Posts Tagged ‘business and industry partnerships’

Implementing the Modernized Career Clusters Framework: Lessons in Change Management

Thursday, November 21st, 2024

At the 2024 Fall Meeting in sunny Phoenix, AZ, Advance CTE unveiled the long-anticipated modernized National Career Clusters Framework® (the Framework), which provides structural alignment and a common language to bridge education and work, empowering each learner to explore, decide, and prepare for dynamic and evolving careers. 

In anticipation of the multi-year implementation process for Career Technical Education (CTE) leaders and state teams, we invited Thomas DeWire, Founder and Principal Consultant of EdScale, LLC, to discuss change management and effective implementation. For over two decades, Thomas has worked with states, districts, schools, and education-focused organizations to get better results through a relentless focus on effective implementation. 

Prioritize Your Goals

During the Managing Change plenary session, Thomas shared promising implementation practices from his book How to Implement (just about) Anything, which provides succinct steps for proactive planning and controlled execution. Beginning with his first lesson, Thomas advised participants to consider the scope of their implementation plans.

Thomas states, “I have experienced the dense state/district/school improvement plans. The kitchen sink approach to school improvement. That doesn’t work. Instead, what are a couple of things that are changing that we will implement systematically?”

Key considerations:

Build Strong Guiding Coalitions and Teams

Thomas emphasized the importance of making these prioritization decisions with their guiding coalition and implementation team—the team members and advocates who will move this work forward—in mind. 

“The guiding coalition will advocate, support, guide, and give you valuable feedback…Then, you need an implementation team. Who are the people doing the work?” Thomas asks. 

He provides a grid to gauge external partners’ ability to influence outcomes and identify who should be at the table for initial strategy planning through the execution (Figure 1). 

Figure 1. Prioritize external partners by mapping their ability to influence outcomes and current interests

Start Early and Create Capacity

After establishing who the folks in the guiding coalition and implementation team are, Thomas advised to start routines early and create capacity to avoid building the plane while it’s flying. This looks like building feedback loops to drive improvement and proof points to highlight quick wins. 

“We get feedback, correct it, and then celebrate! We spend more time on the things that are broken than the things that are working. If we flip that, we’d see outsized and incredible results.” 

Stay Consistent and Plan for Solutions

Small and consistent victories compound over time. Thomas shared a model (Figure 2) of how teams can envision an aligned, coherent, lightweight, and effective implementation infrastructure to achieve project priorities.  

Figure 2. Effective implementation infrastructure

 

 

With a now full toolkit to implement the Framework, Thomas cautioned us about obstacles our teams may encounter when putting plans in motion. These include complacency, weak leadership coalitions, insufficient communication, and failure to create short-term wins. However, incorporating the learnings from the session has equipped leaders to stay focused on prioritized goals, build strong guiding coalitions, create feedback loops for continuous improvement, and celebrate small victories to maintain momentum and drive successful implementation.

Thomas ends with the following: 

“You’re the only people in your state who can create alignment and coherence around the Modernized Career Clusters. Creating a short-term lens and thinking about what might be possible builds momentum, bringing other people along with you. It’s not that we don’t know how; it’s not that we don’t have the talent to do it; it’s that it’s really hard to scale it… The goal, the challenge, is to actively facilitate change–to create clarity, alignment, and coherence to get better results for students.” 


Advance CTE will continue to have opportunities for states to engage in Career Clusters Framework Adoption & Implementation. Our Resources webpage will continue to be updated with materials for implementation at state and local levels, crosswalks, and communication tools to help leaders at every level assess, adopt, and implement the Framework at their pace and capacity.

Please reach out through our Contact Us form or via email at [email protected]

Marie Falcone, policy associate

By Layla Alagic in Meetings and Events
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Strong Employer Partnerships That Are Shaping Tomorrow’s CTE

Friday, November 15th, 2024

Advance CTE recently held a panel on engaging employers at this year’s Fall Meeting, bringing together experts from education, industry, and workforce development to discuss how we can better align education and industry needs, create impactful partnerships, and prepare learners for the careers of tomorrow. The bottom line? Employers are essential partners in shaping Career Technical Education (CTE).

