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Technical Education Consortium (NASDCTEc)

Nine CTE Programs of Study Receive the Excellence in Action Award

April 16th, 2015

Last week we recognized our 2015 “Excellence in Action” award winners, representing the best Career Technical Education (CTE) has to offer. These programs of study were selected based on their uniquely inventive and effective approaches to award-blogstimulating student learning, offering extensive work-based learning experiences, maintaining strong partnerships with industry and community organizations, and preparing students for postsecondary and career success. Nine award winners from across the country were honored during a luncheon and reception at the NASDCTEc 2015 Spring Meeting in Washington, D.C.

The winners are:

  • Agriculture, Chicago High School for Agricultural Sciences, Illinois (Agriculture, Food & Natural Resources Career Cluster)
  • Heating, Ventilation and Air Conditioning, Upper Valley Career Center, Ohio (Architecture & Construction Career Cluster)
  • Academy for Business and Finance, Bergen County Technical Schools – Bergen County Academies, New Jersey (Business Management & Administration Career Cluster)
  • Emergency Medical Services, Walters State Community College, Tennessee (Health Science Career Cluster)
  • Culinary Arts Academy, Lorain County Joint Vocational School, Ohio (Hospitality & Tourism Career Cluster)
  • Early Childhood Education, Henderson County High School, Kentucky (Human Services Career Cluster)
  • Welding Technology Program, Butte-Glenn Community College, California (Manufacturing Career Cluster)
  • Marine Biology and Biological Oceanography, Marine Academy of Science and Technology, New Jersey (Science, Technology, Engineering & Mathematics Career Cluster)
  • Transportation, Distribution and Logistics Academy, Omaha Bryan High School, Nebraska (Transportation, Distribution & Logistics Career Cluster)

blog-2In addition to the award ceremony, winners will invited to present their programs of study to meeting attendees. “These Excellence in Action award winners exemplify everything that high-quality CTE programs can and should be,” said Kimberly Green, Executive Director of NASDCTEc. “These programs have students graduating at above average rates, are aligned with employer and industry needs and certification standards, and build meaningful partnerships, all to prepare students to succeed in their careers.”

Two-page profiles of each winner, detailing their unique strengths and opportunities are available here.

Katie Fitzgerald, Communications Associate 

Inside International CTE: Switzerland Part Two

March 26th, 2015
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A Swiss manufacturing apprentice demonstrates his work. Photo courtesy of Heather Singmaster.

Today Heather Singmaster continues her interview with Ursula Renold, head of the Education Systems field of research in the KOF Swiss Economic Institute on the Swiss vocational education and training system (VET or career and technical education system as we call it here in the U.S.). This is presented in partnership with Asia Society’s Global Learning blog on Ed Week .

Many consider the Swiss system one of the best in the world. But every system has its challenges – what are yours? What are some solutions you are looking to implement?

There are specific areas we have identified as challenges and solutions we are pursuing:

Demographic changes: We have an aging workforce and not enough students to replace them in the VET system. Therefore, we are looking at ways to “re-tool” all employees and raise their productivity with further education.

Potential perception issues: We continue to fear that too many parents will insist their children pursue a university pathway instead of the VET pathway, thereby weakening the economy (something experienced by Denmark, which also had a strong apprenticeship program). An international dialog and exchange of knowledge on the importance of VET competences to close the 21st century middle skills gap is one of the solutions to this problem. Another route is to connect the worldwide community of scholars and experts, which could provide the evidence and the rationale for well-balanced educational diversity.

Globalization: The increase of international companies working in Switzerland threatens the VET system. These companies do not have a tradition of VET and are therefore less supportive of the system. It is very important to launch an information campaign for multi-national companies and newcomers to Switzerland who are not familiar with the VET system so that they can understand the comparatively outstanding outcomes of our VET system.

What do you think the future of VET/CTE in your country looks like?

I am confident our VET system will evolve in line with the changes in the world of work because of the role industry associations play in defining curriculum content and educational standards. These partners will continue to adapt those frameworks to meet the future needs of their industries every three to five years. Due to the fact that technology-forward companies often advance such revisions, small to medium size companies will continue to profit from spillover effects because they too will have to apply the best available technology if they would like to offer an apprenticeship. We also anticipate apprenticeships forming in new and additional industries if there is a need due to the high flexibility of our system.

What advice do you have for other systems attempting to reform their VET/CTE systems? What are some of the policies in Switzerland that could assist others in overcoming the challenges they face in VET/CTE?

