Vocational Training
Introduction
Higher education has a direct impact on the economic sustainability of any nation. This is the main reason as to why the American government sets aside billions of shillings to boost the education system. Any nation is often guided by the need to ensure that the potential of its citizens are exploited. Critical thinking plays a role in the decision-making process; yet many people end up making wrong choices. To achieve the American Dream, the education system must be transformed in order to act as the basis. It would be unfair, however, to over-prioritize education and insist on it. The education system must have a purpose it intends to meet. The formal education system, for instance, has proved to be the major reason for the challenges that people face on a day to day basis (Yudof et al, 23). Today, individuals from the best universities and colleges in the world cannot account for the role that the education system has played in their lives. This is majorly due to lack of a sustainable plan. Many courses offered in the universities have no direction, forcing university graduates to be hopeless and languish in poverty. This comes down to one issue: the structure of the education system in the US is wanting. Today, the society needs to deal with interactions between human activities, technologies, population and just policies. The current model of the higher education encourages specializing in a certain field. This makes human beings robots, because they can only do one thing perfectly at the expense of all others. Integrated education systems that seek to expose the learners to various issues in life should be encouraged as much as possible. Regardless, this paper seeks to analyze the future of education in the United States of America. It also analyzes the implications of defining education as primarily a vocational training, rather than as something broader. Lastly, it will explain how the definitions of the education changed over the course of the country’s history and why the change has occurred (The Future of Higher Education., 34).
More than ever before, there is a significant increase in the number of students graduating from colleges and universities. Hypothetically, this would point out to a positive indicator as regards to the direction the country is taking. It would be wrong, however, to think that the increase in the number of graduates connotes a positive transformation in the education sector. For most of these students, the education system has miserably failed to deliver what is needed. Most degrees offered in the universities today are valueless- they don’t meet the expectations of the employees in the economic world. This has created a vacuum in the employment sector because employers have been forced to recruit substandard employees. This has been a major source of uproar, with stakeholders calling for a structural realignment of the education system. There is no doubt that the education system will be realigned (The Future of Higher Education., 45). Currently, a degree takes around 4 years. It is also important to note the expensive nature of the education system, meaning individuals from humble backgrounds are likely to be locked out of the universities. Questions have been raised about the value of the degree. Whereas the four-year degree is relevant for those who seek economic advancement and security, the quality of such advancement raises fears. All these indicators point to the need to restructure the education system. It will not be shocking to see various changes in the higher education sector.
The general consensus is that there will be an inevitable transformation of the higher education sector. It is important to analyze some of the factors that will influence this. First, there is an increased sense from all stakeholders that higher education is the foundation for any success in the world today, yet it is expensive. Upward economic mobility in the labor market is often based on one’s education background. The American government declared basic education free for all children. Not much has been done when it comes to higher education. Essentially, this means that majority of those who complete basic learning do not have an avenue to university education. This is a dangerous position as it is likely to lead to a shortage of manpower. There is increased pressure for the government to subsidize the cost of higher education to ensure that it is affordable to all. Research by Sreenivasan indicates that there is a correlation between one’s earnings and their level of education (Sreenivasan, 21). Individuals with better educational background earn more when compared from their counterparts who don’t have degrees. This gap is likely to see the restructure of the education system so as to accommodate all citizens.
Despite the general perception that completing college has an implication to a people’s economic well-being in the long-term, most of them do not enroll in higher education. Financial restraints play a major role in this case. With this, the gap between the rich and the poor has often remained constant. Whereas children from the rich background have the opportunity to attend some of the world’s best colleges, their counterparts have no choice. This is against the equality principle of humanity, and is likely to see a total overhaul of the system.
In addition to the above, there is a feeling that the current education system is peremptory as it is based on past recommendations. As a matter of fact, the education system makes use of the traditional model, and has been attacked by various institutions. Rayman argues that this traditional model of doing things encourages aggressive forms of competition. Institutions of higher learning have been highly commercialized, with the aim of minting money from students being top of the agenda (Rayman, 76). There is a feeling that emerging issues are not being integrated properly to ensure that challenges are tackled. This lack of balance between what is offered in higher learning and the reality in life is alarming. If the trend continues, there is no doubt that there will be a crisis as the gap will be too big to fill. To mitigate this and to make the future of education better, a restructure is inevitable.
