was well-funded, and included students who could have gone to medical school if that had been their preference.

I was reminded of this experience recently when Tony Wagner, the author of The Global Achievement Gap and, most recently, Creating Innovators (much more on that book in a future column), spoke with educators and parents in my community and noted that in Finland's highly successful educational system, 45% of the students choose a technical track, not an academic track, after completing their basic education.

Blue-Collar Stigma in White-Collar Society

I'm sure many high school counselors have had some students confide that what they enjoyed doing most was working with their hands, whether on car engines, electrical circuits in the house, hair, or doing therapeutic massage. I bet that many of these students also confided that there is no way they could tell their parents that they'd rather pursue one of these occupations than go to college to prepare for a professional or business career.

We live in a society that places a high value on the professions and white-collar jobs, and that still considers blue-collar work lower status. It's no surprise that parents want their children to pursue careers that will maintain or increase their status. This is even more evident in high socio-economic communities. And for most teachers, if the student is academically successful, this will be seen as a "waste of talent."

The same dilemma often exists for students who are working to overcome the achievement gap. Most schools that are effectively helping kids to overcome this gap and achieve academically also place a premium on college admissions, often the mark of success for these schools. And kids who are the first in their families to graduate high school appear foolish to "throw this all away" by choosing some alternative to college and a blue collar career.

This bias against vocational education is dysfunctional. First, it is destructive to our children. They should have the opportunity to be trained in whatever skills their natural gifts and preferences lead them to, rather than more or less condemning them to jobs they'll find meaningless. If a young person has an affinity for hair design or one of the trades, to keep him or her from developing the skills to pursue this calling is destructive.

Second, it is destructive to our society. Many of the skills most needed to compete in the global market of the 21st century are technical skills that fall into the technical/vocational area. The absence of excellence in many technical and vocational fields is also costing us economically as a nation.

In the early sixties, John Gardner, in his classic book Excellence , talked about the importance of vocational education and of developing excellence across all occupations for the social and economic health of our society. Unfortunately, we've made little progress in the intervening years. Students who don't excel in traditional academic areas, or who have little interest in them, should not meet with disappointment or disapproval from parents and teachers. As another Gardner, Howard Gardner, has repeatedly pointed out, there are varied types of intelligence, and they are of equal value. As one example, bodily-kinesthetic and spatial intelligence are frequently high in those who are successful in varied technical trades. And there is absolutely no contradiction between recognizing and developing these intelligences and developing basic verbal and mathematical literacy for all students.

Vocational Education Groundswell

While changing societal values will take time, changes can take place on a school or district level more immediately. And the good news is that there are increasing models and resources to guide educators.

Joe Klein in a recent Time magazine article described an increasing number of excellent and well-funded vocational programs in the U.S., particularly in Arizona. Two of these, the East Valley Institute of Technology in Mesa and the Career and Technical Education Program at Monument Valley High School in Kayenta, provide both inspiration and practical models that could be implemented in many districts.

There are also more schools across the U.S. that are creating internship programs to help students gain workplace experiences while enrolled in an academic high school. At City Arts and Technology High in San Francisco, all juniors and seniors secure internships in the community, where they are mentored by an on-site professional and regularly visited by their school advisor. MetWest High School in Oakland, California is one of many that place student internships at the center of their mission. And Nancy Hoffman's excellent new book, Schooling in the Workplace , looks at how six countries successfully integrate schools and workplaces, while also providing a look at where this is happening in the U.S.

Finally, being able to begin legitimizing vocational education in a district may also depend on successfully re-educating parents regarding the value of occupations that aren't high on the social status scale. Mike Rose's The Mind at Work: Valuing the Intelligence of the American Worker , provides an excellent antidote to our social biases about intelligence and an eye-opening look at the combination of cognitive and manual skills needed in occupations that our society has mistakenly devalued.

Vocational education on both a secondary and post-secondary level should be highly valued, well-funded and effectively implemented. The first steps can and should be taken on a local level.

18 Benefits of Vocational Education in 2024

• August 12, 2021

Table of Contents

Vocational education delivers practical, hands-on skills for students to use on the job during their program and immediately after graduation. The process is also known as Career and Technical Education ( CTE ).

There are a wide variety of industries and career options available through vocational education schools and programs. According to the National Center for Educational Statistics , the most popular career fields include the health sciences, trades (manufacturing, construction, repair, and transportation), and consumer services.

The benefits of vocational education fall into three main categories: strong job market and career growth, varied vocational school options, and investment value. Keep reading to learn more.

The Top 18 Benefits of Vocational School in 2024

1. trade schools offer hands-on knowledge.

Traditional universities focus more on theoretical knowledge than hands-on, practical training. That type of knowledge is great for certain jobs like engineering. However, for many people who attend universities, their education is primarily background knowledge so when they get a job, they will need to learn on the job.

Vocational training schools, on the other hand, have a stronger balance between background knowledge and hands-on training. As a result, you’re likely to be better prepared for the day-to-day tasks of your job than someone whose degree has emphasized theoretical knowledge, whether your job is in  information technology ,  holistic healthcare , or another field.

2. Trade Schools Offer More Direct Training

When a student attends a traditional four-year university, they don’t spend four years studying their chosen field. The universities focus more on well-rounded liberal arts to teach students general skills and information.

The problem is that on top of your career training, you end up with silly and sometimes unnecessary classes like pottery-making and frisbee golf solely to meet your credit requirements.

Vocational training school focuses solely on the training you need for your job. You learn the practical skills you’ll need day-to-day in your career rather than skills that are less specific.

3. Individualized Attention from Experienced Instructors

In vocational education programs, you will learn from experienced practitioners who serve as mentors and trainers. Every school is different, but vocational training schools tend to have lower faculty-to-student ratios than traditional colleges, allowing each student direct supervision and guidance. You won’t have the large lecture halls where your needs get lost among 200 other students.

In fact, the average class at ICOHS College has a 1:10 teacher-to-student ratio. Compare that with the national  average of 1:14  among all post-secondary schools, and to the 1:22 average at for-profit private institutions.

Your instructors are industry professionals, prepared not only to train you in specific techniques and skills but guide you to overall success in their particular field. Since they are active members of the industry, they are also well-placed to provide networking and internship opportunities.

4. Education at a Lower Cost / Investment Value

Vocational education is an investment of both time and money towards your personal growth and to build your career.

According to a 2002 report by the U.S. Department of Education (“ National Assessment of Vocational Education ”), students who attend vocational programs benefit from higher employment levels, increased wages, and increased job satisfaction rates.

Many students expect to go into some amount of debt when they invest in their education. However, graduating from a four-year university with $100,000+ in debt means you’re starting your career with a major hurdle to overcome.

Trade schools, on the other hand, are far more cost-effective. The annual cost is often lower than it is at traditional universities, and you’re also paying for two years in most cases compared to four or more. On top of this, ICOHS College offers  financial aid  as well as  military financing options . As a result, you can start your career with far less debt and enjoy the profits of your higher income potential sooner.

5. Classes for Flexible Schedules

Traditional universities are set up for full-time students who have just graduated from high school and are completing all of their education before entering the workforce. Many of them have far fewer course options for students who work a 9-5 job and want to get their education in the evenings.

Vocational training schools have more diverse options because they serve a wider array of students. Most programs offer flexible full-time, part-time, or online schedules, allowing students to work around their work schedule or family needs.

At ICOHS College in particular, we offer hybrid programs as well which equip you with both practical and theoretical knowledge.

Teenagers can get started in vocational training in over 80% of U.S. high schools. At the same time, independent post-graduate institutes cater to the needs of nontraditional students and adult learners at any point in their careers. Students will find diversity in the ages and backgrounds of their vocational education peers.

6. Accreditation

Accredited vocational schools demonstrate a commitment to meeting quality standards through an independent accreditation process. The ACCET (Accrediting Council for Continuing Education and Training) is the leading national accrediting body for vocational schools.

Vocational programs may obtain additional approvals and certifications to assure their commitment to quality. For example, ICOHS College is accredited by ACCET and approved by the U.S. Department of Education, the U.S. Department of Veteran Affairs, and the California Bureau for Private Post-Secondary Education (BPPE).

In addition, specific professional programs within a vocational school may have additional certifications, such as the American Massage Therapy Association certification or the Cisco Certification for IT specializations.

Accreditation, approvals, and certifications are not just stamps on paper. They assure the community of a vocational school’s commitment to quality, improvement, and peer accountability. They may also open opportunities for professional licensing or additional funding sources.

7. Internships and Practicums

Vocational programs recognize hands-on training in a “real world” context is essential to helping students succeed. Vocational courses are typically delivered through traditional classroom learning and significant practical work in learning labs.

Quality programs build relationships with local companies and business leaders to offer internships and practicums, earn course credit, or provide paid opportunities. These opportunities help develop your skills further and provide employment history and references to round out a resume when applying for future positions.

8. Successful Job Placement

Career counseling and job placement is a large part of the mission of vocational schools. The school’s career services center may help with networking, posting available positions, resume writing, and interview skills to help you launch your career.

Students may find support through study groups, tutoring, and test-taking skills practice in industries with professional licensing exams. Some programs offer career support services not only at graduation but throughout your career.

9. Strong Job Market and Career Growth

At one time, vocational education was considered a less prestigious alternative for high school students not attending college. In recent decades, however, the prestige and strengths of vocational programs have grown, proven through strong rates of employment and higher wages.

Are you ready to take the next step in your career? Get started today . Fill out the form to speak with an Admissions Representative about enrolling at ICOHS College.

Today, prospective students can look to vocational education programs to gain practical experience and acquire the skills needed for jobs across in-demand fields.

10. Growth Industries

According to the U.S. Bureau of Labor Statistics , many of the fastest-growing occupations are in fields served by vocational education.

