| A comparative study of foundations and organizations for vocational-technical education in Sweden and the United States was conducted in two stages. The first stage was review of literature and case study design. The second stage consisted of interviews with policy makers and professionals in the field of vocational-technical education in Sweden and the United States. It investigates the decentralization of Sweden's educational system and the reform in vocational-technical education. The paper examines how economic and social ideology impacts the role of vocational-technical education. Four principles are defined for vocational-technical education in Sweden and the United States: (1) business and labor as partners in vocational-technical education; (2) government policy and program for vocational-technical education to promote employment; (3) vocational-technical education is highly regarded, highly developed; (4) on-the-job training an integral part of vocational-technical education. Four implications for vocational-technical education in the United States are: (1) increase government support for and public image; (2) increase effective involvement of business, industry, and labor; (3) re-think vocational-technical education in terms of structure of organization and administration; (4) reorganize vocational-technical education to reflect importance of apprenticeships. Further comparative studies in international vocational-technical education in developed/developing countries are recommended involving: cost benefit analysis, planning and evaluation procedures, inservice/preservice training, curriculum research and development, centralize versus decentralization of administration in vocational-technical and adult education and training. |
