Vocational education

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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.

Vocational education is education that prepares people to work as a technician or in

various jobs such as a tradesman or an artisan. Vocational education is sometimes
referred to as career and technical education.[1] 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), universities, as well as institutes of technology (formerly called
polytechnic institutes).
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 professors 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.
The World Bank's 2019 World Development Report on the future of work [2] suggests
that flexibility between general and vocational education particularly in higher education
is imperative to enable workers to compete in changing labor markets where technology
plays an increasingly important role.
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 young people 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]

Contents

 1Opinions and models

 2By country
o 2.1Argentina
o 2.2Australia
o 2.3Commonwealth of Independent States
o 2.4European Union
o 2.5Finland
o 2.6Germany
o 2.7Greece
o 2.8Hong Kong
o 2.9Hungary
o 2.10India
o 2.11Israel
o 2.12Japan
o 2.13South Korea
o 2.14Malaysia
o 2.15Mexico
o 2.16Netherlands
o 2.17New Zealand
o 2.18Norway
o 2.19Paraguay
o 2.20Russia
o 2.21Spain
o 2.22Sri Lanka
o 2.23Sweden
o 2.24Switzerland
o 2.25Turkey
o 2.26United Kingdom
o 2.27United States
 3Technical and Vocational Education and Training (TVET)
 4See also
 5Sources
 6References
 7Further reading
 8External links

Opinions and models[edit]

Wilhelm von Humboldt's educational m