The COVID-19 pandemic has also helped demonstrate a need for skilled workers in fundamental infrastructure and service positions, including healthcare, electrical, construction, and automotive repair. Demand continues to rise as employers struggle to fill positions across the technical, healthcare, and manufacturing industries.

Well-trained, experienced employees in such industries are critical for the country’s economic growth. Vocational programs are the best way to introduce them to the workforce.

11. Strong Employment Qualifications / Attractive to Employers

Part of the reason trade schools are becoming so popular is because more employers are looking on them favorably. Because of the practical, hands-on training you get at a vocational training school, employers know you’re more prepared to do the job than many candidates with four-year degrees.

As a result, your chance of getting a relevant job with your certification after trade school is very strong and you’re likely to see the financial benefits sooner. Vocational schools also focus more directly on preparing you for your industry’s certifications like CompTIA or Cisco certifications which are often required by employers.

Thus, employers can be confident in their new employees’ technical and soft skills when hiring vocational graduates, simplifying the onboarding and training process. Often, graduates will have already obtained professional licenses and certificates.

12. Easier Path to Successful Careers

One of the most common myths is that traditional universities allow you to achieve more profitable careers than trade schools. The fact is that both types of education open the door to a wide range of successful career options. The income level depends on your career path rather than your degree.

Take IT for example. The median salary for the IT field is  over $88,000 per year . That’s the case whether you have a four-year degree or a vocational school certification, so a vocational school is a more efficient way to get onto the same successful career path.

13. Faster Start to Your Career

The four-year period of traditional colleges is a significant amount of time. It’s a long time to either be out of the workforce by attending college full-time or to balance part-time college with a full-time job.

Vocational training schools, on the other hand, have more focused programs. The program length depends on the certification or degree you choose, but most trade school programs take less than two years to complete.

Depending on the program requirements and flexible scheduling options, some training programs can be completed in as few as six to nine months.

Students who fully complete their program and any required certifications reap the greatest benefits in employability and wages, both short and long term.

14. Funding Options

Vocational school is more affordable than earning a traditional four-year college degree. Tuition for vocational education programs is often less than that of universities, and since the time commitment is shorter, this can result in significant cost savings.

Vocational schools work with their students to offer financial aid and guidance. Available funding options include federal grants and loans, private grants and scholarships, low-interest cash payment plans, and paid internship opportunities.

As one of only a few approved MyCAA schools , ICOHS proudly provides military spouses with hands-on learning for exciting careers across the information technology and wellness fields.

Through government partnerships, various financial assistance programs are available specifically for U.S. military service members, spouses, and veterans. There are also special programs to support vocational training for individuals with disabilities.

15. Variety of Options

Trade schools, or career colleges, offer a wide variety of shorter programs for students looking for professional training in a certain field. For example, here at ICOHS College, we offer programs in Massage Therapy and Information Technology. Our students get training that is meaningful and practical. Trade schools are a great option if you don’t have the time or funds to attend a 4-year university.

16. More Start Date Options

Career colleges tend to have multiple start dates for their programs. Therefore, you don’t need to worry about missing an application deadline or having to wait an entire semester to enroll. ICOHS College has a new session beginning on March 16th.

Since trade schools don’t operate on the same semester schedule as traditional universities, it gives our students more freedom to start their journey towards success when they want to.

17. Easier Admission Requirements

Traditional universities can have very high standards for applicants due to the sheer amount of people that apply to them. They take your GPA and other extracurricular activities into account.

They also focus more on teens that are fresh out of high school or transfer students going to community college. Trade school requirements tend to be more relaxed, especially in certain fields.

18. Networking Opportunities

Instructors at trade schools tend to be working professionals in the industry you’re training for. Paired with the small class size, this makes it easier to build a network with those already in your desired field of work. Networking and making contacts can help you progress or move in your career after graduation.

Is Vocational Education Right for You?

If you need specialized training for your chosen career path, vocational education is an option worth exploring. Flexible scheduling and funding options make vocational school more affordable and manageable than ever.

Quality vocational programs assure accreditation and the long-term support needed for industry licensing and job placement. Experienced instructors will guide you in hands-on practice and on-the-job skills training. Upon graduation, you will be ready to enter the job market as an attractive, competent, and experienced employee with marketable skills in a growth industry.

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Vocational education in high school: What you need to know

By Kate Kelly

Expert reviewed by Jim Rein, MA

At a glance

Vocational education can be academically rigorous and prepare kids for college.

States differ in how they offer vocational education.

Program requirements and the credentials students graduate with also vary by state.

Vocational education used to be thought of in a very narrow way. It was considered simply an alternative track for high-schoolers who weren’t going on to college. Students often didn’t graduate with a standard high school diploma . But career and technical education, as it’s often called, has changed a lot in recent years.

In many states, these programs no longer limit the opportunities after high school. In fact, a high-quality program may expand your child’s options . Students in a good program should be able to graduate from high school with a standard diploma so they can go to college if they choose .

Vocational education can be a good option to consider for some kids with learning and thinking differences. Here’s what you need to know about these programs.

What vocational education is

Vocational education, or career and technical education, is exactly what it sounds like. Students learn skills that prepare them to work in a particular field after high school.

Vocational schools still offer training in trades like carpentry and culinary arts. But they also feature programs in fields like health care, technology, and graphic design. Most have advisory committees that help them focus on programs that have the most employment opportunities.

Good programs also include regular academic classes. That allows students to graduate with standard diplomas, and gives them the option of going on to two- and four-year colleges .

States differ in how they offer vocational education. There are three standard models:

Self-contained schools that are separate from the traditional high school.

Schools that operate in a separate wing within a traditional high school.

Programs where kids attend traditional high school in the morning and then take a bus to a technology and career center in their area.

Planning for vocational education

If your child has an IEP , you’ll both meet with the IEP team in eighth grade for a transition planning meeting . That’s a good time to discuss vocational education. (This is a good time to explore vocational education if your child doesn’t have an IEP, too.)

Some states offer vocational education for all four years of high school. Others have two-year programs that begin junior year.

The school may raise the topic of vocational education if it seems like college might not be an option for your child. But if you think it might be a good path to explore regardless, you can bring it up yourself.

There are a few reasons you might want to consider vocational education for your child. One is if your child has a strong interest in an area of study that’s offered. Another is if your child is highly motivated by hands-on learning that relates to the “real world.”

Still, it’s important to ask what happens if it turns out your child doesn’t have the skills or the interest in that field.

How to spot a quality program

Career and technical education differs from state to state. That leads to a wide range in the quality of programs and what’s expected of students. So it’s important to make sure the program matches up with your child’s goals. (Keep in mind that no matter where you live, IEP and 504 plan supports and services should stay in place in vocational education.)

Here are some things that occur in a quality vocational program:

Students graduate with a standard diploma. Programs should prepare teens for college. That means students should take all of the standardized tests and classes their district requires. Doing that makes them eligible for a standard (academic) diploma. Make sure this is the case in your state. Students may also be able to graduate with a certificate or license in their field of study in addition to their diploma. Requirements for these vary by state.

Students can take foreign language classes. Most four-year colleges require two years of foreign language in high school. If your child is enrolled in vocational education, these classes should be built into his day.

Another thing to consider is how well graduates of the program do after high school. There are a number of questions to ask to find out how well the program prepares students for life after high school:

How do standardized test scores compare with those of the regular high school?

Can you share any statistics on job placement after graduation?

How many graduates go on to four-year colleges?

How many graduates go on to two-year colleges?

Can you tell me what kind of professional experience the teachers have?

Watch as an expert talks about choosing a vocational high school for your child.

Vocational education is directly tied to what your child might pursue after high school. Help your child think about possible careers . And explore potential careers for kids who don’t want to sit behind a desk .

Key takeaways

Vocational education may be a good option for students who like hands-on, “real world” learning.

In a quality vocational program, students take all standardized tests and classes their district requires. This makes them eligible for a standard diploma.

As part of your research, ask about job placement and what types of colleges the graduates attend.

Explore related topics

OECD Education and Skills Today

Global perspectives on education and skills

Why vocational education matters more than you might think

By Giovanni Maria Semeraro

Statistician, OECD Directorate for Education and Skills 

Vocational education has not always had the best reputation. Vocational programmes are often technical in nature, and their graduates typically expect lower incomes relative to those who complete general or academic tracks. As a result, vocational education is generally perceived as a track for low-achieving students, or an alternative for those who drop out.

But this reputation is not entirely deserved. In our latest Education Indicators in Focus brief , we examine the characteristics of vocational education and training programmes in modern education systems, and unmask some of the myths surrounding them.

To start with, vocational education may be more attractive than we think. As the following figure makes clear, many countries across the OECD have developed strong and robust vocational education systems. In 2016, almost half (44%) of upper secondary students across all OECD countries were enrolled in vocational tracks. In Austria, the Czech Republic, Finland, the Netherlands, the Slovak Republic and Slovenia, that figure was around 70%.

It is true that lower-performing students tend to enter vocational programmes at the upper secondary level. PISA data show that enrolment in vocational tracks is strongly associated with poor student performance; on average across OECD countries, the share of low performers in vocational programmes is twice as large as in general tracks. Low performance can make students feel disengaged from school, and more likely to drop out. Students in upper secondary vocational tracks are also less likely to complete their programme than those enrolled in general programmes, which carries obvious consequences for them in the labour market.

But vocational education and training systems attract a diverse range of other students, as well. Although some vocational students are indeed at risk of dropping out of school, others are simply seeking technical skills for labour market entry. Vocational students also include adults who wish to increase their employability by further developing their skills, as well as students who might later seek entry into higher education. A common characteristic of these programmes is their central role in preparing young people for work and responding to labour market needs. Because of this, vocational programmes are fairly resilient to economic downturns. During the 2008 recession, vocational education and training effectively addressed youth unemployment in countries like Austria, Germany and Switzerland.