That’s maybe the most difficult question. There is no simple solution for other countries. One has to take into consideration the context and ecosystem of a country. But there is one crucial aspect, which should be carefully analyzed: What is the link between education and employment systems – e.g. governance, curriculum design and curriculum application? According to my experience, most countries that are trying to reform their CTE/VET system are struggling with this issue and do not know how to bridge education and employment systems in an effective way. Therefore, our Swiss Economic Institute (ETHZ) is launching a policy development program for education policy leaders that includes a summer policy seminar to help participants to tackle these problems and to assist them in building capacity in their own region. For more information please contact me: [email protected]

Follow NASDCTEc, Heather, and Asia Society on Twitter.

Katie Fitzgerald, Communications Associate

Inside International CTE: CTE in Switzerland

March 24th, 2015

Today Heather Singmaster interviews Ursula Renold, head of the Education Systems field of research in the KOF Swiss Economic Institute on the Swiss vocational education and training system (VET or career and technical education system as we call it here in the U.S.). This is the second in our series on international best practice in career and technical education (CTE), presented as part of our ongoing partnership with Asia Society’s Global Learning blog on Ed Week . 

1. What is the progression of Vocational Education and Training (VET)/CTE in Switzerland?

Please see the chart below as well.

Students chose at age 15 if they want to pursue a traditional university route or if they will follow the vocational education pathway. All young people from eighth grade on have access to comprehensive guidance counselling. This includes access to a national, online database of available apprenticeships, career testing to see where their skills match to job or academic requirements and then assistance with applying for an apprenticeship. VET students will learn and work at an apprenticeship for three or four years, while simultaneously continuing their studies in math, science, languages, etc. These studies are tied to their career – so they are learning in the classroom and then applying those skills on the job every week.

When they finish they earn either a Certificate (for the two-year apprenticeships) or a diploma (for three- or four-year apprenticeships). More academically gifted young adults can earn a Federal Vocational Baccalaureate degree at the same time as or after the apprenticeship. This will allow them to enter directly into a University of Applied Sciences, which is a university that specializes in applied research and development. With an additional year of general education, young adults with a Federal Vocational Baccalaureate can even enter directly in a conventional university.

We have built in a high degree of permeability in the system, which allows for a multitude of career pathways for young people. There are no dead ends. With every degree there comes further education options, thus VET is a very solid foundation for lifelong learning

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2. Please describe the landscape of Career Technical Education/VET in Switzerland:

  • What percentage of the student population is a CTE/VET student? 

Two out of three young adults are enrolled in VET/CTE, compared to the 25 percent of young adults who pursue the traditional university route after leaving compulsory school. However, we found that many of those students end up switching over to the vocational education pathway after a year of university or vice versa. Those with a VET background may continue their studies at universities.

  • What sectors/fields of study does it encompass? Which are most popular with students?

Switzerland offers around 230 VET pathways for young adults between the ages of 15 and 19. The most popular VET sector is the commercial sector, covering about 25 percent of all apprenticeships and including industries such as banking, finance, manufacturing, retail and travel. Other highly favored VET pathways are health care and information technology (IT).

  • How is CTE/VET funded in Switzerland (publicly, privately, by federal or local funds, etc.)

The VET system is run and paid for by three partners working together – the federal government (or Confederation), the states (26 Cantons) and around 600 professional organizations representing industry. Both the government and the education community are clear that the system works because it is designed to meet the needs of industry. Therefore, the VET system enjoys enormous support from the employer community. The government works closely with business to set the standards and design the curriculum, putting industry associations in the driver seat for setting program expectations and content.

Business also provides the apprenticeships and pays for more than half of the cost of the system because they regard the apprenticeship as a mid-term investment in their future workforce. Periodic cost-benefit analyses show that the costs are offset by the productivity of the apprentices during the two-, three-, or four-year apprenticeships. Employers see the system as beneficial both to themselves as well as to the students who gain experience, are paid good wages (averaging between US$700 – $1,000/month) and are treated with respect as adults.

3. What are the major goals of VET/CTE in Switzerland?

Among others, the VET/CTE system should provide young professionals with the knowledge and skills relevant to the labor market so that they easily find a well-paying and satisfying job. The VET system should articulate the skills required by the labor market. Hence, the VET system has to secure the volume of labor market quantitatively and qualitatively that is necessary for prosperity and social development.

Come back on Thursday for part two when Ursula discusses the common challenges of CTE/VET in Switzerland and the world and provides advice on overcoming them.

Follow NASDCTEc, Heather, and Asia Society on Twitter.

Katie Fitzgerald, Communications Associate

This Week in CTE

March 20th, 2015

TWEET OF THE WEEK
@NOCTI1 “Your First Year in CTE: 10 Things to Know” provides many hands-on examples and resources for use in teaching within the CTE classroom blog-thumbnail-thiswek
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ARTICLE OF THE WEEK
Obama and Walker: Both Wrong
A study of 150 CEOs, plant managers, human resource directors, educators and administrators throughout Wisconsin show that filling the skills gap is a multipronged approach. Employers not only want employees with strong technical expertise, but someone who will work hard and think creatively to solve problems, a true mix of hard and soft skills. A few educators and trainers in Wisconsin have developed innovative models of education for training learners across the skills spectrum.
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RESOURCE OF THE WEEK
A Framework for Coherence: College and Career Readiness Standards, Multi-Tiered Systems of Support and Educator Effectiveness
Center on Great Teachers & Leaders at the American Institutes for Research released an issue brief detailing how the alignment of college and career readiness standards, educator effectiveness systems and positive behavioral supports, or Multi-tiered systems of support, can positively impact instruction while also supporting at-risk learners.
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MEDIA OF THE WEEK
National Agriculture Day
FFA’s National Agriculture day was March 18. Learn more through this video.
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PARTNER UPDATE OF THE WEEK
DECA has partnered with Working in Support of Education (w!se) and American Hotel and Lodging Educational Institute (AHLEI) to offer a variety of certifications.
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Katie Fitzgerald, Communications Associate

This Week in CTE

March 13th, 2015

TWEET OF THE WEEK
@DiscoveryEd There are 600,000 unfilled manufacturing jobs right now.  Think about that. Not always about ‘future’ jobs.  #CorpsInEdu blog-thumbnail-thiswek@alcoafoundation
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ARTICLE OF THE WEEK
Career and Technical Education Should be the Rule, Not the Exception
Tim Hodges, PhD, Director of Research for Gallup’s Education Practice makes a detailed case for why Career Technical Education (CTE) is critical to all student’s education. Research shows not only are skills more important than where a student graduated from to employers, but also that CTE concentrators in high school are 15 percent more likely to graduate than the national average. Hodges goes on to highlight his own experience in CTE courses, and how learning skills like fundraising, budgeting, teamwork and mentorship were key components to his work today.
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MEDIA OF THE WEEK
Digital Learning Day
It’s Digital Learning Day, and the Alliance for Excellent Education is live streaming the event featuring schools from across the country as they discuss how using technology effectively benefits their school. The program begins at 1 p.m. eastern.
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PARTNER UPDATE OF THE WEEK
Teaching 21st Century Skills
March 18, 8 p.m. Eastern Time
This month, the College and Career Readiness and Success (CCRS) Center is partnering with the Center on Great Teachers and Leaders (GTL Center) for their monthly Twitter chat. Join the conversation on Wednesday, March 18, using #CCRSchat.

Katie Fitzgerald, Communications Associate 

You Spoke – We Listened. How we’ve Changed the 2015 Spring Meeting

March 11th, 2015

Every year we take your evaluations from previous meetings and adjust our agenda, presentations and topics based on your reviews. Here are some of the ways we’ve made changes to this year’s NASDCTEc Spring Meeting in Washington, DC. For more information, take a look at our full agenda.cherry-blossoms-at-jefferson-150x150

“Suggest in future you think about having interactive breakout sessions. We ask that our teachers engage our students in contextualized…we should do the same.”

Great suggestion! To make sure that there’s a balance between didactic and hands-on learning, we’ve structured this year’s meeting around a variety of keynotes, panels, breakout sessions and discussion roundtables. We want to make sure that you’re hearing from panelists, but encourage you as a CTE leader, to share during these sessions as well.

“How do we change the perceptions of CTE amongst key stakeholders (parents, business, students, administrators, etc.)?”

Though we have come a far way in advocating for CTE as education for all students, we still have work to do. We encourage you to join the Overcoming CTE Myths collaboration roundtable, where you’ll work with your peers to come up with actionable solutions, guided by states leading the way. In addition, we’re hosting a panel Featuring CTE Excellence in the Press, where journalists on the education beat will talk about how to make a successful pitch to press, what has changed in the CTE narrative and how to tell your CTE story.

The conference seemed to be very heavy on secondary CTE. Many of the sessions did not offer enough for those of us in postsecondary or higher education.”

