Vocational Education’s Image for the 21st Century

The image of vocational education in the 21st century is difficult for secondary vocational education. The leaders of the new school reform campaign did not give it top priority. They think that it is separate from general education and not educational value and should be replaced with major academic courses. The best vocational training courses are expected to provide minimal training for low-level jobs at university to non-studying students (Silberman 1986). When asking professional educators to list the most serious problems faced in today's field, most people rank "top-ranking our image problems" ("People are me What do you think about them? ", 1997, p. 7).

"21st century skills" movement has a history of more than 10 years. However, educators are still asking important questions about how to advance the development of education in the 21st century. Since its establishment, NEA has become a supporter of the educational movement of the 21st century and hopes that educators will be able to advance their development in their own practice. Ten years ago, NEA supported the establishment of the 21st Century Skill Partnership (P21), and in 2002 developed for 2 years, the so-called "21st Century Learning Framework". Over the past 8 years, 16 states have participated in P21 and agreed to incorporate the results of the 21st century into standards, professional development and evaluation.

In the article entitled "Life and Vocational Education: Development of Transferable Knowledge and Skills in the 21st Century" created by the National Research Council of the National Academy of Sciences, the National Research Council defined the skills of the 21st century , Describe how skills are related to each other, and summarize. Evidence on technology in the 21st century As the first step to describe the '21st Century Skills', the National Research Council identifies the three areas of cognitive, interpersonal, and interpersonal competence, and at the same time three areas But I realized that they are intertwined in human development and learning. together. These three areas represent various aspects of human thought and are based on previous efforts to identify and organize aspects of human behavior. The committee has created the skills of the next 21st century in the above three fields.