By Christy Martin, Ed.D.
Editor’s note: This is part one of a three-part series
Vocational and technical education quietly supports much of our daily life. If you are eating, living in relative comfort, healthy, and able to communicate through multiple devices, many of the people trained by career and technical education programs have played a direct role in providing those basic necessities. During the pandemic, these programs produced and prepared many of the essential workers who kept communities functioning: manufacturing staff, farmers, truck drivers, plumbers, electricians, HVAC technicians, technology specialists, and other skilled tradespeople. Their work sustains the infrastructure that meets our daily needs—even during shutdowns.
Career education has long been undervalued within public schooling. Over recent decades, some schools have shifted resources and emphasis toward academic metrics tied to college admission, while career and technical programs have sometimes been diminished or defunded. The challenges of recent months, including supply chain disruptions and the need for local production and services, have underscored the strategic importance of robust job training programs that do not necessarily culminate in a four-year degree.
When the national economy partially shut down in March, many workers deemed essential continued to deliver crucial goods and services. At times supplies ran low, and it became clearer that sustaining our lifestyle depends on a broad range of skilled occupations. The pandemic highlighted that a resilient society requires workers who keep food moving, buildings serviced, utilities operating, networks connected, and the physical spaces of daily life safe and comfortable.
Beyond our dependence on these roles, there is a demonstrable shortage of skilled workers. Employers across the country display numerous help-wanted signs, and sectors that rely on technical expertise and skilled labor report difficulty filling positions. Financial and personal stability can be achieved through many of these careers, yet the prevailing cultural message has often been that the only route to success is a traditional college degree. For some students, college is the right path; for many others, skilled trades and technical careers offer meaningful, well-paid, and satisfying alternatives.
Even before the pandemic, national analyses pointed to a widening gap between available jobs and qualified workers. For example, data cited by major outlets showed millions of unfilled positions juxtaposed with a smaller pool actively seeking work. An aging workforce retiring in record numbers has further opened vacancies across vocational and service sectors, creating both an urgent need and an opportunity for education systems to respond.
As educators and policy makers address immediate pandemic-related challenges—safety protocols, remote learning, and student well-being—we must also keep sight of public education’s long-term purpose. Schools exist to prepare young people to be capable, contributing members of a free society. That mission includes equipping students with a wide range of career-ready skills, not only academic knowledge for college but also practical, technical competencies that support local economies and daily life.
This moment provides an opportunity to re-evaluate and strengthen career education across the nation. Practical steps include reinvesting in vocational programs, expanding partnerships between schools and industry for apprenticeships or work-based learning, building flexible pathways that respect diverse student goals, and promoting awareness among families and students about the range of viable careers beyond four-year degrees. Doing so would help produce a well-trained, adaptable workforce capable of meeting current needs and future challenges.
Career and technical education can be an engine of economic resilience and individual opportunity. By reaffirming the importance of these programs, supporting teacher preparation in the trades, and aligning training with local and regional workforce needs, communities can better ensure that essential services remain strong and that students graduate ready to thrive in a variety of careers.
About the author
Dr. Christy Martin recently retired after more than 30 years in K–12 and higher education and an additional six years working in social services for foster youth. She views advocacy for at-risk young people as a calling. Since retiring in February, she has returned to writing, focusing on child welfare and school issues. She lives in East Tennessee, about 15 miles from the Great Smoky Mountains National Park.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on providing context for the shift in education to digital curriculum.