Given the importance of secondary, postsecondary and workforce development engagement in CTE, we have an entire day focused on cross-sector collaboration, as well as other postsecondary-focused content offered throughout the meeting. With panels on federal agency coordination around WIOA implementation and the Higher Education Act, two breakout sessions on efforts to implement career pathway systems and WIOA, and relevant collaboration roundtables, there’s something for everyone.

 “How do states finance CTE through performance-based funding?”

It’s no surprise that in today’s financial climate questions on funding come up again and again. We have some stellar examples of how states are utilizing performance-based funding systems which you’ll learn about from two national experts during one of our concurrent sessions, Paying for Performance: Developing State Performance-Based Funding Systems.

 “We need more discussions around industry certifications and the impact on state programs.”

Employer and industry engagement has been a hot topic this year, and we’re excited to offer two panels and a roundtable discussion on how employers are getting involved at the state and local levels, and, in particular, around credentialing. We’ll also be kicking the meeting off with a keynote address from Chauncy Lennon, Managing Director and Head of Workforce Initiatives at JPMorgan Chase, who will discuss their efforts to close the skills gap.

Registration and discounted hotel rates closes Friday, March 20, so register today!

Katie Fitzgerald, Communications Associate

This Week in CTE

March 6th, 2015

TWEET OF THE WEEK
@CareerBuilder  The title says it all: 13 growing occupations with certifications to boost your hireability and pay grade: http://cb.com/1DENJld .
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ARTICLE OF THE WEEK
How Google and Coursera May Upend the Traditional College Degree
Coursera, the online education firm and Google, who needs no introduction, have teamed up to bring together Instagram and a variety of other tech companies to launch microdegrees. These microdegrees will consist of online courses and a hands-on capstone project designed with input from universities and tech industry focused on providing learners less expensive and customizable degrees.
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VIDEO OF THE WEEK
Power of Entrepreneurship
Intel released this video on how today’s technology can help people overcome barriers to starting the businesses they want.
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EVENT OF THE WEEK
NASDCTEc 2015 Spring Meeting!
NASDCTEc’s Spring Meeting is only a month away! Join us in Washington, D.C. to hear from national leaders, work together to build common solutions to problems facing Career Technical Education, get the latest state and federal policy updates, hear from best practice programs of study from across the country and network with State CTE Directors and partnering organizations. Registration closes March 20, so register today!
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Katie Fitzgerald, Communications Associate

New Teaching Standards for CTE Released

March 4th, 2015

The National Board for Professional Teaching Standards released revised standards for teachers in Career and Technical Education (CTE). The standards were developed by educators, board-certified teachers and researchers organized around eight pathways including:

  • Business, Marketing and Financial Services
  • Community Services
  • Decorative Arts and Design
  • Engineering, Design and Fabrication
  • Information Systems and Technology, Communications and the Arts
  • Leisure and Recreation Services
  • Natural Resources
  • Transportation Systems and Services

The new standards are up-to-date with evolving content in each of the pathways, as well as encourage teachers to adapt their teaching according to the needs and abilities of their students. Additionally, they also allow teachers without a bachelor’s degree obtain CTE certification unless their state requirements state otherwise. Learn more about the new standards here.

Katie Fitzgerald, Communications Associate

Legislative Update: Congress Continues Consideration of ESEA as a Busy CTE Month Comes to a Close

March 2nd, 2015

CapitolReauthorizing the Elementary and Secondary Education Act (ESEA) has been at the top of lawmaker’s to-do lists since the 114th Congress began in January. Both the House Education and the Workforce (HEW) Committee and the Senate Health, Education, Labor, and Pensions (HELP) Committee have prioritized a complete overhaul of the law still known as No Child Left Behind (NCLB).  However, recent developments have slowed the process down and thrown ESEA’s reauthorization prospects into question.

In the House, HEW Chairman John Kline (R-MN) reintroduced the Student Success Act (H.R. 5)— legislation that was passed by the House in 2013. With a few modifications and small changes, H.R. 5 cleared the HEW Committee earlier this month on a strict party line vote and is now under full consideration by the House. Overall the bill would significantly roll back the federal role in K-12 education and would make a number of substantial changes to NCLB’s current structure (more information on the bill can be found here).

