IT IS A PUBLIC OPTION, NOT A PUBLIC MANDATORY, HENCE OPTIONAL

 By: Dr. Armãndo R. Tolliver | ADVOCATE | August 5, 2011

One writer wrote, “It should be instructive that the children of the upper and upper-middle classes are not typically counseled into vocational education curricula, for such curricula are not considered by members of those classes to be adequate for their children, even if their children are not particularly strong academically.” What criteria should be used to make the vocational education decision? One can argue that vocational education is irreducibly education for the pursuit of an occupation. This would entail that education could prepare students for their particular niches they were destined to fulfill as adults. A counter argument would be that vocational education has as its regard the development of intelligent initiative, ingenuity, and executive capacity that makes workers the masters of their own industrial fate. Therefore, the criteria that should be used as to whether or not to use vocational education is something that should be based upon the individual student.

A formidable intellect supplemented by service to social and democratic causes provided the impetus to John Dewey’s profound impact on education in the twentieth century. John Dewey attacked this policy of vocational education as social predestination. Dewey argued that instead of focusing on specialized skills schools should give all students a broad understanding of the world of work allowing for more intellectual and moral growth. As an alternative to the drill-and-recitation methods of the nineteenth century, espoused the notion that ideas should be grounded in experience and argued that education should be based on the child’s psychological and physical development, as well as the world outside the classroom.

The vision the public school system is to offer superior quality educational gateways to allow its students to develop into productive citizens, responsible workers, and passionate life-long learners. This task can never be fully accomplished if the educational barriers of providing students with at least the opportunity to obtain education in its highest form are not fulfilled. To deny any student access to academics is to deny them a level playing field. My personal thought is that districts with alternative literacy programs or vocational schools will increasingly produce students that may be picked last in the academic line-up because they have not been trained in the very skills needed to succeed in today’s world.

The judgment criteria as to who should receive vocational schooling and who should not is solely based upon individual review of one personal ambitions, interest, strengths, weaknesses, and personal status not social status. Perceptions of individuals and occupation/goal associated objectives are typically the basis for the type of educational seeking. For some, education is typically used for personal attainment of goals, social interaction, and knowledge. This accounts for why so many people seek educational opportunities.

On the other hand, a person who cannot afford education and/or has a lack of time, the participation in vocational schooling is more likely. These educational barriers extend beyond the individual’s personal control and affect the individual’s attitude and perception as it relates to learning. For many, the educational barriers that they are faced with are seen as a discouragement. The individuals that fall into this negative category are much more likely to have lack in confidence levels that branches into a series of other personal issues that affect the overall ambition of the individual, alongside inadequate social skills and insecurities stemming from their economic status. The end result is lack in participation in general schooling.

Learning is not viewed by all as a good thing. Society uses education as a means to gain status. Academically, individuals that are less fortunate will always be confronted with a wide array of consequences and little support that they need. The ideas of these individuals are not typically shared by those of the privileged society. Those individuals who see value in educational attainment are far often those of privileged societies. There is often little opportunity and resources for those outside of this category; they tend to use informal methods for obtaining knowledge. The end result of both of these groups leaves a divide in those who seek versus those who do not choose to seek participation in formal and nonformal or vocational educational opportunities. What is your position on this topic?

Suggested Citation
Tolliver, Armãndo. (2011). It is a public option, not a public mandatory, hence optional. [Education Project Online]. Retrieved online at http://www.educationprojectonline.com/2011/08/contemplating-vocational-education.html