tp钱包官方网|vocational
tp钱包官方网|vocational
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2024-03-13 03:03:10
Vocational Definition & Meaning - Merriam-Webster
Vocational Definition & Meaning - Merriam-Webster
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vocational
adjective
vo·ca·tion·al
vō-ˈkā-sh(ə-)nəl
1
: of, relating to, or concerned with a vocation
2
: of, relating to, or undergoing training in a skill or trade to be pursued as a career
a vocational school vocational students
vocationally
adverb
Examples of vocational in a Sentence
Recent Examples on the Web
Cleo Krejci covers higher education, vocational training and retraining as a Report For America corps member based at the Milwaukee Journal Sentinel.
—Journal Sentinel, 1 Mar. 2024
The position requires three months of semi-skilled automotive repairs, an automotive trade school or vocational program degree or equivalent combination of education and experience.
—Eleanor Nash, Kansas City Star, 26 Feb. 2024
Degree programs tend to be in vocational areas such as information technology or nursing.
—The New York Times, New York Times, 12 Jan. 2024
In addition to vocational vehicles, GM is also using its Hydrotec technology for mobile power generation.
—Andrew J. Hawkins, The Verge, 7 Dec. 2023
Campbell said his top priorities if elected would include lowering taxes, expanding vocational training, increasing access to health care in rural communities and providing resources to law enforcement and prosecutors.
—Mary Ramsey, Charlotte Observer, 8 Feb. 2024
Their path may be through a four-year college, community college, vocational/technical school, or going directly into the work force.
—Phil Blair, San Diego Union-Tribune, 5 Feb. 2024
That mirrors interest in vocational training seen around the state and country.
—Jenna Russell, New York Times, 17 Jan. 2024
They were also called to respond to a juvenile male student at the campus vocational building who also suffered a head injury.
—Quinlan Bentley, The Enquirer, 5 Jan. 2024
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These examples are programmatically compiled from various online sources to illustrate current usage of the word 'vocational.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.
Word History
First Known Use
1652, in the meaning defined at sense 1
Time Traveler
The first known use of vocational was
in 1652
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Phrases Containing vocational
vocational school
licensed vocational nurse
Dictionary Entries Near vocational
vocation
vocational
vocational agriculture
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Merriam-Webster
“Vocational.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/vocational. Accessed 12 Mar. 2024.
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Kids Definition
vocational
adjective
vo·ca·tion·al
vō-ˈkā-shnəl
-shən-ᵊl
1
: of, relating to, or concerned with a vocation
2
: of, relating to, or involved in training in a skill or trade to be followed as a career
vocational school
vocationally
-ē
adverb
More from Merriam-Webster on vocational
Nglish: Translation of vocational for Spanish Speakers
Britannica English: Translation of vocational for Arabic Speakers
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5 Mar 2024
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VOCATIONAL | English meaning - Cambridge Dictionary
VOCATIONAL | English meaning - Cambridge Dictionary
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Meaning of vocational in English
vocationaladjective uk
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/vəʊˈkeɪ.ʃən.əl/ us
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/voʊˈkeɪ.ʃən.əl/
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C1 (of an educational course or a qualification) providing knowledge and skills that prepare you for a particular job: The Swedes regard vocational training as a part of a young person's education. All our trainees are given the opportunity to work towards a recognized vocational qualification. Our aim is to transform vocational education and bridge the academic-vocational divide. When I was a mathematics student many years ago, some people looked down on engineering as being purely vocational.
More examplesFewer examplesVocational courses still tend to be taken mainly by working-class students.History is not primarily a vocational subject, but the skills of analysis and writing which its study develops are much in demand.
SMART Vocabulary: related words and phrases
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abstinence programme
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academically
adaptive learning
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Related word
vocationally
(Definition of vocational from the Cambridge Advanced Learner's Dictionary & Thesaurus © Cambridge University Press)
vocational | American Dictionary
vocationaladjective [ not gradable ] us
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/voʊˈkeɪ·ʃə·nəl/
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providing skills and education that prepare you for a job: vocational education/training The school offers vocational programs in welding, electrical work, and building maintenance.
(Definition of vocational from the Cambridge Academic Content Dictionary © Cambridge University Press)
vocational | Business English
vocationaladjective uk
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/vəʊˈkeɪʃənəl/ us
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providing skills and education that prepare you for a job: vocational training/course/program People with inadequate vocational training find it difficult to re-enter the workforce. Critics wondered if vocational education really created employment opportunity. Compare
academic adjective
(Definition of vocational from the Cambridge Business English Dictionary © Cambridge University Press)
Examples of vocational
vocational
Psychological therapies, family treatments and vocational rehabilitation are described.
From the Cambridge English Corpus
The differences centred on the extent to which the curriculum should be vocational or non-vocational in content.
From the Cambridge English Corpus
Although the interviewees attended different medical schools, they were receiving the same vocational training at the time of the interviews.
From the Cambridge English Corpus
High schools have adapted to the dramatic increase in the senior population by introducing vocational subjects.
From the Cambridge English Corpus
They lacked vocational skills and have never worked.
From the Cambridge English Corpus
These were mainly full-time workers, studying vocational courses parttime to assist with their careers.
From the Cambridge English Corpus
Traders' associations argued that the introduction of cash registers, along with vocational education, would help solve many of the bookkeeping problems encountered by shopkeepers.
From the Cambridge English Corpus
Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas.
From the Cambridge English Corpus
This interview asked about historical and clinical variables, eating disorder symptoms, weight, psychosocial and vocational functioning as well as treatment contacts over the follow-up period.
From the Cambridge English Corpus
Three different types of active labour market policy measures involving the unemployed were studied, 'activation', 'vocational training' and 'workplace participation' measures.
From the Cambridge English Corpus
The results indicate that students receiving special support in ordinary classes obtain vocational or academic qualifications more often than students in special classes.
From the Cambridge English Corpus
The skills and qualifications participants referred to tended to relate to vocational qualifications that would lead to skilled occupations.
From the Cambridge English Corpus
One interpretation is that the more theoretical general schooling is less suited as an indicator for financial knowledge than the more practical vocational training.
From the Cambridge English Corpus
The author concludes that there is a need to familiarise teachers with the principles of the intercultural approach during vocational training.
From the Cambridge English Corpus
It has to be supported and combined with vocational schooling.
From the Cambridge English Corpus
These examples are from corpora and from sources on the web. Any opinions in the examples do not represent the opinion of the Cambridge Dictionary editors or of Cambridge University Press or its licensors.
What is the pronunciation of vocational?
C1
Translations of vocational
in Chinese (Traditional)
職業的, 業務的…
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in Chinese (Simplified)
职业的, 业务的…
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in Spanish
profesional, vocacional [masculine-feminine, singular]…
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in Portuguese
vocacional…
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in more languages
in Marathi
in Turkish
in French
in Japanese
in Dutch
in Tamil
in Hindi
in Gujarati
in Danish
in Swedish
in Malay
in German
in Norwegian
in Urdu
in Ukrainian
in Russian
in Telugu
in Bengali
in Czech
in Indonesian
in Thai
in Vietnamese
in Polish
व्यावसायिक, उपजीविकेचा व्यवसाय किंवा नोकरी करता येईल अशी विशेष प्रकारची पात्रता…
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meslekî, mesleki…
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professionnel/-elle, professionnel…
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職業上（しょくぎょうじょう）の…
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beroeps-…
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ஒரு வேலைக்கு உங்களை தயார்படுத்தும் திறன் மற்றும் கல்வியை வழங்குகிறது…
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व्यवसायिक प्रशिक्षण, नौकरी के लिए तैयार करने हेतु कौशल और शिक्षा की ट्रेनिंग…
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વ્યાવસાયી…
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erhvervsrettet, erhvervs-…
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yrkes-, yrkesinriktad…
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vokasional…
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beruflich, Berufs-…
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yrkes-, yrkesmessig…
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پیشہ ورانہ تعلیم یا ترتیب…
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професійний…
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профессиональный…
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ఉద్యోగం కోసం మిమ్మల్ని సిద్ధం చేసే నైపుణ్యాలునూ విద్యనూ అందించడం…
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বৃত্তিমূলক…
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odborný…
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vokasional, pendidikan keterampilan…
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ด้านวิชาชีพ…
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thuộc về năng khiếu…
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zawodowy…
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Vocational Skills: What Are They? Definition & Examples
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Professional Development
Vocational skills: What they are and how to develop them
By Elizabeth Perry
November 30, 2023
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What are vocational skills?
What’s a vocational skill everyone needs to learn? Pre-vocational skills
7 vocational jobs
5 tips to improve vocational skills
Vocational skills for job applications
Become a true expert
When a hiring manager scans through your resume, they’re looking at more than just your experience.
They want to see that you have the soft and hard skills for the job. And in some cases, they’re also keeping an eye out for vocational skills: the practical, job-specific abilities that help you perform. Every industry and job role has a unique skill set, and possessing the right ones may be the difference between getting a call for a job interview or receiving a rejection letter.
Whether you’re a high school student dreaming up your career path or ready for a mid-career change, understanding the basics of vocational skills can prepare you for a job role or industry.
What are vocational skills?
Vocational skills are the practical skills specific to a career, trade, or job role. You can typically acquire them through vocational or technical training programs or apprenticeships. But because they’re often hands-on, the best way to earn vocational skills is from on-the-job training and firsthand work experiences.
You might associate vocational jobs with manual or hands-on labor, like the positions that carpenters, computer technicians, or electricians fill. But every profession has unique vocational skills. A professional building contractor knows about different HVAC systems, while a veterinarian can diagnose dogs with canine-specific symptoms. Those are both vocational.
Likewise, the definition of vocational skills doesn’t just consider technical and practical skills. Specific soft skills can also be a part of your toolbox, including critical thinking, problem-solving, and time management. How you use those transferable skills will depend on your profession, which is part of what makes them vocational.
A building contractor and veterinarian each flex their communication skills to break down jargon into clear instructions and explanations. But the contractor might fine-tune their negotiation tactics and conflict resolution skills to resolve gigs, whereas a good vet practices empathy and active listening to deliver important information to pet owners. Both people communicate, but in different ways based on their positions.
