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• W238977472 abstract "Both the rapid movement to the knowledge/imagination age and a more thorough understanding of how problem-solving skills are developed challenge traditional education to change and adopt a new set of goals. Academic and vocational education are modifying their goals and instructional procedures, and they are blending together. As technology has evolved, the nature of work and preparation for work has changed. Tracking students into college preparatory, vocational, or general programs is not sensible now, when the nature of work does not have one group of individuals directing work and another group conducting the procedural aspects of work. In the modern workplace, the nature of much work has changed; separating those who implement the procedural aspects from those who design, supervise, and direct the work is difficult. Given this changed context for work, the Secretary's Commission on Achieving Necessary Skills has identified generalizable skills required in most workplaces as a basis for preparing people for employment. In response to such new life and workplace requirements, the educational community has defined a set of Criteria for the New American High School. Tech prep and the Southern Regional Education Board's High Schools that Work are two exemplary reform programs that ensure that all students have a rigorous academic background, develop technological literacy, and have realistic experiences in real world environments as contextual references for their learning. (YLB) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** The Changing Roles of Vocational and Academic Education In Future High Schools David J. Pucel, Ph.D. Professor Business and Industry Education and Human Resources Development Department of Work, Community and Family Education 425 VoTech Bldg. University of Minnesota St. Paul, MN 55108 USA puce1001@tc.umn.edu Paper presented at the Central Educational Science Research Institute Beijing, Republic of China October 4, 1999 @Pucel, 1999 U.S. DEPARTMENT OF EDUCATION Office of Efiticational Research and Improvement EDUCATaONAL RESOURCES INFORMATION CENTER (ERIC) Eris document has been reproduced nation as received from the person or organ originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILABLE 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) The Changing Roles of Vocational and Academic Education In Future High Schools The Changing Expectations of Education As we move into the 21s' century the dichotomy between academic and vocational education is disappearing. Both academic and vocational education are being forced to modify their goals and instructional procedures which are causing them to blend together. The pressure for the reform of high school education is one being felt around the world. This is due primarily to world societies moving from the information age into the knowledge/imagination age. It is also due to the realization that in order for a society to be productive all of its people must be well educated. It is no longer reasonable to educate the most educable and to pay less attention to the rest. This evolution is requiring all'people to have a rigorous academic education that they can apply to life and work, as well as an understanding of the rapidly developing technologies that they will encounter during life and work. It is no longer sufficient for individuals to just accumulate information; they must be able to convert information into knowledge that they can apply in imaginative ways. Applying information in imaginative ways is another way of saying that students should be able to use information to solve problems. In recent years it has become clear that creative problem solving is contextually based. This means that in order for a person to solve a problem in a domain of activity the person must first be somewhat familiar with that domain. For example, a person can not creatively solve food preparation problems without first having some understanding of the elements that go into food preparation. A person can not solve manufacturing problems without at least a minimal understanding of the tools and technologies of manufacturing. It is also clear that most learners are concrete learners. This means that they have difficulty taking abstract concepts and applying them to real situations. Therefore, educators must not only teach content but they must show how that content is applied in the real world if students are going to be expected to use that content in the future. Therefore, if a goal of schooling is to prepare students to enter life and work and to be able to creatively problem solve, all future students must have a command of both academic competencies and technologies that are associated with their future career and life interests. This requires them to be both technologically literate and academically literate. One must not confuse technological literacy with computer literacy. There are many different technologies associated with life and work, such as systems technology, construction technology, engineering technology, health technology, and manufacturing technology. Technological literacy means ...the possession of understandings of technological evolution and innovation, and the ability to apply tools, equipment, ideas, processes and materials to the satisfactory solution of human needs. (Puce!, 1994;1995c) Therefore, students must be provided opportunities to develop broad-based technological literacy as well as academic literacy. The Changing Nature of Work As technology has evolved, the nature of work and preparation for work has changed. It is no longer possible for societies to prepare one group of people to be thinkers and another group to carry out the procedural aspects of work. In the past, it has been assumed that some students should be prepared through college preparatory programs for leadership and intellectual roles in society, some.should be prepared through vocational programs to carry out procedural aspects of work, and the remaining students should at least be prepared to be sufficiently literate to be able to function as productive citizen within society. Therefore, high schools organized their programs Changing Roles of Academic and Vocational Education 1 ©Pucel, 1999 3 around these three expected life goals. They developed a college preparatory program, a vocational program, and a general education program. The college preparatory track was to provide an abstract education in the arts, science, mathematics, and social sciences to prepare students for further study in college. The vocational track was assumed to require a less rigorous background in academic subjects and more education in the concrete skills associated with specific occupations. The general track was assumed to generally prepare student for life with no specific focus. (Conant, 1967) In the past, this made sense because the nature of work as presented in picture 1, often had one group of individuals directing what work would be done and how it should be Picture 1 The Old View of Work and Workers done, and another group actually conducting the procedural aspects of work. As picture 2 depicts, the nature of much of the work that takes place today in the modem workplace has changed and it is difficult to separate those who are actually implementing the procedural aspects of work from those who are designing, supervising, and directing the work. Many of the repetitive procedural aspects of work are being done by technology as presented in Picture 3. And even if workers are expected to complete procedural aspects of work, they are being asked to be more involved in working with others, directing their work, and designing systems to carry it out. Picture 2 The Word of Today and the Future Changing Roles of Academic and Vocational Education 2 4 Picture 3 Work and Technology" @default.
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