Transportation industry employers are expected to hire and train roughly 4. Preliminary analysis indicates that projected annual job openings are 68 percent larger than annual completions of related educational programs across selected transportation occupational groups.
This highlights a significant skills gap that must be addressed to meet expected industry demand. As the infrastructure, construction, and transportation fields are growing faster, four-year degrees are becoming less of a necessity, according to the Bureau of Labor Statistics.
Although overall participation in the occupationally specific curriculum declined somewhat over the decade from to , trends varied by program area. The percentage of graduates completing at least one course in the technical and communications area, as well as the average number of credits earned in this program area, increased between and tables 55 and In contrast, both the percentage of graduates completing at least one trade and industry course and the average number of trade and industry credits earned declined over the decade.
The NAVE found that these occupational enrollment patterns appeared to follow labor market trends. Business was followed in popularity by health 11 percent and then trade and industry 8 percent programs. Figure Percentage of nonbaccalaureate postsecondary students majoring in vocational fields, by program area: Program enrollment varied significantly by institution type table Students at private proprietary; private, nonprofit 4-year; and public 2- to 3-year institutions were more likely to major in business than students at public 4-year institutions.
In contrast, students at public vocational-technical institutes and private proprietary schools were much more likely to major in trade and industry than students at all other postsecondary institutions.
Vocational Concentration and Specialization at the Secondary Level The NAVE found that concentrating one's vocational coursetaking resulted in higher earnings, especially if students entered training-related jobs.
About 24 percent of high school graduates were vocational "concentrators," earning 3 or more credits in a single occupational program, and about 8 percent of graduates were vocational "specialists," earning 4 or more credits in a single program with at least 2 of these credits beyond the introductory level tables 34 and Lack of focused coursetaking was not restricted to the vocational curriculum.
The majority of high school graduates 60 percent failed to meet the criteria for either the college preparatory or vocational specializations figure 5 and table Figure Percentage of public high school graduates, by area of specialization.
While graduates were more likely to complete at least one course in business than in any other occupational area, they were more likely to concentrate in trade and industry programs. Specifically, 10 percent of high school graduates earned 3 or more credits in trade and industry, while 8 percent earned this number of business credits table Nearly half of all vocational concentrators concentrated in the trade and industry curriculum, although business was the most frequent vocational concentration among college preparatory graduates.
Technical and communications and health programs had the fewest concentrators among all graduates, perhaps due to a lack of available courses. The disparity between a high level of coursetaking and low level of concentration in business and in technical and communications may be due to students electing not to concentrate in these areas.
The NAVE attributed the disparity to many students seeking computer-related coursework through these programs rather than specific occupational preparation. In fact, 20 percent of high school graduates who earned 8 or more vocational credits and about 25 percent of those who earned 4 or more occupationally specific credits did not take a single occupational course above the introductory level table Among all graduates, twice as many took introductory occupational courses as took advanced ones 75 percent compared with 35 percent.
Vocational concentrators in marketing were more likely than concentrators in other program areas to take advanced courses in their area of concentration 86 percent of marketing concentrators took advanced marketing courses table Sex and race-ethnicity were related to differences in participation in vocational education at both the secondary and postsecondary levels.
Secondary Level High school vocational course-taking patterns differed for males and females. Male graduates in earned about one-third more occupationally specific credits, while female graduates earned almost twice as many consumer and homemaking education credits table 4. Furthermore, the percentages of males and females completing at least one occupational course differed significantly in all program areas except marketing table In particular, males in were more than twice as likely to complete at least one course in agriculture and in trade and industry, while females were more than twice as likely to complete at least one course in health and in occupational home economics figure 6.
Figure Percentage of public high school graduates completing one or more courses in occupational programs by program area, by sex. Between and , there was little increase in the percentage of students participating in occupational programs that were nontraditional for their sex table Rather, the gap narrowed because of a drop in participation for males. Moreover, the gap in participation for males and females remained about the same in agriculture, health, and occupational home economics.
However, while females in were more than one and a half times as likely as males to participate in business, this gap narrowed significantly by The patterns of vocational concentration for males and females were similar to those for coursetaking tables 34 and Males were more likely than females to be vocational concentrators and specialists, while females were more likely to be in the college preparatory track.
Additionally, males were more likely to concentrate in agriculture, trade and industry, and technical and communications, while females were significantly more likely to concentrate in business, health, and occupational home economics. Native Americans appeared to earn above average numbers of vocational and occupationally specific credits, and Asians below average numbers of these credits, although these differences were not statistically significant possibly due to the small sample sizes for these groups table 4.