Identifying what vocational skills are important for your career is essential to continuous learning and professional growth. Prioritizing them will help you improve your performance and stay competitive. And if you’re finishing high school, completing your college education, or considering a career change, aligning your natural skill set to your career choice will help your resume stand out.
What’s a vocational skill everyone needs to learn? Pre-vocational skills
Pre-vocational skills are the foundation that nearly everyone needs — like punctuality, communication, and work ethic — before moving on to more job-specific ones. They represent the life skills that help you meet daily expectations and interact efficiently with colleagues and clients.
Regardless of your roles and responsibilities, these pre-vocational skills are important to have:
Time management skills: No matter your job, you’re one part of a larger chain. Meeting deadlines and prioritizing tasks properly ensures you don’t block up the line and help your colleagues and clients reach their goals.
Professionalism: Your work ethic, respect for others, and dedication to quality are the foundations of professionalism. A professional attitude bolsters team dynamics with a respectful atmosphere that encourages collaboration.
Interpersonal skills: For client-facing and internal roles alike, how you interact and build relationships contributes to productivity and positivity in the workplace.
Basic computer literacy: Most businesses are computer-based, which is probably why proficiency in Microsoft Excel is the most in-demand technical skill as of 2022. Luckily, many office applications share similar platform setups, meaning a proficiency in Google Workspace or Microsoft Office can help you transition into more task-specific platforms, like Quickbooks for accounting.
Adaptability: Work isn’t always predictable, but your team depends on you to roll with the punches. Whether embracing new automation technologies or responding to a customer complaint, resilience and resourcefulness keep productivity moving and safeguard your team’s workflow.
7 vocational jobs
For a standout resume, you have to curate soft and hard skills according to every job posting’s requirements. But at the heart of your personal elevator pitch is showing off your vocational strengths, which tell a hiring manager you have what it takes to complete your basic day-to-day tasks.
In-demand skills will vary from one job role to the next — especially as jobs digitalize and tasks automate. Here are the indispensables for seven different job roles, with vocational skill examples for each one.
Vocational jobs with an associate degree
An associate degree is a great option to earn vocational education and training without signing on for a four-year commitment. Here are a few in-demand jobs you can get with an associate degree:
1. Radiation therapist
Radiation therapists operate specialized machinery to deliver concentrated radiation therapy to treat cancer and tumors. Good radiation therapists are detail-oriented, ensuring they correctly position machinery, protect patients from unnecessary radiation exposure, and keep clear records to monitor progress.
They should also have strong communication skills to explain treatments and work with patients, especially those having physical and emotional difficulties. And radiation therapists work on oncology teams, meaning they must also collaborate effectively with a team of doctors, nurses, and specialists.
An associate degree is enough to enter the field, but you may need a state-specific certification to practice. The Bureau of Labor Statistics (BLS) reports that radiation therapy is growing by an average rate of 6% between 2021 and 2031, with median annual earnings ranging from $81,000 to $121,000, depending on the facility.
2. Health information technologists and medical registrars
Health information technologists and medical registrars consult with medical organizations and institutions to build and analyze clinical data.
Good technologists and registrars have strong attention to detail because they must evaluate data with a fine-toothed comb to make sound recommendations. In addition to vocational training, these professionals have to continuously study and stay up-to-date on emerging technologies.
This field is expected to grow 17% from 2021–2031, according to the BLS. Pay varies widely and depends on institutional focus. Technologists and registrars report a median salary of $49,950 in hospitals and $77,290 working for scientific and technical services. And those who become medical managers earn a median of $101,340 annually.
3. Web developers and digital designers
With specialized knowledge of programming languages and multimedia publishing tools, web developers and digital designers are responsible for building and maintaining websites. They straddle the line between problem-solving and creative vision, using their coding knowledge to bring a client's designs to life.
There’s no single route to becoming a web developer or digital designer, as an outstanding portfolio is sometimes more valuable than formal education. However, vocational schooling with an associate degree can provide you with a base knowledge of HTML, Flash, JavaScript, and other programming tools.
According to the BLS, web development and design are in high demand, with an above-average 23% growth expected from 2021–2031. Pay varies widely depending on your specialty, with advertising industries paying a median salary of $64,720 and software publishing paying $150,040.
Vocational jobs with technical education
These labor-intensive jobs are most likely the vocational activities examples that first come to mind. The world will always need people who know carpentry, plumbing, and electricity — making these some of the jobs that won’t be automated. Here are a few in-demand careers you can start from apprenticeships, technical programs, or trade schools:
4. Carpenter
If you’re a math lover that enjoys working with your hands, carpenters balance a mix of trigonometry and physically intense work. While a high school equivalent like a GED is often enough to land a job, training courses in mechanical drawing, mathematics, and carpentry can help you with quicker job placement.
Pay varies depending on location, experience, and specialty. According to the BLS, non-residential carpenters earn a median of $59,020 per year, and high earners make a median of more than $80,940 across specialties.
5. Electrician
With their expansive knowledge of electric power, communications, and control systems, electricians install and maintain electric power systems.
The list of vocational skills electricians employ goes on and on, from understanding how to read blueprints to using various tools and troubleshooting common problems. Many learn through on-site skills training in apprenticeship, but a technical school is also a good option. Just remember that some states require special licensing.
Pay varies greatly depending on state, specialty, and union versus independent contracting work. According to the BLS, electricians make a median salary of $60,000, with top earners taking home $99,800. Electricians who work as line installers and repairers earn $78,310, with higher earners making more than $107,110.
Vocational skills with a bachelor’s degree
If you’re interested in pursuing higher education with a four-year bachelor’s degree or beyond, every career path will require some vocational training. Here are a few jobs to consider:
6. Special education provider
Special education teachers work with children and adolescents with unique learning, mental, or physical disabilities. Skilled special education teachers practice patience, are highly adaptable, and have fine-tuned verbal and non-verbal communication skills.
Most programs help you learn about different types of disabilities, techniques for teaching students with special needs, and other tools to build lesson plans and lead a diverse classroom. Some states may require a master’s degree for full certification.
A bachelor’s degree in education and a minor in special education may be enough to enter the field, although hands-on vocational options can make you a more competitive candidate. According to the BLS, the median salary is $61,820, although top earners make a median salary of more than $100,040.
7. Data scientist
Data scientists build specialized algorithms and work with analysis software to transform raw, interconnected data into powerful, clear insights for their clients. Skilled data scientists are gifted communicators who use visual, written, and verbal capabilities to make data understandable and actionable.
A bachelor’s degree in mathematics, statistics, or computer science is a typical entry point. But some people choose to continue with higher education to specialize in a particular field, like finance, which can pay off when it comes to annual salaries. According to BLS, the median salary for data scientists is $100,910, while top earners make more than $167,040.
5 tips to improve vocational skills
Like all types of learning, improving your vocational skills is an ongoing process. Here are five ways to embrace a growth mindset and enhance your capabilities:
Choose the right trainer: Selecting the right coach or mentor can help you get the most out of your training, providing you with hands-on learning, moral support, and knowledge that comes with time and experience. This is often about recognizing your learning style and finding someone who motivates you in ways you naturally excel.
Learn the fundamentals: Becoming an expert takes a mixture of time and consistency. You have a life of learning ahead of you, so develop a solid understanding of the basic skills before rushing into advanced techniques. Patience will strengthen your foundations and encourage better learning as you progress.
Set goals: If you’re at the start of your journey, the list of vocational skills to learn may feel overwhelming. Setting SMART goals or building a long-term 10-year plan is a great strategy to break down the process and identify the building blocks of your learning process. For extra help, a career coach can help you set achievable, time-bound goals.
Pay attention to your mistakes: You’re bound to make mistakes, especially when learning new skills. With the right mindset, failures are incredible learning opportunities. Learn to reflect on your mistakes, analyze what went wrong, and build a better understanding to do better next time.
Seek certifications: Licenses, certifications, and further education are great ways to become an expert and show hiring managers your commitment to your craft. Classes are also excellent places to network and seek new job opportunities.
Vocational skills for job applications
Like any job search, the key to catching a hiring manager’s eye is to speak their language. And the job posting gives you all the information you need.
Start by analyzing the skills and requirements in the job description, and tailor your skills and experiences on your resume accordingly. Here are some extra pointers for every step of the job-seeking process:
Resume: Your resume should have a dedicated skills section to list your vocational skills. If you’re a data scientist, this is where you list out the analysis programs you’re fluent in, and your work history section is an opportunity to make them come off the page with action verbs and results. You could say something like, “Employed machine-learning algorithms to develop a marketing strategy for a service that performed 125% over objectives.”
Cover letter: Vocational skills evolve over time. Your cover letter is a space to show your growth and highlight your enthusiasm for the craft. When describing your experiences, share a small anecdote, like learning underneath a mentor or sharing how you found your vocation. It’ll add a personal touch and show off your personal motivation, which will stand out to hiring managers.
Interview: Be ready to provide specific examples of how you’ve applied your vocational skills at work. Using the STAR method (situation, task, action, result) is a great way to weave a story that’s engaging, shows your ability to solve problems, and demonstrates your know-how.
Become a true expert
The collection of vocational skills you acquire over the course of your career is like a tool chest. Whenever a challenge arises, you pull from your hard-earned proficiencies to solve problems and keep your workplace running smoothly.
Now that you understand that every vocation has its own sought-after skill set, it’s time to do some self-reflection about your current abilities. Learning your strengths and weaknesses is the first step to creating a plan to improve, continuously learn, and remain competitive in your field.
Professional Development
Published November 30, 2023
Elizabeth Perry Content Marketing Manager, ACC
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Vocational education - Wikipedia
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3.1Argentina
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vte
The John F. Ross Collegiate Vocational Institute is an institution of vocational learning in Guelph, Ontario, Canada, considered one of the first in the country.