Implications of defining education as primarily vocational training rather than as something broader
Primarily, education should be defined as vocational training, as opposed to a broader perspective. The learning process should employ the vocational training model as it gives the learners a better perspective to learn and understand their courses. As compared to school-based learning, vocational learning helps one to develop a vocational identity, which defines how well the students learn and perform (Robbins, 112). The fact that it gives one an opportunity to have practical lessons cannot be underrated. School based learning, as a matter of fact, is highly theoretical. Students don’t get the opportunity to be exposed to the real conditions of whatever they learn. Because of this, there is a need to define education based on vocational training.
Defining education as vocational training in the first instance has a number of advantages. First, this will lead to fostering of the vocational identity, as compared to school-based learning. In Germany, for instance, both white-collar and blue-collar apprentices acquire skills in their education system through both school-based education and vocational training. Apart from the theoretical aspects learnt in class, the learners are exposed to work activities in various firms that are related to the courses they take (Robbins, 65). This system has positive implications in that the learners get to test themselves in the real-life conditions, fostering their appreciation to a certain course. This promotes an individual’s identity value.
Defining education along vocational training means that workplace integration will be enhanced. Different firms have different practices that are unique. Their desired outcomes are also unique, despite the fact that they may engage in occupations that are similar. By sending the learners to these places of work, they gain priceless experiences which may influence how they learn. The day to day interaction with the stakeholders is likely to influence and motivate them to work harder. Research shows that work place participation helps shape one’s competencies and identity. This calls for education to be defined as primarily vocational training.
There is no doubt that vocational training has both medium and short-term-earning benefits. It is highly unlikely that as a school-based student, one will earn by just going to class (Robbins, 67). The long periods of study without any sort of compensation may discourage students from going to school. Partly, this is because they may not be in a position to appreciate their courses. Apart from exposing learners to real-life situations, vocational training helps them earn some cash. This helps motivate them to work hard in their studies, knowing well that they stand to benefit in the long-run. Such short-term and long-term benefits cannot be ignored.
There exists empirical evidence that defining education as primarily vocational training increases participation in course taking. In the last decade, full of academic reforms, students in higher learning who take part in vocational training increased their achievements in class (Babyak, 43). As such, they become better prepared both in the college education and the long-term career market. This has a positive impact in that it helps them prepare for life in the employment sector.
Vocational training is likely to have a positive impact on the relationship between America and other countries. There has been a stiff global economic competition in the recent past. This is brought by the individual countries competing for the best goods and services. Babyak argues that despite there being more than adequate of people from whom to employ, it is their quality that is shocking (Babyak, 32). With this regards, countries such as Germany and Japan have heavily invested in the education sector, in order to ensure that the potential employees meet the required standards. Vocational training has been found to ensure that the quality of students produced is high, as they appreciate the various rigors of the places of work. America should borrow from this and ensure that vocational training is necessary.
How definitions of education have changed over the course of the country’s history
Despite the challenges facing the education system in the US, it would be wrong to criticize the government. Various administrations have made attempts to ensure that this sector is streamlined. Changes in the definition of education have been witnessed over time, dating back to the year 1917 when the Smith-Hughes Act was passed. During this time, Senator Hoke Smith and Dudley Mays Hughes (Georgia) came up with a bill that would revolutionize the education sector. Analysts argue that this bill recommended the establishment of vocational training in education. Particular interest was put in the sector of Agriculture. In addition to this, the Act sought to ensure that students and the youth were adequately prepared to meet the necessary requirements. All these would be done through learning and encouraging the students to acquire vocational skills (Barber, 261). The implementation of the Act, however, took a while longer. In the 60s, vocational education was established by the government when it became apparent that there was a need to have a different approach in the education system. It proposed, inter alia, that occupational programs be introduced in the education systems. Such programs would include commerce and business.
Despite the goodwill from the government at this time, there arose a major challenge: the locals were not ready for these programs. In the year 1966, several amendments were done to the Act. Notably, there was an establishment of a feature meant to distinguish the various legislations that related to the Act. The amendments advocated for the needy students to be considered in all matters touching on education. Before this, disabled students were largely neglected. This move would later see an increase in enrolment in schools.
The push to revolutionize the education system would reach new heights in the year 1974. At this time, the federal government sought to ensure that all students attained a certain level of education, regardless of their backgrounds. The English language was given more emphasis (Barber, 264). The vocational trainings of this time were bilingual, fostering an increase in enrolment. By the year 1976, several students had benefited from the funds that the government had dedicated to the disadvantaged. This year also witnessed increased advocacy to reduce bias (stereotyping and sex) through vocational programs.
