Editing Vocational education (section)

==Overview==
Historically, almost all vocational education took place in the classroom or on the job site, with students learning trade skills and trade theory from accredited instructors or established professionals. However, in recent years, online vocational education has grown in popularity, making learning various trade skills and soft skills from established professionals easier than ever for students, even those who may live far away from a traditional vocational school.{{Citation needed|date=May 2023}}

Trends have emerged in the implementation of [[TVET (technical and vocational education and training)|TVET]] and [[skill]]s development worldwide. From the late 1980s onwards a number of [[government]]s began to emphasize on the role of education in preparing learners effectively for the world of work. This school of thought, termed "new vocationalism", placed the skills needs of industry at the centre of discussions on the purpose of [[Public Education|public education]]. TVET and skills development were viewed as an important component in promoting [[economic growth]] in general and addressing youth [[unemployment]] in particular.<ref name=":2">{{Cite book |last=UNESCO |url=https://unesdoc.unesco.org/ark:/48223/pf0000265549 |title=Taking a whole of government approach to skills development |publisher=UNESCO |year=2018 |isbn=978-92-3-100282-3 |access-date=2020-03-03 |archive-date=2020-08-08 |archive-url=https://web.archive.org/web/20200808205100/https://unesdoc.unesco.org/ark:/48223/pf0000265549/ |url-status=live }}</ref>

General education systems had not been effective in developing the skills that many [[adolescence|adolescents]] and adults needed to secure employment in industry. The late 1980s and early 1990s saw the introduction and expansion of new vocational [[curriculum|curricula]] and courses, often developed in collaboration with industry, and an increase in the variety of work-based learning routes on offer to young people.<ref name=":2" />