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Strong's original Inventory had 10 occupational scales. The original Inventory was created with men in mind, so in 1933 Strong came out with a women's form of the Strong Vocational Blank. In 1974 when the Strong-Campbell Interest Inventory came out, Campbell had combined both the men's and the women's forms into a single form.
Although the noun forms of the three words aim, objective and goal are often used synonymously, [1] professionals in organised education define the educational aims and objectives more narrowly and consider them to be distinct from each other: aims are concerned with purpose whereas objectives are concerned with achievement.
Holland defines the "Enterprising Type" as a person who has "a preference for actives that entail the manipulation of others to attain organization goals or economic gain...these behavioral tendencies lead in turn to an acquisition of leadership, interpersonal, and persuasive competences." [43] Sample majors and careers include:
Using the term "career and technical education" instead of "vocational education" Maintaining the Tech Prep program as a separate federal funding stream within the legislation Maintaining state administrative funding at 5 percent of a state's allocation
Career and technical student organizations (CTSOs) are vocational organizations primarily based in high schools, colleges and career technology centers. Often, on the state level, they are integrated into departments of education or incorporated as nonprofit organizations. Many states define CTSOs as "integral parts" of the high school and ...
Vocational secondary schools (szakgimnázium) provide four years of general education and also prepare students for the maturata (school leaving certificate). These schools combine general education with some specific subjects, referred to as pre-vocational education and career orientation.
Vocational education in the United States varies from state to state.Vocational schools or tech schools are post-secondary schools (students usually enroll after graduating from high school or obtaining their GEDs) that teach the skills necessary to help students acquire jobs in specific industries.
Technical-Vocational Education was first introduced to the Philippines through the enactment of Act No. 3377, or the "Vocational Act of 1927." [5] On June 3, 1938, the National Assembly of the Philippines passed Commonwealth Act No. 313, which provided for the establishment of regional national vocational trade schools of the Philippine School of Arts and Trades type, as well as regional ...
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