The Smith-Hughes Act and its successors until 1963 were largely designed to expand these separate vocational education programs, in an effort to retain more students in secondary education, and to provide trained workers for a growing number of semiskilled occupations.

1963 Vocational Education Act, while still supporting the separate system approach by funding the construction of area vocational schools, broadened the definition of vocational education to include occupational programs in comprehensive high schools, such as business and commerce

Education reforms focusing on secondary education began in the early 1980s, prompted by concern about the nation's declining competitiveness in the international market, the relatively poor performance of American students on tests of educational achievement (both nationally and internationally), and complaints from the business community about the low level of skills and abilities found in high school graduates entering the workforce.

In 1994 STWOA emphasized preparing students with the knowledge, skills, abilities, and information about occupations and the labor market that would help them make the transition from school to postschool employment through school-based and work-based instructional components supported by a connecting activity's component. Key elements of STWOA included (a) collaborative partnerships, (b) integrated curriculum, (c) technological advances, (d) adaptable workers, (e) comprehensive career guidance, (f) work-based learning, and (g) a step-by-step approach.

http://education.stateuniversity.com/pages/2536/Vocational-Technical-Education.html

In my understanding the very purpose of education has been reduced to it being a tool for making a livelihood and therefore defeated the larger goal of providing insights and solutions to complex human problems. In my opinion only, vocational and professional education should be measured against the employability opportunities they offer. 

Appreciate that feedback Artur and Taral,

When one examines the outcomes at the student level after five years of exposure to secondary education and training it would suggest that we need streams or tiers that cater to, and are aligned with,  the variety in student learning, orientations, aptitudes, ambitions etc as students learn and achieve differently

Silburn

No. I can expand but the short answer is no. We are in a new era and the system focus needs to change for we are not equipping the students to take up the new opportunities and challenges.

The Smith-Hughes Act and its successors until 1963 were largely designed to expand these separate vocational education programs, in an effort to retain more students in secondary education, and to provide trained workers for a growing number of semiskilled occupations.

1963 Vocational Education Act, while still supporting the separate system approach by funding the construction of area vocational schools, broadened the definition of vocational education to include occupational programs in comprehensive high schools, such as business and commerce

Education reforms focusing on secondary education began in the early 1980s, prompted by concern about the nation's declining competitiveness in the international market, the relatively poor performance of American students on tests of educational achievement (both nationally and internationally), and complaints from the business community about the low level of skills and abilities found in high school graduates entering the workforce.

In 1994 STWOA emphasized preparing students with the knowledge, skills, abilities, and information about occupations and the labor market that would help them make the transition from school to postschool employment through school-based and work-based instructional components supported by a connecting activity's component. Key elements of STWOA included (a) collaborative partnerships, (b) integrated curriculum, (c) technological advances, (d) adaptable workers, (e) comprehensive career guidance, (f) work-based learning, and (g) a step-by-step approach.

http://education.stateuniversity.com/pages/2536/Vocational-Technical-Education.html

Agree John,

Would love to hear more on your thoughts on how the system is failing our youths and what are your recommendations on ways to improve

Silburn

Thanks for abstracting and sharing Krishnan,

The paper is an excellent summary of the US challenges starting with statement at the turn of the century that

"vocational education was a prominent topic of discussion among American educators as schools struggled to meet the labor force needs consistent with the shift from an agrarian to an industrial economic base."

Through to continuing reforms driven by:

Education reforms focusing on secondary education began in the early 1980s, prompted by concern about the nation's declining competitiveness in the international market, the relatively poor performance of American students on tests of educational achievement (both nationally and internationally), and complaints from the business community about the low level of skills and abilities found in high school graduates entering the workforce.

to the current New Vocationalism......

The first objective of the new vocationalism is to help many more students obtain a much higher standard of academic proficiency. The second objective is to help many, many more students gain such a level of occupational proficiency that they enter easily and quickly into productive, rewarding, and interesting careers.

Surprising finding:

Combining a vocational with  academic courses seems to yield the most positive results.

Silburn

This is a fantastic video Johnathan

Ken Robinson is a great thinker on this topic

Congratulations Silburn Clarke you posted relevant and significant question. Here are some of my questions to address your observation on the training and educational models in several secondary schooling systems that do not adequately prepare their youngsters for enhanced likelihood of successful employability outcomes.

Is education responding to the demands of labor industry? Is there a gap between education and labor industry? What will bridge education and labor industry to prepare the graduates from senior high school for employability? It is important to examine the relationship of education and labor industry in the local and global context. In the current educational reform, the philosophy of outcomes-based education (OBE) is adopted to produce graduates who can demonstrate the evidence of competencies in designated learning areas upon completion of the course. Outcomes-based education embodies the idea that the best way to learn is to first determine what learning outcome needs to be achieved. Learning outcomes refer to the knowledge, skills and attitudes to be demonstrated by the students upon completion of the course. The adoption of the outcome-based approach to student learning drives curriculum restructuring to ensure that the graduates possess competences relevant and responsive to the needs and expectations of the local and international labor market, globally competitive, and enhanced career mobility.

In my context employability refers to classroom to workplace trajectory.  Secondary education curriculum needs to be reviewed to determine how to embed employability into the curriculum. To promote employability it is imperative to design curriculum that develops transferable skills which can be transferred to another situation, thus, enhancing flexibility and relevance in the labor industry. These skills are sometimes called generic, soft or key skills. They are necessary for effective performance, not only in the workplace, but in life in general. Some examples of such skills include team working, communication skills, problem solving, planning, time management, and leadership. I believe that educational models in secondary education systems promote employability provided there is congruence between curriculum design and the labor industry demands. Please find the attachment related to your posted question. I'm interested to participate in research study on education and labor industry partnership as co-author and for international publication.

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