Late last week, the House considered 44 amendments to the legislation focused on a wide range of issues. One of the most significant amendments adopted came from Rep. Bob Goodlattee (R-VA) which would allow local school districts to develop and use their own assessments in lieu of state tests. In total a dozen amendments were adopted, including one from Rep. Langevin (D-RI) and Rep. Thompson (R-PA) that would afford states additional flexibility to use Title I funding for work-based learning opportunities—a measure that NASDCTEc has been supportive of.

Despite several veto threats from the Obama Administration and vehement opposition from House Democrats, H.R. 5 seemed to be moving along to final passage late Friday afternoon. However in a surprise move, conservative groups began opposing the legislation for not going far enough to limit the federal role in K-12 education.  With no Democratic support for the bill to count on, House Republican leaders were forced to delay consideration of the legislation for a yet-to-be determined period of time. The longer this delay lasts, the more unlikely passage of H.R. 5 becomes. As some have already pointed out, failure to pass a rewrite of ESEA will only perpetuate the U.S. Department of Education’s current waiver framework— an increasingly unpopular (at least among members of Congress) series of state waivers  from certain elements of NCLB.

In the Senate, Chairman Lamar Alexander (R-TN) released a discussion draft for the reauthorization of ESEA and opened up the draft for public input last month. Like H.R. 5, this proposal would also significantly limit the federal role in K-12 education and seeks to increase flexibility for state and local decision making. Titled the “Every Child Ready for College or Career Act of 2015,” the bill would eliminate the Adequate Yearly Progress and Highly Qualified Teacher provisions of NCLB— a proposal NASDCTEc has long championed for throughout the reauthorization process. However, the draft would eliminate the Elementary and Secondary School Counseling program and has little to say regarding the importance of career readiness for the nation’s students— two issues that still need to be addressed as the bill continues to take shape.

The draft served as the basis for several HELP committee hearings on ESEA reauthorization over the past few months and received lots of attention following its release despite its lack of Senate Democrats’ input. More recently, HELP Committee Chairman Alexander and Ranking Member Patty Murray (D-WA) announced their intent to negotiate a bipartisan bill to reauthorize the law— a process that is still underway between the two. Nevertheless, the Committee remains optimistic that they will begin mark-up of a bipartisan bill sometime by the second week in March. As this process and more unfolds over the coming weeks and months, stay tuned here for updates and impacts as they relate to the CTE community.

Senators Introduce the Career Ready Act of 2015

Earlier this month Senators Tim Kaine (D-VA), Tammy Baldwin (D-WI) and Rob Portman (R-OH) and co-chairs of the bipartisan Senate Career Technical Education (CTE) Caucus introduced the Career Ready Act of 2015 (CRA), a bill that seeks to promote career readiness in secondary school and helps to better align the Elementary and Secondary Education Act (ESEA) with the Carl D. Perkins CTE Act (Perkins).

Specifically the bill would encourage states to incorporate multiple indicators of career readiness within their accountability systems and make this information available for public use and consumption. As NASDCTEc and Achieve’s 2014 report pointed out last year, nearly half of states already have such indicators within their systems. The bill would also align career exploration course offerings and counseling to the needs of the local and regional economy and would encourage greater collaboration between ESEA, Perkins, and the recently passed Workforce Innovation and Opportunity Act (WIOA).

Additionally, CRA would strengthen the existing Elementary and Secondary School Counseling grant program— an existing program under ESEA— by encouraging a stronger focus on career counseling, providing relevant professional development opportunities for counselors to use labor market information, and to build collaborative partnerships between community stakeholder groups such as schools, businesses, and local workforce investment boards.

While the bill amends current law, the sponsors of the bill hope to incorporate aspects of this legislation into the wider ESEA reauthorization process. NASDCTEc proudly endorses this legislation and remains hopeful that Career Ready Act of 2015 will be used to infuse a newly reauthorized ESEA with stronger career readiness components. Late last week, NASDCTEc moderated a Senate CTE Caucus discussion panel exploring these issues at great length and looked for ways to support collaborative alignment between the Perkins Act and ESEA. The text of the bill can be accessed here.

A Busy CTE Month in Congress Comes to a Close

February typically ushers in some of the coldest months of winter, but it also marks CTE month— an entire month dedicated to lifting up and celebrating Career Technical Education around the nation. Congressional CTE champions in both the House and the Senate have been busy these past few weeks vocalizing their support and formally introducing resolutions acknowledging the occasion.

At the beginning of the month Project Lead the Way (PLTW) co-hosted a CTE and STEM Reception on Capitol Hill in conjunction with the Senate CTE Caucus and the Association of Career and Technical Education (ACTE). Senators and their staff had the opportunity to see first-hand some of the wonderful work on display by PLTW students from Maryland, Virginia, and DC.

