ERIC_NO:
ED326692
TITLE:
The Role of Vocational Education in the Development of Students' Academic Skills: An Implementation Guide. Information Series No. 340.
AUTHOR:
Pritz, Sandra G.
PUBLICATION_DATE:
1989
ABSTRACT:
Integrated programs provide students with a balanced mix of academic and vocational skills needed in the workplace and for lifelong learning.
Basic skills in mathematics, science, and communication form the foundation
for lifelong learning and the content for higher-order skills. Occupational
skills depend on and do not exist apart from academic foundations. The
National Association of State Directors of Vocational Technical Education
Consortium supports the concept of integration and the restructuring of
the relationship between academic and vocational education. Federal, state,
and local initiatives are recommended to bring about this reform. A number
of strategies for implementing the vocational-academic approach are being
tried in many schools, bolstered by the mandate for enhanced integration
in the Carl D. Perkins Vocational and Applied Technology Education Act.
More widespread implementation depends on the resolution of a number of
issues: (1) developing the drive and achieving commitment from all levels;
(2) setting goals to bring about the integration of academics in vocational
education and the integration of academic and vocational education; (3)
overcoming such barriers as staff concerns and lack of funding; (4)
determining structural questions such as who will teach academic and
vocational skills, what effect will organizational structure have on making
changes, what curricular materials will be used, and who else (parents,
counselors, community) needs to be involved; (5) providing inservice training
for vocational and academic teachers; and (6) preparing to evaluate
integration efforts. One strategy for implementation is cross-correlation
of vocational and academic curricula, that is, identification of exactly
where academic concepts are used in vocational courses. A matrix of
vocational tasks and academic concepts can assist in this effort.
Cross-correlation can lead to other joint activities such as
adaptation/adoption of curriculum materials, shared lesson planning, and
documentation for granting academic credit for basic skills taught in
vocational classes. Recognition is growing that integrated partnerships
supporting students' varied learning styles are the most effective means
of achieving the academic and vocational competence needed in a global
economy. The policy issues, strategies, and examples provided in this
position statement and guide can assist policy makers, administrators,
and teachers in reaching that goal. (SK)
MAJOR_DESCRIPTORS:
Academic Education; Basic Skills; Educational Cooperation; Integrated Curriculum; Vocational Education;
MINOR DESCRIPTORS:
Curriculum Development; Educational Change; Job Skills; School Restructuring; Secondary Education; Team Teaching;
PUBLICATION_TYPE:
055; 071; 801