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Implementing the “Education Consensus”:
The Federal Role in Supporting
Vocational – Technical Education
James Jacobs
munity College and
Community College Research Center, Teachers College
W. Norton Grubb
David Gardner Chair in Higher Education, . Berkeley and
Community College Research Center, Teachers College
March 2002
This paper was prepared for the Office of Vocational and Adult Education, . Department of Education pursuant to contract no. ED-99-CO-0160. The findings and opinions expressed in this paper do not necessarily reflect the position or policies of the . Department of Education.
Implementing the “Education Consensus”: The Federal Role in Supporting
Vocational – Technical Education
James Jacobs and W. Norton Grubb
Introduction
Until the Smith-Hughes Act of 1917, the first legislation specifically funding vocational education, There are problems of terminology, which we avoid. The original term for work-related education was vocational education, but, because this term has often been associated with low-quality programs, various synonyms have developed including vocational-technical education, career-technical education, occupational education (widely used munity colleges), and other hybrids. We use all these terms interchangeably, and we also note that professional education is the precise equivalent of vocational education, with all the same issues and controversies, at the alaureate level and above.
the federal government had not supported kindergarten through grade 12 (K-12) education at all. Inevitably, its enactment raised controversial issues of what aspects of education states should support—since education was and remains a state responsibility—and when the federal government might intervene. But there was a sufficiently strong consensus around the need for more vocational preparation to e opposition to federal funding, at least for limited purposes, and a broad coalition of business representati