The Value of Career and Technical Education in Addressing College and Career Readiness and the Ill-Prepared Workforce PDF Download
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Author: Kamina Fitzgerald
Publisher:
ISBN: 9781792173097
Category :
Languages : en
Pages : 141
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Book Description
Are we truly preparing high school students to be college and career ready? In this time when the graduation average has shown a significant increase, why are more students lacking the basic skills to be successful in the workforce than ever before? The problem studied in this book is that schools are not providing the necessary entry-level skills desired by industry, or that lead to successful employment in the 21st century. Furthermore, this study examined new entry-level employees to the workforce and the perception of employers, as to the skill level needed to be successful in 21st century industry. Today's economy demands a better educated workforce than ever before, and jobs in this new economy require more complex knowledge and skills than the jobs of the past. Research from the Center for Education and the Workforce at Georgetown University debunks the often-cited myth that the economy lacks jobs for young people to fill, finding instead that industries across the economy have created a wealth of new jobs that require workers with appropriate education and training (American Institutes for Research, 2013). The center also projects that nearly two thirds of jobs created in the United States by the year 2018 will require some form of postsecondary education (Carnevale et al., 2010).
Author: Kamina Fitzgerald
Publisher:
ISBN: 9781792173097
Category :
Languages : en
Pages : 141
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Book Description
Are we truly preparing high school students to be college and career ready? In this time when the graduation average has shown a significant increase, why are more students lacking the basic skills to be successful in the workforce than ever before? The problem studied in this book is that schools are not providing the necessary entry-level skills desired by industry, or that lead to successful employment in the 21st century. Furthermore, this study examined new entry-level employees to the workforce and the perception of employers, as to the skill level needed to be successful in 21st century industry. Today's economy demands a better educated workforce than ever before, and jobs in this new economy require more complex knowledge and skills than the jobs of the past. Research from the Center for Education and the Workforce at Georgetown University debunks the often-cited myth that the economy lacks jobs for young people to fill, finding instead that industries across the economy have created a wealth of new jobs that require workers with appropriate education and training (American Institutes for Research, 2013). The center also projects that nearly two thirds of jobs created in the United States by the year 2018 will require some form of postsecondary education (Carnevale et al., 2010).
Author: Cynthia A. Bily
Publisher: Greenhaven Publishing LLC
ISBN: 0737762853
Category : Young Adult Nonfiction
Languages : en
Pages : 136
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Book Description
Editor Cynthia A. Bily has compiled sixteen compelling essays that explore the issues surrounding career and technical education. Readers will evaluate several issues, including whether low-income and minority students are being squeezed out of higher education and whether the government should increase support for community colleges. Essay sources include the National Association of State Directors of Career Technical Education Consortium, Barack Obama, and Dana Goldstein.
Author: United States. Congress. House. Committee on Education and the Workforce
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 88
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Book Description
Author: Fritz Leiber
Publisher: DIANE Publishing
ISBN: 1568063865
Category :
Languages : en
Pages : 63
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Book Description
Concludes that all American high school students must develop a new set of competencies and foundation skills; that qualities of high performance that characterize the most competitive companies must become the standard for the majority of all companies; and American schools must be transformed into high-performance organizations in their own right. Describes the skills and personal qualities that workers need in order to be competent, and the productive use of resources, interpersonal skills, information, systems and technology by effective workers. Illustrated.
Author:
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 15
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Book Description
Author: Howard R. D. Gordon
Publisher: Waveland Press
ISBN: 1478645008
Category : Education
Languages : en
Pages : 463
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Book Description
Rapid changes in the workplace, including progress in the areas of science, technology, engineering, and mathematics, make the contribution of career and technical education more significant than ever. In the fifth edition of his foundational text, Dr. Gordon is joined by new coauthor Deanna Schultz. Continued focus on the history, philosophy, structure, and evolution of career and technical education highlights in-depth coverage on emerging trends relevant to all areas of the field. The pedagogical structure of the text presents abundant information in an accessible format. The authors’ introduction to the origins of and early leadership in CTE lays the groundwork for later discussions of representation of women and underrepresented minorities in the discipline, as well as the implications of a multigenerational workforce and global community on the way educational programs are designed for career readiness. In addition to comprehensive updates, this edition features a section exploring work-based learning, information on current legislation, and a new chapter on community and technical colleges.