Strong vocational systems are based on strong career guidance, links with the labour market and flexible curricula.

Today, a growing number of countries recognise the value of strong vocational education systems as a way to prepare students for direct entry into specific occupations, and are investigating measures to increase their relevance and attractiveness to students. Strong vocational systems provide students with career guidance and the opportunity to make a smooth transition to the labour market, or to pursue higher-level vocational and academic qualifications. They provide flexible curricula that enable transfers between general and vocational education and address initial, continuous and tertiary education.

Among vocational education and training programmes, combined school- and work-based programmes have several advantages. Learners receive an education that combines practical and theoretical learning, while firms receive access to a workforce that is tailored to their needs and already familiar with firm-specific procedures. Strong ties with employers and trade unions can help ensure that the vocational education system is connected with labour market needs and demands; and there is strong potential to develop these types of programmes even further. On average across OECD countries, only 11% of upper secondary students (or one in four vocational students) are enrolled in combined school- and work-based programmes.

High-quality vocational education and training can clearly make a major contribution to modern economies and labour markets. As jobs either disappear or transform with time, vocational education and training can ensure that workers develop the skills that labour markets need.

• Education Indicators in Focus no. 68: What characterises upper secondary Vocational Education and Training?
• Education at a Glance 2018: OECD Indicators
• Low-Performing Students: Why They Fall Behind and How To Help Them Succeed
• Skills beyond School, Synthesis Report

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What we know about Career and Technical Education in high school

Subscribe to the center for economic security and opportunity newsletter, brian a. jacob brian a. jacob walter h. annenberg professor of education policy; professor of economics, and professor of education - university of michigan, former brookings expert.

October 5, 2017

• 17 min read

Career and technical education (CTE) has traditionally played an important role in U.S. secondary schools. The first federal law providing funding for vocational education was passed in 1917, even before education was compulsory in every state. 1

CTE encompasses a wide range of activities intended to simultaneously provide students with skills demanded in the labor market while preparing them for post-secondary degrees in technical fields. Activities include not only specific career-oriented classes, but also internships, apprenticeships and in-school programs designed to foster work readiness.

CTE advocates cite several goals of career-oriented learning experiences. For non-college-bound students, CTE can provide hands-on training that translates directly to attractive careers upon graduation. Work-related or internship-like experiences that are often a part of CTE can teach students the “soft skills” necessary in the labor market. Finally, by integrating academic skills into a “real world” context, advocates claim that CTE can motivate students to attend school more frequently and be more engaged, and therefore improve core academic skills.

However, CTE has been on the decline for several decades. Starting in the 1980s, states increased the number of courses required for high school graduation, and began mandating students take additional courses in core academic areas such as math, science, social studies and foreign language. 2 These additional requirements, along with declining funding 3 and a growing perception that all young people should be encouraged to obtain a four-year college degree, led to a sharp decline in CTE participation. Between 1990 and 2009, the number of CTE credits earned by U.S. high school students dropped by 14 percent. 4

The past decade has seen a resurgence in interest in CTE. Scholarship in the area of education and the labor market has increased markedly. 5 In the past four years alone, media mentions of “career and technical education” have quadrupled. 6 In 2015 alone, 39 states instituted 125 new laws, policies or regulations relating to CTE, many of which increased state funding for such programs. Montana, for example, doubled the annual statewide appropriation for secondary CTE; Nevada tripled its funding. 7

Unfortunately, research on CTE has not kept pace with policy interest. 8

What does earlier non-experimental research tell us?

Prior non-experimental evidence suggests that students who participate in secondary CTE programs have higher employment and earnings than demographically-similar peers in the short run, but they do not necessarily have better academic outcomes. For example, many studies show little or no differences between CTE participants and comparison groups in terms of academic achievement, high school graduation or college enrollment. 9

A good example of this type of research is a recent study by Daniel Kreisman and Kevin Stange, which relies on data from the NLSY97, a nationally representative sample of 12- to 17- year-old youth in 1997 that tracks individuals over time.

They find that CTE participation is not strongly associated with educational attainment – CTE students are marginally less likely to enroll in college but no less likely to earn a degree – but CTE coursework does predict employment outcomes. Importantly, they find that CTE participation is associated with higher wages, with the increase driven entirely by upper-level coursework, defined as courses within a sequence beyond the introductory class, in more technical fields. Each additional year of upper-level vocational coursework is associated with a nearly 2 percent wage increase. 10 This suggests that the benefits of CTE education stem from in-depth study of a specific area consistent with the recent trend toward “pathways of study” within CTE. 11

As the authors recognize, however, the biggest challenge in evaluating CTE is that students typically self-select into such programs, or student choices are circumscribed by the types of programs offered in nearby schools. In either case, it is likely that students participating in CTE are different in many ways than other youth who do not participate in CTE – in terms of their personal abilities and interests, family background, etc. On the one hand, many observers have described CTE as a “dumping ground” for lower-achieving or unmotivated students. 12 On the other hand, because CTE is not the “default” pathway, the students who participate must be at least somewhat motivated and informed. 13

CTE can motivate students to attend school more frequently and be more engaged, and therefore improve core academic skills.

Kreisman and Stange attempt to circumvent this selection problem using what researchers refer to as an instrumental variables strategy. Simply put, they compare students across schools with different high school graduation requirements because, as they show, the greater the number of required courses, the fewer CTE courses students take. Using this approach, they find that the wage benefits associated with CTE disappear.

However, a key assumption here is that, after controlling for observable student and school characteristics, the students attending high schools with fewer graduation requirements are identical to those attending high schools with more graduation requirements. 14 As the authors recognize, this is a very strong assumption. If this assumption is true, it implies that students whose CTE course-taking is influenced by graduation requirements realize little benefit from it. Of course, it may still be the case that those who self-select into CTE benefit from it, and that prohibiting them from doing so would be detrimental.

A further complication is that virtually all of the existing research on CTE has focused on relatively short-run outcomes. This is a notable limitation because many believe that career-focused education involves a tradeoff – namely, learning a narrower set of technical skills that can provide short-run benefits at the expense of learning more fundamental skills that will better serve individuals in the long-run. 15 Indeed, a recent study using European data finds some evidence of exactly this type of tradeoff. 16 Given the changes we expect to take place in the labor market in coming years, and how often individuals might need to switch occupations, this is a potentially serious concern. Of course, advocates of CTE argue – with some justification – that career-oriented education today does aim to teach core academic skills essential to lifelong learning, and often does so better than traditional schooling, particularly for disadvantaged youth. 17

the gold standard

The single best way to avoid such selection problems and determine the causal impact of a policy or program is through a randomized control trial. While such experiments can be expensive and are often logistically or politically difficult, they have a long history in education policy research. Other research designs, known as quasi-experimental research, attempt to approximate the same design with statistical techniques.

According to the What Works Clearinghouse, for example, there are 83 programs with experimental or quasi-experimental evidence in the area of early childhood education, 39 programs for dropout-prevention, and 32 programs for English language learners.

In the area of secondary CTE, there is only 1. Yes, one. This study examined Career Academies in the early 1990s, before many of the occupations common today even existed and prior to the introduction of policies with important implications for secondary schools (e.g., school accountability). 18

Structured as distinct programs embedded within comprehensive high schools, the Career Academies provided students with career-oriented instruction in a particular field along with internships and other activities to prepare students for, and connect them with, the labor market. The schools in the study were located in or near large urban areas with predominantly low-income minority student populations. The Career Academy programs were oversubscribed, which permitted admissions to be determined by lottery.

Researchers found that Career Academies had no impact (positive or negative) on high school graduation, postsecondary enrollment or educational attainment. However, the study found that students who received the opportunity to attend a career academy earned 11 percent more than the control group. Interestingly, this positive wage effect was driven entirely by male students, who enjoyed a 17 percent earnings boost. Males defined as high-risk based on baseline characteristics (i.e. prior to high school) realized the largest benefits from the program. There was no significant difference between the earnings of females in the treatment and control group.

This single study has been cited hundreds of times, and is featured prominently in nearly every literature review and many policy proposals regarding CTE. While this was an extremely well-done evaluation of an important CTE model, it has important limitations. As noted elsewhere, Career Academies are a small component of CTE provision nationwide. 19 The study itself focused on a small number of sites which, as evidenced by their oversubscription, were perceived as high quality. 20

and then there were two

Compelling research on CTE recently doubled with the release of a new study of regional vocational and technical high schools (RVTS) in Massachusetts. 21

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Unlike the Career Academies described above, RVTS are entire schools devoted to career-oriented instruction. Students spend one week in the classroom followed by one week in a technical shop. While students in other schools have access to CTE courses, RVTS offer more variety in terms of the program of study, and the programs themselves are typically higher quality than those found in comprehensive high schools.

The author of the study, Shaun Dougherty, obtained detailed data on student applications to three RVTS. Because the schools are often oversubscribed, they admit students on the basis of their attendance, grades and discipline record in middle school. By comparing the educational outcomes of students who scored just above the admissions threshold (and thus were very likely to attend) and just below the admissions threshold (who mostly did not attend), Dougherty is able to account for the selection bias that has plagued prior CTE research. This approach is known as a regression discontinuity design. What Works Clearinghouse considers well-done studies of this type to provide evidence nearly as compelling as an RCT.

Dougherty finds that attending a RVTS dramatically increases the likelihood of high school graduation. Poor students are 32 percentage points more likely to graduate if they attend a RVTS, which represents a 60 percent increase given the baseline graduation rate of 50 percent. The effect for non-poor students is somewhat smaller, but still quite large – an increase of 23 percentage points from a baseline of 67 percent, suggesting a nearly 35 percent improvement. 22 At the same time, Dougherty finds that attending a RVTS has no impact (positive or negative) on the standardized math and reading exams that all Massachusetts students take at the end of 10 th grade.

where to go from here?

