George Lucas Educational Foundation
  • Facebook
  • Twitter
  • Pinterest
  • Share

Some years ago I was hired by Norway's Ministry of Education to train vocational education teachers. Having myself attended a comprehensive high school where vocational students were those who couldn't make it academically, and having taught in a suburban high school where there was zero vocational education, it was eye-opening to be in a country where vocational education had high prestige, was well-funded, and included students who could have gone to medical school if that had been their preference.

I was reminded of this experience recently when Tony Wagner, the author of The Global Achievement Gap and, most recently, Creating Innovators (much more on that book in a future column), spoke with educators and parents in my community and noted that in Finland's highly successful educational system, 45% of the students choose a technical track, not an academic track, after completing their basic education.

Blue-Collar Stigma in White-Collar Society

I'm sure many high school counselors have had some students confide that what they enjoyed doing most was working with their hands, whether on car engines, electrical circuits in the house, hair, or doing therapeutic massage. I bet that many of these students also confided that there is no way they could tell their parents that they'd rather pursue one of these occupations than go to college to prepare for a professional or business career.

We live in a society that places a high value on the professions and white-collar jobs, and that still considers blue-collar work lower status. It's no surprise that parents want their children to pursue careers that will maintain or increase their status. This is even more evident in high socio-economic communities. And for most teachers, if the student is academically successful, this will be seen as a "waste of talent."

The same dilemma often exists for students who are working to overcome the achievement gap. Most schools that are effectively helping kids to overcome this gap and achieve academically also place a premium on college admissions, often the mark of success for these schools. And kids who are the first in their families to graduate high school appear foolish to "throw this all away" by choosing some alternative to college and a blue collar career.

This bias against vocational education is dysfunctional. First, it is destructive to our children. They should have the opportunity to be trained in whatever skills their natural gifts and preferences lead them to, rather than more or less condemning them to jobs they'll find meaningless. If a young person has an affinity for hair design or one of the trades, to keep him or her from developing the skills to pursue this calling is destructive.

Second, it is destructive to our society. Many of the skills most needed to compete in the global market of the 21st century are technical skills that fall into the technical/vocational area. The absence of excellence in many technical and vocational fields is also costing us economically as a nation.

In the early sixties, John Gardner, in his classic book Excellence, talked about the importance of vocational education and of developing excellence across all occupations for the social and economic health of our society. Unfortunately, we've made little progress in the intervening years. Students who don't excel in traditional academic areas, or who have little interest in them, should not meet with disappointment or disapproval from parents and teachers. As another Gardner, Howard Gardner, has repeatedly pointed out, there are varied types of intelligence, and they are of equal value. As one example, bodily-kinesthetic and spatial intelligence are frequently high in those who are successful in varied technical trades. And there is absolutely no contradiction between recognizing and developing these intelligences and developing basic verbal and mathematical literacy for all students.

Vocational Education Groundswell

While changing societal values will take time, changes can take place on a school or district level more immediately. And the good news is that there are increasing models and resources to guide educators.

Joe Klein in a recent Time magazine article described an increasing number of excellent and well-funded vocational programs in the U.S., particularly in Arizona. Two of these, the East Valley Institute of Technology in Mesa and the Career and Technical Education Program at Monument Valley High School in Kayenta, provide both inspiration and practical models that could be implemented in many districts.

There are also more schools across the U.S. that are creating internship programs to help students gain workplace experiences while enrolled in an academic high school. At City Arts and Technology High in San Francisco, all juniors and seniors secure internships in the community, where they are mentored by an on-site professional and regularly visited by their school advisor. MetWest High School in Oakland, California is one of many that place student internships at the center of their mission. And Nancy Hoffman's excellent new book, Schooling in the Workplace, looks at how six countries successfully integrate schools and workplaces, while also providing a look at where this is happening in the U.S.

Finally, being able to begin legitimizing vocational education in a district may also depend on successfully re-educating parents regarding the value of occupations that aren't high on the social status scale. Mike Rose's The Mind at Work: Valuing the Intelligence of the American Worker, provides an excellent antidote to our social biases about intelligence and an eye-opening look at the combination of cognitive and manual skills needed in occupations that our society has mistakenly devalued.

Vocational education on both a secondary and post-secondary level should be highly valued, well-funded and effectively implemented. The first steps can and should be taken on a local level.

Was this useful? (1)

Comments (6) Sign in or register to comment Follow Subscribe to comments via RSS

liz lauter's picture
liz lauter
NBCT, Fine Arts teacher, grades 9-12, Larkspur, Ca.

I agree that a high school education that includes vocational programs along with academics lets students develop their interests and talents. Why do we need to label students as being in one or another of these tracks? We don't need to justify anything we study as valuable preparation for a specific job because everything we learn and experience becomes integrated into ourselves. People used to say to me when I was a little girl, "Oh, you are going to be an artist when you grow up," because I was so artistic. Well, I do lots of things with that art ability and interest, which also includes many other interests.

Walter's picture
Seventh and Eighth Grade Art Teacher and Summer Camp Director

As an art teacher, I think student performance is sometimes tedious because of the stigma discussed here. The value placed on "professional, white-collar jobs" causes many students to recalibrate their engagement level in my class. Students associate the "core subjects" with the higher-achieving, status-improving jobs and tend to "relax" when attending the "special area" classes. I was drawn to this article because I believe in my suburban, independent school community, what are called "special area" classes are the closest thing to vocational classes we have.
How do we combat these attitudes to insure excellent student performance when society and the school community tell our students that our discipline is second-rate?

Shoya B's picture

It is interesting to note the differences across cultures. Here in the Caribbean, aspects of vocational education are introduced to students as early as primary school. I would not say there is no stigma attached to various vocations, but it is indeed limited and students are encouraged to utilize their vocational strengths to help learning in other academic areas.

As you have stressed, educating individuals, particularly parents, is necessary for vocational education to be effective. Students too should be guided to understand that their desires are valuable and their occupation choices are quite necessary to society.

Nonetheless, teachers should not hinder students from using their skills during learning. They should capitalize on such opportunities to awake in each student the ability to be someone great someday whether it is a blue collar or white collar job, by starting with the balance between the academic and vocational.

Teach Deaf's picture
Teach Deaf
Teacher of Hearing Impaired in MS

What a shame that our world has disheartened the future generations against becoming the productive citizens they choose to be because they are concerned about being belittled that they aren't trying to become what others expect them to become. I completely agree that Vocational education should be highly valued. My support is FOR vocational education to continue and if that means speaking out at my local level, I commit to doing so.

Kristine Mae Vencio's picture

Vocational Education or Vocational Educational Training(VET) is offered in both public and private schools. We should care about this because it prepares a student or an individual in an specific chosen field like agriculture. It provides also several future workers who had a heart of what they have learned or trained for. though other vocational schools only offer 2 years, great training is being done by these schools or produce international workers in their fields.

Diwakar Saraswat's picture

Vocational Educational training (VET) has helped a lot of people who don't want or don't have the capacity to proceed to university. VET has helped them to gain real life and practical skills. In Australia, VET is becoming popular and expected to boom. I support the government in promoting or focusing also on VET and TAFE.

Sign in to comment. Not a member? Register.