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This Week in CTE

July 2nd, 2015

This Week in CTE is being posted a day earlier this week because the office will be closed Friday in observance of Independence Day.

TWEET OF THE WEEK

ARTICLES OF THE WEEK

The past two weeks have been an exciting time for Career Technical Education. Last week, President Obama announced the expansion of the U.S. Presidential Scholars Program to include CTE students, and earlier this week the White House held a special event to recognize CTE Innovators with remarks by First Lady Michelle Obama. We were thrilled that the event included a few of our Excellence in Action Award winners, Moody High School, Upper Valley Career Center, Tennessee College of Applied Technology and Henderson County High School.

RESOURCE OF THE WEEK

America’s Promise Alliance and Pearson launched GradNation State Activation Initiative to increase high school graduation rates to 90 percent. As part of the initiative, there is a grant opportunity open to state agencies, nonprofits, community based organizations, coalitions, and association or membership groups. Grants are for up to $200,000.
Read More

WEBINAR OF THE WEEK 

Did you miss our most recent webinar with the Appalachia Regional Comprehensive Center (ARCC)? We explored how West Virginia’s Simulated Workplace is reinventing Career Technical Education (CTE) by bringing the workplace inside the four walls of a CTE classroom for a student-centered simulated experience. Launched in 2013 as a pilot, the Simulated Workplace is poised for statewide implementation in the 2016-17 school year. You can watch the recording here.

Katie Fitzgerald, Communications Associate 

Inside International CTE: Papua New Guinea and the CTE System

July 2nd, 2015

Heather Singmaster visited Papua New Guinea and discusses the educational system’s challenges and some ways the government is implementing innovative solutions. This is part of our ongoing series examining international education systems in partnership with Asia Society’s Global Learning blog on EdWeek.

Traditionally in Papua New Guinea (PNG), there has not been much investment in human resources. Yet, with high population growth expected—approximately seven million today and projected to grow to 11 million by 2050 and then double every 30 years thereafter—the country will have no choice but to face this challenge. Perhaps that is why the PNG government chose last month to host the APEC High Level Policy Dialogue on Human Resource Development in the capital, Port Moresby, which I had the honor of attending and serving as a guest speaker.

One way the government is attempting to address the human capital challenge is by expanding access to vocational education and training (VET). This is a strategy being pursued by other economies in the Asia-Pacific region, whether they are emerging or not.

Challenges
In the past, VET in PNG was considered the responsibility of the provinces. According to the UNESCO report Education for All 2000-2015, students could begin attending vocational training centres after successfully completing the basic education programme at the end of grade 8. An option today for students who complete lower secondary education is to attend technical colleges, which offer one-year Pre-employment Technical Training courses (currently being replaced by a two-year Technical Training Certificate programme.) Additionally, the Papua New Guinea Education Institute offers a three-year course for grade 10 graduates leading to the Certificate of Elementary Teaching.

Given these various options, one of the biggest challenges facing VET in PNG right now is the issue of coordination among the three different government bodies reponsible for VET: the Department of Education (TVET Division); the National Training Council and the National Apprenticeship and Trade Testing Board (NATTB) at the Department of Labor and Industrial Relations; and the Office of Higher Education. The Department of Labor and Industrial Relations is responsible for setting the national standards and curriculum, and they also administer the nation’s apprenticeship program. This fragmented system contributes to a lack of clarity about different roles, making reform difficult and also leading to budgetary issues as outlined below.

Aligning Practice with Industry Needs
Thumbnail image for FullSizeRender-3.jpgI had the opportunity to visit one of the four main government-run technical colleges, Port Moresby Technical College (called Pom Tech for short). They accept students from across the country and currently enroll 628 students full time. With only approximately 200 boarding spots available, most students have to find their own housing, which is extremely difficult in Port Moresby where housing is limited and expensive. There are only 62 female students, which is primarily because there are only that number of beds available to them at the school and staying outside is not feasible for women.

The school offers programs in 10 different trades with 30 different specialties, and is in the process of adding four more, including automotive electrical and refrigeration, as soon as the standards and curriculum are approved. Women are allowed to take any course they choose, but the majority are in the printing pathway (which includes desktop publishing, graphics, and offset printing). The most popular courses for men are electrical and mechanical.