More rigorous research on CTE programs is clearly needed. To its credit, the Institute for Education Sciences (IES) recently initiated several new data collection and research grants in this area. The recent study by Dougherty is a great start, but only a start. Further progress requires a series of studies that build on each other, and examine different approaches to CTE. Because states play a large role in developing and overseeing CTE programming, they must take the lead. States have been very active in passing laws, issuing regulations and disseminating policies about CTE. States now need to step up and support a research agenda that can help ensure these new initiatives are successful.

The author did not receive any financial support from any firm or person for this article or from any firm or person with a financial or political interest in this article. He is currently not an officer, director, or board member of any organization with an interest in this article.

• The Smith-Hughes Act of 1917 preceded the passage of compulsory attendance laws in Mississippi in 1918 , the last of the 48 states of the time to pass such a law.
• Jacob et al. (2017). “Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan.” Education Evaluation and Policy Analysis,39(2): 333-360. http://journals.sagepub.com/doi/full/10.3102/0162373716685823 .
• U.S. Department of Education (2014). National assessment of career and technical education. Final report to congress. Technical report, Washington, DC.
• Hudson, L. (2013). “Trends in CTE Coursetaking. data point.” National Center for Education Statistics, NCES 2014-901.
• Shaun M. Dougherty and Allison R. Lomarbardi. “From Vocational Education to Career Readiness: The Ongoing Work of Linking Education and the Labor Market.” Chapter 10 in Review of Research in Education, March 2016, Vol. 40: 326–355
• From 5,518 stories in 2014 to 22,755 stories from January 1 to September 28 of this year, based on author’s Meltwater analysis.
• http://www.acteonline.org/uploadedFiles/Who_We_Are/Press/2015_State-Policy-Review_FINAL%20(1).pdf
• Corinne Alfeld made this same point in an IES blog post earlier this year.  See https://ies.ed.gov/blogs/research/post/career-technical-education-is-growing-research-must-follow
• For good reviews of this prior literature, see Kreisman and Stange (forthcoming) and Dougherty (forthcoming).
• The benefits of upper-level CTE coursework is driven largely by those focusing in technical fields.
• While selection bias is still a concern, it is worthwhile noting that the authors control for a very rich set of covariates including student demographics, parental income, parental education, student AFQT score, freshman year GPA, state of birth and various school characteristics.
• See, for example, Kelly, S. & Price, H. (2009). Vocational education: A clear slate for disengaged students? Social Science Research, 38 (4), 810–825.
• Insofar as CTE programs involve travel to/from worksites, it seems likely that participation requires more time than a student would have to devote to a standard high school track.
• As the authors discuss in detail in the paper, there are two reasons why their instrumental variable results might differ from their OLS regression results. The first is that the students who self-select into CTE have some positive, unobservable characteristics that explain their success in the labor market. The second is that there is true heterogeneity in the returns to CTE – the students who self-select do indeed benefit from the experience, but those whose course-taking decisions can be swayed by their school’s graduation requirements do not benefit.
• http://hanushek.stanford.edu/publications/german-style-apprenticeships-simply-cant-be-replicated
• Among younger people, employment rates are higher among those with vocational education. However, this pattern reverses by age 50. These patterns are most pronounced in countries that have highly developed work-based education systems such as Germany, Denmark and Switzerland. See Hanushek et al. (2017). “General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle.” Journal of Human Resources. 52(1): 49-88.
• http://blogs.edweek.org/edweek/top_performers/2017/07/the_false_choice_between_vocational_and_academic_education.html
• Kemple, J & Willner, C.J. (2008). Career academies: Long-term impacts on labor market outcomes, educational attainment, and transitions to adulthood . MDRC.
• Kreisman and Stange (2016), “Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth.” NBER working paper
• And, if one looks beyond the headline results, the detailed findings of the Career Academy raise a number of important questions about the mechanisms, and thus generalizability, of the impacts. For example, students in the treatment group reported significantly higher levels of interpersonal support from teachers and peers than their comparison counterparts. While Career Academy students did engage in work-based experiences that control students did not, researchers found that the curricula and instructional materials used in the Career Academies were similar to those used in other parts of the high school, and did not meaningfully integrate academic content with career-related applications. Together these findings suggest that the benefits of attending a career academy may relate as much to the school culture as the particular career focus, similar to the benefits of attending a small school or “school-within-a-school.”Bloom, Howard S., and Rebecca Unterman. 2014. Can small high schools of choice improve educational prospects for disadvantaged students? Journal of Policy Analysis and Management 33(2): 290–319.
• Dougherty, S.M. (forthcoming). “The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts.” Education Finance & Policy.
• These findings are consistent with some prior research suggesting that CTE participation can increase attachment to school. See, for example, the following studies: Plank, Stephen B., Stefanie DeLuca, and Angela Estacion. 2008. High school dropout and the role of career and technical education: A survival analysis of surviving high school. Sociology of Education 81(4): 345–370. Cellini, Stephanie Riegg, “Smoothing the Transition to College? The Effect of Tech-Prep Programs on Educational Attainment,” Economics of Education Review, 25(4), August 2006: 394-411.

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Skills for work and life

UNESCO connects education to the fast-evolving world of work through its promotion of skills for work and life. Technical and vocational education and training (TVET) helps youth and adults develop the abilities, knowledge, values and attitudes they need to find decent work and contribute to building a peaceful, healthy, just and sustainable world. Worldwide 267 million young people aged 15-24 are still not in any form of employment, education or training. TVET contributes to the targets of Sustainable Development Goal 4 (SDG4) to 'ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ and those of SDG8 for 'decent work and economic growth'.

What you need to know about skills for work and life 

Free and high-quality online trainings offered by members of UNESCO Global Education Coalition

UNESCO’s capacity-building programme in 26 least developed and crisis-affected countries

Ensure inclusive, equitable quality education and lifelong learning opportunities for all

between the ages of 15-24 are not in employment, education or training

at upper secondary level are women as opposed to 49% in general education

are foreign-born workers playing a growing role in the labour force

(around 38% of the global workforce) risk job loss or displacement

Key databases

Contains key descriptive information about TVET around the world

Presents a selection of effective and innovative programmes and initiatives around the world

Online resource center for TVET experts, practitioners and students

Spotlight on Vocational Education and Training

• Education and skills
• Education access, participation and progression
• Teachers and educators
• Education organisation and governance
• Vocational education and training (VET)

Select a language

Cite this content as:.

This Spotlight presents data and analysis on vocational education and training (VET) from Education at a Glance 2023 . VET is a key component of most education systems in OECD countries. About one in three 25-34 year-olds have a vocational qualification as their highest level achieved, whether at upper secondary, post-secondary non-tertiary or short-cycle tertiary level.

The first part of the Spotlight focuses on upper secondary programmes, analysing their components and outlining the main challenges to countries aiming to improve their quality, while promoting equity and ensuring better labour-market opportunities for their graduates. The second part focuses on progression pathways open to VET graduates and higher-level vocational programmes. Taken together, the two parts of this spotlight demonstrate the huge diversity of OECD country VET programmes.

Related publications

European Education Area

Quality education and training for all

Vocational education and training initiatives

Why is vocational education and training important?

Vocational education and training (VET) provides learners with essential skills enhancing their employability, supporting their personal development  and encouraging active citizenship. VET boosts enterprise performance, competitiveness, research and innovation.

VET systems in Europe rely on a well-developed network of VET stakeholders. These networks are governed with the involvement of social partners, such as employers and trade unions, and in different bodies, for example chambers, committees and councils.

Initial vocational education and training (I-VET)

I-VET is usually carried out at upper secondary level and post-secondary level before students begin working life. It takes place either in a school-based environment (mainly in the classroom) or in a work-based setting, such as training centres and companies.

On average, 50% of young Europeans aged 15-19 participate in I-VET at upper secondary level. However, this EU average masks significant geographical differences in participation ranging from 15% to more than 70%.

Continuing VET (C-VET)

C-VET takes place after initial education and training or after beginning working life. It aims to upgrade knowledge, to help citizens to acquire new skills and to retrain and further personal and professional development. It is largely work-based.

What is our goal?

Through the Council of the EU, Member States have set the target that by 2025 at least 60% of recent graduates from VET should benefit from exposure to work-based learning during their vocational education and training.

What is the EU doing in the field of VET?

European cooperation on vocational education and training dates back to 2002 and the Copenhagen process. It has been further enhanced over the years, for example by the Bruges Communiqué and the Riga Conclusions.

Vocational education and training has been identified as a focus area for cooperation under the European Education Area initiative for the period 2021-2030.

2020 Council Recommendation on VET

On 24 November 2020, the Council of the EU adopted a Recommendation on vocational education and training for sustainable competitiveness, social fairness and resilience. The Recommendation defines key principles for ensuring that vocational education and training is agile in that it adapts swiftly to labour market needs and provides quality learning opportunities for young people and adults alike.

It places a strong focus on the increased flexibility of vocational education and training, reinforced opportunities for work-based learning, apprenticeships and improved quality assurance.

The Recommendation also replaces the EQAVET – European Quality Assurance in Vocational Education and Training – Recommendation and includes an updated EQAVET Framework with quality indicators and descriptors. It repeals the former ECVET Recommendation.

Osnabrück Declaration 2020

On 30 November 2020, ministers in charge of vocational education and training from EU Member States, Candidate Countries, EEA-EFTA (European Economic Area – European Free Trade Association) countries, European social partners and the Commission endorsed the ‘Osnabrück Declaration 2020 on vocational education and training as an enabler of recovery and just transitions to digital and green economies’. 

The Osnabruck Declaration is supported by VET providers’ associations at the European level (VET4EU2) and representatives of VET students (OBESSU, European Apprentices Network). 

