An Assessment of the historical arguments in vocational education reform

The historical development of vocational education in the 20th century reveals 2 distinct visions on its role in preparing students for occupational and social life. Concerned with the present popularity of instrumental skills curricula in vocational education, this paper proposes an alternative approach that protects democratic ideals while still preparing students for future career challenges. It argues that a morally-appropriate model for vocational education is found within the comprehensive democratic approach developed by Dewey (1916), rather than through narrowly conceived skills-based programs. Responding to various political, economic, and social forces, current debates on the future of public schooling are increasingly framed within the discourse of occupational relevance, globalization, and international market competition. Reflecting a historical pattern consistent with various market economy crises, governments and corporations from industrialized countries around the world are heralding vocational education reform as a major determinant of economi