One additional dorm is reserved for the apprentice program. Students work full-time as apprentices, but come to the school for eight weeks each year to study. During the course of the three-year program they earn Level One through Three certificates.

Pom Tech also serves as the Trade Testing Center. Anyone can come and take tests, beginning with Level One, to be granted certificates and recognition for skills they have—no matter where they learned them.

Striking to me was the fact that in a country where mining and oil production are the biggest industries, there were no courses in these fields offered to full-time students. Apparently this is because the companies doing this work (mainly foreign companies) provide their own training, with some exceptions such as the short courses provided “on demand” to the companies by Pom Tech. For instance, a gold mine may send workers to Pom Tech for a four-week course designed specifically for them. These are only possible when the staff, which appeared to be stretched, has the time.

However, industry involvement in the system is critical to its overall success and providing more than just apprenticeships is important to upgrading it. By keeping training in these key areas as a function of companies, there is no investment into the local workforce, leading to more expenses in terms of either bringing in workers from abroad or having to hold these extensive training courses.

Strengths
There are many issues plaguing the PNG education system. Yet, there are a few areas where they are making strides:

National Standards and a Qualifications Framework
The VET standards are established through a process led by the Department of Labor and Industrial Relations that involves boards of industry-specific experts. The certificates students earn aligned to these standards are recognized nationally based on the National Qualifications Framework. During the APEC meeting there was much discussion of whether APEC should work toward a regional qualifications framework, an idea that PNG endorsed.

Regional Cooperation
This month marks the beginning of a Memorandum of Understanding signed between PNG and the Philippines to provide assistance on building capacity at VET colleges. Such agreements are not unique to PNG; during the APEC discussions, Australia presented on the work it has been doing on building qualification frameworks with other countries in the region. And Singapore is often providing technical assistance to emerging vocational systems.

Apprenticeships
Creating or expanding access to apprenticeship programs that work well with industry and provide training in a technical college is a goal of many education systems today across the globe—including in economies much more advanced than PNG‘s. The program that Pom Tech has established seems to be popular, well supported, and running smoothly via a partnership created between government and industry.

Papua New Guinea has far to go, they are eager to learn from others and are opening up to the world. Notably, they are focused on not only developing their natural resources but also developing their human resources. To meet this goal, they are beginning to integrate innovative practices—including global competence and expansion of VET—into their education systems, which can provide an inspiring example for others, including more developed countries.

Read part one on how Papua New Guinea prioritizes global competence in education. 

Follow Heather on Twitter. 

Photo courtesy of the author.

CTE Research Review: A Call for Career Pathways

July 2nd, 2015

The Potential of Career Pathways

Two new reports explores the history and potential of career pathways.

First, a new report from the Office of Career, Technical, and Adult Education (OCTAE) examines the evolution of career pathways over the past 30 years as the country has adapted and responded to the need for a skilled workforce. Further, it also offers strategies for state and local stakeholders to consider when developing a comprehensive pathways system that connects and aligns education and workforce development systems.

The paper, published as part of OCTAE’s three-year initiative to advance CTE in state and local career pathways, cited the 2014 passage of the Workforce Innovation and Opportunity Act and the Administration’s Ready to Work initiative as “game-changing” actions that will continue to drive cross-systems alignment.

“When looking at what has worked in career-related education and training programs historically, it becomes clear that a comprehensive Career Pathways systems approach holds significant promise for providing Americans with the skills and credentials needed for high-demand jobs and careers,” the report states.

The report was produced by Jobs for the Future, which is contracted by OCTAE to manage the career pathways project.

Meanwhile, from the Brookings Institute, economics expert Harry Holzer calls for expanding high-quality CTE – including career pathways and work-based learning, to help the nation better meet the needs of employers’ skill demands. Specifically, Holzer writes that community colleges and employers need better incentives to invest in middle-skill workers and adapt as the labor market changes. He offers three solutions:

  • Provide more resources to community colleges and smaller four-year institutions while also creating incentives and accountability through performance-based funding;
  • Expand high-quality CTE and work-based learning such as apprenticeships; and
  • Incentivize employers to create more good jobs, as well as other supportive policies including higher minimum wages.

What Happens When Students Transfer

A new study examines what happens when students transfer from and to four-year institutions.

