In ancient times, the requirements for living were very limited, so each individual would meet most of their own needs. As humanity progressed along the path of civilization, lifestyles gradually became more complex, means of achieving comfort improved, and people's dependence on one another increased. This led to a broader and deeper division of labor, which in turn helped continuously elevate standards of quality and craftsmanship.

The intense competition among industrial companies to produce higher quality products at lower costs has imposed unprecedented levels of professional performance quality. It has also driven the use of highly advanced technical tools and methods, while the phenomenon of automation has spread as an expression of this progress.

The mission of science is to explore the unknown, uncover natural laws, and analyze the complex factors behind various phenomena. However, none of this improves the quality of life in a tangible way unless it is translated into practical applications and embodied in methods and tools that bring comfort to people. This is achieved through the fruitful interaction between theoretical sciences and vocational and technical practices.

In addition to vocational education, there is technical education. Drawing a strict dividing line between the two is difficult, but it can be said that vocational education mainly aims to teach a trade or craft to those enrolled in it, often using less complex machinery and with less reliance on modern scientific theories.

Technical education, on the other hand, seeks to create an intermediate class between engineers and scientists on one side, and skilled workers on the other. At its highest level, it is the approach that attempts to explore the possibility of turning ideas and scientific discoveries into new systems, tangible products, and practical inventions. To achieve this, it does not only use advanced tools and methods, but also develops tools to help it reach its goals. Much of what applies to vocational education also applies to technical education, as both represent two levels of utilizing pure sciences and blending them creatively with experience and materials.

The Islamic nation’s need for technical and vocational education has two dimensions: a cultural-intellectual dimension and an economic-livelihood dimension.

As for the cultural-intellectual dimension, its importance lies in the fact that technical education provides the foundation where intellectual brilliance— with all its ambition and idealism—meets the laws of nature with all their firmness and rigor. This intersection helps to eliminate ideas that are mere illusions and cannot be manifested in reality due to the constraints of natural laws. On the other hand, through its associated experiments, it reveals vast horizons for the paths of creativity and innovation that can open before the human mind. Vocational and technical education enhances a person’s confidence in themselves by enabling them to control things, understand the relationships among them, and make the best use of them. One of the outcomes of this type of education is instilling respect for existing systems and laws, as students develop a deep sense of the necessity to comply with various life regulations—something that we are in dire need of today.

As for the economic-livelihood dimension, a single look at what has been achieved in the industrial field is enough to show people the importance of vocational and technical education. Industrial countries are the ones leading civilization and imposing living standards on other nations. Furthermore, there are huge numbers of young people who find no job opportunities due to weak industries and the lack of any trade or profession that can provide them with a livelihood. The Arabs used to refer to a man’s profession as his “asset,” because without it, he would be “lost.” This is exactly what many young people face today, as they find that the education they received in schools does not match the needs of the labor market. This has driven many of them towards delinquency, idling in the streets, or emigrating from their countries.

Vocational and technical education has become an effective tool for improving human living conditions. It has also become a tool for liberation from various forms of servitude and a means of change and renewal. Therefore, its advancement is an urgent necessity that cannot be postponed.

There is much to be said about the many benefits of vocational and technical education, and it is certainly worthy of praise. However, we must not forget that every branch of education remains necessary for the growth of life, but each is merely a sub-system within the larger developmental structure. When a country suffers from stagnation in development, thousands of technicians, technologists, and skilled workers may find themselves outside the labor market—just as is currently the case for graduates of theoretical colleges. This is evident in countries such as Egypt. When the Soviet Union collapsed and the state rid itself of the illusion of being a superpower, millions of its scientists and technicians—who were trained to the highest standards—found themselves unemployed. The growth of this type of education must therefore be a response to the demands of development plans that prioritize industry over agriculture or trade, and local production over imports. It is, in essence, the carriage, not the horse.