Building Bridges Between Education and Industry 

We need to bring education and industry closer than ever. As Kevin Imes, Arizona State CTE Director, emphasized, “Employers and educators need to be at the table together—at these conferences and beyond these walls.” The panelists highlighted the need for more proactive efforts to align curriculum with the actual skills and competencies that employers are looking for.

From a state perspective, Kevin Imes shared how Arizona is working to bridge this gap through its Education Economic Commission, which is renewing and reinventing career pathways to better align with industry needs. This effort includes facilitating more direct communication between industry and education to ensure that career pathways are not only relevant but also responsive to the dynamic labor market.

When Should Employer Engagement Start? 

According to our panelists, the earlier, the better —ideally during the Career Awareness and Career Exploration stages, well before learners enter the workforce.

Dr. Joy Rich, Manager of Workforce Development and Community Relationships at Nissan North America, shared how Nissan is taking proactive steps to engage learners through their Nissan Technician Training Academy (NTTA). Through this program, learners gain hands-on experience in automotive diagnosis and repair, preparing them for careers as factory-trained technicians at Nissan and Infiniti dealerships. These types of training programs provide learners with a clear pathway to well-paying, in-demand, and stable careers right out of high school, showing how early employer engagement can make a big difference.

Durable Skills Are Essential

A major theme from the session was the increasing importance of durable skills in today’s workforce. Employers like Patti Taylor, Director of Student Health Careers at Banner Health, discussed how competencies like critical thinking, problem-solving, and the ability to adapt to emerging technologies such as AI are becoming just as essential as technical skills. In fields like healthcare and IT, where new technology is constantly evolving, employers are looking for workers who can perform technical tasks and think critically and adjust to new challenges. This insight is invaluable for educators who are preparing learners for the realities of the workplace.

Real-World Skills, Real-World Partners 

A standout example of how employers can create strong partnerships with education institutions came from Nissan’s Center of Excellence, which is deeply involved with initiatives like SkillsUSA and Nissan University. These collaborations help learners gain industry-specific certifications and participate in apprenticeship programs, all while building strong relationships between education providers and employers. Dr. Rich emphasized that “being skills-based over degree-based removes those barriers to entry,” making it easier for students to find success in fields that align with their interests and abilities.

Employers also play a crucial role in identifying skill gaps in CTE spaces. As Patti Taylor pointed out, employers should take a hands-on approach to shaping curricula, working directly with educators to ensure that the learners’ skills match the job requirements they will face in the real world. For example, industry day visits to schools—where employers showcase lesser-known career opportunities in fields like IT and finance within healthcare—help learners better understand the breadth of career options available to them.

Navigating Liability and Legal Barriers in Work-Based Learning

Dr. Rich shared valuable advice on how employers and education leaders can work together to overcome the barrier of liability in work-based learning, suggesting that schools and employers bring labor law expertise into the conversation early on. According to a 2023 report from the National Apprenticeship Training Foundation, over 40% of employers cite concerns about liability as a barrier to offering internships or apprenticeships. Legal ambiguities related to worker classification and wage laws often contribute to this hesitation. Understanding the legalities of internships and apprenticeships ensures learners can gain valuable experience without risking exposure to unnecessary liability issues.

The Big Takeaway: Collaboration is Everything

The big takeaway for state CTE leaders and educators? Keep building strong, ongoing relationships between industry and education. As Dr. Rich said, “Be that aggregator, be that branch because industry partners want to work with you, but the barriers need to be removed.” When asked what one word they’d leave the audience with, all the panelists agreed—collaboration.

In workforce development, education and industry partnerships help to align curriculum with industry needs, provide opportunities for real-world experience, and focus on skills over degrees to ensure that learners are not only ready for the workforce but are equipped to thrive in it.