From the Community College Research Center, “What We Know about Transfer,” takes a look at student transfer patterns, outcomes, barriers and the economic benefits of transferring in a new brief, and call transferring a “vital route to a bachelor’s degree for many underserved students.” Yet, the authors caution that policymakers should pay keen attention to the transfer process to protect the credits students have earned in order to create an efficient, seamless process for college attainment.

Data, Data, Data

The National Center for Education Statistics (NCES) released a new brief in its “Data Point” series that looks at the Credentials (2)relationship between education and work credentials. Analyzing the U.S. Census Bureau’s Survey of Income and Program Participation, NCES found that more than one in five adults, nearly a quarter, have a work credential. Of these, 71 percent have a license and 29 percent have a certification. Also, more than half of those holding a work credential have less than a bachelor’s degree.

NCES also released two new data sets of note:

  • An update to its High School Longitudinal Study, which includes a look at CTE coursetaking
  • Trends in high school dropout and completion rates from 1972-2012

Andrea Zimmermann, State Policy Associate

Celebrating CTE at the White House

July 1st, 2015

IMG_0324

Yesterday, the U.S. Department of Education and  theWhite House hosted “Celebrating Innovations in Career and Technical Education,” honoring CTE students, educators and programs that exemplify everything CTE has to offer, which Kim Green (NASDCTEc Executive Director), Rod Duckworth (Chancellor for Career and Adult Education in Florida and NASDCTEc President) and I had the honor of attending.

One major highlight of the day-long event was a keynote from First Lady Michelle Obama who acknowledged the power of CTE and encouraged the audience to keep pushing themselves and their peers. “I don’t know how many people know about CTE but more people should because in today’s world, a high school diploma isn’t enough…If you want to learn cutting-edge skills, if you want to prepare yourself for college and a good career…it’s important for students to realize that a four-year university is not your only option.” She continued, “For many young people and their families, CTE can be the best option because you can get all the professional skills you need for a good job in a high-demand field and you can do it at a fraction at the time and, more importantly, a fraction of the cost.” To summarize, “Career and tech programs make a whole lot of sense.”

IMG_0349Throughout the day, excellence and innovation were on display, with remarks from Principal Sandra Clement of Foy H. Moody High School (a 2014 Excellence in Action winner) discussing how CTE has propelled all of their students, in a high minority and low-income district, to apply for postsecondary education; high school seniors Anne and Anna Raheem, who championed the development of a STEM course in their school and are on their way to Harvard next year; and Jacob Smith who introduced the First Lady and is starting at Johnson & Wales with a full scholarship in the fall. A number of students and schools also shared projects – on topics including 3D printing, fingerprinting and robotics – during an innovation fair.

IMG_0298The day concluded with the recognition ceremony, where 16 national “student innovators and 10 “educator innovators “(as selected by ACTE and Career Technical Student Organizations (CTSOs), five Excellence in Action award winners, and 16 CTSOs leaders were honored.

Kate Blosveren Kreamer, Associate Executive Director

 

 

Beyond the Booth: Training Skilled Welders on the Fine Art of Teaching

June 30th, 2015

As welding matures into an industry with increased automation, sophisticated equipment and higher qualityJason_Scales_Portrait_resize and code standards, there is more specialization and a greater need for welders who understand more than how to hold a torch and join metal.

And, to this end, increasingly more high schools and community colleges are developing advanced welding education programs; so, the need for skilled welding instructors also is growing as part of this roadmap to producing a new generation of educated welders.

There’s no question those moving from industry into the classroom as a teacher understand how to weld. They just don’t necessarily have a teaching background or the know-how to engage students – the millennials – in a classroom.

Just as there is a science and art to welding, the same can be said of teaching. And the skills needed to run a successful, engaging classroom can easily be learned. At Lincoln Electric, we have developed a new, five-day training course designed to prepare new welding instructors at both the high school and community college level, as well as internal trainers with industry partners, for a career that moves beyond the welding booth into the classroom, on the teacher’s side of the desk.

Held at our global headquarters in Cleveland, the course, Beyond the Booth: The Lincoln Electric Teacher Institute, prepares instructors for life in the classroom. One of the biggest challenges in the transition from a shop floor to teaching is that of preparation. This course will help educators learn how to organize all of the content and curriculum and write lesson plans in a way that is engaging and addresses the different learning styles of all students in the room.

