Should vocational education be encouraged in schools?

Asked by: Sbanerjee
  • Vocational Education is good

    Vocational education allows students to become skilled in a particular field. Therefore, the students who enroll in vocational programs will have a high productivity compared to their inexperienced counterparts. Ordinarily schools don't equip their students with skills for particular fields. So those students who don't will have lower productivity and lower wages if they can't access higher education. Special interests want to keep the population dormant, unproductive, and unskilled so they can keep unskilled people dependent on them. So it makes sense why they discourage vocational education.

  • Yes it is desparately needed.

    I'm not a highly educated person, but have a bit of experience in a lot of areas. In this world I have found that the younger generation, as well as people my age have no idea how to do basic things anymore. I'm assuming vocational education means basic things like learning to sew, change your oil, change a light bulb...Etc.(The common sense things). This has been replaced by thumbing your way around an i phone. Vocational education means more than just formal "Education" it is for life as well. I'm not going to get into a big argument with the "Academics" about rounded educations and ....... But you know what....When your toilet is really plugged up... You don't call a physicist.

  • Give children options

    Not all children are university material whether it is due to educational ability or whether it is due to other circumstances in their lives, then they should have the chance to access vocational education in schools without it being regarded as less important than a university education. I wish I had the chance of a vocational education

  • Different future interests should be respected

    Vocational (trade) school should be properly balanced with other "core subjects" "such as social studies, science, etc), but nonetheless trade school is very important, too. In some schools, only until 9th grade are electives offered for teenagers. I believe that trade school should be integrated much earlier on. For example, in 5th 6th or 7th grade-up electives should be offered, or even in most grades moving up. Multiple ideas are that: one-"vocational electives" of the students choice are inserted into their schedules, or two- teachers could offer their knowledge (for free or through taxes) at after school "vocational sessions". In summary, vocational learning should be in the future an integral part of education, and should be used to teach a culmination of jobs/skills (welding, woodworking, auto mechanics, guitar building, electrical skills, computer coding, hair styling, etc.

  • Trades and Vocation are Important

    Not everyone is academically minded or college bound. Many students recognize this long before they graduate from high school. Some students are particularly skilled in working with wood or metal and want to pursue trades in those fields. Other students are interested in automotives or mechanics and don't want to go to college. That option should be respected and offered to them.

  • Yes they should.

    Some students cannot afford to pay for education outside of high school. Preparing them early ensures that they will have a successful future. If students graduate high school with knowledge in specific field, they will stay out of the streets and get straight to work. It is a win- win situation.

  • It is essential

    Encouraging 100% of students to attend a university regardless of whether they're qualified, weakens the value of a bachelor's degree, increases competition and suppresses wages for the jobs available when they do graduate, leaves them in a difficult situation with student debt and a lack of options when they fail to graduate, and creates a shortage of workers in vocational industries with well paying jobs.

  • No it shouldn't.

    Inculcates expansive study under a short span of time.
    Does not promote holistic development.
    Improper delineation of core objectives of the program- in Hungary it is reflective of class disparities while in South Korea it offers recourse to non-performing students.
    Exposes them to high-risk factors due to their unilateral approach.

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