Vania Iscandari, senior policy associate

By Layla Alagic in Meetings and Events
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Advance CTE Highlights Mid-Year CTE Policy Trends

Thursday, August 29th, 2024

In February, Advance CTE released its fourteenth annual State Policies Impacting CTE Year in Review highlighting the state policy trends of 2023. To better meet the needs of State Directors and Advance CTE members, Advance CTE has added a mid-year update on state policy trends. In this policy blog, Policy Associate Velie Sando recounts the 2024 Mid-Year in Review: State Policies Impacting CTE webinar, highlighting Career Technical Education (CTE) policy trends observed so far in 2024.

On August 20th, 2024, Advance CTE and the Association for Career and Technical Education (ACTE) co-facilitated a State Policies Impacting CTE: 2024 Mid Year in Review webinar attended by 150 state and local CTE directors and leaders, providing a mid-year update on CTE policies enacted nationally thus far in 2024. Advance CTE’s analysis revealed significant progress in CTE policy development, with 31 states passing a total of 121 policies as of July 2024. 

Washington State emerged as the frontrunner in policy implementation, enacting 14 CTE-related policies, primarily focused on reducing healthcare workforce labor shortages. The impact of these policies spans across various educational systems:  

For specific content areas, nationwide funding has emerged as the leading focus, with 22 states enacting 54 policies so far, marking a shift from its third-place ranking in 2023. This surge underscores a growing recognition of the need for financial support in CTE programs. 

Industry partnerships and work-based learning follow closely with 18 states enacting 30 policies in both areas, highlighting the importance of collaboration between education and industry sectors.

Access and equity has re-entered the top five policy categories with 15 states enacting 28 policies, emphasizing a renewed commitment to inclusivity in CTE programs. 

Additionally, Data, reporting, and/or accountability (26 policies in 14 states) and Industry-recognized credentials (19 policies in 12 states) remain critical areas of focus, supporting evidence-based decision-making and credentialing that aligns with industry demands.

While the rankings will continue to shift throughout the rest of 2024, these trends reflect a concerted effort to enhance educational outcomes and workforce readiness across the nation through policies that elevate CTE. At the end of the calendar year, Advance CTE and ACTE will aggregate these and all other tracked policies into our annual Year in Review report, and a webinar will be held to discuss these findings.

The legislative landscape remains active, with 13 states and 3 territories still in regular session and two states in special session. Advance CTE and ACTE will continue tracking CTE legislation for these states through the end of the calendar year.

To see more policy trends and access our state policy tracker, check out our State Policy Resources page. For previous year’s Year-in Review reports, visit our Learning that Works Resource Center.

Velie Sando, state policy associate

By Layla Alagic in Public Policy
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The Need for A Modernized National Career Clusters® Framework and the Road Ahead

Wednesday, April 17th, 2024

In December 2022, Advance CTE announced the relaunch of an initiative to modernize the National Career Clusters Framework. This work is led by two national partners Indigo Education Company and WestEd and supported by a National Advisory Committee, Industry Advisory Groups, and other avenues to receive input from thousands of professionals connected involved in delivering and experiencing Career Technical Education (CTE) and the Framework.  

The year is 2002:The first iPod had just been released, but we are five years away from the release of the first iPhone. 

The year is 2024: 

The Advancing the Framework modernization initiative in response to growing feedback from the field about the need to align the Framework to the realities of learning and work today and in the future. Educators and industry leaders have told us in national surveys that they want the Framework to be more inclusive of emerging sectors and aligned to the new workplace, and have language that better bridges industry and education. 

Our Vision for a New Framework 

Imagine a Framework where a learner can take courses in agriculture, entrepreneurship, and unmanned vehicle systems in one program of study. They participate in FFA competitions for agricultural technologies, and earn both a remote pilot’s license and a professional certificate in entrepreneurship. As a result, they start their own business operating drones and digital mapping to help farmers better identify crop water needs, damage, and harvesting schedules. 

