Abstract
What distinctions are there between vocational (career and technical) education and academic learning in college? In this essay, we compare broad academic and vocational program goals, embodied skills, tasks, and jobs, with a focus primarily on community college students. There is considerable overlap between the two types of education, so a separation of tracks presents a false dichotomy. In addition, vocational certificates, which often have little academic content, have attracted attention lately as a path to good jobs. New evidence indicates that degrees offer more substantial advantages than certificates in the labor market. We argue for an alternative framework for thinking about the optimal accumulation of skills in college. Rejecting the traditional distinction between vocational education and academic learning, we posit that educational paths are best understood as accumulations of general education followed by terminal work-related education. We label this the Gen-Tech framework and consider its explanatory power and implications for colleges and students.
Highlights
G oing to college is one of the most important economic decisions a person can make
This tension has existed for a long time and is currently institutionalized by the distinction between “career and technical education” (CTE) and Published under a Creative Commons
We propose an alternative framework for thinking about the optimal accumulation of skills in college
Summary
G oing to college is one of the most important economic decisions a person can make. A substantial body of research indicates that the average student benefits from going to college. We contrast the two in terms of their program goals, embodied skills, and implications for the jobs of college-educated workers.
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