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Vocational education
Vocational education is education that prepares people for a skilled craft. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, or acronyms such as TVET (technical and vocational education and training; used by UNESCO) and TAFE (technical and further education). TVE refers to all forms and levels of education which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts. To achieve its aims and purposes, TVE focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values.
A vocational school is a type of educational institution specifically designed to provide vocational education.
Vocational education can take place at the post-secondary, further education, or higher education level and can interact with the apprenticeship system. At the post-secondary level, vocational education is often provided by highly specialized trade schools, technical schools, community colleges, colleges of further education (UK), vocational universities, and institutes of technology (formerly called polytechnic institutes).
Historically, almost all vocational education took place in the classroom or on the job site, with students learning trade skills and trade theory from accredited instructors or established professionals. However, in recent years, online vocational education has grown in popularity, making learning various trade skills and soft skills from established professionals easier than ever for students, even those who may live far away from a traditional vocational school.[citation needed]
Trends have emerged in the implementation of TVET and skills development worldwide. From the late 1980s onwards a number of governments began to emphasize on the role of education in preparing learners effectively for the world of work. This school of thought, termed "new vocationalism", placed the skills needs of industry at the centre of discussions on the purpose of public education. TVET and skills development were viewed as an important component in promoting economic growth in general and addressing youth unemployment in particular.
General education systems had not been effective in developing the skills that many adolescents and adults needed to secure employment in industry. The late 1980s and early 1990s saw the introduction and expansion of new vocational curricula and courses, often developed in collaboration with industry, and an increase in the variety of work-based learning routes on offer to young people.
TVET serves multiple purposes. One purpose is to prepare the youth for work. This is done through the learning and development of work related skills and the mastery of underlying knowledge and scientific principles. Work is broadly defined and therefore refers to both formal employment and self-employment. To support self-employment, TVET curricula often include entrepreneurship training. Related to this is the social reproduction and transformation of occupational and vocational practices.
A related role is continuing professional development. The rapid technological changes demand that workers continuously update their knowledge and skills. Unlike the past where a job could be held for life, it is common place to change vocations several times. TVET enables that flexibility in two ways. One is providing broad based technical knowledge and transversal skills on which different occupations can be based on. The second is providing continuing vocational training to workers. In contrast with the industrial paradigm of the old economy, today's global economy lays the onus on the worker to continually reinvent himself or herself. In the past, workers were assured of a job for life, with full-time employment, clear occupational roles and well established career paths. This is no longer the case. The knowledge dependent global economy is characterized by rapid changes in technology and related modes of work. Often, workers find themselves declared redundant and out of work. TVET today has the responsibility of re-skilling such workers to enable them find and get back to work Apart from providing work related education, TVET is also a site for personal development and emancipation. These concerns the development of those personal capacities that relate to realizing one's full potential with regard to paid or self employment, occupational interests, and life goals outside of work. At the same time TVET seeks to enable individual overcome disadvantages due to circumstances of birth or prior educational experiences.
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Vocational education
Vocational education is education that prepares people for a skilled craft. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, or acronyms such as TVET (technical and vocational education and training; used by UNESCO) and TAFE (technical and further education). TVE refers to all forms and levels of education which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts. To achieve its aims and purposes, TVE focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values.
A vocational school is a type of educational institution specifically designed to provide vocational education.
Vocational education can take place at the post-secondary, further education, or higher education level and can interact with the apprenticeship system. At the post-secondary level, vocational education is often provided by highly specialized trade schools, technical schools, community colleges, colleges of further education (UK), vocational universities, and institutes of technology (formerly called polytechnic institutes).
Historically, almost all vocational education took place in the classroom or on the job site, with students learning trade skills and trade theory from accredited instructors or established professionals. However, in recent years, online vocational education has grown in popularity, making learning various trade skills and soft skills from established professionals easier than ever for students, even those who may live far away from a traditional vocational school.[citation needed]
Trends have emerged in the implementation of TVET and skills development worldwide. From the late 1980s onwards a number of governments began to emphasize on the role of education in preparing learners effectively for the world of work. This school of thought, termed "new vocationalism", placed the skills needs of industry at the centre of discussions on the purpose of public education. TVET and skills development were viewed as an important component in promoting economic growth in general and addressing youth unemployment in particular.
General education systems had not been effective in developing the skills that many adolescents and adults needed to secure employment in industry. The late 1980s and early 1990s saw the introduction and expansion of new vocational curricula and courses, often developed in collaboration with industry, and an increase in the variety of work-based learning routes on offer to young people.
TVET serves multiple purposes. One purpose is to prepare the youth for work. This is done through the learning and development of work related skills and the mastery of underlying knowledge and scientific principles. Work is broadly defined and therefore refers to both formal employment and self-employment. To support self-employment, TVET curricula often include entrepreneurship training. Related to this is the social reproduction and transformation of occupational and vocational practices.
A related role is continuing professional development. The rapid technological changes demand that workers continuously update their knowledge and skills. Unlike the past where a job could be held for life, it is common place to change vocations several times. TVET enables that flexibility in two ways. One is providing broad based technical knowledge and transversal skills on which different occupations can be based on. The second is providing continuing vocational training to workers. In contrast with the industrial paradigm of the old economy, today's global economy lays the onus on the worker to continually reinvent himself or herself. In the past, workers were assured of a job for life, with full-time employment, clear occupational roles and well established career paths. This is no longer the case. The knowledge dependent global economy is characterized by rapid changes in technology and related modes of work. Often, workers find themselves declared redundant and out of work. TVET today has the responsibility of re-skilling such workers to enable them find and get back to work Apart from providing work related education, TVET is also a site for personal development and emancipation. These concerns the development of those personal capacities that relate to realizing one's full potential with regard to paid or self employment, occupational interests, and life goals outside of work. At the same time TVET seeks to enable individual overcome disadvantages due to circumstances of birth or prior educational experiences.