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Technical Education Consortium (NASDCTEc)

Spring Meeting Recap: Certified to Work: Private Sector Credentialing and Certification Efforts

April 15th, 2015

Spring meetingIn a very spirited panel discussion, three leading experts in credentials shared some challenges and opportunities in building, validating and scaling industry-recognized credentials and certifications at NASDCTEc’s annual Spring Meeting last week.

The session kicked off with moderator Tamar Jacoby of Opportunity America describing credentialing as “one of the sexiest topics in CTE” and a “key to change” because of their capacity to validate the mastery of knowledge and skills, send signals to employers, and prepare individuals for a full range of careers that fall between low skilled jobs and those requiring a full four-year degree.

Jennifer McNelly, President of the Manufacturing Institute, shared her organization’s efforts to bring “market sanity” to the large universe of industry-recognized credentials in manufacturing. The Institute sees credentials as potential “translators between education and employers” because they can give employers confidence that incoming employees with credentials are qualified. This is particularly urgent as the manufacturing industry is projecting a skills gap of up to two million jobs going unfilled in the next ten years. They started the process by reviewing 450 credentials and ultimately endorsed five in the first pass, a number that has grown slightly in the past few years.

Jacey Cavanagh, Project Manager, National Network of Business and Industry Associations, spoke about the role industry-based credentials can play in validating individuals’ foundational employability skills that apply across all industries. The ability to measure and validate these foundational skills are especially important with millennials expected to change jobs and careers more often than previous generations, placing more value on those transferable skills.

From the perspective of Dr. Roy Swift, Executive Director, Workcred, the proliferation of credentials and certificates requires a form of “protection for students and the public.” With over 4,000 agencies and organizations certifying skills, and a lack of transparency around the development, scoring and value of those credentials, he warned “buyers beware.” Questions he raised include – are credentials validated by third-party organizations? How often is re-certification required? What process do states have for phasing out meaningless credentials? Workcred currently is working with Kansas to create criteria for evaluating the true value of credentials to students and employers alike.

Check on a wide array of materials and resources shared by the speakers on our Spring meeting resource page.

Kate Blosveren Kreamer, Associate Executive Director

Finding Clarity in Career Readiness through Partnerships

April 6th, 2015

Kimberly Green, NASDCTEc Executive Director, recently wrote a blog post for Pearson on how Career Technical Education (CTE) impacts college and career readiness. Read an excerpt of the blog post below.

The phrase college and career readiness is used constantly, along with an assumption that there is a common understanding of what this term means or aspires to achieve for students, employers and our nation. Yet, when you start to unpack the term, what becomes crystal clear is that there is no clarity.  While there is some agreement that college readiness means preparation for credit-bearing, college-level coursework without the need for remediation, such agreement doesn’t exist when defining career readiness. And it all gets even less clear if you ask people to explain college and career readiness as one term, not two.

Having worked as an advocate for Career Technical Education (CTE) for more than 20 years I know that for the CTE community, college and career readiness isn’t a new term or initiative – it’s what CTE is and has been all about. High-quality CTE has always prepared students with the academic, technical and employability skills and knowledge to succeed not only in one’s first job, but for the lifetime of a career.  College isn’t the goal. College of any form – two-year, four-year, apprenticeship, etc. – is a pathway to a career– a career that aligns to an individual’s skills, talents and aspirations; a career that can support one’s family and fuel one’s passion; a career that drives our nation’s economy and ensures our country’s global competitiveness.

Read the rest of this blog post here.

STEMSuccess for Women: Empowering Educators to Recruit and Retain More Women in STEM

April 6th, 2015

We are excited to invite you to an upcoming virtual conference,STEMSuccess for Womewomeninstemn: Empowering Educators to Recruit and Retain More Women in STEM, where you’ll learn from leaders across the country who are engaging more women in the STEM fields.  One example: Professor Barbara DuFrain of Del Mar College who was able to increase female enrollment in her intro to computer programming classes by 62 percent, and improve overall retention by 45 percent.

Some of the other case studies you will hear over the course of the 12 sessions from April 13 – April 16 include…

  • How one department chairperson was able to increase female enrollment in her college’s STEM programs by 95 percent;
  • How a professor improved retention of female engineering students by 42 percent in one semester in only 12 teaching contact hours; and
  • How another professor increased the number of women who declared a computer science major from 11 percent to 46 percent by changing the introductory computer science course.

