Journal of Vocational Education Research · 2002 · 161 citations · 22 references
EducationCurriculumVocational EducationCareer EducationCurriculum ReformTechnical EducationCareer AssessmentTechnical Education PolicyVocational CurriculumVocational Education CurriculumVocational Education PolicyVocational Education ReformCareer Education ReformEducational ProgramsProgram Evaluation ModelsTechnical And Vocational Education And Training ReformTechnical Education ReformVocational Curriculum DesignVocational Curriculum DevelopmentVocational Training
This paper examines the development of a conceptual framework for public career and technical education in the United States, drawing on collective principles, historical traditions, and the impact of 1980s–1990s educational reforms. The author seeks to use the framework to convey current and future critical issues affecting secondary and postsecondary CTE. The study clarifies the parameters of a conceptual framework and explores issues related to curriculum, instructional delivery, assessment, clientele, and program evaluation. A tentative framework is proposed, and its implications for CTE teacher‑preparation programs are discussed.
This paper examines issues related to the development of a conceptual framework for public career and technical education (CTE) in the United States of America (USA). A viable framework would reflect the collective principles of the CTE profession and be continually refined and improved. The paper begins with a clarification of the parameters of a conceptual framework. A brief review of historical traditions and views towards vocational education and the impact of the educational reform efforts of the 1980s and 1990s on vocational education, sets the context for the following discussion. The author then uses the development of a conceptual framework as a means to convey critical issues, both current and future, that affect secondary and postsecondary CTE alike. These issues are associated with curriculum, instructional delivery options, student assessment, career and technical education clientele, and program evaluation. A tentative conceptual framework is proposed, based on available information, and the implications of this framework for CTE teacher preparation programs is discussed.
22