Simply put, a good teacher makes it look easy. But, in reality, it takes a tremendous amount of planning and effort behind the scenes to make that lecture work.

Beyond the Booth addresses crucial curriculum and lesson planning, as well as other key considerations during five days of intensive, interactive, fun learning designed with teachers in mind. We’ll talk about different teaching styles and how to effectively present based on each individual’s personal style. We’ll go on field trip to visit local Cleveland industry partners. We practice what we preach, so our curriculum prepares participants to comfortably enter a classroom and share their knowledge with a room of future welders.

To learn more about upcoming workshop opportunities, including one scheduled for late July 2015, visit www.lincolnelectric.com/education.

This post was written by Jason Scales from the Lincoln Electric Company.

Inside International CTE: Papua New Guinea

June 29th, 2015

Heather Singmaster visited Papua New Guinea and discusses the educational system’s challenges and some ways the government is implementing innovative solutions. This is part of our ongoing series examining international education systems in partnership with Asia Society’s Global Learning blog on EdWeek.

Before heading to Papua New Guinea to speak at the APEC High Level Policy Dialogueon Human Resource Development in the capital Port Moresby last month, my American peers asked me many things: Will you see natives with faces painted like skulls? Did you know they have the world’s largest species of rat?  Isn’t it one of the poorest countries in the world?

APEC.jpeg

What I found is a country that, yes, is very poor and facing what may seem to be overwhelming challenges. But, despite these, Papua New Guinea is taking positive steps to address them, including a budget that is focused on the pillars of health, education, infrastructure development, and increased funding direct to the provinces.

And while the vision of dancing natives is what the country is known for, it should also be known for the fact that it is one of the most culturally diverse countries in the world, with more than 800 languages spoken within its borders. It is also one of the most rural countries in world, separating people by vast mountains and water—there are over 600 outlying islands. As someone said to me, “it’s like 800 countries in one.” This is an asset that the government has recognized. Despite facing the huge challenge of providing education for all students, they are prioritizing an education infused with global competence.

For many education systems, there is a common perception that a basic education must be offered first, before they can even begin thinking about integrating 21st century skills. Yet, making a quality 21st century education a pillar of an expanding system provides opportunities to leapfrog those that are still focused on outdated models (such as a narrow focus on academic knowledge and rote memorization) which result in limited dividends for their students and future workforce.

A Complex Set of Challenges
Now, I am by no means an expert on Papua New Guinea (PNG) after my short visit, but I did do some background research and had the chance to talk with people representing all walks of life: bus drivers, government officials, a lawyer who handles domestic abuse cases (a rampant issue in the country), a recently graduated university student, an expat business owner, and people who had moved from the provinces to the city looking for a job and a better way to live.

One recurring theme of these conversations is that jobs and government services—including education and health care—are in short supply and in some rural areas, extremely limited. Many people live in extreme poverty and the word corruption came up on more than one occasion. Yet Papua New Guinea is also a land rich in natural resources; development is improving the economy and leading to some infrastructure development, such as new roads around the capital.

However, there has not been much investment in human resources, a challenge the government is looking to address through new education initiatives including an expansion of vocational education and training (VET—which I will cover in my next post).

Educating for Global Competence
With development comes an increased interest in putting Papua New Guinea onto the world stage. In addition to the APEC dialogue on human resource development, which functioned as a practice run for 2018 when Papua New Guinea will be hosting numerous annual APEC meetings and the APEC ministerial convening, PNG is hosting the Pan Pacific Games this summer. In an era of globalization, the government is promoting some progressive ideas including global education and frameworks for responsible, sustainable development.

Nowhere is there a better argument for teaching global competency than Papua New Guinea due to the diversity within its borders and its aspirations to emerge on the world stage. Global competency has been recognized by the government and was clearly reflected in the priorities of the previous National Curriculum: culture and community, language, mathematics, personal development, and science. It stated, in part:

“The curriculum will prepare students who are more flexible for a changing world…. (its) principles are based on significant cultural, social, and educational values and beliefs such as: (i) bilingual education: education in vernaculars and English; (ii) citizenship: roles, rights, and responsibilities in society; (iii) law and order: good governance; and (iv) lifelong learning: applied learning. The National Curriculum is inclusive and designed to meet the needs of all students irrespective of their abilities, gender, geographic locations, cultural and language backgrounds, or their socio-economic backgrounds.”