Oregon Agricultural College vocational education exhibit at the Oregon State Fair, 1922
Vocational education is education that prepares people for a skilled craft as an artisan, trade as a tradesperson, or work as a technician. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill.[1] Vocational education is known by a variety of names, depending on the country concerned, including career and technical education,[2] or acronyms such as TVET (technical and vocational education and training) and TAFE (technical and further education).
A vocational school is a type of educational institution specifically designed to provide vocational education.
Vocational education can take place at the post-secondary, further education, or higher education level and can interact with the apprenticeship system. At the post-secondary level, vocational education is often provided by highly specialized trade schools, technical schools, community colleges, colleges of further education (UK), vocational universities, and institutes of technology (formerly called polytechnic institutes).
Overview[edit]
Historically, almost all vocational education took place in the classroom or on the job site, with students learning trade skills and trade theory from accredited instructors or established professionals. However, in recent years, online vocational education has grown in popularity, making learning various trade skills and soft skills from established professionals easier than ever for students, even those who may live far away from a traditional vocational school.[citation needed]
Trends have emerged in the implementation of TVET and skills development worldwide. From the late 1980s onwards a number of governments began to emphasise on the role of education in preparing learners effectively for the world of work. This school of thought, termed "new vocationalism", placed the skills needs of industry at the centre of discussions on the purpose of public education. TVET and skills development were viewed as an important component in promoting economic growth in general and addressing youth unemployment in particular.[3]
General education systems had not been effective in developing the skills that many adolescents and adults needed to secure employment in industry. The late 1980s and early 1990s saw the introduction and expansion of new vocational curricula and courses, often developed in collaboration with industry, and an increase in the variety of work-based learning routes on offer to young people.[3]
Opinions and models[edit]
Wilhelm von Humboldt's educational model goes beyond vocational training. In a letter to the Prussian king,[4] he wrote: "There are undeniably certain kinds of knowledge that must be of a general nature and, more importantly, a certain cultivation of the mind and character that nobody can afford to be without. People obviously cannot be good craftworkers, merchants, soldiers or businessmen unless, regardless of their occupation, they are good, upstanding and – according to their condition – well-informed human beings and citizens. If this basis is laid through schooling, vocational skills are easily acquired later on, and a person is always free to move from one occupation to another, as so often happens in life."[5] The philosopher Julian Nida-Rümelin[6] criticized discrepancies between Humboldt's ideals and the contemporary European education policy, which narrowly understands education as a preparation for the labor market, and argued that we need to decide between "McKinsey", to describe vocational training, and Humboldt.[7]
By country[edit]
Argentina[edit]
Argentina was one of the first countries in Latin America to run apprenticeship and vocational programs. From 1903 to 1909 basic programs were delivered at main cities. The entity charged with delivering these programs was the General Workers' Union (Spanish: Unión General de Trabajadores; abbreviated UGT), an Argentine national labor confederation.[citation needed]
The massive development of vocational education in Argentina took place during the period between World War I and World War II, with the large influx of immigrants from Europe. During the presidency of Juan Perón, the first formal apprenticeship and vocational training programs were offered free of charge across the country, eventually becoming the National Workers' University (Universidad Obrera Nacional) under the National Vocational Programs Law 13229, implemented on August 19, 1948. These programs were created and supported by the federal government and delivered by provincial governments at various technical colleges and regional universities as well as industrial centers; they were meant to deal with the lack of technical specialists in Argentina at a time of rapid industrialization expansion across the country. The degrees granted were that of technician and factory engineer in many specialties.[citation needed]
Currently, vocational education programs are delivered by public and private learning organizations, supported by the Argentine Ministry of Labour and Ministry of Education. The leading providers of technical and vocational education in the country are the National Technological University (UTN) (Universidad Tecnológica Nacional, UTN) and the National University of the Arts (UNA) (Universidad Nacional de las Artes, UNA).[citation needed]
Australia[edit]
Main article: National Training System (Australia)
In Australia vocational education and training is mostly post-secondary and provided through the vocational education and training (VET) system by registered training organisations. However some secondary schools do offer school-based apprenticeships and traineeships for students in years 10, 11 and 12. There were 24 Technical Colleges in Australia but now only 5 independent Trade Colleges remain with three in Queensland; one in Townsville (Tec-NQ), one in Brisbane (Australian Trade College) and one on the Gold Coast (Australian Industry Trade College) and one in Adelaide and Perth. This system encompasses both public, TAFE, and private providers in a national training framework consisting of the Australian Quality Training Framework, Australian Qualifications Framework and Industry Training Packages which define the competency standards for the different vocational qualifications.[citation needed]
Australia's apprenticeship system includes both apprenticeships in "traditional" trades and "traineeships" in other more service-oriented occupations. Both involve a legal contract between the employer and the apprentice or trainee and provide a combination of school-based and workplace training. Apprenticeships typically last three to four years, traineeships only one to two years. Apprentices and trainees receive a wage which increases as they progress through the training scheme.[8]
The states and territories are responsible for providing funding for government subsidised delivery in their jurisdiction and the Commonwealth Government, through the Australian Quality Skills Authority, provides regulation of registered training organisations except in Victoria and Western Australia. A central concept of the VET system is "national recognition", whereby the assessments and awards of any one registered training organisation must be recognised by all others, and the decisions of any VET regulatory authority must be recognised by the all states and territories. This allows national portability of qualifications and units of competency.[citation needed]
A crucial feature of the training package (which accounts for about 60% of publicly funded training and almost all apprenticeship training) is that the content of the vocational qualifications is theoretically defined by industry and not by government or training providers. A Training Package is endorsed by the Australian Industry and Skills Committee[9] before it can be used by RTOs to deliver Nationally Accredited Training.[citation needed]
The National Centre for Vocational Education Research or NCVER[10] is a not-for-profit company owned by the federal, state and territory ministries responsible for training. It is responsible for collecting, managing, analysing, evaluating and communicating research and statistics about vocational education and training (VET).[citation needed]
The boundaries between vocational education and tertiary education are becoming more blurred. A number of vocational training providers such as Melbourne Polytechnic, BHI and WAI are now offering specialised bachelor's degrees in specific areas not being adequately provided by universities. Such applied courses include equine studies, winemaking and viticulture, aquaculture, information technology, music, illustration, culinary management and many more.[11]
Commonwealth of Independent States[edit]
The largest and the most unified system of vocational education was created in the Soviet Union with the professional`no-tehnicheskoye uchilische and Tehnikum. But it became less effective with the transition of the economies of post-Soviet countries to a market economy.[citation needed]
European Union[edit]
Education and training is the responsibility of member states, but the single European labour market makes some cooperation on education imperative, including on vocational education and training. The 'Copenhagen process', based on the open method of cooperation between Member States, was launched in 2002 in order to help make vocational education and training better and more attractive to learners throughout Europe. The process is based on mutually agreed priorities that are reviewed periodically. Much of the activity is monitored by Cedefop, the European Centre for the Development of Vocational Training.[citation needed]
There is strong support, particularly in northern Europe, for a shift of resources from university education to vocational training. This is due to the perception that an oversupply of university graduates in many fields of study has aggravated graduate unemployment and underemployment. At the same time, employers are experiencing a shortage of skilled tradespeople.[12]
Finland[edit]
In Finland, vocational education belongs to secondary education. After the nine-year comprehensive school, almost all students choose to go to either a lukio (high school), which is an institution preparing students for tertiary education, or to a vocational school. Both forms of secondary education last three years,[13] and give a formal qualification to enter university or ammattikorkeakoulu, i.e., Finnish polytechnics. In certain fields (e.g., the police school, air traffic control personnel training), the entrance requirements of vocational schools include completion of the lukio, thus causing the students to complete their secondary education twice.[citation needed]
The education in vocational school is free, and students from low-income families are eligible for a state student grant. The curriculum is primarily vocational, and the academic part of the curriculum is adapted to the needs of a given course. The vocational schools are mostly maintained by municipalities.[citation needed]
After completing secondary education, one can enter higher vocational schools (ammattikorkeakoulu, or AMK) or universities.[citation needed]
It is also possible for a student to choose both lukio and vocational schooling. The education in such cases lasts usually from three to four years.[citation needed]
Germany[edit]
Vocational education in Germany is based on the German model.[14] A law (the Berufsausbildungsgesetz)[15] was passed in 1969 which regulated and unified the vocational training system and codified the shared responsibility of the state, the unions, associations and Industrie- und Handelskammer (chambers of trade and industry). The system is very popular in modern Germany: in 2001, two-thirds of young people aged under 22 began an apprenticeship, and 78% of them completed it, meaning that approximately 51% of all young people under 22 have completed an apprenticeship. One in three companies offered apprenticeships in 2003; in 2004 the government signed a pledge with industrial unions that all companies except very small ones must take on apprentices.[citation needed]
From 2010 to 2023, the number of young people starting dual vocational training, has fallen.[16] In recent years, Germany has invested a great deal of money to keep young people in the school system as long as possible.
Further information: Dual education system
Greece[edit]
In Greece, vocational education and training (VET) is usually for lyceum (senior high school) graduates and is provided by public or private Institute of Vocational Training (IEK) (IEK, the Greek abbreviation for the Ινστιτούτο Επαγγελματικής Κατάρτισης). The IEK course offerings are adult education only, except at times when it is rarely offered a course for non-adult students. The duration of study is two-and-a-half academic years full-time, 2 ½ years. 4 semesters in-school education and 1 semester being known as curricular practicum or on-the-job placement or internship, both involve a legal contract between the employer and the student-trainee on the job placement and provide a combination of school-based training and workplace practicum. Public IEKs are government-funded with free education, and it can be attended without tuition fee.[citation needed]
Hong Kong[edit]
In Hong Kong, vocational education is usually for post-secondary 6 students. The Hong Kong Institute of Vocational Education (IVE)[17] provides training in nine different vocational fields, namely: applied science, business administration, child education and community services, construction, design, printing, textiles and clothing, hotel service and tourism studies, information technology, electrical and electronic engineering, and mechanical, manufacturing and industrial engineering.
