National Training Framework and Vocational Education and Training Term Paper

National Training Framework and Vocational Education and Training Workplace - margin Paper ExampleVocational teachers, for the closely part--and certainly those who teach in trade, industrial, manufacturing and health occupations programs--did not (and do not today) have to follow the same teacher preparation or state certification rules as did other public school teachers. Throughout the 75-year history of federally supported vocational education, occupational teachers were active primarily because they had years of extensive experience in a craft or profession--such as automobile mechanic, cosmetologist, medical technician, carpenter, nurse, electrician or mason. When college degrees were deemed a minimal requirement for teachers in most states and in most subjects, vocational education was granted an exception. In effect, then, vocational and technical education always has had a untraditional or alternative approach to preparing and certifying its teaching force. This is an ap proach that dates to 1917, promulgated by Charles Prosser, the first administrative music director of the board, who believed that teachers trade experience would correlate with student outcomes. Today, some vocational-technical educators subscribe to that philosophy, while others lean more toward basin Dewey, who promoted a more general education to prepare teachers to help students ready themselves for a lifetime of information and change. A way of approaching (vocational) training that places primary emphasis on what a person fire do as a result of training (the outcome), and as such represents a shift out-of-door from an emphasis on the process involved in training (the inputs). It is concerned with training to industry-specific standards rather than an individuals effect relative to others in the group. (Australian Chamber of Commerce and Industry, 1992)