Christene Collins
BGSU EDWF 5670
Spring 2018
Career and Technical Education Quality Advancements
Career and Technical Education has evolved from a sub-par education standard for underachieving students and is ever changing to provide more practical and quality instruction within the educational system. Students are offered a more varied and concentrated areas of studies, preparing them with practical knowledge and relevant skills often coupled with specialized certificates to enter the workforce. Students in high school and beyond are able to acquire skills from knowledgeable educators in utilizing the traditional mode of instruction and practicum settings for acquisition of skills. The Career and Technical Education areas are recognized on a national level within all educational opportunities as a viable means for career readiness through which persons are supported by academic and technical achievement. In response to ensuring educational leadership for career based instruction, the Association for Career and Technical Education was formed on a national level. The ACTEs overall purpose is promoting advancement in education within technical fields. Up girding this endeavor requires public awareness of CTE, encompassing national awareness of the benefits of technical education as well as community
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The student functions with the programs with the responsibility of learning placed on them. Because of this structure, the graduation rate for CTE participants is over ninety-eight percent, compared to an overall main stream average of eighty-three per cent. The CTE students are also more likely to obtain additional education in secondary CTE programs, further advancing their skills and knowledge. The successful CTE student is recognized within the workforce as having high quality employable
Career Cruising is an informational website and available at participating schools, public libraries, and employment agencies across North America. This program is intended to direct individuals towards appropriate career choices based on specific criteria, such as education, training and previous experience. Individuals can find this information database self-directed, user friendly and rewarding while presenting a variety of options to meet their personal needs. Not only does it offer assistance for the perspective individual in career development, but also on SAT/ACT preparation, online study guides, interview strategies and seminars by promoting growth and effective career opportunities.
Career and technical education courses are intended to prepare high school students to enter the work force in a skilled trade. It equips the students with the experience and education necessary to succeed in an average skill level job while maintaining the student’s interest. In an article that focuses on an aviation CTE program, a “senior policy analyst at the Morrison Institute, said that Career and Technical Education provides another opportunity for students who struggle in high school.” The assumption is that students who struggle in high school presumably do not want another four years of education to attain a bachelor’s degree. Until recently, schools have been excessively geared towards college readiness. The dogma was elementary school, high school, college, without exception. With this “one size fits all” education system in place, a different education course had to evolve. CTE courses offer a break from the tedious grind by introducing career readiness as an alternative. In place of the four years in a college, CTE programs gives student...
High Schools That Work (HSTW), a school improvement initiative of the Southern Regional Education Board (SREB), has documented achievement gains by career and technical education (CTE) students at participating sites (Bottoms and Presson 2000). At HSTW sites participating in 1996 and 1998 assessments (Frome 2001), CTE students showed math and science achievement equal to the national average of all high school students—and exceeded the national average of CTE students in math, science, and reading.
In the United States, the history of Career and Technical Education evolved within four major periods. First, the Awakening period which began in 1776-1826, when the right to a free public education was expressed. During this era, educational opportunities in labor and industrial education were being demanded. The rising working class began to press for an education that were more appropriate for their labor and industry’s needs (Awakening 1776-1826, 1976). Even Benjamin Franklin who represented the Awakening middle class was on board with the rise of technical and vocational education which were taught primarily by private masters or contracted apprenticeships (Cohen, 1976).
For far too long, people have regarded vocational schooling as a second class option to a traditional college. Some believe that only under achievers will attend this type of school...
In 2012 nearly 205,000 people were employed as a physical therapist in the United States. The average salary of a physical therapist in 2012 was $79,860 per year. The number of jobs is estimated to grow 36% from 2012-2022. This job of physical therapy involves many and very important tasks to fulfill the needs of their patients. It requires many different educational requirements and you must have strong people skills.
Career and Technical Education (CTE) mission has always been to develop an educated & skilled workforce to keep the United State viable in a global market. At this juncture in US history, CTE is vital to help create a workforce with 21st Century Skills to remain a global leader. The Common Core standards require students to “employ contextualized work-based, project-based, and problem-based learning approaches” to gain workforce readiness skills ("Programs of Study Design Framework," 2010). Since its birth this has been the mission of CTE programs. Signed in to law by Abraham Lincoln, The Morrill Act of 1862 or Land Grant College Act was the birth of Career and Technical Education in the United States. The Morrill Act allowed access to high education to all genders and social classes “in agriculture home economics, mechanical arts and other professions of the time” ("150th anniversary of," 2013). CTE’s fundamental purpose to develop an educated workforce was expanded in the Smith-Hughes Act of 1917. The Smith-Hughes Act required standards in teacher training and vocational program development to insure that there was a crucial trained workforce to be able to aid in the economic expansion of the United States.
Time sure does fly; in the blink of an eye, yet another 7.5-week class has come and gone. Just like life, it is scary to think that in just a few short years I will be graduating college and be in search of a future career. The magnitudes of readings, assignments, PowerPoint lectures, and videos have all contributed to the valuable knowledge I have gained since taking this course. Nothing that was presented or required was seen as invaluable towards my progression of career development. This career development course has allowed me to do some self-exploration, career research, and help me understand what influencing factors were related to the job market. Ultimately, this class helped me gauge and find a suitable career path, which will forever shape my future.
The practical and occupational nature of CTE subjects can foster this interest. • CTE subjects are contextual in nature. As a result, CTE can help students better understand academic concepts embedded in CTE. • CTE programs feature classroom, laboratory and youth organization instruction offered in a collaborative effort. Teachers can connect reading and reinforce content from interrelated instructional
J. (2002) The Role of career and technical Education: Implications for the Federal Government. Office of Vocational and Adult Education, U. S. Department of Education. ED-99-CO-0160.
Responses from surveying alumni are returning poor results. Finally, the program must be built into the overall experience and built into the community. Administrators must get from employers what are the problems they are attempting to solve; all pieces must be contacted if technical colleges will improve their job placement
Grover, G. (2002). Career information center eighth engineering, science, and technology. (8th ed.). Michigan: visual education corporation.
These clusters encompass grouping of similar occupations and industries, and each career cluster may contain multiple career pathways. CTE programs offer traditional graduation options, as well as opportunities to earn duel credit and/or national certifications. Students are exposed to career options within each career cluster that can be achieved with varying levels of academic credentials, from a high school diploma to a post secondary degree and beyond. On average one third of Mississippi K-12 students took at least one CTE
Past data indicates that students have been successful in achieving industry certifications to meet the graduation requirement. However, Mr. Funderburk wants to provide students with more coursework on hardware and software. The state competencies outline the requirements for the class and he feels that too much emphasis is on the industry certification. As he develops the professional growth plan he wants to include other components detailed in the state
Colleges and universities need to be structured so that they prepare students for specific career roles, as well as give them a level of appreciation for the world in which they live. Brewer’s succe...