Hungary[edit]
Normally at the end of elementary school (at age 14) students are directed to one of three types of upper secondary education: one academic track (gymnasium) and two vocational tracks. Vocational secondary schools (szakgimnázium) provide four years of general education and also prepare students for the maturata (school leaving certificate). These schools combine general education with some specific subjects, referred to as pre-vocational education and career orientation. At that point many students enrol in a post-secondary VET programme often at the same institution a vocational qualification, although they may also seek entry to tertiary education.
Vocational training schools (szakiskola) initially provide two years of general education, combined with some pre-vocational education and career orientation, they then choose an occupation, and then receive two or three years of vocational education and training focusing on that occupation—such as bricklayer. Students do not obtain the maturata but a vocational qualification at the end of a successfully completed programme. Demand for vocational training, both from the labour market and among students, has declined while it has increased for upper secondary schools delivering the maturata.[18]
India[edit]
Vocational training in India historically has been a subject handled by the Ministry of Labour, other central ministries and various state-level organizations. To harmonize the variations and multiplicity in terms of standards and costs, the National Skills Qualification Framework[19] was launched in December 2013.
The National Skills Qualifications Framework (NSQF) is a competency-based framework that organizes all qualifications according to a series of levels of knowledge, skills and aptitude. These levels, graded from one to ten, are defined in terms of learning outcomes which the learner must possess regardless of whether they are obtained through formal, non-formal or informal learning. NSQF in India was notified on 27 December 2013. All other frameworks, including the NVEQF (National Vocational Educational Qualification Framework) released by the Ministry of HRD, stand superseded by the NSQF.[citation needed]
In November 2014 the new Government in India formed the Ministry of Skill Development and Entrepreneurship. Articulating the need for such a Ministry, the Prime Minister said, "A separate Ministry, which will look after promoting entrepreneurship and skill development, would be created. Even developed countries have accorded priority to promoting skilled manpower".[20]
As a continuation of its efforts to harmonize and consolidate skill development activities across the country, the Government launched the 1st Skill India Development Mission (NSDM) on 15 July 2015. Also launched on the day was the National Policy for Skill Development & Entrepreneurship.[21][22]
Today all skill development efforts through the Government (Directorate General of Training) and through the Public Private Partnership arm (National Skill Development Corporation) are carried out under the Ministry, through the Skill India Mission.[citation needed]
The Ministry works with various central ministries and departments and the State government in implementing the NSQF across all Government funded projects, based on a five-year implementation schedule for complete convergence.[citation needed]
The involvement of the private sector in various aspects of skill development has enhanced access, quality, and innovative financing models leading to sustainable skill development organizations on the ground.[23] The short-term skill development programs (largely offered by private organizations) combined with the long-term programs offered by the Indian technical institutes (ITIs) complement each other under the larger framework. Credit equivalency, transnational standards, quality assurance and standards are being managed by the Ministry through the National Skill Development Agency (an autonomous body under the Ministry) in close partnership with industry-led sector-specific bodies (Sector Skill Councils)[24] and various line ministries.[citation needed]
India has bilateral collaboration with governments including those of the UK, Australia, Germany, Canada, and the UAE, with the intention of implementing globally acceptable standards and providing the Indian workforce with overseas job mobility.[25]
Iran[edit]
The Iran Technical and Vocational Training Organization or in brief I.R.T.V.T.O is one of the organizations affiliated to the Ministry of Cooperatives, Labour, and Social Welfare, which was formed from the merger of three educational institutions in 1980 in order to provide technical and vocational education.[26] [27] In addition to the central headquarters, this organization has 31 general administrations in provinces of Iran, an instructor training center, 552 Learning Center and over 11700 free technical and vocational schools. In order to achieve the latest science and technology news and to comply with international standards, the organization always tried to expand international relations, including with the International Labour Organization (ILO) and the International Organization for Vocational Training in other countries. In this regard, the organization, regardless of the interpretation of the overall organizational structure, carries out its activities only in the field of education, with the support of the research field.[28][29][30]
TVET is mostly presented by TVTO which is the most pervasive skill training body in Iran, which attempts to meet the skill needs of the labor market and also updates the skills of employees with the latest technologies.
It functions as the provider and executor of informal technical and vocational training in agriculture, industry, services, culture, and art. TVTO has headquarters in the capital city of Tehran, an instructor training center(ITC) in Karaj city, 31 provincial head offices, 641 public training centers, 4710 public workshops, and over 12000 private institutions across the country. [31]
The Technical and Vocational University (TVU) (Persian: دانشگاه فنی و حرفهای, Danushgah-e Feni-ye Herfehai) includes higher education that runs all technical/vocational colleges across the country.[32] The main objective of this University, training technicians in the majors technical. 4/5 of majors are belongs to Associate degree and 1/5 belongs to Bachelor's degree.[33]
The university has more than 176 schools and colleges across the country, and with more than 180 thousand students, it is one of the largest universities in Iran. there are all of the technical and vocational Majors.[34]
To achieve the goals, TVTO holds 3-18-month training courses for job seekers and employees in different sectors. Along with training programs, there are activities of research, construction, equipment and development of human resources, most importantly including: codifying training standards based on international codes, research, updating training standards, research in training programs, training aids, audiovisuals, setting up and equipping workshops of training centers, setting up new workshops, guilds’ skill testing ,determining the technical competence of applicants of private institutions, holding specialized conferences, issuing skill certificates for construction workers.
Israel[edit]
Israel offers a post-high school college education system for technical occupations and engineering, aimed at high-school graduates of technological tracks. Students demonstrating technological potential in schools supervised by the Ministry of Labor, Social Affairs, and Services (MOLSA) may avail themselves of the MENTA Program, which provides scholastic, emotional, and social support throughout their high school and college studies. This support helps students meet the scholastic challenges and demands of the vocational track and, via the program, strives to expand both the number of youth continuing through college Grades 13-14 and the percentage eligible for a diploma at the end of their studies. The program was formulated by JDC-Ashalim in cooperation with the HEZNEK organization, the Ministry of Education, the Ministry of Economy (and subsequently, MOLSA), and by education networks operating schools. A 2016-17 formative evaluation of MENTA found that the program was successful in helping students complete their matriculation, strengthen their sense of self-efficacy, and create for themselves a picture of the future. At the same time, the findings suggested that program better clarify the target population, improve the supports for transition to college, and more clearly define the scope of the coordinators' role.[35]
Japan[edit]
Japanese vocational schools are known as senmon gakkō. They are part of Japan's higher education system. They are two-year schools that many students study at after finishing high school (although it is not always required that students graduate from high school). Some have a wide range of majors, others only a few majors. Some examples are computer technology, fashion, and English.
South Korea[edit]
Vocational high schools offer programmes in five fields: agriculture, technology/engineering, commerce/business, maritime/fishery, and home economics. In principle, all students in the first year of high school (10th grade) follow a common national curriculum, In the second and third years (11th and 12th grades) students are offered courses relevant to their specialisation. In some programmes, students may participate in workplace training through co-operation between schools and local employers. The government is now piloting Vocational Meister Schools in which workplace training is an important part of the programme. Around half of all vocational high schools are private. Private and public schools operate according to similar rules; for example, they charge the same fees for high school education, with an exemption for poorer families.
The number of students in vocational high schools has decreased, from about half of students in 1995 down to about one-quarter today. To make vocational high schools more attractive, in April 2007 the Korean government changed the name of vocational high schools into professional high schools. With the change of the name the government also facilitated the entry of vocational high school graduates to colleges and universities.
Most vocational high school students continue into tertiary education; in 2007 43% transferred to junior colleges and 25% to university. At tertiary level, vocational education and training is provided in junior colleges (two- and three-year programmes) and at polytechnic colleges. Education at junior colleges and in two-year programmes in polytechnic colleges leads to an Industrial associate degree. Polytechnics also provide one-year programmes for craftsmen and master craftsmen and short programmes for employed workers. The requirements for admission to these institutions are in principle the same as those in the rest of tertiary sector (on the basis of the College Scholastic Aptitude Test) but candidates with vocational qualifications are given priority in the admission process. Junior colleges have expanded rapidly in response to demand and in 2006 enrolled around 27% of all tertiary students.
95% of junior college students are in private institutions. Fees charged by private colleges are approximately twice those of public institutions. Polytechnic colleges are state-run institutions under the responsibility of the Ministry of Labour; government funding keeps student fees much lower than those charged by other tertiary institutions. Around 5% of students are enrolled in polytechnic colleges.[36]
Malaysia[edit]
Skills training are no longer depicted as second-class education in Malaysia. There are numerous vocational education centres here including vocational schools (high schools to train skilled students), technic schools (high schools to train future engineers) and vocational colleges all of them under the Ministry of Education. Then there are 33 polytechnics and 86 community colleges under the Ministry of Higher Education; 10 MARA Advanced Skills Colleges, 13 MARA Skills Institutes, 286 GIATMARAs under Majlis Amanah Rakyat (MARA) and 15 National Youth Skills Institutes under Ministry of Youth and Sports. The first vocational institute in Malaysia is the Industrial Training Institute of Kuala Lumpur established in 1964 under the Manpower Department. Other institutes under the same department including 8 Advanced Technology Training Centres, one Centre for Instructor and Advanced Skill Training, one Japan-Malaysia Technical Institute and the other 21 ITIs.
Mexico[edit]
In Mexico, both federal and state governments are responsible for the administration of vocational education. Federal schools are funded by the federal budget, in addition to their own funding sources. The state governments are responsible for the management of decentralised institutions, such as the State Centres for Scientific and Technological Studies (CECyTE) and Institutes of Training for Work (ICAT). These institutions are funded 50% from the federal budget and 50% from the state budget. The state governments also manage and fund "decentralised institutions of the federation", such as CONALEP schools.
Compulsory education (including primary and lower secondary education) finishes at the age of 15 and about half of those aged 15-to-19 are enrolled full-time or part-time in education. All programmes at upper secondary level require the payment of a tuition fee.