It sets out new policy actions for the period of 2021-2025 to complement the Council Recommendation on vocational education and training for sustainable competitiveness, social fairness and resilience: 

• promoting resilience and excellence through quality, inclusive and flexible VET 
• establishing a new lifelong learning culture emphasising the relevance of C-VET and digitalisation 
• fostering the sustainability of VET 
• develop a European Education and Training Area and international VET

The Advisory Committee on Vocational training endorsed an opinion on the future of VET, which will contribute to the Commission’s policy beyond 2020.

VET funding instruments

The Erasmus+ programme   for education, training youth and sport has an estimated budget of €26.2 billion for the period 2021-2027. This is nearly double the funding compared to its predecessor programme (2014-2020). Every year, more than 130,000 VET learners and apprentices , as well as 20, 000 VET staff benefit from Erasmus+ mobility opportunities , contributing to achieve the 8% target of all VET learners benefiting from a mobility abroad by 2025 . 

The programme will fund 100 networks of Centres of Vocational Excellence, hundreds of Alliances for Innovation, projects with third countries for Capacity building in VET, as well as a number of forward-looking projects in the field of VET. It also supports more than 600 cooperation partnerships managed by the National Agencies every year .  Find out more about Erasmus+ VET opportunities .

European Social Fund Plus

VET and Adult education are key priorities for the European Social Fund Plus (ESF+) towards the green and digital recovery. The ESF+ has  a budget of almost € 99.3 billion for the period 2021-2027. It will continue to provide an important contribution to the EU’s employment, social, education, training and skills policies, supporting people with the upgrading of their skills at any stage in their lives. ESF+ funding will support equal access to good quality education and training for all, skills anticipation, development and recognition, tackling skills mismatches and the current challenges of shortages, focusing on the people most in need.

EEA strategic framework

As part of the European Education Area strategic framework for the period 2021-2030, a Working Group on Vocational education and training and the green transition and sub-group of the group on schools focusing on education for environmental sustainability have been established. The Groups will encourage mutual learning and the exchange of information and best practices between Member States.

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• Trends in Education

Vocational Education and Training: The need of the hour for youngsters?

May 23, 2024 •

15 min reading

Discover how the right education can equip students for their future careers through Vocational Education and Training. Delve into the benefits and obstacles of this educational path and explore valuable insights on establishing a top-tier training center.

Define Vocational Education

Key features of vocational education and training, pros and cons of vocational education.

• Economic benefits of Vocational Education

Challenges facing Vocational Education

Best education practices in the world: the swiss dual education system, importance of vocational training for career development.

• How to set up a vocational training cebter?

Vocational education is a different learning option from the path of college or universities. It offers a path that imparts the skills and knowledge needed to work in a given occupation. It is coordinated with the requirements of the labor market and is an integral part of the education system.

Vocational Training vs Academic Training

While college education often provides theoretical or broad knowledge that could be applied to a variety of professions within a certain field, students learn via vocational training the precise skills and knowledge provides direct knowledge and application for a specific field or position.

College education often includes courses on a variety of subjects that may not directly relate to a student’s major and that a graduate may not use in their career. Vocational school, on the other hand, skips this type of broad academic study and instead provides direct knowledge and instruction for a specific field or position.

Work-Ready Training

The vocational type of education is designed to make students “work ready” upon graduation. It provides significant practical education in a professional environment students will get accustomed to, so they develop specific industry skills that allow them to jump right into your profession and get started.

Vocational Training Settings

The vocational training system includes a variety of settings like apprenticeships or vocational schools for students to carry out their education.

While it is not yet common, some colleges and universities are beginning to incorporate vocational programs into their educational offerings in addition to their traditional academic options.

Students shall complete their vocational training with a certification or a diploma. In some cases, they may receive an associate’s degree. Some schools offer a range of professional areas, while some are specific to certain subjects, such as culinary schools or technology schools.

Continuing Education

Vocational training also helps people move forward in their careers. These programs are often shorter and more flexible than college or university programs. This makes it easier for people to go back to school or take continuing education to help them move to the next step. Through further education with vocational training, one could have the opportunity to:

• Advance to a higher-level position in the same company or field
• Gain the skills and knowledge needed to change careers
• Ask for higher pay to fit a credential or specialty skill

Vocational training has some key features that set it apart from academic education because it focuses on practical experience instead through hands-on training.

1. It makes a student job-ready

Vocational training provides skill based learning and focuses on how to transfer practical skills. This means that upon completion of the program a student has gained the necessary knowledge and hands-on skills needed to perform specific tasks of an occupation.

2. It is based on competency

Student performance is based on competence that is defined by meeting certain criteria. By the end of the vocational program, a student must demonstrate satisfactory performance on each of these criteria to be considered competent in their chosen profession.

Each vocational training program features units of competency. These focus on skills and knowledge a person needs to have for this occupation. The program includes a certain set of units of competency that the student needs to master. This varies by the trade, craft or technical program.

READ: Things you didn’t know about vocational education & training

The academic vs vocational debate touches many students preparing for their careers. While both of these types of schools can offer an excellent education and prepare students for their jobs, they offer a slightly different approach to learning and coursework.

Advantages of vocational education training

Pursuing a vocational education option can open numerous doors for students. They have the opportunity to learn a specific trade that will allow them to build an exciting career in a new field.

The focus on practical skills

Practical learning vs theoretical learning should be a priority for those evaluating schools. Students in vocational schools spend significantly more time learning practical and tangible skills that they will need for the workplace. They are more prepared to begin their jobs immediately.

An education that prepares students for the global stage

Vocational schools attract students with a variety of different life experiences. Students have the chance to attend courses and work closely with classmates from different ethnic, cultural, and economic backgrounds.

Students graduate with intimate experience of working cross-culturally, a better understanding of communicating with people from different backgrounds, and the insight they need to thrive in jobs around the world. In other words, they become assets to their organizations in the globalized world.

Building better relationships with classmates and professors

The schooling experience differs when it comes to the vocational education experience. Students spend significantly more time in their physical classes and less time working on outside projects. Students work together closely with their classmates and form relationships with teachers as they move through the program. This can help students set up better networking experiences and mentorship.

Awakening passions

Students in vocational jobs enter their career paths because they have the chance to pursue their passion or a career that interests them. When they get to school, they find that they can spend significant hours every week engaged directly with this area of interest for them. This encourages interest in the courses and creates an excellent learning environment for students.

Adaptable Programs

Vocational Courses are intended to support non-conventional students who wish to study while balancing other obligations. Options such as online learning, evening, night weekend make this alternative beneficial for those trying to develop new career expertise while working full-time.

Economic benefits of vocational education

Students entering vocational programs also find that they experience a variety of different economic benefits from choosing this educational path.

They often find a job more easily

When students graduate from a vocational program, they have work experience and precise training for their exact field. In other words, their prospective employer knows that the candidate has gone through specialized learning and practice in the field and is prepared to start working in the new position right away with minimal training.

Students often finish school faster

Many vocational based programs can be finished faster than the training and education programs provided for other paths. With less time spent in school, students get to make the transition from spending money for learning and training opportunities to making money in their careers faster. This helps to create net benefits for them from a financial standpoint.

Schools in the vocational sector often cost less than other types of learning institutions

Many students also find that vocational schools have a lower price on a year-to-year basis. Tuition and other fees that go into learning this field do not run as high as they do at other types of schools. This contributes further to the financial savings experienced by students during their education.

INVEST IN EDUCATION TOOLKIT With this 10-step process, you will have all the tools you need to master the critical areas of a successful school.

Although the benefits for students entering vocational educational programs are many, there are a few challenges of vocational education that those entering a related field should be aware of.

Less of an opportunity to explore different subjects

In a traditional academic school program, students have opportunities to explore different subjects and disciplines outside their core topics for their future degrees. In a vocational setting, however, the subjects that students study revolve around their core concentration. While they may take some closely related tangential courses, they have fewer opportunities to take classes well outside their disciple.

Employers who focus on vocational students might be less able to adapt

Some organizations have encountered struggles when it comes to adapting with students who were educated in largely vocational settings.

While the dual education model is used with success in many other countries, we can take a look at the Swiss apprenticeship system as an ideal example of this educational system. People, organizations, and countries take note of the Swiss system around the world, and it has shown its value in comparison to the education systems of other countries. A Harvard-backed study considered it the “gold standard” internationally .

In Switzerland , students learn about apprenticships and start them when they are still young. They begin the process in about fourth grade and most start apprenticeships by the age of 15 and then have skills for work by high school graduation. Switzerland has great high school graduation rates, with almost all students (97 percent) finishing high school, and low youth unemployment rates at about eight percent.

In the Swiss apprenticeship system, the majority of vocational training programs have two tracks to include both classroom and practical training. During every school week, these programs tend to include the hands-on apprenticeship part for three to four days per week and classroom training for the rest of the time. Swiss vocational programs last two to four years. They vary by the chosen program. Training is adjusted to fit needed skills and jobs within the chosen field at any given time, so it helps students prepare for the jobs that are available.

Vocational programs are very common and popular in Switzerland. There are about 250 programs students can choose from in upper secondary school, and about two-thirds of Swiss youth enter vocational training. There are benefits to apprentices, who are able to transition from the apprenticeship to a job or to a professional college or university. Companies also benefit, as they receive a full return on investment for the cost of each apprenticeship and the program has a 50 to 80 percent retention rate.

An argument against this type of program is that students at young ages are not always ready to make educational path choices that impact the rest of their lives. But Switzerland takes this into account. This system is unique because it allows students to change their educational path if they decide to do so. You would have different options available to you in this system. After completing the apprenticeship program, you can continue with advanced training in your area of focus or you can continue your education through universities of applied sciences or other Swiss universities.

The Swiss apprenticeship system is an example of how well dual training can work for students and a society. When determining their educational path and career choices, students should have the dual track education system in mind. It offers a combination of academic and on-the-job training while removing school debt and providing pay for the apprenticeship.