This modernization is an exciting opportunity to remove silos across industry and education, state and local levels, and across Career Clusters that are keeping learners from being fully prepared for the world of work. A modernized Framework should be flexible for every state and will: 

 

As a result, industry will gain workers with a broader skill set who are more prepared for the workplace. Learners will have more personalized paths to living wage jobs and gain skills for a variety of careers. CTE educators will be able to align and design programs that better reflect the interdisciplinary nature of work, and extend that flexibility to career exploration, work-based learning, and other experiences. And state CTE leaders will be able to build systems, professional development, and resources that are more responsive to industry needs.

The Road Ahead and Opportunities for Input 

Currently, we are developing a draft Framework, grounded in labor market data and informed by education and industry leaders across the country. This draft Framework will be available for input from the public this summer. This is the first step on what will be a multi-year journey from 2025 and beyond to finalize, adopt, and implement a new Framework.  

Advance CTE is considering and preparing for the impact of a modernized Framework on program of study structure, educator credentialing, state staff structure, Career Technical Student Organization (CTSO) alignment, data collection, legislative initiatives, and more. Once a state does adopt the Framework they will have ample time to implement the Framework and related supports and materials.  Advance CTE will work closely with states during the implementation phase providing both general resources and materials and working on state-specific needs that align with the pace at which the state chooses to adopt the Framework.

With your help, everyone in the CTE community will have the opportunity to provide feedback on a draft Framework before it is finalized. 

Take one of the following steps:

  • Share our sign-up form with your network to receive timely email updates
  • Explore and share our explainer documents at your next meeting, including Frequently Asked Questions, Myth explainer, and more to come.

Contact [email protected] for additional information or questions.

Kate Kreamer, Executive Director 

By Stacy Whitehouse in Career Clusters®
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Advance CTE 2024 Spring Meeting Sponsor Blog – Gold Sponsor Alliance for FCS | At the Forefront for Equipping Learners: Supporting CTE Performance Objectives Through Family and Consumer Sciences

Wednesday, April 10th, 2024

The views, opinions, services and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products or services not mentioned.

Today states are working to address teacher shortages1, milling and baker shortages2, hospitality labor shortages3 and more. In the baking field alone, the industry is expected to have approximately 53,000 unfilled jobs by 2030. Since 2006, the Alliance for Family and Consumer Sciences (FCS) has collaborated to provide career exploration resources, professional development opportunities, and industry-recognized credentials to equip Career Technical Education (CTE) learners to lead better lives, be work- and career-ready, and make meaningful contributions in their communities.   

State CTE Directors and their staff play an important role in helping to fill these shortages through the programs and pathways offered in their state. Family and Consumer Sciences programs ensure learners are prepared with the necessary academic, technical, and employability skills to be successful in any workplace and provide them with training in over eight content specialty areas, amplifying the effectiveness of FCS programs in putting learners into career paths directly from graduation. To review the range of specialties supported by Family and Consumer Sciences, visit the Alliance website.

The Alliance for Family & Consumer Sciences is a coalition of organizations representing academia, business and industry, professional associations, and honor societies leading family and consumer sciences efforts around the globe. Today, AAFCS serves as the managing partner of the Alliance.

The Alliance for FCS members are ideal partners for states seeking to set up programs and connect with business and industry and content experts to grow Family and Consumer Sciences education throughout the U.S. 

The Alliance for FCS provides research and resources in Family and Consumer Sciences content areas. One specific example is the resource page on Nutrition and Wellness which supports states seeking to prepare learners to enter industries suffering worker shortages such as culinary arts, milling and baking, food science and nutrition, and food-supporting industries. Lesson plans, safety tips, webinars, certification programs, and other programs offered by Alliance for FCS members are available to CTE directors and staff to enhance state educational programs, making them ideal sources of future employees for these industries. Visit the Alliance for FCS, Nutrition, and Wellness Resources today at https://www.aafcs.org/allianceforfcs/initiatives/nutrition-wellness 

To inquire about resources in the other Family and Consumer Sciences content areas or to join the Alliance, reach out to [email protected] for more information. 

