Benefits of Vocational Education. Myths and Realities No. 8.

Autor/in	Wonacott, Michael E.
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Benefits of Vocational Education. Myths and Realities No. 8.
Quelle	(2000), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Education; Education Work Relationship; Educational Attainment; Educational Attitudes; Educational Benefits; Educational Needs; Educational Objectives; Employment Qualifications; Labor Market; Postsecondary Education; Salary Wage Differentials; Student Characteristics; Transfer of Training; Trend Analysis; Vocational Education + Suchen Sie Ihr Suchwort? Akademische Bildung; Bildungsabschluss; Bildungsgut; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsertrag; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Labour market; Arbeitsmarkt; Post-secondary education; Tertiäre Bildung; Training; Transfer; Ausbildung; Trendanalyse; Berufsbildung
Abstract	Perhaps the most enduring belief about vocational education (VE) is that it is only for the noncollege bound, potential dropouts, or other special needs students. In reality, 80% of high school students take at least one occupationally specific vocational course, and one in eight academic students actually takes more vocational courses than vocational students do. A range of studies contain strong evidence that the generic technical skills and occupationally specific skills provided in VE increase worker productivity, skill transfer, job access, and job stability when vocational graduates find training-related jobs. Popular misconceptions about the labor market and college, including the widespread beliefs among parents that a four-year college degree will guarantee their children a place in the middle class and that every child has the aptitude and interests to succeed in an academic four-year college degree program, may reinforce the traditional negative image of VE. However, a closer look at the supply and demand in the labor market reveals evidence contradicting both these beliefs. Studies also confirm that, despite the fact that many people have negative impressions of VE, most hold very favorable attitudes toward many of the elements that are a traditional part of VE. (Contains 13 references.) (MN)
Anmerkungen	For full text: http://www.ericacve.org/fulltext.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01