READ: Swiss vocational education and training model: the recipe for success?

When it comes to finding a job and encouraging emerging professionals to excel in their new career path, making sure that graduates have the skills they need for the position plays an essential role.

Vocational education and training, allows students to gain practical experience in their chosen career path before they even graduate. Students who finish these rigorous programs have the credentials and training they need to get started right away in their chosen career path.

Skill development and employability

Vocational learning opportunities play a critical role in skill development and employability. The importance of vocational development can largely be summed up as the difference between theoretical knowledge vs. practical skills. In non-vocational studies, students have significantly fewer opportunities to actually put their acquired knowledge to work compared to students going through a vocational education situation. However, for students in a vocational education setting, this situation gets corrected. Students spend hours in the classroom each week learning hands-on practical skills related to their chosen field. They do not focus as much time on researching the theoretical as learning the practical.

The value of graduating with work skills

When employers look for new employees to join their institution, they know that they want to find someone who has the skills to do the job well and can adapt quickly to the work environment.

Vocational schools help with bridging the skills gap between work and education. Students have specifically worked in practical situations throughout their education under the supervision of their professors. This creates a more favorable employability skills assessment.

Finding a job following graduation

Many graduates struggle to find employment immediately following graduation. Students who have graduated from a vocational training school have the experience to list on their resume and employers know they have a significant portion of the training they need. This helps to open doors to new possibilities.

Building strong networks for students before graduating

In nearly any industry, the importance of a strong network can play a direct role in finding a job and building a successful career. Connections and relationships can help people find new jobs, learn about new opportunities, and have chances to continue their education and build more career-based skills.

Through a vocation-based education, students have an excellent opportunity to build a strong network that will enhance their learning experience and the rest of their professional careers. This type of classroom experience helps those learning in a vocational training program develop a strong professional network that will benefit them throughout their entire professional career. They will have people who can provide them with insight and guidance as they build a career and find the jobs they want.

Students experience economic benefits

Students who go through vocation-based schooling also have the chance to receive a variety of different economic benefits from their education.

Most importantly, they often do not have to spend as much on their schooling while still receiving an education that prepares them exceptionally well for their field. Vocational schools often have fewer years required to earn the degree of certification and often cost less in tuition each year as well.

Additionally, students who graduate from specialized programs like this can enter their career path faster. Employers know that they already have work experience and training related to their field, which makes it easier to transition into the desired role and takes less of a toll on the business working to onboard them.

READ: How to find creative solutions for training in hotel & restaurant?

How to set up a vocational training center?

Starting a vocational school can appear as a long process however, not necessarily a difficult one if all is well-prepared.

The objectives of the learning center should be to work towards the student’s achievement and growth, as a professional and as an individual. This should allow the school to develop its criteria and evolve into an institution with a credible and verified reputation.

READ: Vocational Training Centers can be a prosperous investment

Here are a number of things to consider when starting a vocational training school or planning the future of this center.

1. Demand analysis and industry requirements

First, it is important to understand the need of skilled and trained manpower required by the local industry and the rate at which the local hospitality and related industry is growing. An understanding of the local education providers and their positioning is also essential.

2. Assessment of requirements

Once the demand and industry analysis is complete, an assessment of requirements needs to be done in terms of facility, location, and staff. The location in terms of the city and its connection with the industry is of prime importance.

3. Capacity Analysis and the size of the Center

How big and elaborate the size of a Center will depend on the number of students that can be mobilized over a period of 5-years. It will also depend on the types and number of Vocational courses that can be offered in relation to the industry requirement and interests of the community that will use the center.

4. Funding and Financial Implications

Every owner needs to understand the source and cost of funds in order to calculate the ROI of the learning center. It is essential to relate the ROI to the projected demand and the ability of the prospective students to pay the fees. Vocational programs may also be able to attract cheaper funds or even grants from the local government agencies which would be keen to skill their population and make them employable.

5. Marketing Services

Marketing is an essential part in the daily operations of a Training Center and will include a proper plan of action to successfully run the training center. Marketing activities include:

• recruitment marketing best-practice training,
• creation of ready-to-launch school website & lead generation platform,
• marketing audit and recruitment acceleration,
• marketing collateral design, etc.

6. Human Resources

The success of a Training Center is in large part defined by the faculty who conduct the theory and practical classes. Qualifications and credentials of the manpower are extremely important to the successful running of the center.

Most branded and high-quality Vocational and Education Training programs require trainers to be well-trained and subject-matter experts.

7. Facilities

In parallel, designing the facilities and labs as well as working on the list of equipment are important requirements. It must comply with governmental regulations or institutional partner standards.

8. Placements of the students/Student Services

The Final responsibility of the training center is the placement of the students for the In-service training and subsequently in a job post-completion of their course. Some government funding access becomes easy when there is an assurance from the industry for post certification placements.

Most institutes would have separate Admissions and Placements departments to facilitate a common linkage in both the processes.

9. Operationalizing of the Center

A Center needs to have completed all the activities before announcing the opening dates for the Center. Finalizing the checklist for opening will imply that all facilities, classrooms and labs  are in  place together with the recruitment of human resources.

10. Maintaining the quality of Industry standards

It is strongly recommended for a training center to operate a student service center. To maintain the industry standards and to stay relevant in the dynamic world a training center needs to conduct:

• annual audits,
• curriculum review,
• retrain its faculty,
• keep the center self-sustainable.

Partnering with a vocational education expert: Why having a partner is cost saving?

Energy and time are ones of the biggest costs for businesses, and failing to find the right plan to meet the needs of your business can prove to be a costly mistake. Partnering with a comprehensive education supplier can help the learning center to find ways to reduce its costs and manage better its resources.

READ: VET by EHL: a new turnkey programme for the hospitality industry

Consultant at EHL

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Vocational education.

• Stephen Billett Stephen Billett Griffith University, School of Education and Professional Studies
• https://doi.org/10.1093/acrefore/9780190264093.013.1739
• Published online: 18 July 2022

This chapter aims to discuss what constitutes the project of vocational education through the elaboration of its key purposes. Although taking many and diverse institutional forms, and being perhaps the least unitary of educational sectors, vocational education stands as a distinct and long-standing educational provision premised on its own specific set of purposes. It has long been central to generating the occupational capacities that societies, communities, and workplaces need, contributing to individuals’ initial and ongoing occupational advancement and their sense of selves as working age adults. It also has the potential to be, and often is, the most inclusive of educational sectors by virtue of engaging the widest range of learners within its programs and institutions. Yet, because its manifestations are shaped by country-specific institutional arrangements and historical developments, it defies attempts to easily and crisply define or capture the singularity of its purposes, forms, and contributions. In some countries it is a distinct educational sector, quite separate from both schools and universities. This can include having industry-experienced teachers. In others, it is mainly enacted in high schools in the form of a broadly based technology education, mainly intended for students not progressing educationally beyond schooling, which promotes and reinforces its low standing. In others again, it comprises in postsecondary institutions that combine general and occupational education. These distinctions, such as being either more or less general or occupational educational provision, also change across time as policy imperatives arise and decline. Much of vocational education provisions are associated with initial occupational preparation, but some are also seen more generally as preparation for engaging in working life, and then others have focuses on continuing education and training and employability across working lives. Sometimes it is enacted wholly within educational institutions, but others can include, and even largely comprise, experiences in workplaces. So, whereas the institutions and provisions of primary, secondary, and university education have relatively common characteristics and profiles, this is far less the case with what is labeled vocational education. Indeed, because of the diversity of its forms and purposes, it is often the least distinguishable of the educational sectors within and across countries. In seeking to advance what constitutes vocational education, the approach adopted here is to focus on its four key educational purposes. These comprise of (a) preparation for the world of work, (b) identifying a preferred occupation, (c) occupational preparation, and (d) ongoing development across working life.

• vocational education
• occupations
• educational purposes
• preparation for working life
• identifying an occupation
• developing occupational capacities
• continuing education training

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What College Students Need Most

By  David S. Cunningham

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“Find the college that’s the best fit for you!” So touts the website of the U.S. Department of Education’s College Scorecard, an online tool to compare the cost and value of American colleges and universities. The aim is to increase transparency and help students and their parents make smart decisions about college.

Yet despite good intentions, the Scorecard -- like other computer-generated filtering systems -- can’t provide the information that prospective students and their families may need most. By focusing narrowly on numerical data, such instruments ignore the momentous personal development that takes place during the undergraduate years, as well as the ways that college prepares a student for lifelong personal and professional success. In the face of these weighty concerns, a statistical measurement such as such as “cost-of-attendance to first-year-salary ratio” is hardly the most important factor under consideration.

People who are shopping for college are looking for something more. They want a career that pays a good salary but also one that suits their talents and interests. They need a sense of fit with their chosen occupation, so that they can manage the occasional obstacles and the inevitable stress. They want to graduate on time, but only if their academic program has made them nimble enough to navigate a variety of jobs (and even careers) over a lifetime. And most students still hope that college will equip them with a sense of purpose, offer worthy adventures and guide them toward a fulfilling life.

Such “quality of life” goals have been given increasing attention over the past two decades, reaching back at least to Loren Pope’s 1996 book Colleges That Change Lives . Of course, such goals need not stand in opposition to financial concerns; a bachelor’s degree, regardless of major field or type of institution, will on average mean nearly double the income of a high school diploma over a lifetime. College remains a good financial investment. Yet it also offers much more: it helps students cultivate agility and breadth, discover their gifts and talents, clarify their passions and interests, and develop a meaningful philosophy of life.

