VOCATIONAL EDUCATION IN AN ERA OF EDUCATION REFORM

The education reform movement in America is rapidly moving from the issuance of prestigious reports to the adoption and implementation of specific reform proposals in the Congress, state legislatures, the state boards of education, the colleges and the local school districts. The AFT generally applauds the direction of these reforms, however, it is noted that virtually all of the reports and many of the reforms have either ignored the role of vocational education or have been hostile. We find this regrettable, and therefore recommend a series of changes which should be incorporated into vocational education programs.

Increased attention to academic subjects to assist vocational students in meeting the challenges of technological change throughout their careers and to participate in advanced postsecondary education opportunities;

Support for higher standards of student performance and improved discipline that make schools more attractive to attend and more productive and rewarding as places to teach;

Higher salaries that will help attract or hold teachers who might otherwise seek alternative careers in presently more lucrative fields;

The special contributions of organized labor, concerned business leaders, and educators have added perspectives to the reform debate that encourage the protection of vocational education programs for children with special educational needs or disadvantaged education or economic backgrounds;

The broad popular support for vocational education by parents, students, and their future employers in business and government can be a valuable asset in our efforts to solidify support for public schools and their programs in our fight against tuition tax credits.

At the same time, some of the reform proposals contain items that will be harmful to vocational education programs and staff. AFT is on record opposing changes to curriculum if they are to be at the expense of vocational education. Some of the suggestions on evaluation, compensation, and program support clearly do not address the needs of secondary or post-secondary vocational programs. We should be aware of the following areas of concern so that consideration of the needs of vocational programs can be incorporated into plans developed from reform proposals.

Efforts to reduce or eliminate vocational programs to provide time for expanded curriculum requirements should be opposed. There is room for, and a need for all students to have a broader understanding of mathematics, science, English, and other components of the general curriculum. There should be qualified licensed professionals to teach these subjects. The goal should be an increased level of quantitative reasoning, increased communication skills, and also application of these disciplines to the appropriate area of further study in a secondary vocational program or other post secondary opportunity. Coordination of programs at the school building level can be helpful in meeting the needs of all students, including those who will continue in vocational programs.

In some cases, statewide proposals for reform are the appropriate forum for action. In others, the refinement and implementation of the proposals will often be accomplished at the local district or campus level. The diversity at the local level can be addressed properly through the collective bargaining process, and AFT should continue to support the tailoring of reform proposals to local needs through collectively bargained agreements.

AFT continues to oppose traditional merit pay schemes, but understands as well that some locals may find alternate compensation plans that suit their needs. In the event plans are discussed, locals should consider the special needs of vocational teachers. Criteria for participation in these compensation plans should not exclude or penalize vocational teachers who often are certified but not necessarily college graduates; who are initially placed on the salary schedule according to prior salary and/or experience in their trade; who advance on the salary schedule without relying on advanced post-graduate degrees that may not be available in their fields; and who may be subject to different evaluation procedures than other teachers. Any rung of a career ladder attainable by some should be possible for all, with appropriate criteria for advancement included for vocational teachers.

Entry level testing, where introduced, should consider the course requirements for vocational teachers and assess competency in the field of preparation, as well as general qualifications necessary for teaching.  The standard applied to vocational teachers should fairly measure what has been proven as necessary for success in teaching a voca­tional subject.

The relationship to changing technology in vocational education may require additional in-service and professional development activities. This becomes especially important as evaluation procedures are applied that measure changing content and knowledge in a particular field.

Of equal importance in meeting the changes in technology will be the replacement and modernization of equipment used on vocational education programs. Sufficient levels of funding need to be allocated for this purpose, so that appropriate, high quality, and current experience can be obtained.

Attention to the deficiencies in the research on vocational education should be part of our national effort. Sensitivity to the needs of vocational teachers, labor, and business interests would be a welcome addition to the research agenda. AFT can help to focus the research on productive areas through promoting the involvement of teachers, representatives of labor and business in decisions to pursue or fund research questions that apply to vocational programs.

The shortage of qualified vocational teachers can be addressed through many of the recommendations found in our national policy on education reform. Improved working conditions, special attention to student discipline problems, and substantial increases in compensation to make teaching salaries commensurate with industry salaries will ease the problem schools and colleges face in attracting and retaining the best college graduates and non-degree faculties.