School in Papua New Guinea is not compulsory, but it is free. According to an interview with Prime Minister Peter O’Neill, published in the local paper, Post-Courier, while I was there, one of his proudest achievements is abolishing the school fees that were such a burden on his family when he was growing up. One effect of eliminating these fees is that more children, especially girls, are now able to go to school.

But it has also led to a huge shortage of teachers, lack of school buildings, and shortages of curricular resources. To his credit, the Prime Minister has acknowledged that the policy was not going as planned because the government was not delivering public services effectively and on time.

There were also issues with implementing the curriculum due to the difficulty of switching to an outcome-based approach with limited teacher training and resources (challenges also faced by Australia in trying to implement a similar pedagogy). However, the current curriculum maintains an emphasis on global education—for example elementary education has three focus areas: language, culture and community, and cultural mathematics.

As Papua New Guinea demonstrates, global competence is relevant to developing and developed countries alike. In recognition of this, the global education community has recently come together around a single set of goals that aim to accelerate progress in delivering quality education for all of the world’s children and youth. Organizations such as A World at School, the Global Business Coalition for Education, and Business Backs Education are supporting universal access to a quality education that provides 21st century skills for employability and global citizenship.

Learn more about how to be involved in the #UpForSchools campaign.

Come back on Wednesday to learn about the vocational education system in Papua New Guinea.

Legislative Update: Congress Finalizes Funding Proposals for Perkins as the Obama Administration Makes CTE Scholars Announcement and Adjusts Higher Ed Agenda

June 29th, 2015

CapitolFor the Labor, Health and Human Services and Education (Labor-HHS-ED) communities, last week was busy to say the least. Congressional appropriators in both the House and the Senate marked up and ultimately approved two separate appropriations bills for the Labor-HHS-ED portion of the Fiscal Year (FY) 2016 federal budget—an accomplishment not seen in several years despite intense partisan disagreement over the funding levels constraining each proposal. The U.S. Department of Education (ED) and the Carl D. Perkins Act (Perkins) both derive funding from these funding bills which would need to be reconciled and ultimately signed into law by the President before becoming law. However, both bills propose to stay within the Budget Control Act’s (BCA) sequester caps— self-imposed overall limits on how much Congress can spend on the programs falling under this and other portions of the budget.

These sequester caps have been at the center of much partisan disagreement since 2013 when they were first triggered. Democrats would like to see these caps raised in order to make much needed investments in education and related programs while Republicans largely want to stay within the caps or offset additional investments with related cuts elsewhere in the federal budget. Without changes to the underlying BCA legislation— something that the 2014 Ryan-Murray budget agreement achieved for FY’s 2014 and 2015— funding levels for the majority of programs will stagnate and be at risk of further cuts for FY 2016 and many years to come.

In light of this, the House Appropriations Committee approved their FY 2016 Labor-HHS-ED bill on a vote of 30-21. As we shared earlier, the bill would reduce ED’s discretionary budget by $2.8 billion dollars—a cut that would bring the Department’s overall discretionary budget back to FY 2004 funding levels. Final approval of this bill also gave further clarity to what lawmakers intend for the Perkins Act. While Perkins basic state grants would remain level-funded at the same amounts the program received in FY 2015, the bill would reduce Perkins’ national activities funding by $3.6 million dollars. The bill also contains a number of policy riders (both education related and otherwise) such as prohibiting ED from enforcing its recently upheld “gainful employment” regulations and its proposed college ratings system, a move that when taken together with the bill’s overall proposed funding levels virtually guarantees that the proposal will not be signed by the President.

In the Senate, the Appropriations committee moved quickly throughout the week to get a Labor-HHS-ED bill through subcommittee and to a final vote by its full membership. Approving the bill on a 16-14 vote along party lines, the Senate Appropriations Committee’s bill would cut ED’s discretionary budget by $1.36 billion. Like the House, the Senate would cut Perkins national activities by $3 million and level-fund Perkins state grants at $1.117 billion—the same amounts the program has received in FY 2014 and 2015. While these figures reflect a nearly 96 percent restoration of the FY 2013 sequester cuts imposed on Perkins, the program on the whole remains well below what it received in FY 2010 and approximately $5.4 million below pre-sequester levels.

