Integration of academic and professional education strategy is being reformed almost anywhere in the world. This type of learning is praised by the industry and is articulated by educators and politicians since the 1990s. Vocational A-levels and other hands on learning programs to help students achieve both academic and vocational skills. http://education. IXS. net. integrated training attempts to improve education and employment opportunities for youth to come, the concrete world that demand will be highly qualified workers. Integration of vocational training in university programs is caused by the stall and illiteracy, as well as criticism of employers and schools to provide employees the ability to solve problems, to think that no control, and Communication / employability – all vitally important to work in a global economy. Professional educators have to support the training too specific and the promotion of a dual structure, which was separate vocational and academic education criticized. School Educators, on the other hand, suffer criticism for the provision of programs that connect to participatory forms of learning and learning opportunities for students ‘real world’ is absent events (Grubb et al. 1991 ). Thus, “learning by doing” or “applied science” strategy aims to help schools prepare students for professional groups by skill level and they will become better and more effective professionals. WN Grubb in his research on the strategies applied scientists provide different ways to integrate the two streams effectively. These strategies should be adopted taking into account the local socio-economic scenario, first participation of the academic content of vocational training. This approach involves changing teachers in vocational training courses that include more academic content. However, this model is the separation of vocational courses and academic teachers or students will not eliminate the title of general education. The second combination of improving vocational teacher’s academic and academic skills in vocational programs. In this model, with teachers of general education, professional development programs and / or teaching, or to include more academic content in vocational education or related applied courses. Make the third academic courses more relevant to their work. Potentially all students (vocational and general track students) for this approach, the university teacher is the revision or introduction of new courses for more professional content courses (focusing for example, the adoption of academics) applied. 4th Curricular “alignment”: a change in both academic and vocational courses. This approach focuses on the content of vocational and academic courses and to examine the sequence of courses rather than considering that the change offers individual courses and independent. It requires collaboration between university teachers and professionals and promotes teamwork. The fifth major project as a form of integration. This approach includes both academic and vocational teachers in the organization of curricula for student projects. teachers get to develop new courses or the content and the change is the main advantage. The limitation is that the consequences may be small and no professional content on the integration. The sixth model of the Academy. In this school concept within schools, usually all four teachers and team teaching in mathematics, English, science, and education issue that is at the heart of the Academy. Each group of students studying these subjects with the same team of teachers for two or three years at the Academy, as well as all other subjects at school regularly. The seventh magnet schools and vocational schools. Secondary vocational schools have been relatively successful in integrating vocational and academic, particularly if teachers keep in mind the goals of the school and the ambition of students. Magnet schools, although the participation of students in some professional areas are concerned, were not conducive to integration in schools, which are often involved in solving the problems of desegregation. Eighth groups of occupations “career” and the majors of work. Career Clusters can be used both within comprehensive schools and vocational schools. Teachers are generally groups of occupations, rather than the traditional university departments or professional, will facilitate cooperation. For more information and details, visit: http://education. IXS. net / content / vocational training. php