About the Alliance for FCS

The mission of the Alliance for Family & Consumer Sciences is to unify diverse organizations with a common purpose by advancing the value of family and consumer sciences globally. These efforts will enhance the visibility and viability of family and consumer sciences to improve the quality of life for individuals, families, and communities in a diverse and global society.

By Layla Alagic in Advance CTE Spring Meeting
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Advance CTE 2024 Spring Meeting Sponsor Blog – Gold Sponsor NOCTI | Why CTE Leaders Should Care About Assessment: Three Compelling Benefits to Learners and State Teams

Tuesday, April 9th, 2024

The views, opinions, services and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products or services not mentioned.

In the ever-evolving landscape of workforce education and the development of tomorrow’s workforce, high-quality Career Technical Education (CTE) programs and prepared graduates remain indispensable. Positioned to enrich the nation’s workforce pipeline with highly skilled individuals, CTE systems are essential contributors to economic growth.

State CTE leaders set direction, make decisions aligned to their mission, and create value for learners and employers.  There is a unique opportunity to establish benchmarks for defining high-quality CTE systems and that involves a continuous commitment to assessing inputs and outputs, recognizing assessment’s role in ensuring quality outcomes.

For over 55 years, NOCTI/Nocti Business Solutions (NBS) has been dedicated to CTE by developing reliable processes, resources, and research support to strengthen the role of assessments in CTE programs. This commitment highlights the significance of third-party skills verification as a fundamental practice in high-quality CTE systems. Utilizing data-driven quality assessment promotes continuous improvement and boosts leaders’ confidence.

Here are three benefits of implementing quality assessment practices to propel CTE programs forward and assist CTE leaders in contributing economic value across their states.

Benefit #1: Gain confidence in preparing learners for workplace readiness.

State CTE leaders utilize data as feedback to continuously improve systems, celebrate high-quality programs, and target areas for improvement. For example, the Pennsylvania Department of Education (PDE) utilizes NOCTI/NBS assessments and data for various purposes, including program evaluation, curriculum alignment, instructional improvement, professional development, and accountability. Learners meeting state-established benchmarks are eligible for the Pennsylvania Skills Certificate (PSC), recognizing individual advanced technical skill achievement.

Benefit #2: Engage industry partners through authentic approaches.

High-quality CTE systems involve business/industry partners in verifying skills, ensuring learner assessments accurately reflect expertise. This practice not only benefits learners but also provides industry employees with an opportunity to contribute meaningfully to CTE schools and programs. As one evaluator recently summarized, “I am always willing to set time aside to work with these learners and programs, as this is the future of my industry–one that I care about and want to impact.”

Benefit #3: Recognize CTE learners in ways that honor skill development.

Recognition of learning progress motivates learners, contributing to their confidence and expertise. NOCTI/NBS certifications offer third-party validated credentials aligned with industry standards. CTE teachers receive affirmation of their instructional impact on learners, validating program quality across various learning contexts. Continuous improvement and collaboration with industry partners enable CTE leaders to create meaningful opportunities for learners to thrive in their chosen fields.

CTE programs shape the future workforce, providing essential skills for success. Implementing NOCTI/NBS assessments ensures learners are prepared for workforce demands and their accomplishments are recognized. Contact NOCTI/NBS to learn more about national certifications and options to integrate NOCTI/NBS products and services into CTE state assessment systems. Join our Subject Matter Expert network! 

Kathleen McNally, NOCTI/NBS CEO

[email protected]

www.nocti.org

By Layla Alagic in Advance CTE Spring Meeting
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The Top 5 Policy Trends in Connected to Career Technical Education in 2023

Wednesday, February 28th, 2024

February marks the release of the 2023 Year In Review, the 11th edition of this comprehensive report developed by Advance CTE in collaboration with the Association for Career and Technical Education (ACTE). Dedicated to providing a thorough overview of state Career Technical Education (CTE) policies, this report is valuable for state and local administrators and practitioners to better understand national trends and specific policy actions taken by individual state legislatures in 2023. 

The policy tracking conducted for 2023 Year In Review totaled 115 policies implemented in 47 states. The report highlights innovative and practical legislation and emphasizes common policy themes. Notably, clean and renewable energy emerges as a prominent focus among policymakers, reflecting the emerging workforce demands of this sector while highlighting the dynamic landscape of CTE. Building upon the legacy of previous reports, the 2023 Year In Review offers insights into the top five policy areas in 2023: 

“Industry Partnerships and Work-Based Learning” was the predominant policy category in 2023, with 48 policies enacted under this topic. This category first took the top spot last year after multiple years of the funding category being the most popular. Many policies in this category focused on engaging industry to drive student learning that addresses workforce needs. The following policies illustrate strategies that address labor shortage by fostering industry engagement and enhancing the learner experience through work-based learning opportunities:

Arkansas

S.B. 294 mandates the Division of Elementary and Secondary to establish career-ready pathways for high school diplomas. These pathways include rigorous academic courses and modern career and technical studies aligned with labor market needs, leading to industry credentials. These initiatives address labor shortages by ensuring that students are equipped with skills that meet industry demands through practical work-based learning experiences, thereby bridging the gap between education and employment. 

Maryland 

S.B. 104 creates the Apprenticeship 2030 Commission to expand registered apprenticeships in sectors with skill shortages. The goal is to increase registered apprenticeships to 60,000 by 2030 and have 45% of high school graduates complete high school-level apprenticeships. By fostering apprenticeships, the policy aims to provide career pathways for young people while addressing industry needs through hands-on training and mentorship, thereby reducing skills shortages. 

Vermont 

H.B. 452 establishes the Vermont Registered Apprenticeship Program to regulate apprenticeship programs aligned with industry demand. This program oversees apprenticeship, pre-apprenticeship, and youth apprenticeship initiatives. The policy directly addresses labor shortages through structured apprenticeship programs by preparing individuals with the specific skills demanded by industries, ensuring a better alignment between workforce supply and industry demand.

For a comprehensive exploration of the policies enacted this year, Advance CTE offers an accompanying online tracker. This tool empowers users to search and filter for specific legislation, providing a more in-depth understanding of the enacted policies.

The 2023 Year In Review strives to contribute to the ongoing dialogue on CTE, showcasing successful strategies, and fostering collaboration among stakeholders in the field. CTE leaders are encouraged to utilize the tracker and state highlights in their respective states and communities for more strategies to implement potentially innovative policies. 

Velie Sando, Policy Associate

As a Policy Associate, Velie conducts research and develops resources to support Advance CTE’s state policy initiatives, including the New Skills ready network, the annual Year in Review, and the Green Workforce.

By Layla Alagic in Advance CTE Resources, Public Policy
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Enhanced Collaboration Towards Implementation of High-Quality Career Pathways in Year Three of the New Skills ready network

Tuesday, July 11th, 2023

Advance CTE and Education Strategy Group (ESG) recently released an annual report and site snapshots for year three of the New Skills ready network initiative. The five-year initiative, part of JPMorgan Chase’s $350 million global New Skills at Work program and $30 billion commitment to advance racial equity, aims to improve student completion of high-quality, equitable career pathways to gain skills needed for the future of work, particularly among learners of color and other historically marginalized learners. 

As a partner in the New Skills ready network initiative, Advance CTE elevates the successes and lessons learned across the six sites as they work towards the implementation of high-quality, equitable career pathways. Over the course of the three years of the initiative, sites have made significant progress in the development and implementation of career pathways from defining the core elements of high-quality career pathways to improving the access and equity of high-quality career pathways. The policy and programmatic changes adopted across the six sites in the initiative are promising approaches and strategies that can be leveraged in other states and areas to enhance the design, delivery and implementation of high-quality, equitable career pathways.

Throughout year three of the New Skills ready network initiative, several key priorities emerged as trends for the six sites:

Across each key priority area, sites have leveraged cross-sector networks and partnerships to deploy promising practices that support their sites with the successful development and implementation of high-quality career pathways that meet the needs of learners and industry. Examples of achievement across the sites include the Columbus, Ohio, site leveraging an employer toolkit, created by the Ohio Department of Education, to help industry partners better understand the opportunities and challenges associated with work-based learning. 

The Indianapolis, Indiana, site expanded learner access to college and career advising by developing resources and supports for learners and finalizing frameworks that align career advising practices. For example, postsecondary partners published program maps for learners participating in agreements between Indiana University-Purdue University Indianapolis and Ivy Tech Community College. 

The Nashville, Tennessee, team has supported increased access to career pathways in HVAC and IT by engaging postsecondary partners like the Tennessee College of Applied Technology – Nashville (TCAT-Nashville). The engagement with TCAT-Nashville has increased learner participation and interest in dual enrollment, and the site now has more than 300 learners enrolled in these opportunities.

Sites like Boston, Massachusetts, and Dallas, Texas, are expanding access to career exploration, advising and high-quality career pathways opportunities to middle grades learners. In year three, the Boston, Massachusetts, team expanded the rollout of their My Career and Academic Plan to middle grades learners to better prepare learners for career pathways, dual enrollment and early college experiences. The Dallas, Texas, team is currently designing a cybersecurity career pathway that will connect all partner institutions with learners and provide lab experiences at the University of North Texas – Dallas. Learners in Dallas, Texas, will be exposed to this high-wage, high-demand career pathway as early as middle school with opportunities to earn credentials. 

Project team partners in Denver, Colorado, are improving the learner experience when transitioning from secondary to postsecondary institutions. In year three, the site lead, The Attainment Network, supported secondary and postsecondary institutions with solutions to longstanding challenges in learner transitions including lack of data sharing, erroneous dual enrollment rosters and incorrect schedules for learners. The institutions are now leveraging IT automation to ensure each institution has access to timely information on learners’ schedules, enrollments and more. 

In addition to diving more into the aforementioned exciting developments, the site snapshots and year three annual report preview the work for year four in the New Skills ready network initiative. Each site has ambitious goals for year four including exploring new pathways sectors, engaging families and learners in the design and implementation of career pathways, sustaining and scaling career pathways as sites near year five of the initiative and more. 

Visit Advance CTE’s New Skills ready network series page to read the full annual report and a snapshot of each site’s innovative partnerships and early accomplishments across the four project priorities. Our New Skills ready network collection page provides additional resources for strengthening career pathways.

Haley Wing, Senior Policy Associate

By Layla Alagic in Publications
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Advance CTE Fall Meeting Sponsor Blog: Gold Sponsor, Lincoln Electric – Industry Certifications: Joining Industry and Education Together

Wednesday, October 12th, 2022

There is a welding skills gap, and that could actually mean a couple different things: It could mean there simply are not enough skilled welders to fill the welding careers available, or it could mean there is a disconnect between the skills employers are looking for and the skills applicants actually have. Either way, this gap existing is a real problem in the welding industry today—for both employers and job-seeking welders. 

If the problem is that trained welders do not have the specific skills employers are looking for, then the solution is to examine welding education and find a way to bridge the gap. Educational institutions communicate with the welding industry to understand which skills their students actually need for today’s jobs. Because the industry is constantly changing, the needed skills are constantly changing—which means that this communication between education and industry must be ongoing.

Because Lincoln Electric is heavily involved in both industry and welding education, communication is constantly maintained between the two to improve curriculum and training as the industry evolves. From this, the Lincoln Electric Education Partner Schools (LEEPS) welding program was created.

The LEEPS welding certification program is a partnership with the National Coalition of Certification Centers (NC3), which provides curriculum and learning management resources for students and welders to earn standards-based certifications. These certifications are portable and stackable, which means welders can build their own skill base for specific job requirements by combining the skills and certifications they need for immediate employability.

