This classification covers establishments primarily engaged in offering specialized vocational courses, not elsewhere classified. Also included in this industry are establishments primarily engaged in offering educational courses by mail. Offices maintained by such schools for the sale of correspondence courses are included. Excluded from this classification are beauty schools, barber schools, schools offering flight instruction, and schools offering academic training.
611513 (Apprenticeship Training)
611512 (Flight Training)
611519 (Other Technical and Trade Schools)
Thousands of students have learned a new vocation, explored an avocation, or earned a certificate or degree from the establishments operating in this industry. Students can enroll in schools or correspondence courses that provide training in fields as varied as banking, commercial art, construction equipment operation, electronics, practical nursing, real estate, restaurant operation, and truck driving.
Vocational schools have existed for more than 200 years in the United States. Initially, a vocational education program was part of a high school education, but independent schools were established after the 1972 Education Amendments recognized technical education as part of post-secondary education.
Vocational schools train students in hundreds of occupations, ranging from automobile mechanic to practical nurse. Programs emphasize hands-on training and use modern equipment and professional teaching techniques. Some schools maintain a variety of industrial contacts in order to keep up with the latest technology and better match the curriculum to job demands. Programs usually take between six months to two years to complete, and students who successfully complete a program typically receive diplomas or certificates. Almost all privately owned post-secondary training schools are approved by an accreditation agency.
Post-secondary training schools usually qualify for federal and state financial aid programs, and a large percentage of the students who participate in specialized trade programs receive financial aid.
Many institutions offer home study or correspondence courses. Variously called "distance learning," "alternative," "nontraditional," "external," and "off-campus" education, the field began to grow rapidly beginning in the mid 1970s. Home study provides an alternative for people who want to pursue an educational goal but do not want to sit in a classroom. The programs are particularly popular with the disabled, parents of young children, and people living too far away from an educational institution's campus to attend regular classes.
Approximately 3 million students pursue their educational objectives each year through independent study. Students can usually enroll at any time of the year and sometimes have as long as a year to complete a course. While students may enroll simply to learn about a particular subject, most often they take courses in order to improve their employability or upgrade their skills. Courses vary greatly in subject matter, skill level, and duration. These courses offer students the advantages of studying at their own pace and with a reduction in expense — there are no room and board or transportation costs.
In the not-too-distant past, correspondence courses were solely delivered through postal mail. Technology has changed this practice. Improved and less expensive telecommunications technologies have contributed to increasing interest in distance learning education. Today, distance learning provides educational programs and course materials to off-site students via interactive telecommunications networks, such as a computer modem (Internet or Intranet) or computer and video conferencing. Some are provided by cable or satellite television, videotapes and audiotapes, fax machine, or other modes of electronic delivery. Courses are offered for credit, non-credit, or professional certification.
Privately owned and operated home study schools offer vocational correspondence programs, and U.S. colleges and universities offer numerous correspondence and distance learning classes. Private foundations, nonprofit organizations, and the U.S. military also operate correspondence schools. Students who complete correspondence or distance learning programs generally receive diplomas or certificates. Depending on the course, an institution may grant credits transferable to a formal degree program, an external degree, a certificate, or Continuing Education Units (CEUs). Continuing Education Units is a nationally recognized system that provides a standard measure for acknowledging, accumulating, and transferring credit in continuing education programs. One CEU is considered ten hours of participation in an organized continuing education course taught under qualified instruction.
The U.S. Department of Education recognizes several organizations that accredit institutions offering correspondence or distance learning programs. The National Home Study Council, six Regional Accrediting Commissions, and nationally recognized accrediting associations are among these organizations.
One of the most interesting aspects of vocational education has been its ability to keep pace with demographic and socio-economic trends. As the booming economy in the latter 1990s gave Americans more leisure time and money to spend, vocational education in home improvement and culinary arts soared — so also did massage therapy, herbal medicine, landscaping, and gardening programs. One of the newest programs to enter the certification forum was in outdoor power equipment operation. By the late 1990s, 18 schools were either certified or had certification pending by the Equipment & Engine Training Council (EETC) for the outdoor power equipment industry. "Industry certification" of programs have helped to bridge the gap between completing a vocational program and finding related employment.
The 1997 statistics released by the Bureau of the Census for business and industry indicate that there were 253 establishments in the United States that offered programs in apprenticeship training and more than 2,500 trade and technical schools. About as many establishments offered vocational rehabilitation services.
The top vocational school company is National Education Corporation's subsidiary ICS Learning Systems, the world's largest provider of distance education in vocational, academic, and professional studies. In March 1997, National Education Corp. was acquired by educational services giant Sylvan Learning Systems, Inc. In the future, executives speculate that certain ICS courses could be migrated to technology platforms for learning center-based or Internet-based delivery.
Among technical institutes, DeVry Inc. headquartered in Oakbrook, Illinois, is an industry leader. In 1996, the institute earned $260 million in revenues. DeVry Inc. was founded in 1973 and owns and operates the DeVry Institutes of Technology, the Keller Graduate School of Management, Corporate Educational Services, and the Becker CPA Review. In 1996, 28,150 full-and part-time students were enrolled in the DeVry Institutes' Associate and Bachelor's degree day and evening programs in electronics, electronics engineering technology, computer information systems, technical management, telecommunications management, accounting, and business operations. DeVry's 1998 revenues were $308 million, with earnings of $24.2 million.
"Internet Connections." Office Pro, Aug/Sep 1998.
Kahmis, Jacob. "Popularity of Vocational Schools Shifts According to Focus." Pacific Business News, 7 December 1998.
"Regional Education Training Group," 1999. Available from http://www.netg.com/ .
"Schools Like Technician Certification Program." Landscape Management, 14 November 1998.
Comment about this article, ask questions, or add new information about this topic: