CURRENT ISSUES OF VOCATIONAL AND TECHNICAL EDUCATION IN THE USA
DOI:
https://doi.org/10.31110/2616-650X-vol14i7-006Keywords:
career and technical education, vocational education in the USA, community colleges, Perkins V, workforce development, digital transformation, accountability systems, stackable credentialsAbstract
The article provides a comprehensive analysis of the organizational features, functioning, and current development trends of the Career and Technical Education (CTE) system in the United States under the conditions of digital transformation and the knowledge economy development. It is substantiated that vocational and career and technical education in the USA functions as a strategic mechanism for human capital development integrated into state policy in the fields of workforce development, innovation, and economic competitiveness. The conceptual differences between the notions of VET and CTE are clarified, and it is established that the concept of CTE reflects the specific features of the American model of vocational preparation focused on the integration of academic learning, technical competencies, and students’ career development. The historical stages of CTE development and the regulatory framework of its functioning are analyzed, particularly the role of Perkins V legislation and the peculiarities of the decentralized governance model of vocational education in the USA. The study highlights the multi-level structure of the CTE system, encompassing secondary and postsecondary education, community colleges, technical institutes, and employer-based programs. The role of community colleges as a key institutional component of the U.S. vocational education system is determined, particularly in ensuring transfer pathways, awarding associate degrees, professional certificates, and stackable credentials. The article also analyzes current directions of state policy in the field of CTE, including the development of accountability and data systems, mechanisms of access and equity, and the alignment of vocational education funding with local labor market needs. It is established that the contemporary CTE system combines a high level of adaptability and workforce orientation with several structural challenges, including interstate variability of vocational training models, unequal resource distribution, the dominance of quantitative assessment indicators, and the risks of student segmentation. Particular attention is paid to the trends of digital transformation in CTE, including the implementation of blended learning, AI-powered simulations, digital platforms, learning analytics, and work-based learning. It is generalized that the modern CTE system in the United States is undergoing dynamic reform and transformation into a flexible, digitalized, and career-oriented model of vocational education integrated with the needs of the high-tech economy and labor market.
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