The LEEPS program creates standardization with the train-the-trainer program. All instructors who teach and certify welding students through a partner school have been through the same training, taken the same tests, and used the same curriculum materials. That means employers can see these certifications and know anyone who earned them was taught the same content in the same way and has passed the same weld tests with the same grading rubric. This kind of consistency helps welders to have documented, proven competencies to show employers; and employers know they can expect this consistency from an institution with a standardized process.

Because this program offers a way to integrate certifications into an existing educational institution, it doesn’t limit students or employers to one area. With a traditional welding school, students all train at a single location and are likely to seek jobs in the same general area. With a program like LEEPS, the same quality welding education is available all over the country, so it’s more accessible to students and employers alike. This means employers can find job applicants in their area with the same qualifications as the job seekers in many states across the U.S. Employers can even set up their own internal training with LEEPS to put their welders on the fast track to certification in the specific areas that are needed in their workplace.

There’s a skills gap in the welding industry, but we can set up our welding education programs to help fix it. With standardized, configurable training, today’s welders can complete valuable certifications in a way that’s both convenient and relevant to the available jobs. By joining industry and education in communication, curriculum can be tailored to meet the needs of both welders and employers in today’s job market.

For more information about our education programs, please visit the Education Solutions section of our website.

Sarah Evans, Education Sales and Marketing Manager, Lincoln Electric 

By Stacy Whitehouse in Advance CTE Fall Meeting
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Advance CTE Fall Meeting Sponsor Blog: Gold Sponsor, Home Builders Institute

Thursday, September 29th, 2022

A severe lack of skilled workers and an aging workforce threaten to slow new home production, curb housing affordability, and derail the industry’s ability to stand strong amid rising recession risks to the overall economy. In fact, the construction industry needs to add 2.2 million workers over the next three years to keep up with housing demand, according to a recent report from the Home Builders Institute (HBI), a workforce development nonprofit that works closely with the National Association of Home Builders (NAHB). 

Changing social and economic factors are driving a renewed focus on Career Technical Eeducation (CTE) among educators, policymakers, students and their families. Shifting the narrative about Career Clusters® supporting architecture & construction is an important way to capture the interest of young students and their parents. Schools can offer more technical training that exposes students to the potential of many exciting post-graduation architecture & construction career opportunities that don’t result in student debt.   

With nearly 400 programs in 46 states, HBI’s industry-recognized curriculum is preparing the next generation of skilled workers through pre-apprenticeship training and certification programs in secondary schools, community colleges, military bases, Job Corps centers and training academies. These programs are providing students with no-cost training that leads to well-paying jobs and careers in the home building industry. 

Half of construction workers earn more than $49,000 annually with the top 25 percent% making more than $75,000. This eclipses the U.S. median wage of $45,760 and the top quartile making just $68,590. In addition, the industry is one of the few where women and men earn nearly equal pay, according to the U.S. Bureau of Labor Statistics, versus all other occupations where women make just 81.5 percent% of what men earn. 

The National Association of Home Builders (NAHB) advocates for local, state and federal support of industry-sponsored programs — such as HBI’s —that are successful, cost-effective means of providing skills training and job placement to individuals who can comprise a robust pipeline of trade professionals. Producing more and better workers strengthens families, communities, and the U.S. economy. 

Working with HBI, state CTE leaders can access industry-recognized curriculum and certifications that will provide middle and high school students throughout their state with more opportunities to pursue a stable and successful career path. State leaders can also leverage NAHB’s network of 700 local and state home builders associations. These local  associations comprise building industry leaders from all facets of the construction industry eager to provide mentorship, networking, program support and job opportunities to eligible students. 

There is no single answer to solving the labor gap issue, but working together, NAHB, HBI and State Directors can prepare students for meaningful careers in building that will result in increased housing availability and affordability for American families.

For more information on HBI’s curriculum, visit hbi.org.  To learn more about NAHB’s workforce development efforts, visit nahb.org/workforce.  

Ed Brady, President and CEO, HBI

 

By Stacy Whitehouse in Advance CTE Fall Meeting
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