This free event is completely online, and you can participate via phone or computer. STEMSuccess for Women is hosted by Donna Milgram, Executive Director of the Institute for Women in Trades, Technology and Science

Learn more about this National Science Foundation funded virtual event here.

Katie Fitzgerald, Communications Associate

Why is Credentialing Important?

March 26th, 2015

This blog series provides readers with insight on the valuable content that is being shared at the NASDCTEc Spring Meeting. Guest bloggers are partner organizations, supporters and other experts that will be present at the national gathering in Washington, D.C. in April. 

It is crucial, now more than ever, that students are preparing for the workforce along with the prospect of a college education simultaneously. The ever-developing and changing job market united with a flexible and adaptive education system is closing the significant skills gap between employers and qualified workers. There is concern that students are not entering the workforce with an adequate skills set that prepares them for success. According to a report from Georgetown University’s Center on Education and the Workforce, by 2020, 65% of all jobs will require postsecondary education and training. This skills gap between education and the workforce has caused a shift toward the importance of credentialing and additional training that is more comprehensive in order to meet the needs of employers and the U.S. work industry as a whole.

Career and technical education (CTE) programs are at the front of the initiative to create students that are career ready. CTE programs provide a basis for students to acquire technical and academic skills that are necessary for successful and long-term employment. Classroom education with hands-on training prepares students for the real work they will be completing in their career fields or as they work through and continue their educations at the collegiate level. Applying concepts and skills in lab, workshop, or actual work settings provides tangible learning experiences for students to build their knowledge base. As a result, students are better able to align their educations, and subsequently their skills, with their preferred career pathways. Successful CTE programs are complemented by the opportunity for students to obtain industry recognized credentials that are beneficial for students as they build resumes and portfolios for the future. Credentials provide proof of knowledge and verify a student’s capability to perform a particular trade, skill, or occupation. Credentialing opportunities bring value to CTE programs because they validate the education and training these programs provide as well as give students incentive for further achievement.

For entry-level employment, credentials are a good predictor of success and achievement for students who are seeking their first time jobs, apprenticeships or internships. Employers are able to easily identify what degree of competence potential employees possess. According to data from the Bureau of Labor Statistics, unemployment for workers ages 16 to 24 rests at nearly 12%, and with nearly 18.1 million people entering the workforce under the age of 24, students require a way to show they have the desired technical and employability skills in a competitive job market. Industry recognized credentials and other certifications are a good way for students to make themselves more marketable to employers who are looking to invest in long-term, qualified workers. Leaving high school with more than a high school diploma is now a valuable means toward success upon entering a career field or continuing on to a two-year or four-year college or university.

Specific industry recognized credentials can give students better understanding of associated career pathways and college programs while other credentials provide general training essential to all 16 Career Clusters and beyond. Industry recognized credentials like ones offered by the Occupational Safety and Health Administration (OSHA) play a critical role in preparing students for the hazards and risks associated with various career fields and pathways. Through a partnership with OSHA, the CareerSafe Online program is committed to providing workplace safety training for students prior to their first jobs. The safety curriculum aligns with all 16 Career Clusters and can be easily implemented into any CTE program. It gives students an advantage moving forward toward post-secondary schooling or employment opportunities. With completion of CareerSafe OSHA 10-Hour safety training, students receive an industry recognized credential verifying that they have received workplace safety training. Students that have completed the CareerSafe program have experienced increased economic flexibility and employment opportunities over their peers that do not hold credentials. Feedback from educators across the country proves that industry recognized credentialing, like OSHA credentialing, makes a difference in the employment opportunities and wages of their students. Many CTE educators reveal that their students have been guaranteed jobs immediately upon their high school graduation and therefore have the ability to establish careers or have an opportunity to pay for further education without creating a large amount of student debt.

Credentialing opportunities can and should be easily accessible because of their added value to students as they complete their high school educations. The use of credentials will increase the likelihood of skilled, competent, and knowledgeable students entering the workforce. With career readiness as an integral part of education, students will be confident in their abilities to be successful.

If you would like to offer your students credentialing opportunities with CareerSafe or learn more about implementing a safety curriculum in your classroom, please visit, www.careersafeonline.com.

Written by Stacy Riley, CareerSafe Online

Thank you to CareerSafe for sponsoring the 2015 NASDCTEc Spring Meeting!