Toward a New Meaning of “Vocation”

We can’t expect the Department of Education to construct a College Scorecard for Nimble Graduates, Good Career Fit and Meaningful Lives. But we can point prospective students and parents to the increasing body of empirical research that demonstrates how college improves the odds of success in some of these realms. One important contribution is Tim Clydesdale’s 2015 book The Purposeful Graduate . After an extensive multiyear study of a diverse array of campuses, the author concluded that colleges achieved positive results through intentional programming of a specific kind. The subtitle of his book introduces a key word in this discussion: Why Colleges Must Talk to Students About Vocation .

In the medieval era in the West, the Latin verb vocare (“to call”) often had theological ramifications. To have a vocation was to be called by God into the priesthood or a religious order. In the Reformation era, Martin Luther and others argued that all people are called to particular ways of life. Civic leaders, tradespeople, homemakers, parents -- all of these individuals should consider their various occupations, domestic roles and civic contributions to be part of their calling. Vocation is for everyone.

Unfortunately, a number of later developments -- including the rise of capitalism, the industrial revolution and the increasing prominence of paid work in our lives -- meant that “vocation” came to be associated primarily with how one made a living. During much of the 20th century, “vocational education” typically meant learning a trade.

During the last several decades, however, an earlier meaning of the word “vocation” has come back into use, particularly in independent higher education. This has occurred not only in religiously affiliated colleges (where the term’s theological resonances might be accented) but also in secular institutions. Across the country, faculty and staff members in undergraduate programs -- in the classroom and in the residence halls, on the athletic field and at the career center -- are using this language more regularly. College isn’t just about getting a job. It’s about finding your calling.

The language of vocation or calling has become more popular because, while it addresses many of the quality-of-life issues described above, it does not neglect the pressures felt by college students and their parents about future employment. After all, when students find themselves attracted to a particular field of study -- and begin to consider the kinds of work to which it might lead -- they are already thinking in vocational terms. What draws me toward this particular discipline? Am I any good at it? Does it interest me enough to sustain me over the long haul? Does it prepare me to do work that the world needs, at this time and in this place?

Such questions are important ones for undergraduates to be asking -- which explains why foundations such as the Lilly Endowment have provided generous grants to institutions that are willing to encourage vocational reflection. In fact, Lilly has just announced a new grant of nearly $10 million to support this work at small and medium-size independent colleges and universities.

Vocational thinking also recognizes that, while a student’s field of study and future career are certainly important, a variety of other issues need attention as well. The concept of vocation is capacious enough to accommodate myriad other questions that undergraduates face. Where and with whom will I live? What kinds of civic and volunteer organizations will I join? What will I do with my leisure time? What are the trade-offs among the various aspects of my work (salary, time commitment, stress level, impact on family life)? When students look at their future through the lens of a vocation -- and not simply a job or career -- these questions become more prominent. Attending to one’s calling significantly increases the likelihood that, regardless of career field, one’s work will play a positive role in the construction of a life well lived.

Yes, most parents hope that their kids will finish college on time and earn a good first-year salary (or at least some kind of salary!). But that first year may turn out be the last year in a particular job if a graduate discovers that the work doesn’t fit. Better to spend a little more time reflecting on one’s talents and gifts, listening to the advice of mentors, and shadowing practitioners. Better to use the undergraduate years to engage with the work of writers, artists, visiting speakers and peers -- all of whom can nudge students to ask the big questions and to think about how they might lead a life that matters.

Consider, for example, how Augustana College developed a new program that integrates career advising, undergraduate research and vocational reflection -- thereby helping students discern how their particular interests and talents align with the work they hope to undertake after graduation. Or consider Dominican University’s decision to build vocational reflection into each year of its core curriculum, nudging students through a broad consideration of deep, existential concerns and then providing opportunities that will help them make the transition from college to career. Elizabethtown College weaves together experiential options for discernment with an emphasis on interfaith leadership, while Bluffton University capitalizes on strong student interest in community engagement to integrate academic study with a concern for social justice. These examples represent only a small fraction of the innovative programming at academic institutions that have taken up the banner of vocation.

Why Vocation Makes a Difference

Why does a vocational approach to undergraduate education make such a significant difference in the lives of students? A complete answer to this question would fill several books. (And, fortunately, several are being published; this article has links to three of them.) One key feature: the language of vocation and calling tends to reverse the direction in which college students typically think about their future. The most common pattern is to ask, “What do I want to do?” and then simply to choose among the available options. Most 20-year-olds have a difficult time sorting out the many things that they want in life, and most of them find it daunting to make a choice that they’ll have to live with for a long time. William T. Cavanaugh , director of the Center for World Catholicism and Intercultural Theology at DePaul University, draws a parallel to consumer choice: we’re not sure what we want, and we tend to anticipate future regrets about our decisions -- even as we are deciding.

Vocational thinking turns that pattern around, asking not only about the ways that our internal motivations push us in certain directions, but also how external motivations pull us. Margaret E. Mohrmann thoughtfully explores that distinction in an essay titled “ Vocation Is Responsibility .” Rather than focusing only on internal drives, students should also consider the call of what lies outside us. Where am I being drawn? What am I hearing from others about where my talents lie? What is happening in the wider world, and what are those events telling me about what needs to be done?

Some undergraduates find themselves cultivating a particular faith tradition or philosophical perspective that helps them think through these questions; others may rely on educators, mentors and counselors; still others might find that a series of guided discussions with their peers can be a clarifying process. In all of these cases, one element is constant: students are not left on their own to make all these decisions, based only on their own desires. Instead, a “community of conversation” helps students to think about where they are being called.

Some of the nation’s most effective colleges and universities have long recognized these realities. Many strive to build mentoring programs, in which faculty members work one on one with students to help them think about their callings. They organize retreats and teach-ins, bring successful alumni back to campus, and create shadowing opportunities and conversation groups that give students a chance to test their vocational inclinations and aspirations. They also seek to integrate discussions of vocation and calling into the classroom, both in their general education curriculum and in the major fields of study.

In sum, the language of vocation provides faculty members and administrators with an excellent opportunity to address many of the most significant concerns of incoming college students and their parents. They can commit to helping students find a starting job and a starting career that suit their talents and interests, while still attending to the big questions that arise with particular force during the college years. By cultivating the vocabulary of vocation and calling, colleges and universities can offer a more integrated educational program, emphasizing that career planning should go hand in hand with an exploration of deep issues of meaning, purpose and identity.

In doing so, they will be reminding prospective students and their parents that mechanical filters and scorecards don’t provide much of a guide to the quality of particular educational options. If the ultimate goal is genuine success in college and in life, then the undergraduate experience will need to include curricular and co-curricular programming that helps students reflect on the meaning of life. It will also require professors and mentors who can help students integrate those reflections into their future hopes and expectations. In short, undergraduates will be best served when the colleges they attend have demonstrated a willingness to help them explore, reflect upon and discern their vocations.

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The Benefits of TVET: Why Technical and Vocational Education and Training is a Smart Choice

Introduction.

Technical and Vocational Education and Training, or TVET, is a type of education and training that focuses on providing students with practical skills and knowledge for a specific trade or vocation. It is often considered an alternative to traditional academic routes, such as university or college, and is designed to prepare students for a specific career or occupation.

The purpose and goals of TVET vary depending on the specific program and the needs of the local job market. In general, however, the aim of TVET is to provide students with the skills and knowledge they need to succeed in their chosen career, and to help address any skills gaps in the job market. This type of education and training can be an excellent choice for individuals who are looking for a more hands-on, practical approach to learning, and who want to get started in a specific career as quickly as possible.

TVET and the Skills Gap

One of the key benefits of TVET is its ability to help fill the skills gap in the current job market. A skills gap is a mismatch between the skills that employers need and the skills that job seekers have. This can result in a lack of qualified candidates for certain jobs, and can lead to problems for businesses that are unable to find the talent they need to grow and thrive.

TVET can help address the skills gap by providing students with the practical, relevant skills and training they need to succeed in specific careers. Many TVET programs are designed in collaboration with local employers, so they can be tailored to meet the specific needs of the job market. This ensures that students are learning the skills that are most in demand and that they are well-prepared to enter the workforce upon graduation.

In addition to providing relevant skills, TVET also offers a more practical, hands-on approach to learning that can be particularly appealing to some students. Rather than spending years in a classroom learning theory, TVET students have the opportunity to learn through doing, by working on real-world projects and gaining hands-on experience in their chosen field. This type of experiential learning can be a valuable complement to traditional academic learning and can help students develop the skills and confidence they need to succeed in their careers.

TVET and Career Opportunities

One of the key benefits of TVET is the wide range of career opportunities it can lead to. Many high-demand jobs in a variety of industries require technical and vocational education and training. Some examples of these types of careers include:

• Skilled trades, such as electricians, plumbers, and HVAC technicians
• Healthcare professionals, such as nurses, medical assistants, and dental assistants
• IT and computer professionals, such as network administrators, software developers, and cybersecurity specialists
• Manufacturing and industrial professionals, such as machinists, welders, and quality control technicians
• Agriculture and natural resource professionals, such as animal science technicians, forestry technicians, and environmental science technicians

In addition to the wide range of career opportunities available through TVET, this type of education and training can also lead to career advancement and higher earning potential. Many TVET graduates go on to advance in their careers and take on leadership roles within their industries. And because TVET programs are focused on providing students with practical, in-demand skills, graduates may have a competitive advantage in the job market and be able to command higher salaries.

In short, TVET can be an excellent choice for individuals who are looking for a direct path to a fulfilling and lucrative career.

TVET and Lifelong Learning

In today’s rapidly changing job market, it is more important than ever to continuously learn and update your skills. This is especially true in fields that rely on technology and are subject to rapid change, such as IT, manufacturing, and healthcare.

TVET programs can be an excellent way to facilitate lifelong learning and career development. Many programs offer ongoing training and professional development opportunities for graduates, so they can stay up-to-date on the latest trends and technologies in their field. This type of continuous learning can help TVET graduates stay competitive in the job market and advance in their careers.