The upper secondary vocational education system in Mexico includes over a dozen subsystems (administrative units within the Upper Secondary Education Undersecretariat of the Ministry of Public Education, responsible for vocational programmes) which differ from each other to varying degrees in content, administration, and target group. The large number of school types and corresponding administrative units within the Ministry of Public Education makes the institutional landscape of vocational education and training complex by international standards.
Vocational education and training provided under the Upper Secondary Education Undersecretariat includes three main types of programme:
"Training for work" (formación para el trabajo) courses at ISCED 2 level are short training programmes, taking typically three to six months to complete. The curriculum includes 50% theory and 50% practice. After completing the programme, students may enter the labour market. This programme does not provide direct access to tertiary education. Those who complete lower secondary education may choose between two broad options of vocational upper secondary education at ISCED 3 level. Both programmes normally take three years to complete and offer a vocational degree as well as the baccalaureate, which is required for entry into tertiary education.
The title "technical professional – baccalaureate" (profesional técnico — bachiller) is offered by various subsystems though one subsystem (CONALEP) includes two thirds of the students. The programme involves 35% general subjects and 65% vocational subjects. Students are required to complete 360 hours of practical training.
The programme awarding the "technological baccalaureate" (bachillerato tecnológico) and the title "professional technician" (técnico professional) is offered by various subsystems. It includes more general and less vocational education: 60% general subjects and 40% vocational subjects.[36]
Netherlands[edit]
Nearly all of those leaving lower secondary school enter upper secondary (vocational) education (Middelbaar BeroepsOnderwijs, MBO), and around 50% of them follow one of four vocational programmes; technology, economics, agricultural, personal/social services & health care. These programmes vary from 1 to 4 years (by level; only level 2, 3 and 4 diplomas are considered formal "start qualifications" for successfully entering the labour market). The programmes can be attended in either of two pathways. One either involving a minimum of 20% of school time (apprenticeship pathway; BBL-BeroepsBegeleidende Leerweg) or the other, involving a maximum of 80% schooltime (BOL -BeroepsOpleidende Leerweg). The remaining time in both cases is apprenticeship/work in a company. So in effect, students have a choice out of 32 trajectories, leading to over 600 professional qualifications.
BBL-Apprentices usually receive a wage negotiated in collective agreements. Employers taking on these apprentices receive a subsidy in the form of a tax reduction on the wages of the apprentice. (WVA-Wet vermindering afdracht).
Level 4 graduates of senior secondary VET may go directly to institutes for Higher Profession Education and Training (HBO-Hoger beroepsonderwijs), after which entering university is a possibility. This co-existence of upper secondary (MBO) and higher professional (HBO) education creates opportunities for further education and development, as well as a tension in the labour market because many vocations can be studied at various levels, and employers may prefer higher educated employees.[37]
The social partners participate actively in the development of policy. As of January 1, 2012 they formed a foundation for Co operation Vocational Education and Entrepreneurship (St. SBB – stichting Samenwerking Beroepsonderwijs Bedrijfsleven; www.s-bb.nl). Its responsibility is to advise the Minister on the development of the national vocational education and training system, based on the full consensus of the constituent members (the representative organisations of schools and of entrepreneurship and their centres of expertise). Special topics are Qualification & Examination, Apprenticeships (BPV-Beroepspraktijkvorming) and (labourmarket) Efficiency of VET.
The Centres of Expertices are linked to the four vocational education programmes provided in senior secondary VET on the content of VET programmes and on trends and future skill needs.
The Local County Vocational Training (MBO Raad www.mboraad.nl) represents the VET schools in this foundation and advise on the quality, operations and provision of VET.[38]
New Zealand[edit]
New Zealand is served by 11 Industry Training Organisations (ITO). The unique element is that ITOs purchase training as well as set standards and aggregate industry opinion about skills in the labour market. Industry Training, as organised by ITOs, has expanded from apprenticeships to a more true lifelong learning situation with, for example, over 10% of trainees aged 50 or over. Moreover, much of the training is generic. This challenges the prevailing idea of vocational education and the standard layperson view that it focuses on apprenticeships.
One source for information in New Zealand is the Industry Training Federation.[39] Another is the Ministry of Education.[40]
Polytechnics, Private Training Establishments, Wananga and others also deliver vocational training, amongst other areas.
Nigeria[edit]
The educational system or structure of Nigeria has been changing over time. In the 1970's, the Nigerian educational system was 6-5-4. This changed as time passed, between 1980 and 2005, it was changed to 6-3-3-4. 2008 saw another educational system review to 9-3-4 system of education.[41] All these reviews are shown in the National Policy on Education. Due to the type of education Nigeria inherited from her colonial masters, education in the 1960's were more book oriented.[citation needed]
Norway[edit]
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Nearly all those leaving lower secondary school enter upper secondary education, and around half follow one of nine vocational programmes. These programmes typically involve two years in school followed by two years of apprenticeship in a company. The first year provides general education alongside introductory knowledge of the vocational area. During the second year, courses become more trade-specific.
Apprentices receive a wage negotiated in collective agreements ranging between 30% and 80% of the wage of a qualified worker; the percentage increase over the apprenticeship period. Employers taking on apprentices receive a subsidy, equivalent to the cost of one year in school.
After the two years vocational school programme some students opt for a third year in the "general" programme as an alternative to an apprenticeship. Both apprenticeship and a third year of practical training in school lead to the same vocational qualifications. Upper secondary VET graduates may go directly to Vocational Technical Colleges, while those who wish to enter university need to take a supplementary year of education.
The social partners participate actively in the development of policy. The National Council for Vocational Education and Training advises the Minister on the development of the national vocational education and training system. The Advisory Councils for Vocational Education and Training are linked to the nine vocational education programmes provided in upper secondary education and advise on the content of VET programmes and on trends and future skill needs. The National Curriculum groups assist in deciding the contents of the vocational training within the specific occupations. The Local County Vocational Training Committees advise on the quality, provision of VET and career guidance.[42]
Paraguay[edit]
In Paraguay, vocational education is known as Bachillerato Técnico and is part of the secondary education system. These schools combine general education with some specific subjects, referred to as pre-vocational education and career orientation. After nine years of Educación Escolar Básica (Primary School), the student can choose to go to either a Bachillerato Técnico (Vocational School) or a Bachillerato Científico (High School). Both forms of secondary education last three years, and are usually located in the same campus called Colegio.
After completing secondary education, one can enter to the universities. It is also possible for a student to choose both Técnico and Científico schooling.
Russia[edit]
Main articles: Professional technical school and Tekhnikum
Spain[edit]
In Spain, vocational education is divided into 3 stages as of 2014. They're known as Formación profesional Básica, which can be started in 3º ESO; Formación profesional de Grado Medio, which can be started after 4º ESO or after graduating from Formación profesional Básica; and Formación profesional de Grado Superior, which can be started after 2º Bachillerato, or after graduating from Formación profesional de Grado Medio. University can then be accessed after graduating from Formación profesional de Grado Superior, without the need to pass through Bachillerato.[43]
There are typically two courses imparted until graduation. Each titulation is called a Ciclo, heavily specialized depending on its related professional discipline.
Spanish vocational education also features a Dual education system named Formación Profesional Dual, although not all Vocational Schools may feature it.[44]
Sri Lanka[edit]
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Vocational training from Agricultural subjects to ICT related subjects are available in Sri Lanka.
In 2005 the Ministry of Vocational and Technical Training (MVTT) introduced the National Vocational Qualifications (NVQ) framework which was an important milestone for the education, economic and social development of Sri Lanka. The NVQ framework consists of seven levels of instruction. NVQ levels 1 to 4 are for craftsmen designation and successful candidates are issued with National certificates. NVQ levels 5 and 6 are Diploma level, whereas Level 7 is for degree equivalent qualification.
Training courses are provided by many institutions island wide. All training providers (public and private) must obtain institutional registration and course accreditation from the Tertiary and Vocational Education Commission (TVEC).In order to obtain registration institutions must satisfy specific criteria: infrastructure, basic services, tools and equipment, quality of instruction and staff, based on curriculum and syllabus, and quality of management and monitoring systems.
Government Ministries and Agencies involved in Vocational Training are The Ministry of Vocational and Technical Training (MVTT), The Tertiary and Vocational Education Commission (TVEC), The National Apprentice and Industrial Training Authority (NAITA), The Department of Technical Education and Training (DTET), University of Vocational Technology(UoVT), The Vocational Training Authority (VTA) and the National Youth Services Council (NYSC).[45]
Sweden[edit]
Nearly all of those leaving compulsory schooling immediately enter upper secondary schools, and most complete their upper secondary education in three years. Upper secondary education is divided into 13 vocationally oriented and 4 academic national programmes. Slightly more than half of all students follow vocational programmes. All programmes offer broad general education and basic eligibility to continue studies at the post-secondary level. In addition, there are local programmes specially designed to meet local needs and "individual" programmes.[46]
A 1992 school reform extended vocational upper secondary programmes by one year, aligning them with three years of general upper secondary education, increasing their general education content, and making core subjects compulsory in all programmes. The core subjects (which occupy around one-third of total teaching time in both vocational and academic programmes) include English, artistic activities, physical education and health, mathematics, natural science, social studies, Swedish or Swedish as a second language, and religious studies. In addition to the core subjects, students pursue optional courses, subjects which are specific to each programme and a special project.[46]
Vocational programmes include 15 weeks of workplace training (Arbetsplatsförlagt lärande – APL) over the three-year period. Schools are responsible for arranging workplace training and verifying its quality. Most municipalities have advisory bodies: programme councils (programmråd) and vocational councils (yrkesråd) composed of employers' and employees' representatives from the locality. The councils advise schools on matters such as provision of workplace training courses, equipment purchase and training of supervisors in APL.[36]
Switzerland[edit]
See also: Education in Switzerland and Apprenticeship § Switzerland
The Swiss vocational education and training system (VET) is regarded by many international experts as the strongest in Europe.[47] It is the mainstream upper secondary program serving 65-70% of Swiss young people. It results in one of the lowest youth unemployment rates in Europe. Managers and the staff take pride in their young apprentices. Several Swiss CEOs of big multinational companies and government members have started their own careers as VET-apprentices, for example Sergio Ermotti, CEO of UBS. At this level, vocational education and training is mainly provided through the "dual system". Apprentices rotate between workplace, vocational school and industry training centers where they develop complementary practical skills relating to the occupation. They spend the biggest amount of time at the workplace emphasizing the importance of on-the-job training. Rotation can be organised in different ways – either by switching places during the week or by allocating entire weeks to one place and form of learning. The program can also start with most of the time devoted to in-school education and then gradually increase the share of in-company training.