Despite the gloomy outlook for most of the education community, the central issue in the ongoing funding debate in Congress centers on the BCA sequester caps. As lawmakers struggle to meet the needs of students and families across the country, more will need to be done to raise or eliminate these caps. Until that happens, federal investments in education, and in particular CTE, will continue to stagnate until Congress decides to act. With Congress poised to pass the necessary 12 spending bills needed to fund the government before the August recess, and with Congressional Democrats and the President making clear that they will not support the funding levels contained in these proposals, it remains unclear how this appropriations fight will play out as the end of FY 2015 on September 30th looms ever closer.

Be sure to check back here for more updates on the Congressional appropriations process and what that means for the wider CTE community.

Obama Administration Changes Direction with College Ratings Framework

Late last week the Obama Administration announced a major revision to their proposed accountability-based college ratings system originally due for release later this summer. When first announced, ED solicited public comments on the proposal and NASDCTEc, along with the Association of Career and Technical Education (ACTE), provided feedback on the feasibility of the initiative. Many stakeholder groups within the higher education community shared substantial concerns regarding the viability of the effort and questioned the appropriate role and responsibilities Ed should have in ensuring access to and affordability of postsecondary education.

In light of these comments Jamienne Studley, ED’s Deputy Under Secretary and Acting Assistant Secretary for Postsecondary Education, announced that the Department’s original proposal—which would have “rated” postsecondary institutions into three wide-ranging categories of low, medium, and high performing and tied federal financial aid decisions to that determination— would now be revised to be a public-facing consumer information tool, providing prospective students and their families with a information regarding postsecondary institutions in order for them to make more informed decisions when making choices about their postsecondary education.

This proposal has been a source of much partisan discomfort in Congress, particularly in the House where the most recent Labor-HHS-ED appropriations bill included additional provisions that would have prevented the Administration from implementing the system. Read the House Education and Workforce Committee’s response to the announcement here.

ED plans to have the newly reimagined system available for public use by the end of the summer. Learn more about the effort here.

This announcement comes on the heels of another major development for the Administration’s higher education agenda. Last Tuesday, the U.S. District Court of D.C. ruled that ED’s “gainful employment” regulations can be implemented as scheduled on July 1st, 2015 after several lawsuits from for-profit and private institution trade groups challenged the premise of the new rules. The regulations will require career education programs to meet specific debt-to-income ratios for graduates based on their annual and discretionary income following program exit.

This is ED’s second attempt at implementing these regulations and this latest ruling paves the way for the rules ultimate adoption later this week. Read Secretary of Education Arne Duncan’s formal response applauding the court’s ruling here.

President Obama Expands Presidential Scholars Program

As we shared last week, President Obama signed Executive Order 11155—a decree that will expand the existing Presidential Scholars program to include up to 20 CTE students each year moving forward. While the details of the CTE component to the program are still being determined, beginning in the 2015-16 school year, the Chief State School Officers will nominate CTE scholars who will then be selected by the Commission on Presidential Scholars. Tomorrow, the White House will play host to another CTE-related event where additional details regarding the announcement are expected. Learn more about this exciting development here.

Odds & Ends

  • Following the July 4th Congressional recess, the Senate has announced that on July 7th the Chamber will take up its consideration of the Every Child Achieves Act (S. 1177)— legislation to reauthorization the Elementary and Secondary Education Act (ESEA).
  • Last Wednesday, the Senate CTE Caucus hosted a briefing on CTE’s role in middle school. The event explored issues impacting CTE in the middle grades and provided a platform for Senator Tim Kaine (D-VA) to speak about his recent reintroduction of the Middle STEP Act—legislation that NASDCTEc has supported and endorsed for the past two years. Learn more about the bill here.
  • The Institute for Higher Education Policy (IHEP) is out with a useful factsheet on recently introduced House and Senate legislation for the reauthorization of the Higher Education Act (HEA). The document focuses on each of the bills’ provisions regarding the collection of student unit record data— a feature NASDCTEc has advocated in future HEA legislation. Read the factsheet here.
  • ED’s Office of Career, Technical, and Adult Education (OCTAE) is out with a new report titled the “Evolution and Potential of Career Pathways”. The report is part of OCATE’s wider ‘CTE within career pathways’ initiative in conjunction with Jobs for the Future (JFF). Read the report here.

