Integrating vocational

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  • Society’s technological, economic, and cultural changes of the last 50 years have made many important mathematical ideas more relevant and accessible in work and in everyday life. As examples of mathematics proliferate, the mathematics education community is provided with both a responsibility and an opportunity. Educators have a responsibility to provide a high-quality mathematics education for all of our students.

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  • The previous section indicates that skills obtained after high school are central to workforce preparedness. The U.S. system of post-high school education and training has a diversity of options to obtain these skills, including four-year colleges, community colleges, private two-year colleges, public and private vocational-technical institutions, community-based organizations, and formal apprenticeship programs.

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  • There are many indications that schools have become increasingly vocation-oriented in recent years, with integrating many work-based courses in curriculum. Some academics advocate that sport and music classes should be cancelled in exchange for more academic classes, in an effort to help students beat other jobseekers. This argument has several strong elements that deserve attention.

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  • Business leaders can put aspiration into practice when they pursue their vocation, motivated by much more than financial success. When they integrate the gifts of the spiritual life, the virtues and ethical social principles into their life and work, they may overcome the divided life, and receive the grace to foster the integral development of all business stakeholders. The Church calls upon the business leader to receive—humbly acknowledging what God has done for him or her —and to give—entering into communion with others to make the world a better place.

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