Remembering new vocationalism: reinforcing the future of workforce and professional development in the community college

The concept of new vocationalism reached its height in the 1990s and 2000s as views evolved regarding how community colleges should provide relevant vocational education for students. The concept of new vocationalism is here brought into the present moment by mapping theoretical lineages and emphasizing the current and future practical implications at the nexus of the community college sector and a post-COVID-19 [Coronavirus Disease 2019] economy. Reforms centered around the principles of new vocationalism have led to more inclusive opportunities for learners from varied diverse and...  [+] Show more

The concept of new vocationalism reached its height in the 1990s and 2000s as views evolved regarding how community colleges should provide relevant vocational education for students. The concept of new vocationalism is here brought into the present moment by mapping theoretical lineages and emphasizing the current and future practical implications at the nexus of the community college sector and a post-COVID-19 [Coronavirus Disease 2019] economy. Reforms centered around the principles of new vocationalism have led to more inclusive opportunities for learners from varied diverse and marginalized backgrounds, though the influence within career development and community colleges often goes unrecognized. Implications for educational leaders are discussed, including refocusing outcomes on the needs of diverse learners and bridging the gap between students' academic and vocational educations. Specific considerations are also provided to further solidify new vocationalism principles in workforce and professional development programs within community college and career development contexts. Consideration first needs to be given to building programming that develops students' professional identity with a willingness (from both student and educator) to push back against exclusionary ideas of professional, professionalism, and industry practices that are not focused on employee inclusion. Further, equity and access should remain foundational to all programs if these structures are to remain relevant. Specific recommendations are given for incorporating the equity-mindedness approach when developing workforce and professional development programs and curriculum, with increased consideration being given regarding the reality of how well workforce and professional development programs are currently preparing students for life-long career success, growth, and adaptability.

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