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Does civic and vocational education differentiate from one another?

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Does civic and vocational education differentiate from one another?

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There are many differences between the two education systems

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The two education systems have have similarities

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Civic education creates an emphasis on skills such as communication and critical thinking in society whereas vocational takes a different approach focusing on technical, work related skills for employment.

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Depending on the goals you aim to achieve from going into one of these two education systems, each has a different outcome. Vocational education provides you the eligibility to enter the workforce after completion. This consists of career fields in STEM, the study of science, technology, engineering, and mathematics. Civic education allows for a far different result. It focuses more so on the societal process one aims to have in democracy with the understanding of constitutional rights and political issues. This also can be known as Liberal Arts, the academics of literature, philosophy, social, and physical sciences.

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Both civic and vocational education's purpose is to provide you with skills necessary to participate in today's society whether that be as citizens or actual workers. One may focus on "participatory readiness" whereas the other gives technical skills, but each allow for a form of higher learning that you may not receive from a standard education.

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Each education system has been through a series of inequalities. The vocational education focuses on economic inequality featured of the world being a "...product of explicit decisions that governments had made in the past," Rodrik writes "It was the choice of governments to loosen regulations on finance and aim for full cross-border capital mobility, just as it was a choice to maintain these policies largely intact, despite a massive global financial crisis"(10). This is not the only opinion individuals have on our system though. Daron Acemoglu and Jim Robinson argue, "It is the institutions and the political equilibrium of a society that determine how technology evolves, how markets function, and how the gains from various different economic arrangements are distributed” (10).

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On the one side, Rodrik argues that the economic policies and global financial struggles are the outcome of the governments' explicit decisions rather than the political equilibrium of society deciding its economic path. Acemoglu and Robinson highlight more so on how politics fall deeper in the economy's outcomes over time instead of just the government shaping these inequalities.

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Nonetheless, both education systems suffer from these inequalities. In the vocational system, economists saw technological change making jobs available to only high-skilled workers which made "the prin-cipal mechanism for convergence...the diffusion of knowledge" (10). Therefore, Piketty suggested to make educational institutions more accessible and inclusive for citizens with incomes of all brackets. This will help eliminate the privileged with higher incomes who have access to further education and jobs, to give other brackets these same benefits.

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"Thus an education focused not merely on technical skills, but also on what I call participatory readiness, provides a distinct and better way to promote equality through schooling. Moreover, the aspiration to educate for civic participation and not merely work has important distributive implications. The participatory paradigm demands a higher educational standard than the vocational, and meeting that standard requires that more resources be allocated for schools" (9).

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Whether you are receiving skills towards a career or as a civic participant, you are still furthering a higher type of education. In this quote, Allen focuses on going beyond technical skills (vocational school) to center more on participatory readiness which promotes equality in school, but it is your decision to choose the path you would like to take with insights on this.

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"Another source of motivation may have engaged them in politics, leading them, once engaged, to seek out the verbal and analytical skills needed to thrive as civic participants. Or verbal competence and social analytical skills may make engagement easier in the first place...The riches of the liberal arts of course extend well beyond verbal empowerment and social analysis, but these core activities are themselves of immense value" (13).

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Allen discusses the skills of pursuing a civic education in liberal arts. She emphasizes its teaching being on verbal and analytical skills as well as verbal competence and social analytical thinking. These expertise will assist you in having a successful job around liberal arts.

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Vocational schooling focuses on skills in technological settings otherwise known as STEM. Pursuing a degree in science, technology, engineering, and mathematics guides "...to ensure that young people, and society generally, can compete in a global economy" (9). She goes on to say "This view is tightly connected to a technocratic economic policy that focuses on the dissemination of skills as a way to reduce inequality in a technology dependent economy" (9).

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Allen argues that our economy is technology dependent and pursuing an education in STEM, or vocational, allows you to compete in our global economy. She highlights on the skill sets you receive from this type of education being technology based and a way to get in the workforce today.

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"We still need to cultivate capacities for social diagnosis, ethical reasoning, cause-and-effect analysis, and persuasive argumentation" (13).

"In the final analysis, the reliance on an exclusively vocational paradigm as the sole guide to education policymaking is a failure to meet the legal standard for securing a basic right" (13).

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Although Allen advocates for liberal arts education, she argues that we need these skills sets. She claims that if our society solely relies on vocational education, it shows our system to be failure of basic rights. She also emphasizes the importance of civil education and how these skill sets should be able to be applied in the real world. She talks about how having vocational education is very important, but we need to spread light on civil education as much as we do with vocational learning.