Vocational education and training
Every normal citizen is faced with the problem of acquiring some skill for which the community is prepared to reward him. He may, like the engineer, add years of special study to the normal years of schooling, or like the unskilled labourer learn on the job to use a pick and shovel, or like the artist live on a crust in the hope that society will eventually recognize his talent. [p.3]
It is obvious that educational planning must take special account of this problem of preparing for livelihood. The problem has many different facets. At what age should preparation commence? Should it, or can it, be clearly marked off from general education? At what sort of institution should it be given? Should we require or should we discountenance early specialization in such training? By what means and at what age should young people decide what particular form of livelihood-training they will seek? Should it be under the same form of administrative authority as general education? Should it include compulsory part-time training after entering into a job? What proportion of our youth at present fail to receive any specific training for their life work? Can we have too many trained men? [p.3-4]
If we are to face the problems which lie ahead we must raise· the standard of citizenship in Australia. The aspect of citizenship with which we are here concerned is that of vocational efficiency. [p.4]
Phillips, Leslie William, "Education for livelihood." (1946).
Copyright 1946 Australian Council for Educational Research
Place of Publication
Australian Council for Educational Research