Integrating Academic and Vocational Education: Guidelines for Assessing a Fuzzy Reform.

Overview & Synopsis

The 1990 amendments to the Carl D. Perkins Vocational Education Act of 1984 require the National Assessment of Vocational Education (NAVE) to evaluate integration of academic and vocational education. NAVE's study has three integration goals: (1) to examine the themes and research issues; (2) to identify data and data gaps; and (3) to address evaluation problems. Integration appears to raise enrollments in vocational education. Eight models have been identified, each with several variants. Integrated courses provide problem-solving, teamwork, communication, generic, and basic skills. Integration can change either a vocational or academic program. Research suggests that three elements are involved: vertical or horizontal alignment; pedagogy; and organizational structure. The integration movement has caught the interest of policymakers, educators, and academicians because they must articulate plans for integration in order to receive funds. Researchers will study secondary and postsecondary integration issues by using case studies and surveys to identify themes and supply data. Timing, consequences, and outcomes must be considered before determining the course of action. (One table and 14 references are included.) (NLA)