Author: Carrmila Faye Young
Publisher:
ISBN:
Category : College preparation programs
Languages : en
Pages : 0
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Book Description
As K-12 systems throughout the country work to create Career and Technical Education (CTE) programs that will provide students with post-secondary skills and competencies to succeed in the workforce, many CTE students may be inadvertently denied the opportunity to also become college ready upon graduation. Focusing on high school CTE coursework deemed to be less academically rigorous, can limit the college readiness rates for CTE concentrators both in admittance and success thereafter. Utilizing Dewey and Prosser’s historical perspectives related to vocational education, current college and career readiness research, and nascent literature on college and career ready indicators, the purpose of this explanatory qualitative case study was to try to understand how adult aged students who graduated from the CTE course of study perceived their preparation for college and career readiness. This study had a sample size of three subjects per state (California, Illinois, and Texas) for a total of nine adult participants who graduated from high school and concentrated in CTE by completing two or more courses in a career or technical education pathway. Using surveys and interviews, the design of this study captured vivid details through the words and actions of the participants to explore and explain the relationship between aspects of their scholastic experiences and their perceived readiness. The findings revealed that that where participants went to school, the quality of the CTE program, and expertise of the adults involved made the greatest differences in participant perceptions of readiness-- superseding all other factors including geography, race, age, and gender. The findings from this study may have significant academic, social, and systemic implications as the belief that college and career readiness are one in the same prevails when driven by quantitative data points. The voices from the field are telling us otherwise.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309440068
Category : Technology & Engineering
Languages : en
Pages : 259
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Book Description
Skilled technical occupationsâ€"defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor's degree for entryâ€"are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. In response to the broader need for policy information and advice, Building America's Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.
Author: Matthew T. Hora
Publisher: Harvard Education Press
ISBN: 1612509894
Category : Education
Languages : en
Pages : 272
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Book Description
How can educators ensure that young people who attain a postsecondary credential are adequately prepared for the future? Matthew T. Hora and his colleagues explain that the answer is not simply that students need more specialized technical training to meet narrowly defined employment opportunities. Beyond the Skills Gap challenges this conception of the “skills gap,” highlighting instead the value of broader twenty-first-century skills in postsecondary education. They advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students. Drawing on interviews with educators in two- and four-year institutions and employers in the manufacturing and biotechnology sectors, the authors demonstrate the critical importance of habits of mind such as problem solving, teamwork, and communication. They go on to show how faculty and program administrators can create active learning experiences that develop students’ skills across a range of domains. The book includes in-depth descriptions of eight educators whose classrooms exemplify the effort to blend technical learning with the cultivation of twenty-first-century habits of mind. The study, set in Wisconsin, takes place against the backdrop of heated political debates over the role of public higher education. This thoughtful and nuanced account, enriched by keen observations of postsecondary instructional practice, promises to contribute new insights to the rich literature on workforce development and to provide valuable guidance for postsecondary faculty and administrators.
Author: Dale M. Hanson
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 252
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Book Description
The United States workplace requires increased levels of postsecondary education to support workforce development for an economy driven by technology, automation and global competition. By 2018, 63% of new jobs created will require postsecondary education (Carnevale, Smith, & Strohl, 2010). Currently, one in four graduates earns a bachelor's degree in six years, and one in three earns an associate degree within three years (NCHEMS, 2012). To fill existing knowledge and skills gap, high school staff must encourage and prepare college/career ready students to enter postsecondary education. The purpose of this study was to describe the construct of college and career readiness from a perspective of technical college graduates. This study examined whether or not technical college graduates believed their personal high school experiences effectively prepared them for academic success and career focus upon entering technical college. College and career readiness is defined as desirable characteristics including knowledge, skills, abilities, academic outcomes, and personal resources possessed by graduating high school seniors that enable success in postsecondary and career pursuits (AYPF, 2009). This study described the impact of high school experiences such as academic and personal relationships with high school staff, personal disposition toward school, and value of dual enrollment coursework related to student perceptions of college and career readiness. This mixed method, convergent parallel design study, simultaneously collected quantitative and qualitative data. The population (N = 36) consisted of May 2012 technical college graduates who were alumni of a Midwestern Pre K-12 school district. Quantitative data were collected through document review and a student survey on perceptions of college and career readiness. A focus group, consisting of five technical college graduates selected from survey participants, provided insight into personal perceptions on college/career readiness. The findings suggested academic achievement by itself is not enough to qualify a student as college/career ready for postsecondary education. Participants identified support through positive staff relationships, but suggested further improvement by acquiring increased knowledge of multiple postsecondary pathways to student success. Finally, this study revealed dual enrollment courses were undervalued by students, and suggested ways to improve and promote dual enrollment programs.