Sources: 

Foster, C. John & Sandra G. Pritz (2006). “The Certification Advantage.” Techniques. January, 14-20.
Hyslop, Alisha (2008). “CTE’s Role in Workforce Readiness Credentialing.” Techniques. September, 40-43.
Molnar, Michele (2014). “Career and Technical Education Gains Ground in Many States.” Education Week. April.
Muller, D. Robert & Alexandra Beatty. “Work Readiness Certification and Industry Credentials: What do State High School Policy Makers Need To Know?” Measures That Matter, 1-16.

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

Getting to Know … Florida

March 25th, 2015

Note: NASDCTEc is introducing a new blog series called, “Getting to Know …” We will be using this series to help our readers learn more about specific states, State CTE Directors, our partners and more.

State Name: Floridacte-logo-florida

State CTE Director: Rod Duckworth, Chancellor, Division of Career & Adult Education, Florida Department of Education

Postsecondary Counterpart: Chancellor of the Florida College System

About Florida CTE: Florida uses 17 Career Clusters — the original 16 Career Clusters® as well as one for energy. The Career Cluster with the highest enrollment is business management and administration. The state has 67 counties, each with its own school district. In addition, there are two university lab schools, the Florida School for the Deaf and Blind, and the Florida Virtual School, which also offer secondary Career and Technical Education (CTE) programs.

About the State CTE Office: Mr. Duckworth’s office is responsible for the administration of CTE (secondary and postsecondary clock-hour certificate), adult education, apprenticeship, the farmworker career development program, among others. The Division of Career & Adult Education is responsible for distributing the roughly $61 million in federal funding from the Carl D. Perkins Career and Technical Education Act (Perkins).  In addition, the office is responsible for state funding of more than $200 million for district postsecondary CTE programs.

Programs of Study (POS): In Florida, POS are primarily delivered through the state’s career academies, a structure codified in the 2007 law, the Florida Career and Professional Education Act (CAPE).  Florida has leveraged its Perkins State Plan to develop additional requirements, which must be met by eligible secondary and postsecondary recipients.  Those requirements include the following:

  • A written articulation agreement for each Program of Study (POS).
  • Articulation agreements signed and approved by the agency head of each participating secondary and postsecondary entity.
  • Must include a locally endorsed sequence of core academic and CTE courses (Grade 9 through postsecondary).
  • Must lead to a postsecondary credential, which may include a certificate, diploma, associate or baccalaureate degree, an industry certification, or a licensure.
  • Each POS is expected to be guided by the workforce and economic development needs of business/industry, the community and employment opportunities for students.

Every secondary and postsecondary recipient of Perkins funds offers at least one CTE POS and documents that through the annual Perkins application process.

 Issue in Focus: Industry-recognized credentials (IRCs) have long been an area of focus for Florida, due in part to the CAPE Act, which created statewide planning partnerships between business and education communities to expand and retain high-value industries and support the state economy. During the 2013-2014 school year, more than 60,000 high school students participating in registered CAPE career academies earned a total of 66,167 IRCs.

In recent years, Florida has put in place a number of incentives to support student attainment of IRCs, including incentives in the K-12 funding model and inclusion in high school and middle school grading formulas.  More recently, legislation has addressed counting IRCs in a student’s weighted grade point average and awarding teacher bonuses for certain high-value credentials.

The approval process for IRCs requires that industry certifications for non-farm occupations are recommended by the state’s workforce board (CareerSource Florida), which is comprised of business, industry, and education representatives.

Andrea Zimmermann, State Policy 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

Picture1

 

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

Microsoft IT Academy & CTE Community: Bridging the worlds of technology education and business

March 23rd, 2015

This blog series provides readers with insight on the valuable content that is being shared at the NASDCTEc Spring Meeting. Guest bloggers are partner organizations, supporters and other experts that will be present at the national gathering in Washington, DC in April. 

Demand for technology education is surging from both students and employers. Interest in technology programs is spiking IT Academy-stacked-largeamongst incoming college freshmen, according to academic surveys (source). Concurrently, the business world is facing a shortfall of tech-literate graduates, with a projected one million more jobs than qualified graduates by 2020; as well as reports that 77% of all jobs require some degree of technology skills (IDC Research).

Academic institutions face the critical challenge of responding to student and business demand for technology curriculum in a race to produce enough skilled workers to fill future jobs This is where Microsoft and the Career Technical Education community join forces to close the gap.

Microsoft IT Academy (ITA) brings academic institutions and their educators, students and staff classroom-ready digital curriculum and certifications covering three areas of study—Productivity, Computer Science, and IT infrastructure—providing essential technology skills to be successful in today’s evolving world.