Native American graduates also appeared both to concentrate and specialize in vocational education at above average rates, although these differences were once again not statistically significant tables 34 and However, Native Americans had higher than average rates of concentration in trade and industry programs, and lower than average rates in programs offering computer coursework, including business and technical and communications.
White, 29 black, 30 and Hispanic graduates differed little from the overall pool of high school graduates in terms of the numbers of vocational and occupationally specific credits they earned and their rates of concentration and specialization. These groups also exhibited no consistent patterns of over- or underparticipation in specific occupational programs.
Postsecondary Level The majority 57 percent of nonbaccalaureate postsecondary students in were female table In fact, females represented the majority of the student populations at five of the six types of postsecondary institutions in the study, with the exception of public vocational-technical institutes, where males and females participated at similar rates.
This enrollment pattern was reflected among students who reported majoring in vocational programs, with the majority 54 percent of all vocational majors being female. Females were in the minority among vocational majors at public 4-year institutions only. Most 74 percent nonbaccalaureate postsecondary students in were white table However, the racial-ethnic composition of students varied markedly by institution type.
This percentage represents all claims against debtors arising from the sale of goods and services and any other miscellaneous claims with respect to non-trade transaction. It excludes loan receivables and some receivables from related parties.
This percentage represents tangible assets held for sale in the ordinary course of business, or goods in the process of production for such sale, or materials to be consumed in the production of goods and services for sale.
It excludes assets held for rental purposes. This percentage represents all current assets not accounted for in accounts receivable and closing inventory. This percentage represents tangible or intangible property held by businesses for use in the production or supply of goods and services or for rental to others in the regular operations of the business.
It excludes those assets intended for sale. Examples of such items are plant, equipment, patents, goodwill, etc. Valuation of net fixed assets is the recorded net value of accumulated depreciation, amortization and depletion.
This figure represents the average value of all resources controlled by an enterprise as a result of past transactions or events from which future economic benefits may be obtained. This percentage represents obligations that are expected to be paid within one year, or within the normal operating cycle, whichever is longer. Current liabilities are generally paid out of current assets or through creation of other current liabilities.
Examples of such liabilities include accounts payable, customer advances, etc. This percentage represents all current loans and notes payable to Canadian chartered banks and foreign bank subsidiaries, with the exception of loans from a foreign bank, loans secured by real estate mortgages, bankers acceptances, bank mortgages and the current portion of long-term bank loans. This percentage represents obligations that are not reasonably expected to be liquidated within the normal operating cycle of the business but, instead, are payable at some date beyond that time.
It includes obligations such as long-term bank loans and notes payable to Canadian chartered banks and foreign subsidiaries, with the exception of loans secured by real estate mortgages, loans from foreign banks and bank mortgages and other long-term liabilities. This percentage represents the obligations of an enterprise arising from past transactions or events, the settlements of which may result in the transfer of assets, provision of services or other yielding of economic benefits in the future.
This percentage represents the net worth of businesses and includes elements such as the value of common and preferred shares, as well as earned, contributed and other surpluses. This figure must match total assets to ensure a balance sheet is properly balanced.
Toggle navigation. By Sector. Other Sectors. In the United States, since the passage of the GI Bill , college has been pushed over vocational education. This college-for-all narrative has been emphasized for decades as the pathway to success and stability; parents might worry about the future of their children who choose a different path. Read more: The world might be better off without college for everyone.
Dennis Deslippe and Alison Kibler are both college professors at Franklin and Marshall College in Lancaster, Pennsylvania, so it was a mental shift for them when, after high school, their son John chose to attend the masonry program at Thaddeus Stevens College of Technology, a two-year accredited technical school.
John was always interested in working with his hands, Deslippe and Kibler say—building, creating, and repairing, all things that his academic parents are not good at, by their own confession. Initially, we needed some clarity about what masonry exactly was. Does it include pouring concrete, for example? Four in 10 adults under the age of 30 have student-loan debt, according to the Pew Research Center. Earning potential does not always offset the cost of these loans, and only two-thirds of those with degrees think that the debt was worth it for the education they received.
Vocational and technical education tends to cost significantly less than a traditional four-year degree. This stability is appealing to Marsha Landis, who lives with her cabinetmaker husband and two children outside of Jackson Hole, Wyoming. Landis has a four-year degree from a liberal-arts college, and when she met her husband while living in Washington, D.
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