Besides the three- or four-year VET programme with Federal VET Diploma, there is also the option of two-year vocational education and training VET programme with Federal VET Certificate for adolescents with lower learning performance.[48] Switzerland draws a distinction between vocational education and training programmes at upper-secondary level, and professional education and training (PET) programmes, which take place at tertiary B level. In 2007, more than half of the population aged 25–64 had a VET or PET qualification as their highest level of education. In addition, universities of applied sciences (Fachhochschulen) offer vocational education at tertiary A level. Pathways enable people to shift from one part of the education system to another.[49]
Turkey[edit]
Students in Turkey may choose vocational high schools after completing the 8-year-long compulsory primary and secondary education. Vocational high school graduates may pursue two year-long polytechnics or may continue with a related tertiary degree.
According to a survey by OECD, 38% of 15-year-old students attend vocational study programmes that are offered by Anatolian vocational, Anatolian technical, and technical high schools.[50]
Municipalities in Turkey also offer vocational training. The metropolitan municipality of Istanbul, the most populous city in Turkey, offers year long free vocational programs in a wide range of topics through ISMEK,[51] an umbrella organization formed under the municipality.
United Kingdom[edit]
The first "Trades School" in the UK was Stanley Technical Trades School (now Harris Academy South Norwood) which was designed, built and set up by William Stanley. The initial idea was thought of in 1901, and the school opened in 1907.[52]
The system of vocational education in the UK initially developed independently of the state, with bodies such as the RSA and City & Guilds setting examinations for technical subjects. The Education Act 1944 made provision for a Tripartite System of grammar schools, secondary technical schools and secondary modern schools, but by 1975 only 0.5% of British senior pupils were in technical schools, compared to two-thirds of the equivalent German age group.[53]
Successive recent British Governments have made attempts to promote and expand vocational education. In the 1970s, the Business And Technology Education Council was founded to confer further and higher education awards, particularly to further education colleges in the United Kingdom. In the 1980s and 1990s, the Conservative Government promoted the Youth Training Scheme, National Vocational Qualifications and General National Vocational Qualifications. However, youth training was marginalised as the proportion of young people staying on in full-time education increased.[53]
In 1994, publicly funded Modern Apprenticeships were introduced to provide "quality training on a work-based (educational) route".[54] Numbers of apprentices have grown in recent years and the Department for Children, Schools and Families has stated its intention to make apprenticeships a "mainstream" part of England's education system.[55]
In the UK some higher engineering-technician positions that require 4–5 years' apprenticeship require academic study to HNC / HND or higher City & Guilds level. Apprenticeships are increasingly recognised as the gold standard for work-based training. There are four levels of apprenticeship available for those aged 16 and over:
Intermediate-level apprenticeships
Apprentices work towards work-based learning qualifications such as a Level 2 Competence Qualification, Functional Skills and, in most cases, a relevant knowledge-based qualification.Advanced-level apprenticeships
Apprentices work towards work-based learning such as a Level 3 Competence Qualification, Functional Skills and, in most cases, a relevant knowledge-based qualification. They can take four years to complete.Higher apprenticeships
Apprentices work towards work-based learning qualifications such as a Level 4 and 5 Competence Qualification, Functional Skills and, in some cases, a knowledge-based qualification such as a Foundation Degree. They can take between four and five years to complete, depending on the level at which an apprentice enrolls.Degree and professional apprenticeships
They are similar to higher apprenticeships, but differ in that they provide an opportunity to gain a full bachelor's (Level 6) or master's degree (Level 7). The courses are designed in partnership with employers, with part-time study taking place at a university. They can take between four and six years to complete, depending on the level of the course, and the level of entry.
"There is also a perception, deriving from centuries of social stratification and selectivity in the status and provision of different kinds of education in England, that vocational education is inevitably more narrowly utilitarian, less influential and less important than its more academic cousin: advanced ('A') levels. This divide between the sectors of 'vocational' and 'higher' education, in many ways peculiarly English, is also reflected in higher education institutions and occupations (regarding academic credentials and some related provisions). These academic-vocational divisions in the 'English model', together with negative social and political perceptions, have to some extent stymied the debate regarding the significance and relevance of vocational education provision to learning, work and the economy" (Loo and Jameson, 2017, p. 1).[56] The authors suggest that the divisions between further and higher education sectors in England be reconsidered. They (Loo and Jameson, 2017) call for an opening up of new pathways of "occupation-related" provisions that offer greater parity, progression and enhanced social mobility in vocational education across the academic levels of England's educational provision.
Loo (2018)[57] uses the term, technical and vocational education and training (TVET) by UNESCO (2012) as in the section below, to offer a more rational term than "vocational" in England, and to reach out to like-minded users in the global educational community. He offers insights into the study of the pedagogy of teachers of work-related programmes. Especially, he investigates the complex issue of how teachers use their know-how in their delivery of work-related programmes. This complexity surrounds the need for these deliverers to have the disciplinary and wider elements relating to knowledge of the relevant work practices, which involves the learning of the type of know-how and its application in their work practices. The combination of these work know-how (e.g. knowledge, experiences, dispositions and values) are then used to enable them to deliver to the learners. These pedagogic activities rely on different types of knowledge and experiences – pedagogic and work-related.
The theoretical framework uses, initially, a dual professionalism concept to review the literature sources of knowledge concerning the occupational pedagogy of teachers. From a pedagogic delineation of knowledge, teaching knowledge may include knowledge of the relevant disciplines (Becher 1994; Bernstein 1996; Smeby 1996) such as psychology and sociology (e.g. learning theories) for the education field. Teaching knowledge may be explicit or tacit (Shulman 1987; Polanyi 1966; Nonaka and Takeuchi 1995; Verloop et al. 2001; Loughran et al. 2003; Collins 2010), and may include a teacher's wider life experiences (Clandinin 1985) and occupational or work-related practices (Loo 2012).
Knowledge concerning occupational practices (i.e. non-teaching) also requires a base of disciplinary or theoretical know-how that may be explicit and a process of application to specific work contexts and the environment it operates in (Bernstein 1996; Loo 2012). This occupational knowledge base also includes knowledge of procedures, skills (e.g. interpersonal and intrapersonal ones which are usually tacit), techniques, transversal abilities, project management abilities, personal capabilities and occupational capacity/awareness (Eraut 2004; Winch 2014). This knowledge base is a wider spectrum than a pedagogic one.
These two forms of knowledge – pedagogic and occupational – may be applied through the processes of recontextualization (Bernstein 1996; van Oers 1998; Barnett 2006, Evans et al. 2010, Loo 2012, 2014). The knowledge forms can be changed through selecting, relocating and refocusing aspects when used in another setting. In particular, the recontextualization processes regarding content (relating to specifications of a programme), pedagogic (relating to teaching activities), occupational (relating to working activities), and work (relating to the systems and processes that are specific to a workplace or organisation). From the initial teaching and occupational dimensions, the final modified know-how of Occupational Pedagogic Knowledge or Occupational Teachers' Capacities is formed via content recontextualization, pedagogic recontextualization, occupational recontextualization, and integrated applied recontextualization (IAR). There are also relevant concepts that offer insights to the application of teaching and occupational know-how. These include knowledgeable practice (Evans 2016), practice architecture (Kemmis and Green 2013), and Systems 1 and 2 (Kahneman 2012). For a detailed description of the theoretical framework, please refer to Chapter 4 in Teachers and Teaching in Vocational and Professional Education (Loo, 2018). The conceptual framework of the occupational pedagogy of teachers is illustrated on page 50 (Loo 2018).
The analysed empirical data is discussed in the separate sections of TVET, higher and professional education courses, five case studies of fashion and textiles, airline industry, dental hygiene, clinical training in emergency medicine and doctors, and a comparison chapter. These chapters offer critical understandings of how pedagogic and occupational know-how are acquired and applied in highly contextualized pedagogic and occupational contexts culminating in the use of teaching strategies/approaches in teaching sessions.
The observations from this investigation include (Loo 2018):
1. there are programme pathways to occupational work
2. occupational pathways are more direct for work-related provisions at higher academic levels than those at the TVET level
3. two strands of practices exist at the outset: teaching and occupational where "basic" disciplinary or theoretical knowledge is used to provide occupational relevance to pedagogic and work-related areas
4. IAR process provides a critical understanding of how the modified teaching, occupational and work capacities are combined to inform the application of appropriate teaching strategies to specific pedagogic settings
5. users acquire the occupational capacities over the course duration, and they include abilities, capabilities, dispositions, experiences, judgement, knowledge, protocols, skill sets and techniques
6. deliverers require the relevant occupational experiences to teach on work-related programmes, and continuous professional development is needed for deliverers to maintain their ongoing professionalism in the two practice strands of teaching and work
Finally, this investigation has implications for teachers, managers and policymakers of occupational courses. For teachers, these include insights of the sources and types of knowledge that are acquired, recontextualized and applied for teaching and working in the related occupational areas. Managers need to empathise with the deliverers and support their professional needs, and policymakers need to acknowledge the complexities of teaching in occupational programmes and that the curriculum, professional staff and institution are adequately supported (Loo 2018).