Currently, there are 17 Microsoft IT Academy statewide partnerships in place, with several more in the works for the next academic year. Microsoft IT Academy and the CTE community are helping drive economic development by improving education outcomes for students and pathways for current workers to advance their careers. See our blog for recent success stories.

Microsoft certifications differentiate students in today’s competitive job market and broaden their employment opportunities. Microsoft Office Specialist (MOS) exams prepare students to be more productive in school and business careers. For students considering IT careers, Microsoft Technology Associate (MTA) exams provide an entry-level opportunity to explore various technical careers. Both MOS and MTA certification validates a student’s knowledge of specific technology concepts and helps them stand out when submitting college and internship applications.

Bring Computer Science Into Any Classroom

Jobs requiring computer science skills outnumber trained graduates by 3-to-1, yet 90% of schools don’t teach it. Reverse the trend and prepare your students for success with the Microsoft IT Academy Computer Science curriculum. For more information on Microsoft IT Academy benefits visit: http://www.microsoft.com/education/itacademy/Pages/benefits.aspx

Microsoft IT Academy is a proud sponsor of the 2015 NASDCTEc Spring Meeting.  Amy Merrill and Lance Baldwin will be representing Microsoft Learning Experiences Group (LeX) and IT Academy at the conference. For the latest information on Microsoft IT Academy, follow us on social media!

Twitter: @MS_ITAcademy   |    Facebook:  https://www.facebook.com/MicrosoftITAcademy

Contacts: Amy Merrill – MS Learning, Business Deployment Manager: [email protected]

Lance Baldwin – MS Learning, Senior Solutions Specialist: [email protected]

This blog was contributed by Microsoft IT Academy, diamond level sponsor at the 2015 Spring Meeting.

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
More

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.
More

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.
More

MEDIA OF THE WEEK
National Agriculture Day
FFA’s National Agriculture day was March 18. Learn more through this video.
More

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.
More

Katie Fitzgerald, Communications Associate

Finding the IB’s Career-Related Program (CP) was like Finding that Sweet Spot…

March 19th, 2015

This blog series provides readers with insight on the valuable content that is being shared at the NASDCTEc Spring Meeting. Guest bloggers are partner organizations, supporters and other experts that will be present at the national gathering in Washington, DC in April. 

What students really think of the International Baccalaureate Career-related Programgirls

On a recent visit to South Lakes High School in Reston, Virginia a group of CP Fashion Design students were asked what they thought of the IB’s Career-related Programme (CP).

Q: How have colleges reacted to the CP?

“They like it, they think it’s a cool program. They think of it highly, just  like the IB (Diploma) program.

Q: What about the CP do you like?

“I think it’s a good alternative for students who are more well-rounded, as opposed to just academic students because it gives you more flexibility with scheduling and time. I have plenty of time for my sports now because I do a lot of things outside of school, different coaching jobs, sports and stuff, so that with (CP) I don’t have the pressure of the full IB Diploma. I can do sports and still get sleep at night! Finding out about this program was like finding that sweet spot, I was able to do all that I wanted to do (outside of school) and take all the IB classes that I wanted.”

There are now 80 million millennials in America, more than their Baby Boomer parents. They have different IB_logo_FCattitudes from their parents too, less financially secure, but more optimistic about their future. Millenials are determined to steer their own course, entrepreneurial and willing to do what it takes to custom-fit their lives to their passions.

Programs like the IB Career-related Programme are tailor-made for both the parents of millenials who want assurance that their children are academically well- prepared for college and for their offspring who are specializing at an earlier age than ever and want to pursue a course of study that uniquely fits their interests.

The CP is a  framework of international education that incorporates the values of the IB into a unique program addressing the needs of students engaged in career-related education.

CP students undertake a minimum of two IB Diploma Programme (DP) courses, a CP core consisting of four components and a career-related study. For CP students, DP courses provide the theoretical underpinning and academic rigor of the program; the career-related study further supports the program’s academic strength and provides practical, real-world approaches to learning; and the CP core helps them to develop skills and competencies required for lifelong learning.

Schools choose their own externally recognized career-related study. Typical offerings include culinary arts, engineering, health science, business and marketing, but are not limited to these pathways.

Prior to now, schools were required to have the IB Diploma Programme in place   in order to offer the CP.   Beginning in 2016 any school can apply to become a CP school. For further information about the program and how to join the international community of IB World Schools , complete the School information form at: [email protected]/ibcc/

Thank you to International Baccalaureate for sponsoring the 2015 Spring Meeting!

 

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