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Analyses of occupational forecasts have played a prominent role in this debate about the skill and educational implications of changes in technology and other developments in the economy. Unfortunately, some analysts and commentators have used the data to argue that skill and educational demands are rising while others rely on occupational data to support the argument that skills are unchanged or falling. Although the latest occupational data suggest that a dramatic educational upgrading of the occupational structure is not taking place, they do indicate that at the very least there is a steady increase in those occupations that currently employ more highly educated workers. Moreover, there is a case to be made that the projections underestimate the extent of upgrading. In the end, there are severe limitations to the usefulness of occupational forecasting for guiding educational reform. Many of the most significant changes may be taking place within occupational categories, yet occupational forecasts can tell us little about these changes. Moreover, while the occupational data may tell us something about needed changes in the amount of schooling, the most important issues for educational reform probably concern the content, not the amount, of education.

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This report presents the results of a two-year study of technician-level environmental personnel. Its goal was to assess current and projected needs for these environmental technicians and the extent to which existing educational programs are meeting these needs. Show less

The United States has a large and rapidly growing population of limited English-proficient (LEP) students and adults. This population presents a distinct challenge to vocational educators. Some insights learned during the past decade suggest beneficial approaches to this problem. Four trends in current second-language acquisition research and language teaching are particularly relevant to the delivery of vocational education to LEP persons. These trends are the development of competency-based, functional, and task-oriented language learning programs; the increasing specialization of language instruction and the concomitant combining of English and content-area instruction: the distinction between communicative and cognitive language skills; and the development of a theory of language that maximizes meaningful input as its basis. A great deal has also been learned during the past few years about refugee and immigrant education programs, namely, that language needs, cultural orientation needs, other educational needs, support services needs, and vocational training needs must be met. In addition, insights have come from bilingual vocational training and instructor training programs, such as program models, bilingual program components, strategies for vocational instruction of LEP students, and coordinated vocational and English-language instruction. However, much more needs to be done in the future. Areas that need further investigation include individual assessment and program evaluation, development of vocational materials and vocational language materials in English and the native language, revision of licensing and certification procedures, and creation of programs to meet the needs of the least and most educated LEP students.

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Ways in which the professional development needs of vocational and academic teachers who intend to or are now engaged in school-to-work transition activities are met, are described in this document. In the first section, thirteen professional development themes are presented. Collectively they reflect the comprehensive nature of professional development for school-to-work transition. In the second section, ways to provide school-to-work related professional development to teachers are discussed. Several suggestions for using professional development to help teachers prepare for the school-to-work responsibilities are offered. Show less

The variety of skills necessary for students to master and for community colleges to impart are different and much more comprehensive than either basic academic skills or conventional occupational courses convey. The purpose of this report is to identify and describe the areas of competency that address the needs expressed by employers, the skills students need to progress through postsecondary education and the labour market itself. The areas are: foundation academic competencies, education for citizenship, job specific/technical skills, career exploration, systems utilisation skills, generic technical skills and workplace organisation experience. Volume II (see TD/INT 57.222) provides actual examples of course outlines, case studies and other learning activities, project/authentic assessment methods and organisational arrangements with the view to clarifying how large and small, urban and rural colleges have integrated academic and career preparation. Show less

In this paper, the author suggests that adult vocational education has largely been ignored by the field of education and that an educational system that is poorly equipped to meet the needs of adults has developed over the years. The rapid rate of change dictates that educational opportunities need to be made available to adults throughout their lives. The paper examines critical questions regarding adult questions. These include: to what extent is vocational education prepared to assist and support the learning needs of adults?; what, if anything, is vocational education currently doing to serve adults?; and which groups should vocational education be attempting to serve? The author defines and discusses the background of adult vocational education, and then describes some vocational education systems and programs designed for adults. Selected adult populations with special needs for vocational education are examined and the paper concludes with some recommendations for the future. Show less

This note documents a two-year exploratory study of adult immigrant students' English-language instruction and vocational education needs and the response of postsecondary education providers to those needs. It presents case study research of two communities with large immigrant populations. The findings provide insights into how and why educational services differ among schools and progams, and what difference that makes to adult immigrant students pursuing education. Show less

The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 has guided federal vocational education policy in the United States for the past five years. One of its most significant components was its emphasis on using systematic outcome data as a programme monitoring and improvement tool. This report follows on from research that found that the performance measures and standards provisions were not achieving their full potential. This report examines the implications of that research for enhancing accountability in future federal workforce preparation legislation. It also illustrates how language could be changed to carry out the recommendations of the earlier study. Four features are identified as lacking but important for an outcome-based system to promote effective programme improvement. Specific examples are given of changes in language that would incorporate these features. Show less

This National Centre for Research in Vocational Education supported volume provides actual examples of course outlines, case studies and other learning activities, project/authentic assessment methods and organisational arrangements with the view to clarifying how large and small, urban and rural colleges have integrated academic and career preparation. Volume I (see TD/INT 57.221) identifies and describes the areas of competency that address the needs expressed by employers, the skills students need to progress through postsecondary education and the labour market itself. Show less

In this paper, two authors, one from the academic research community and the other experienced in both correctional and public educational programs, provide their perspective on the question of how vocational education research and resources can improve the quality of corrections education in the US. The characteristics essential for a good correctional program are outlined. It is suggested that corrections is isolated from mainstream society, and outreach efforts, on the part of society and the academic community, and corrections services themselves, are therefore required. New partnerships between correctional practitioners, academic institutions, professional associations, research organisations, and the corporate world could help to solve some of the major issues. Show less