Policies and challenges of vocational education: a comparative analysis of Brazil, the United States, and Costa Rica

Abstract

This article provides a comparative analysis of vocational education policies and challenges in Brazil, the United States, and Costa Rica, highlighting both convergences and divergences across the three contexts. The aim is to examine how these countries structure vocational education in response to transformations in the world of work, curricular integration, and contemporary socioeconomic demands. The study adopts a qualitative, descriptive, and comparative approach, grounded in a review of academic literature and official documents. Sources include national legislation, reports from international organizations (UNESCO and OECD), peer-reviewed articles, and government documents. The findings indicate that Brazil has made normative advances through the integration of secondary education and technical training, but continues to face challenges in implementation and teacher professional recognition. The United States has consolidated a flexible model closely linked to the productive sector, supported by greater recognition of the teaching profession, although persistent inequalities in access remain. Costa Rica stands out for inclusive and community-based initiatives, but faces tensions between international pressures and local needs. The study concludes that there is no single successful model for vocational education; instead, diverse approaches reflect historical, cultural, and socioeconomic realities. For Brazil, the analysis suggests the importance of strengthening the integration of theory and practice, enhancing the value of the teaching profession, and expanding partnerships with the productive sector, while maintaining inclusive and context-sensitive.