There emerged several educational reforms in the 1980s that put emphasis on secondary education (Barber. 266). There was an increased concern that the American education was declining as compared to other jurisdictions that had heavily invested in education. The educational achievements of the American students were relatively lower as compared to their counterparts. This was a source of alarm.
Prompted by the above revelation, there emerged another set of reforms in the mid-1980s. This was based on the general perception that the early reforms had not attained much, meaning reforms were still necessary. These reforms, termed as ‘restructuring’ advocated for changes in the organization of schools and vocational trainings. Initially, these reforms were neglected and did not receive political support. The publication of the National Commission on Excellence’ report in 1983 gave these reforms a major boost. The drafters of the report had recommended subsequent changes to be made with the aim of strengthening the quality and level of education in high school. This was soon followed by several amendments in the Act. In October 1998, for instance, the president of America (Bill Clinton) signed into law the Vocational and Technical Education Act. This legislation mainly focused on two things: to empower states to be more flexible in using the funds provided, and to increase accountability (Barber, 266).
Reasons for the changing definitions
There are several reasons behind the change of definitions in education. First, the Act had aimed to provide learners with the right mix of educational skills that would make them competitive in the labor market. There was a feeling that because the demands in the labor market change constantly, amending the system would be the only solution through which such demands would be met. For instance, employers were not satisfied with the contribution of the fresh graduates from college. Because of this, vocational training was advocated for. The drafters intended that vocational training would go beyond the secondary level of education, the clear intention being to promote the sharing of expenses between employers, the government and the students who were benefitting.
The second reason was as regards to reforming guidance in careers to make it an effective exercise. By introducing the relevant reforms, it would be easy to offer substantial career guidance touching on the real issues on the ground. Such guidance was to be based on the demands in the labor market and the readiness of the students to embrace the education on offer.
Thirdly, there was a need by all stakeholders to ensure that trainers and teachers were adequately prepared to inculcate good morals and positive practice to the students. It was essential for teachers to have first-hand experience in the labor market. This would ensure that whatever they taught in school was relevant in the market (Barber, 268). They would also be in a position to understand how well to communicate various issues to make them easily understood. Emphasis was to be put on the modern industry and the emerging needs.
The final reason for such changes in the program was based on the intention and aim to make places of work learning centers recognized by the government. During the 1970s, there existed poor students who worked in order to fund their studies. Some of them worked in places related to their fields of study, gaining priceless experience in the process. With time, it was apparent that such students performed way better as compared to those that relied on school-based education. This prompted stakeholders to make a move and ensure that this practice was undertaken by all students in order to sharpen them. Such changes ensured that there was a legal framework guiding vocational training.
Conclusion
The arguments above have established the need to define education as primarily vocational training instead of giving it a broader meaning. Implementing the same is, however, a difficult task because of the various problems and challenges that the American education system is facing at the moment. Giving the education system the vocational training approach, as a matter of fact, will help deal with some of these challenges. For instance, it is only through vocational training that students get an opportunity to gain hands-on experience while in the process of learning. They get the opportunity to put whatever they learn in class into practice. Marrying the two has a positive impact on the ability of the students to relate whatever they learn in class. There is evidence that most employers tend to shy employing graduates who lack experience in the workplace. Vocational training solves this. Essentially, it will bridge the giant gap between education and employment.
Works Cited
Babyak, Stephanie, and Jane Glickman. "Secretary Spellings Announces New Commission on the Future of Higher Education." PsycEXTRA (n.d.): n. pag. Print.
Barber, M. "Reforming the American School System." International Encyclopedia of Education (2010): 261-268. Print.
"Chapter One. The American System of Higher Education." Print.
"The Future of Higher Education." (2010): Print.
"The Future of Higher Education." The Gamification of Higher Education (n.d.): n. pag. Print.
Rayman, Ronald. "Joseph Lancaster's Monitorial System of Instruction and American Indian Education, 1815-1838." History of Education Quarterly 21.4 (1981): 395. Print.
Robbins, Lord. "Higher Education and the Future." Higher Education Revisited (1980): 105-113. Print.
Sreenivasan, T. P. "Editorial." Higher Education for the Future 2.1 (2015): 1-1. Print.
Sreenivasan, T. P. "Editorial." Higher Education for the Future 3.1 (2015): 1-1. Print.
Yudof, Samara, and Susan Aspey. "Secretary Spellings Convenes First Meeting of Commission to Examine Future of Higher Education." PsycEXTRA (n.d.): n. pag. Print.