United States[edit]
Main article: Vocational education in the United States
See also[edit]
Agricultural education – Training in farming, natural resources, and land management
Capacity building – Process by which individuals or organizations improve their capability to produce, perform or deploy
Constructivism (learning theory) – Philosophical viewpoint about the nature of knowledge; theory of knowledgePages displaying short descriptions of redirect targets
Employability – Traits enabling a person to be employed
Family and consumer science – Academic disciplinePages displaying short descriptions of redirect targets
Finishing school – School for young women
Institute of technology – Type of institution offering tertiary education
Life skills – Abilities for adaptive and positive behavior
Medical education – Education related to the practice of being a medical practitioner
Policy development for skills and TVET
Retraining – The process of learning a new or upgrading an old skill set or trade
School-to-work transition
Technical and Further Education – Vocational education system in Australia and other Oceania countriesPages displaying short descriptions of redirect targets (Australia)
Vocational university – Institution of higher education and sometimes research that grants professional academic degrees
Washington County Closed-Circuit Educational Television Project – Closed-circuit television network in aiding elementary school teaching
Widening participation – efforts to broaden access to higher educationPages displaying wikidata descriptions as a fallback (UK)
Vocational IT (India)
Commonwealth Register of Institutions and Courses for Overseas Students (Australia)
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Sources[edit]
This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO. Text taken from Taking a whole of government approach to skills development, UNESCO, UNESCO. UNESCO.
Further reading[edit]
Achilles, C. M.; Lintz, M.N.; and Wayson, W.W. "Observations on Building Public Confidence in Education." EDUCATIONAL EVALUATION AND POLICY ANALYSIS 11 no. 3 (1989): 275–284.
Banach, Banach, and Cassidy. THE ABC COMPLETE BOOK OF SCHOOL MARKETING. Ray Township, MI: Author, 1996.
Brodhead, C. W. "Image 2000: A Vision for Vocational Education." VOCATIONAL EDUCATION JOURNAL 66, no. 1 (January 1991): 22–25.
Buzzell, C.H. "Let Our Image Reflect Our Pride." VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November–December 1987): 10.
Kincheloe, Joe L. Toil and Trouble: Good Work, Smart Workers, and the Integration of Academic and Vocational Education. New York: Peter Lang Publishing. (1995)
Kincheloe, Joe L. How Do We Tell the Workers? The Socio-Economic Foundations of Work and Vocational Education. Boulder, CO: Westview Press. (1999)
Lauglo, Jon; Maclean, Rupert (Eds.) "Vocationalisation of Secondary Education Revisited". Series: Technical and Vocational Education and Training: Issues, Concerns and Prospects , Vol. 1. Springer. (2005)
O'Connor, P.J., and Trussell, S.T. "The Marketing of Vocational Education." VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November–December 1987): 31–32.
Ries, E. "To 'V' or Not to 'V': for Many the Word 'Vocational' Doesn't Work." TECHNIQUES 72, no. 8 (November–December 1997): 32–36.
Ries, A., and Trout, J. THE 22 IMMUTABLE LAWS OF MARKETING. New York: HarperCollins Publishers, 1993.
Sharpe, D. "Image Control: Teachers and Staff Have the Power to Shape Positive Thinking." VOCATIONAL EDUCATION JOURNAL 68, no. 1 (January 1993): 26–27.
Shields, C.J. "How to Market Vocational Education." CURRICULUM REVIEW (November 1989): 3-5
Silberman, H.F. "Improving the Status of High School Vocational Education." EDUCATIONAL HORIZONS 65, no. 1 (Fall 1986): 5–9.
Tuttle, F.T. "Let's Get Serious about Image-Building." VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November–December 1987): 11.
"What Do People Think of Us?" TECHNIQUES 72, no. 6 (September 1997): 14–15.
Asian Academy of Film and Television
Reeves, Diane Lindsey CAREER ACADEMY TOOLKIT. Raleigh, North Carolina: Bright Futures Press, 2006.
External links[edit]
Wikiquote has quotations related to Vocational education.
Wikisource has the text of the 1911 Encyclopædia Britannica article "Technical Education".
Profiles of national vocational education systems compiled from a variety of national and international sources - UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training
Choosing a Career or Vocational School - U.S. Federal Trade Commission
Babcock, Kendric C. (1920). "Education, Industrial" . Encyclopedia Americana.
Babcock, Kendric C. (1920). "Education, Technical" . Encyclopedia Americana.
Vocational education at Curlie
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vocational
1 ENTRIES FOUND:
vocational (adjective)
vocational
/voʊˈkeɪʃənl̟/
adjective
vocational
/voʊˈkeɪʃənl̟/
adjective
Britannica Dictionary definition of VOCATIONAL
:
relating to the special skills, training, etc., that you need for a particular job or occupation
vocational programs/courses
He went to a vocational school [=(US) trade school] to learn auto repair.
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VOCATIONAL Definition & Usage Examples | Dictionary.com
VOCATIONAL Definition & Usage Examples | Dictionary.com
GamesDaily CrosswordWord PuzzleWord FinderAll gamesFeaturedWord of the DaySynonym of the DayWord of the YearNew wordsLanguage storiesAll featuredPop cultureSlangEmojiMemesAcronymsGender and sexualityAll pop cultureWriting tipsGrammar Coach™Writing hubGrammar essentialsCommonly confusedAll writing tipsGamesFeaturedPop cultureWriting tipsvocational[ voh-key-shuh-nl ]show ipaSee synonyms for vocational on Thesaurus.comadjectiveof, relating to, or connected with a vocation or occupation: a vocational aptitude.of, relating to, or noting instruction or guidance in an occupation or profession chosen as a career or in the choice of a career: a vocational counselor.Origin of vocational1First recorded in 1645–55; vocation + -al1Other words from vocationalvo·ca·tion·al·ly, adverbnon·vo·ca·tion·al, adjectivenon·vo·ca·tion·al·ly, adverbqua·si-vo·ca·tion·al, adjectivequa·si-vo·ca·tion·al·ly, adverbWords Nearby vocationalvocal sacvocal scorevocal tractvocat.vocationvocationalvocational educationvocational guidancevocationalismvocational schoolvocativeDictionary.com Unabridged
Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024How to use vocational in a sentenceThis space is where the Zeidan guides localization work, community building, power building work, capacity building and vocational training.Fighting for LGBTQ rights in the Global South | Prince Chingarande | July 2, 2021 | Washington BladeBy the hundreds of thousands, the Communist Party forced Uyghurs into sprawling detention facilities, which it dubbed “vocational training centers” though they better resembled concentration camps.Uyghurs outside China are traumatized. Now they’re starting to talk about it | Andrew McCormick | June 16, 2021 | MIT Technology ReviewThe federal government and 34 states, including California, have policies that allow some prisoners to receive early release for “earned time” — completing vocational, self-improvement or educational programming.The American parole system is an endless trap — and a moral outrage | Jennifer Miller | May 24, 2021 | Washington PostThey had fewer disciplinary infractions and were more likely to pursue additional vocational and educational programming.The American parole system is an endless trap — and a moral outrage | Jennifer Miller | May 24, 2021 | Washington PostChina has always denied these allegations and says its networks of facilities for Uyghurs in Xinjiang are vocational training centers and reeducation camps designed to stamp out terrorism.The EU is sanctioning China for the first time since Tiananmen Square | Annabelle Timsit | March 22, 2021 | QuartzInstead, she is left with the option to go to vocational school, or what is referred to as lycée professionnel in France.‘Girlhood’: Coming of Age in France’s Projects | Molly Hannon | November 25, 2014 | THE DAILY BEASTMany today are calling for us to create a much more vocational style of teaching.How to Destroy College Education | Michael S. Roth | June 19, 2014 | THE DAILY BEASTLimited vocational training or other alternatives forces many Palestinian families to turn to waseets.Palestinian Children: The Invisible Workers of Israeli Settlements | Dina Elmuti | August 28, 2013 | THE DAILY BEASTHe urged better vocational programs, because not everyone, he said, needs a four-year college degree.Marco Rubio Wows CPAC | Howard Kurtz | March 14, 2013 | THE DAILY BEASTWe need to incentivize local school districts to offer more advanced placement courses and more vocational and career training.Full Text and Video of Marco Rubio's State of the Union Response | Justin Green | February 13, 2013 | THE DAILY BEASTThe office next to mine is that of the vocational Bureau for Women.Mary Louise and Josie O'Gorman | Emma Speed SampsonThe effects of the division of labor as a discipline may therefore be best studied in the vocational types it has produced.Introduction to the Science of Sociology | Robert E. ParkIt is practically impossible to overemphasize the importance of the boy's vocational choice.The Minister and the Boy | Allan HobenFurthermore, in every effort toward vocational training and sorting, the employer will be found interested and ready to help.The Minister and the Boy | Allan HobenUnder the influence of deity cults, moreover, the social position of the priesthood changes, as do also its vocational practices.Elements of Folk Psychology | Wilhelm WundtSee More ExamplesBritish Dictionary definitions for vocationalvocational/ (vəʊˈkeɪʃənəl) /adjectiveof or relating to a vocation or vocationsof or relating to applied educational courses concerned with skills needed for an occupation, trade, or profession: vocational trainingDerived forms of vocationalvocationally, adverbCollins English Dictionary - Complete & Unabridged 2012 Digital Edition
© William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins
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vocational adjective - Definition, pictures, pronunciation and usage notes | Oxford Advanced Learner's Dictionary at OxfordLearnersDictionaries.com
vocational adjective - Definition, pictures, pronunciation and usage notes | Oxford Advanced Learner's Dictionary at OxfordLearnersDictionaries.com
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Definition of vocational adjective from the Oxford Advanced Learner's Dictionary
vocational adjective /vəʊˈkeɪʃənl/ /vəʊˈkeɪʃənl/
jump to other results
connected with the skills, knowledge, etc. that you need to have in order to do a particular jobvocational education/qualifications/trainingCulture vocational trainingvocational trainingVocational training is intended to give people the skills and knowledge they need to perform a particular job, and involves practical instruction as well as theory. Most vocational training takes place not in universities but in Further Education colleges and in colleges specializing in art, accountancy, etc. Some secondary schools now also offer an introduction to vocational training.NVQs (National Vocational Qualifications), or SVQs in Scotland, are qualifications that can be obtained by people already working in a particular industry. Colleges of further education run courses to provide a theoretical background. NVQs are awarded at five levels on the basis of practical work, spoken and written tests, and coursework. BTEC (Business and Technology Education Council) qualifications can be taken across a wide range of vocational subjects at various levels. Levels 1 and 2 are equivalent to GCSEs and Level 3 is equivalent to A level.In the US there are no national qualifications like NVQs, though some professional organizations decide on their own qualifications and some of these have become widely accepted. Much vocational training is done by private institutions which are sometimes called proprietary schools. Although many of these are good, in general they have a bad reputation. This is partly because there are no controls over who can operate such a school. Some proprietary schools try to take money from as many students as possible, including some who will probably not be able to complete their training.Most US secondary schools programmes do not provide a choice between an academic and a practical programme of study, but most do give students an opportunity to take some practical or vocational classes. Large school districts may have magnet schools, schools that attract students with certain interests, and some of these may have a larger choice of vocational courses.Topics Educationc1, Jobsc1Oxford Collocations DictionaryVocational is used with these nouns: counsellingcourseeducation…See full entry
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Vocational Training & Education: What Is It? (with Example Skills)
Vocational Training & Education: What Is It? (with Example Skills)
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What’s vocational training? Everything you need to know
By Elizabeth Perry
November 16, 2023
- 17 min read
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What’s vocational training?