Further into the month, the House CTE Caucus hosted a briefing titled “CTE 101: The Nuts & Bolts of Establishing a Qualified Workforce” which was co-hosted by Caucus co-chairs Reps. Jim Langevin (D-RI) and Glenn “GT” Thompson (R-PA). Kicking off the event, Congressman Thompson spoke at length about the value of CTE to every Congressional district and the need to strengthen and renew the Perkins Act. NASDCTEc Executive Director Kimberly Green participated in this panel and provided an overview of CTE’s evolution over the past decade as well as priorities for Perkins reauthorization. The co-Chairs also took to the House floor in support of CTE and CTE month— their statements can be found here and here.

Odds & Ends

  • Earlier this month, NASDCTEc joined nondefence discretionary (NDD) United— a national group of organizations dedicated to ending sequestration— in sending a letter to congress highlighting the harmful effects of the sequester on programs like the Perkins Act ahead of the Congressional FY 2016 budget and appropriations cycle. Read the letter here.
  • The U.S. Department of Labor (DOL) released its Training and Employment Guidance Letter (TEGL) No. 19-14 this month in anticipation of a wider release for guidance and regulations for state and local implementation of the Workforce Innovation and Opportunity Act (WIOA). Read the letter here.
  • The National Center for Education Statistics (NCES) released the fifth iteration of the Common Education Data Standards (CEDS) 5.0— a set of definitions used in the data collection such as statewide longitudinal data systems. The new standards add additional elements of interest to the CTE community such as participation in career pathways systems and are located here.
  • The U.S. Department of Education (ED) recently released a new toolkit for establishing and sustaining employer-educator partnerships. Learn more about the initiative here.

Steve Voytek, Government Relations Manager 

This Month in CTE

February 27th, 2015

In lieu of our This Week in CTE series, we are providing an overview of resources and information that came out of a stellar CTE month! Thank you to all who participated and advocated for CTE this February. CTE Month LogoTagline_CMYK

TWEETS OF THE MONTH

@NRAEF Economists say millennials should consider careers in trades: http://n.pr/1xCirYM via @NPR #CTEMonth cc: @CTEWorks @actecareertech
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You can also catch up on our Twitter chat with the College & Career Readiness & Success Center here.

ARTICLES OF THE MONTH

What all Educators can Learn from CTE Teachers
Due to new college and career readiness standards, all teachers need to be trained and prepared to integrate learning opportunities into their lessons. CTE teachers are a viable resource, as providing real-world hands on training to their students is integral to their teaching. Teachers can focus on three areas to include technical and employability skills in their education.
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College? Career Tech? In Nashville, Teens do Both
Students in Nashville, TN public schools are encouraged to take at least three Career and Technical Education courses by the time they graduate, often leading them to certifications they can use directly after high school and college credit if they decide to continue their education.
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Michigan Awards $50M for Skilled Trades Training
Michigan awarded 18 community colleges $50 million towards equipment and training benefiting an estimated 34,000 graduates.
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MEDIA OF THE MONTH

Find out the top 10 metropolitan areas for engineers.
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This infographic shows how Ohio is preparing students to be globally competitive.
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The American Association of Community Colleges released an infographic on 2015 Community College facts.
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EVENTS OF THE MONTH

Students showed their stuff on Capitol Hill for CTE Monthunnamed
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Association for Career and Technical Education hosted a school visit at Montgomery College where we heard from stellar students on how CTE has influenced their education and career goals, along with community partners and educators on what makes their programs of study such a success.
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NASDCTEc RESOURCES OF THE MONTH

CTE and Student Achievement Fact Sheet
Get the facts on students who engage in high-quality CTE
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NASDCTEc Webinars
In case you missed them, NASDCTEc held two webinars this month. First, we provided an overview of our 2014 State Policy Review, highlighting trends in policy in each state. Second, we took a deep look into Alabama and Kansas to see how they engage employers in CTE.
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NASDCTEc YouTube Videos
This month we updated our YouTube channel with eight new videos. Seven are based on the workshops based on the book developed in partnership with the Center for Occupational Research and Development, “The Career Pathways Effect: Linking Education and Economic Prosperity,” covering topics aimed at supporting CTE practitioners and leaders in the implementations and improvement of career pathways. The eighth video provides an overview of the development process for the Common Career and Technical Core.
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Katie Fitzgerald, Communications Associate 

 

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