Technical Education Essay

  • Clarke, Linda, and Christopher Winch, eds. 2007. Vocational education: International approaches, developments, and systems. London: Routledge.

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    Information for students, researchers, and practitioners of vocational education. Main themes include the broader educational and social aims of vocational education, the nature of learning in vocational contexts, and the historical development of vocational education in the United Kingdom, the United States, Australia, France, Germany, The Netherlands, and elsewhere.

  • Gordon, Howard R. D. 2014. The history and growth of career and technical education in America. 4th ed. Long Grove, IL: Waveland.

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    Relevant, up-to-date synthesis of the history, philosophy, legislation, and organizational and curricular structure of career and technical education in the United States. Examines the current issues that shape the role of career and technical education in the global, technology-driven economy and issues and trends that will impact the future of the field.

  • Gray, Kenneth C., and Edwin Herr. 1998. Workforce education: The basics. Needham, MA: Allyn and Bacon.

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    Gives a common body of background knowledge of workforce education that is applicable to practice in industry, community colleges, and secondary schools. Basic, comprehensive information designed for human resource development and secondary and postsecondary technical education professionals.

  • Maclean, Rupert, and David N. Wilson, eds. 2009. International handbook of education for the changing world of work. Vols. 1–6. New York: Springer.

    DOI: 10.1007/978-1-4020-5281-1E-mail Citation »

    Covers the latest practice in technical and vocational education and training. Presents models from all over the world, reflections on innovative practice, and case studies. Includes the work of established and promising researchers and features comprehensive coverage of developments in research, policy, and practice.

  • Miller, Melvin. 1985. Principles and a philosophy for vocational education. Columbus: National Center for Research in Vocational Education, Ohio State Univ.

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    Provides a set of principles to state preferred practices to serve as guidelines for programs and curriculum, instruction and evaluation. Postulates philosophy to provide a conceptual framework for vocational education to guide future decision-making and policy development.

  • Pilz, Matthias, ed. 2012. The future of vocational education and training in a changing world. Wiesbaden, Germany: Springer.

    DOI: 10.1007/978-3-531-18757-0E-mail Citation »

    Volume comprised of thirty individual contributions providing a comprehensive overview of early-21st-century issues in vocational education and training, its strengths and weaknesses, and its prospects. Vocational education and training experts from Canada, the United States, India, China, Japan, and Korea, as well as from a number of European countries are featured.

  • Pilz, Matthias, ed. 2016. Vocational education and training in times of economic crisis. Wiesbaden, Germany: Springer.

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    Volume comprised of twenty-six individual contributions revealing how youth in transition is affected by economic crises. Provides essential insights into the strengths and weaknesses of the various systems and prospects of VET in contexts ranging from North America to Europe (e.g., Spain, Germany, or the United Kingdom) to Asia (such as China, Thailand, and India).

  • Prosser, Charles A., and T. H. Quigley. 1949. Vocational education in a democracy. Chicago: American Technical Society.

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    Seminal text first published in 1925. Reexamines the role of vocational education in US society. A comprehensive examination of all aspects of the discipline, including theories of vocational education, vocational education for youth and adults, federal involvement in vocational education, and the training of vocational education teachers.

  • Rauner, Felix, and Antje Barabasch, eds. 2012. Work and education in America: The art of integration. New York: Springer.

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    A comprehensive academic volume on vocational education and training (VET) or career and technical education (CTE) in the United States, which features insights into a variety of issues. Provides an up-to-date synthesis with a critical analysis of the relevant history, philosophy, governance, legislation, and organizational structures of the field in the United States.

  • Rauner, Felix, and Rupert Maclean, eds. 2009. Handbook of technical and vocational education and training research. New York: Springer.

    DOI: 10.1007/978-1-4020-8347-1E-mail Citation »

    Provides a comprehensive coverage of technical and vocational education and training research in an international context with special focus on research and research methods. Focuses include early research, policy research, planning and practice, individual disciplines of vocational education, case studies, and research methods.

  • Scott, John. 2014. Overview of career and technical education, 5th ed. Chicago: American Technical.

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    Broad overview of career and technical education and information on current federal legislation. Also includes material covering the roles of teachers, guidance counselors, and administrators in career and technical education programs and material on dual enrollment programs and career academies and how these programs prepare students for the workforce.

  • Venn, Grant. 1964. Man, education, and work: Post secondary vocational and technical education. Washington, DC: American Council on Education.

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    Following passage of the Vocational Education Act of 1963, describes the long-standing neglect of vocational and technical education, examines the historical development of the discipline, and posits new opportunities for growth. An assessment of the manpower needs of the American workplace and vocational and technical education’s role in those requirements.

  • Who has not heard some proud possessor of an A.B. degree complain a few months after Commencement how little he really knew of the practical side of life, and how little preparation his four years of liberal education had given him to win out in the competition of the work-a-day world? Perchance to him the graduate of the down-town commercial school has seemed better fitted for the struggle. Again, who has not heard the engineer graduate of some well-known technical school, successful and perhaps well up the ladder in his particular field of mechanics -- electricity, automobiles, or what not -- regret that he did not take four years for a college education when he still had the chance? His very success in his technical field rankles in his heart, for he sees the highest rung of the ladder on which he has started not far beyond his reach. A few advances will put him at the top, and there he must stay, unable to step over to another ladder whose height towers far above his own. His college-bred contemporaries may have climbed their ladders more slowly at the beginning, but for them there is the possibility of further progress, while he has reached the limit of his restricted field.

    At the same time there come the complaints from the leaders in our industrial organizations that this country is not producing men of a calibre sufficiently high to fill the topmost positions. Only last month the president of a large corporation published the statement that $10,000 and $25,000 a year positions were appearing more rapidly than men able to fill them.

    In the face of these facts how can we compare the liberal with the technical education? For some men one is best, for some the other. But for the man who aspires to the foremost rank in the community, the one is the complement of the other. College gives the background--call it culture, breadth of interest, power of comprehension or what you will; but the real life training is becoming more and more the specialty of the professional school. A complete preparation for the work of life can ill forego either the liberal background or the specialized efficiency that comes from professional training.

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