Why vocational training matters
Benefits of vocational training
Vocational training versus on-the-job training
12 vocational training examples
Find the right career for you
When you’re pondering a new job, it’s usually a sign of a new adventure. Perhaps you just walked the stage and collected your high school diploma, or maybe you’re a seasoned professional on the path to a new career. Whatever the case may be, it’s time to think about what’s next.
Whether you take a gap year to rest or jump right into life’s next chapter, your path will likely lead to more education. After all, education opens the doors to better jobs (with higher earnings) and a happy, meaningful life.
For some people, traditional college is the natural next step in their academic journey. But if college isn’t for you, don’t sweat it — you can find a fulfilling, successful career by enrolling in vocational training.
So, what’s vocational training, and is it right for you? Let’s dive into the benefits of trade schools and the jobs they lead to.
What’s vocational training?
Vocational training (also called trade school) is a program or course designed to prepare you for a specific vocation, a job or career related to helping others. These programs typically eschew unrelated academic subjects (like the general education courses from a traditional college) and focus on hands-on learning related to the student’s desired career.
People who enroll in vocational training can learn valuable and marketable skills in fields like:
Carpentry
Cooking
Coding
Graphic design
Automotive repair
Animation
In today's diverse landscape of vocational programs, trade schools stand ready to cater to a vast array of interests and aspirations. No matter your passion or background, you’re all but guaranteed to find an institution that offers a program that excites you.
Trade school students run the age gamut from recent high school graduates to older folks looking to change careers. That’s the beauty of vocational training: it’s designed to accommodate people from various walks of life, including young professionals eager to embark on their career path and experienced workers seeking to enhance their skill sets.
Why vocational training matters
Vocational training programs are essential for anyone looking to work in a trade profession. Whether you want to be a makeup artist, welder, or chef, you need a proper educational background to ensure you have the skills to work safely and effectively.
Plus, not everyone wants to go to college. And if it’s not the right path for you, you’re not alone — more than 60% of Americans over the age of 25 don’t hold a bachelor’s degree.
Trade schools offer a way for people to learn specific vocational skills without sitting in a classroom, which is particularly valuable for higher-risk trades in healthcare and manual labor. Training provides time and space to learn vital skills — like giving injections or handling a welding torch — and a safe environment to practice them.
Vocational training also empowers students to build a network within their desired industry, leading to apprenticeships, internships, externships, and jobs after graduation. The teachers, fellow students, and other professionals you meet during your time in school just might help you land the position of your dreams.
And perhaps most importantly, trade school is often a far more affordable option than four-year college degrees. According to education and career resource BestColleges, many programs are as little as one-quarter of the cost of a bachelor’s degree, making them far more affordable options and resulting in significantly less student debt.
Benefits of vocational training
Researchers have long documented the earnings gap between people with high school diplomas and those with college degrees, but those surveys often exclude trade school graduates from their studies.
Depending on the job, some trade school students can earn just as much — or more — than their peers with bachelor’s degrees. For example, a construction manager (average salary: $108,210) earns a similar amount as a computer programmer (average salary: $102,790) without traditional postsecondary school.
Here are a few other benefits of vocational training:
Trade schools typically have smaller class sizes than colleges, so students receive more individualized attention
Vocational education is usually much more affordable than college tuition. The national average cost for a four-year college degree is over $36,000, whereas trade school costs between $5,000 and $15,000 for a three- to 18-month program, allowing students to start their careers with little to no debt.
Many vocational programs are designed to accommodate working students. People can learn new skills and prepare for a new career at their own pace and on a flexible schedule.
Trade schools award their graduates credentials and certifications that make them more attractive to employers in their industries.
Vocational training versus on-the-job training
After you finish a vocational training program, your new employer might ask you to participate in on-the-job training. So, what’s the difference between vocational training and on-the-job training? Simply put, vocational training prepares you for a specific job, while on-the-job training prepares you for a particular company.
The skills you learn in vocational training can apply to any company in your industry. Whether you start working for an established business or take on gig work to supplement your income, you’ll use what you learned at school to succeed at your job. You may choose to continue to hone your abilities after training ends through additional courses or off-the-job training.
On-the-job training focuses on what you need to know to work with your new company. This might include the organization’s policies and procedures, unique software, or proprietary processes.
12 vocational training examples
Vocational training might sound enticing, but what does it actually look like? The answer depends on the job you want to pursue.
Let’s examine the training you need to start a career in these common vocations:
Health
1. Medical coder: Medical coders turn diagnoses, procedures, and prescriptions into the medical codes healthcare facilities use to keep records.
This is an important role in the healthcare industry, so people working as coders typically earn an average salary of $51,090. To become a medical coder, you must complete a 6-month vocational training program and pass the exam to earn your medical billing certification.
2. Phlebotomist: These healthcare professionals draw blood for tests, transfusions, donations, and more. Phlebotomists earn an average salary of $40,580. Becoming a phlebotomist takes around three months, though some programs can last up to a year. At school, you’ll gain hands-on experience while learning medical terminology and physiology before earning your credential through a national certification body.
Construction
3. Plumber: Thanks to the issues that crop up with our water heaters, sinks, and more, plumbers are always in demand. They earn an average salary of $65,190, and many learn at a vocational-technical school before going into an apprenticeship. It takes about five years to become a journeyman plumber, meaning you’ve successfully completed an official apprenticeship qualification (which can earn you a higher salary).
4. Electrician: Electricians work on installing and repairing electrical elements in homes, large buildings, and public infrastructure. They earn $65,280 per year on average, and vocational training typically takes about four years. This typically includes 96 hours of classroom training and over 8,000 hours of on-the-job training.
5. Carpenter: These tradespeople use a combination of tools and techniques to cut, shape, and assemble wood to create functional and aesthetically pleasing builds, from furniture to houses. To become one, you can expect to spend 1–2 years at school before entering a four-year paid apprenticeship. When you’re ready to branch out on your own, you can look forward to an average salary of $58,210.
Installation and maintenance
6. HVAC technician: HVAC technicians install and repair heating, air conditioning, ventilation, and cooling systems — an industry in high demand due to rising global temperatures. An HVAC technician earns an average of $57,460 per year, and training to become one lasts at least two years. You may choose to spend more time in apprenticeships or internships after completing your vocational education.
7. Home inspector: Home inspection is one of the most lucrative vocational careers, with professionals earning an average of $70,130 a year. It’s also a career that requires minimal vocational training.
Many online courses prepare you to take the home inspector licensing exam with just 60 hours of lessons. However, a number of home inspectors undergo an apprenticeship or a supervisory period after getting their license before they’re ready to inspect homes independently.
Legal
8. Paralegal: Paralegals assist lawyers in researching cases, drafting legal documents, and preparing clients for hearings. To become a paralegal, you need to earn an associate degree in paralegal studies, which takes around two years. After completing your education, you can expect to earn around $62,840 each year (the national average).
Culinary
9. Chef: Folks who enjoy cooking and want to make a career of it typically need to spend one or two years in a culinary certification program. While the role doesn’t have strict regulatory requirements that require education or an apprenticeship (like an electrician needs), a formal education can make for a more competitive applicant.
Many community colleges offer these programs, which allow aspiring chefs to gain hands-on training experience. The profession has an average salary of $60,210.
Art
10. Graphic design: Graphic designers are an essential part of modern business, as they help create content for advertising — both physical and digital. Graphic designers earn an average salary of $64,500, and employers typically look for professionals with an associate degree (or an impressive portfolio).
11. Animation: Do you want to see your art on the big screen? It pays well, too — the average salary for animators working in the U.S. is $111,130 per year. Like graphic designers, aspiring animators can combine vocational training with a stellar portfolio to break into the industry.
Trade school programs typically narrow in on specific techniques necessary to do a particular job in animation, rather than taking a general approach to the subject, allowing you to focus on your niche.
Beauty
12. Cosmetology: Becoming a cosmetologist requires 1,000 to 2,300 hours of coursework and training, which most students complete over the course of 9-15 months. In cosmetology school, you’ll learn about the science of hair coloring, hairstyling and makeup techniques, customer service skills, and more.
Once you complete your technical training, you must pass a licensing exam before you can start working on clients professionally. The average cosmetologist earns around $38,910 per year.
Find the right career for you
Whether you’re a recent high school grad or an established worker looking to make a career change, you deserve to find a job that makes you excited to head to work each day. And that doesn’t have to mean enrolling in a four-year college program.
Vocational schools offer an array of excellent education programs for people already who know the career they want to pursue and don’t wish to attend college. These programs teach you the skills you need to enter the job market faster than traditional higher education, allowing you to start your career as soon as possible.
If you’re hesitating to apply to college or exploring a possible career change, ask yourself if vocational training is the right option to kickstart your next chapter.
Coaching
Published November 16, 2023
Elizabeth Perry Content Marketing Manager, ACC
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