In addition to offering ongoing training and professional development, many TVET programs also offer pathways to further education. This can include opportunities to earn additional certifications or degrees, or to transfer credits to a college or university program. This can be a great way for TVET graduates to build on their initial education and training and to continue to grow and develop their skills over time.

Overall, TVET can be an excellent choice for individuals who are committed to lifelong learning and career development.

TVET and the Economy

In addition to providing individuals with the skills and training they need to succeed in their careers, TVET can also play a vital role in supporting economic growth and development.

One way in which TVET supports economic growth is by helping to address skills gaps in the job market. By providing students with the practical, in-demand skills that employers need, TVET can help businesses find the talent they need to grow and thrive. This can have a ripple effect on the economy, as businesses that are able to find the talent they need are more likely to expand and create new job opportunities.

TVET can also stimulate local economies by creating jobs directly. Many TVET programs are designed in collaboration with local employers, so they can be tailored to meet the specific needs of the job market. This can help to create new job opportunities in the community, and can also help to retain talent by providing local residents with the skills and training they need to succeed in their careers.

Overall, TVET can be a powerful tool for supporting economic growth and development, both at the individual and community level.

In conclusion, Technical and Vocational Education and Training (TVET) can be an excellent choice for individuals who are looking for a practical, hands-on approach to learning and who want to get started in a specific career as quickly as possible. TVET can help to fill the skills gap in the job market, can lead to a wide range of career opportunities, and can facilitate lifelong learning and career development. In addition, TVET can play a vital role in supporting economic growth and development at both the individual and community level.

If you are considering your options for education and career development, we encourage you to consider TVET as a path forward. With its focus on practical, in-demand skills and its emphasis on experiential learning, TVET can be an excellent choice for those who are looking to take control of their careers and build a bright future.

Your input?

What do you think? Are we correct regarding these benefits by TVET? Are there any more which we missed?

7 thoughts on “The Benefits of TVET: Why Technical and Vocational Education and Training is a Smart Choice”

Nice article but the description is too coservative. Why the TVET educational prospect is limited to technician level? Why this method of teaching learning can not go beyond technician level? Why TVET can not have its own complete educational ladder? Is it because the potential success of TVET graduates is considered a risk for general education universities?

In my opinion, today’s students want to be competitive in the employment market but also seek opportunity to further their education.

One important dimension missing in most of the ‘TVET’ systems is ‘flexibility’ to leave and enter back education when learners have time and money. It would help both the financial and timepoor finish their education while also earning.

Also the traditional acronym ‘TVET’ needs to change to ‘TVE’ as ‘Education’ also mean ‘training’.

In summary, I think time has come to redefine the concept and practices in TVET that has so far been thought to be only for academically weak and financially poor students. TVET can be a first choice of all and must be for all.

Worth learning to explore and know the life skills essentials that fills the gap of our social and economic growth demand.

Thank you very much for your contribution in nation development.

Worth learning, there is much need to work on attitude and perception of the community towards TVET. Approaches to teaching and of curriculum implementation that match the rapid changes in the labour market, How do the TVET trainers cope?

TVET is the way forward for many developing countries. It is a way of reducing poverty and raising job opportunities which means more tax deduction to the government. Investing in the development of quality TVET education will surely boost the economy of a nation. Stakeholders must consider the skill gab issue and set more foundations for TVET to prosper.

This is a very healthy programme;which is one way to help our up coming youth and students in the Basic schools.Secondly it helps the economy of the country,which has the technology base as it innovation;why because the more you produce and comes with technology and vocational ideas,your products goes to the world market and that will strengthen the country’s economy. Thanks

TVET is a splendid practical approach to. education and skills development for the young. However it needs to be tuned and perceived not only int terms of providing preparation for employment, but in addition a solid preparation for entrepreneurship and development of SMEs , especially in developing economies. Content and structure should be made include the above making TVET more viable prospective student and for both community and national economic development.

Technical and Vocational Education and Training should be is a Smart Choice now because everyone search employment. TVET is learning and earning. I think TVET can ensure employment. But important point is that TVET should be ; 1. Demand driven and of modern technology adaptable. 2. TVET institutions should have strong partnership with industry (Just like two sides of a coin) 3. TVET curriculum should be updated frequently with technology and industry demand.

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What is the Importance of Vocational Education?

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Vocational Education can be defined as the education or training program that helps the learners and job seekers to gain jobs in manual or practical activities. These activities are non – academic. They are generally related to some occupation or trade. Vocational Education can also be called as a career and technical education. 

Now, what is the importance of vocational education ? Well, this is a valid question but let’s first understand what is vocational education. Vocational education is aimed at changing the behavioral pattern of an individual. This leads to a better quality of life where individuals work with morality and values. The improvement in the standard of living of people can lead to national development. Vocational education also leads to a reduction in poverty which improves the economic status of the country. 

There are certain aims and objectives through which we can say that vocational education is very much important. Let us look at those aims and objectives. 

• The technical training provided in vocational education is required for agricultural, industrial and economic purposes and development.
• Vocational education serves as an introduction to various other technical subjects rather than what is included and offered in the engineering course.
• You can learn various technicalities thereby enhancing your knowledge.
• Various skills are inculcated within the individuals like crafting, creating, business strategies etc, which help them in becoming self–reliant. 
• The learners will gain some knowledge of sub–professional levels i.e. technology, commerce and applied science. 
• Do you know scientific knowledge can be used in solving environmental problems? Yes, in vocational education you can learn the scientific logics and apply them in saving the environment.
• Vocational education also includes changes in the educational system. The education system is restructured in vocational education thereby leading to better training and jobs in this sector. 

These are some of the key points relating to the importance of vocational training for career development . It is a life and need-based education that helps the individuals in having a good standard of living. Students learn various new things about life and technical areas. Thus, vocational education must be taken up by the students apart from the academic studies. 

Benefits of Vocational Education

Now, let us look at some benefits of vocational education that helps the students in understanding and having better standards of living. This additionally leads the individuals in learning some concepts that might be beneficial for them in the long run.

1. Through vocational education, students have a vivid learning experience. People learn to turn their hobbies into professions thereby making a good sum of money. 

2. Various skills are learnt and acquired by the individuals in vocational education which help them to understand different concepts. In this way, the students do not feel that he/she is learning something vague or unimportant. Vocational studies are equal to academic studies. 

3. Vocational studies open a wide variety of courses and opportunities of employment to the students. Students are specialized in a particular field that leads to better job opportunities as compared to the academic studies students. 

4. The individuals who take vocational education and training are likely to be more self–reliant than other students who apply for regular courses. The job opportunities in regular courses are few as compared to the vocational courses. 

5. Vocational education can prove to be a great asset to the country. Students can be specialized as technicians, craftsmen etc which will improve the economic status of the country. 

6. Vocational education has a field called manual work which requires labour work. This helps in making the individuals fit and active thereby leading to healthy standards of living.

7. Many vocational courses are applicable in India as well as foreign countries. Thus, many employment opportunities are available to students who have applied for vocational education and training.

These are some of the benefits through which you can understand why vocational education is equally important to academic education. now, let us look at some of the vocational courses.

• Search Engine Optimisation (SEO) Training
• Digital Marketing
• Photography
• Fashion Designing
• Beauty Courses
• Foreign Languages
• Catering Services
• Marketing & Advertising

These are some of the top vocational courses that the students can apply to. Students can turn their hobbies into professions thereby, earning a good sum of money. This can be done by vocational courses. The importance of vocational courses is given above. Thus, students must make wise choices regarding their career thereby, choosing vocational education and training.   

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Instructional Assistant (6 hours), ($1,000.00 SIGN ON BONUS), Special Education (This position will not generate full-time service credit for PERS/STRS) at San Joaquin County Office of Education

Application Deadline

9/30/2024 11:45 PM Pacific

Date Posted

Number of openings, add'l salary info, length of work year, employment type, about the employer.

Educate, Innovate and Inspire! San Joaquin County Office of Education located in Stockton, CA is a regional agency that provides educational leadership, resources, and customized services to assist school districts. San Joaquin County Office of Education (SJCOE) employs over 2,100 classified and certificated employees. SJCOE promotes student achievement and accountability, serves San Joaquin County’s most at-risk students, and strives to create an environment in which every student, regardless of circumstances, has an opportunity for a quality education.

Job Summary

Under direction of management personnel and certificated staff, assist certificated staff in the instruction, supervision and training of individuals or groups of students (average ages 1 1/2 to 22 years) with a variety of special education needs; perform a variety of instructional services within a well-defined framework of policies and procedures; provide a range of instructional training experiences in a variety of educational environments which may include specific classrooms, learning centers, vocational programs, the community and/or other instructional facilities; may serve students with any or a combination of, the following conditions: intellectual disability; severe physical/medical involvement; communication disorders (to include non-verbal); hearing/vision impairment; learning disorders; emotional disturbances; behavior disorders and to perform related duties as assigned. Instructional Assistant works closely with teacher and follows detailed instruction and/or established practices and procedures on most duties. Contact with others primarily includes certificated staff, COE employees, parents, and other school district staff.

Requirements / Qualifications

Equivalent of the completion of the twelfth grade. Demonstrated proficiency in basic reading, writing and math skills at a level required for high school seniors. Identified positions may require performance of job duties with bilingual/signing emphasis. No minimum experience requirement. This position is represented by California School Employees Association (CSEA).

If you meet the minimum requirements and are interested in applying for this position, you must apply online and attach the following documents to complete your application: a formal letter of interest, resume and a professional letter of recommendation (preferably dated within the past year). Please be sure to include all of these documents along with your completed and submitted application by the deadline date. If you need assistance with this process, please call (209) 468-9281.

• Letter of Introduction (Cover Letter)
• Letter(s) of Recommendation (1 Letter of Recommendation--MUST BE SIGNED BY AUTHOR)
• Resume (Current Resume)

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