A r c h i v e d I n f o r m a t i o n

VOCATIONAL EDUCATION HERE AND ABROAD

For many students, vocational education is an important route to assuring success. Information on the condition of vocational education in the U.S. and other countries is now available in two new OERI reports that will inform the debate on how federal education dollars can best be used to prepare students for a highly competitive workforce.

The National Assessment of Vocational Education (NAVE), in a five-volume final report, argues that both vocational and general track education programs must improve substantially to prepare students for more education or for high-skill, high-wage jobs. Developed over the past 3 years under the guidance of a 17-member independent advisory panel, NAVE concludes that

Secondary vocational education enrollments are dropping, and the enrollment percentage of students who are economically or educationally disadvantaged, disabled, or limited English proficient is increasing;
Neither vocational nor general track studies adequately prepare students for work or postsecondary education;
Less than half of the vocational education courses students take are actually used on the job.

In contrast, the NAVE panel found that postsecondary vocational education is relatively large and stable, accounting for two-thirds of all students in sub-baccalaureate institutions. Enrollments in vocational programs are increasing at the same pace as enrollments generally, in spite of rising costs. Apparently students continue to be attracted because these programs improve both job opportunities and pay.

Economic outcomes for postsecondary vocational students are brighter than for secondary students, with more completers likely to find jobs related to their training. Health education, technical education, and occupational home economics (including child care and commercial cooking) emerged as the fastest growing areas of study.

To achieve improvements in occupational education, NAVE emphasizes the development of cognitive and broad technical skills that prepare students both for work and postsecondary education. It also proposes that states take the lead in developing career preparation systems that can be made available to all secondary students. Other recommendations include

Combining general and vocational tracks to create a system of industry-based majors that prepare students for careers, not just jobs, and developing rigorous classes based on high industry-oriented skills standards and assessed by reliable methods leading to portable credentials;
Developing business, education, and labor partnerships; and
Improving teacher training on integrated vocational and academic instruction.

The comprehensive 800-page study devotes a volume each to: Summary and Recommendations; Participation and Quality of Vocational Education; Program Improvements for Education Reform; Access to Programs and Services for Special Population Students; and Funding and Administrative Issues.

The second vocational education report was prepared by OERI's National Center for Education Statistics (NCES) and examines how the United States and other highly developed nations are addressing issues of education and labor force preparation. Vocational Education in G-7 Countries: Profiles and Data contrasts vocational education systems in Canada, France, Germany, Italy, Japan, the United Kingdom, and the United States.

All highly industrialized nations are working to link education and training, but programs and approaches reflect deep cultural roots, national predispositions, and historic traditions. The report examines the availability and adequacy of vocational education data in the G-7 countries for participation rates, student supply and demand, and labor market outcomes for participants and completers. Findings include:

Some countries focus their vocational education at the upper secondary level, while others do so at the postsecondary level. For example, the U.S. and Japan, unlike the rest of the G-7, seem to defer vocational training and have a high proportion of young adults participating in postsecondary vocational education.
Across the G-7, little information can be found on unmet demand for student placement or on over- or undersupply of completers by occupation and field. As a result, it is difficult to determine if countries encourage student enrollment in occupational clusters that are in demand and how demand differs between countries.
While some countries use national household surveys to analyze the relationship of employment and earnings to education, the detail needed to link participation in particular vocational curricula and programs to labor force outcomes is rarely available.

Order the reports from GPO. You may order the full five-volume National Assessment of Vocational Education: Final Report to Congress (stock #065-000-00692-8, call GPO Order Desk for price). Volume I, Summary and Recommendations (stock #065-000-00685-5, $4.75) is available separately. Vocational Education in G-7 Countries: Profiles and Data is $9 (stock #065 000 00688 0).

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