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ERIC Number: ED361527
Record Type: RIE
Publication Date: 1993-Aug
Pages: 3
Abstractor: N/A
The Changing Role of Vocational-Technical Education in the United States.
CenterWork, v4 n2 p1,3 Aug 1993
Vocational-technical education was lifted from relative obscurity to a place of prominence in the ongoing debate surrounding school reform. Historically, three major competing policy forces forged vocational education programs--unique needs of the local community, policies and purposes of each state, and overarching goals of federal programs. Commonality of vocational-technical education programs across state and local lines largely derived from 75 years of federal government leadership. A national policy was initially created in response to multiple concerns, including need for a strong work force and shortage of skilled labor. Comprehensive high schools for which educational reformers argued turned out to be comprehensive in name only, with most gradually evolving into the U.S. version of a "dual system." The Smith-Hughes Act of 1917 contained several specific elements, which contributed to the isolation of vocational education from other parts of the comprehensive high school curriculum. In late summer 1990, Congress passed the Carl D. Perkins Vocational and Applied Technology Education Act which represented the most significant policy shift in the history of federal involvement in vocational-technical funding. For the first time, emphasis was placed on academic as well as occupational skills. Congress had provided a template for the vocational-technical education portion of the emerging strategy for preparing the work force of the future. (YLB)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Center for Research in Vocational Education, Berkeley, CA.
Grant or Contract Numbers: N/A