Steve Voytek, Government Relations Manager

This Week in CTE

June 26th, 2015

TWEET OF THE WEEK

ARTICLE OF THE WEEK
Kaine’s CTE Push Wins a White House Nod
Earlier this week President Barack Obama expanded the U.S. Presidential Scholars Program to include up to 20 CTE students per year, a big win for Senator Tim Kaine who led the charge.
More

RESOURCE OF THE WEEK
Reflect, Transform & Lead
Five-Year Progress Reports

This week, NASDCTEc released five progress reports looking back at five years of the CTE Vision. Learn what successes and achievements we’ve accomplished, and what work still needs to be done.
More

INTERNATIONAL ARTICLE OF THE WEEK
The Government Confirms that it has Smashed its Target of Supporting 20,000 Higher Apprenticeship Starts
For the past two years, The United Kingdom has not only increased the number of people participating in apprenticeships, but also improved the quality of those apprenticeships. The government will support another three million apprenticeships by 2020.
More

Katie Fitzgerald, Communications Associate 

NASDCTEc Goes to SkillsUSA’s National Leadership and Skills Conference

June 26th, 2015

This past week, NASDCTEc had the privilege of attending SkillsUSA’s 51st annual National Leadership and Skills Conference (NLSC). The conference is the group’s largest annual convening of its national and state membership and is one of the premier opportunities for Career Technical Education (CTE) students to showcase the impressive technical and employability skills they’ve acquired through participation in the Career Technical Student Organization (CTSO) and theirInline image 1 respective CTE programs.

More than 16,000 people, including students, their families, teachers, advisors, and business partners from across the country took part in the weeklong event which began last weekend with intensive leadership training for national SkillsUSA student officers and advisors. On Tuesday, the Opening Ceremony took place where Snap-On CEO, Nick Pinchuk, who delivered a powerful keynote address on the importance of CTE and the significant contributions SkillsUSA has made to the CTE enterprise over the past fifty years.

However, the most impressive component of NLSC took place on Wednesday and Thursday where more than 6,000 exceptional CTE students competed in the national SkillsUSA Championships. These students, all qualifying from related statewide contests, competed in over 100 different technical, trade, and leadership fields ranging from the culinary arts, robotics competitions all the way to public speaking and performance in mock interviews with real employers. These timed and judged competitions provide a hands-on way for these CTE students to demonstrate the knowledge, skills, and competencies that they’ve acquired throughout their CTE careers which were put on full display for families, friends, and even prospective employers.

In addition to this national contest, members of the SkillsUSA World Team participated in the the event— a select few of the best students from across the nation who will be competing on behalf of the United States later this year in Brazil at the annual WorldSkills competition. NASDCTEc applauds the incredible work that SkillsUSA, and especially its students, have done and continue to do.

Steve Voytek, Government Relations Manager

A look back at five years of the NASDCTEc Vision

June 25th, 2015

Five years ago, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) with support from all 50 states released Reflect, Transform & Lead: A New Vision for Career Technical Education. This bold document laid out key principles and actions the community needed to take for CTE to reach its full promise in the years ahead.

Since 2010, the landscape has changed dramatically, and CTE has advanced in many significant ways. To take stock of what has – and hasn’t – been accomplished since 2010, NASDCTEc today is releasing a series of Five-Year Progress Reports on each of the five principles:

  • CTE is critical to ensuring that the United States leads in global competitiveness;
  • CTE actively partners with employers to design and provide high-quality, dynamic programs;
  • CTE prepares students to succeed in further education and careers;
  • CTE is delivered through comprehensive programs of study aligned to The National Career Clusters® Framework; and
  • CTE is a results-driven system that demonstrates a positive return on investment.

These briefs celebrate our collective accomplishments but also aim to motivate us on where more work is needed for CTE to fully meet the needs of students employers and our economy.

Read the Progress Reports here

 

Katie Fitzgerald, Communications Associate 

 

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