QUESTION #1: (2 points). The Perkins Act, now known as the Carl D. Perkins Career and Technical Education Act of 2006, is one of the most influential legislations in Career and Technical education to date. Summarize the Carl D. Perkins Career and Technical Education Act of 2006, including a brief introduction, benefits of the legislation, and the significance of the legislation.
Contrary to what people might think, our education deserved some major changes in the ways technical education was being taught. By reading the historical and present legislation of technical education prior 1960, we end up discovering the articulation and the learning about federal technical legislation. Furthermore, it is essential to learn how this changing legislation, based on social and economic needs of the country, helped influence and shape technical education. In fact, in response to their responsibility, congress decided during the summer 2006 to pass the Carl D. Perkins Act of 2006, which is one of the most influential legislations in Career and Technical education to date.
To some extent, the Carl D. Perkins Career and Technical Education improvement Act of 2006 mainly aims that career education provides strong education to students in order to shape the future of the workforce. Accordingly, the bill wants the states to pass at least 85 percent of their allotments to local grantees. The amazing parts of this piece of legislation resides in the way states must be responsible to boost the vocational education toward sustainable progress. For instance, states must spend up to five percent of their funds or $250 000, whichever is greater, on state plans, including monitoring and compliances activities, technical assistance and improving d...
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...erkins act. Community college week, 18(26), 9.
Hyslop, A. (2008). Implementing Perkins. (Cover story). Techniques: Connecting Education & Careers, 83(7), 32-38.
Storm, B. T. (1996). The role of philosophy in education-for-work. Journal of Industrial Teacher Education, 33(2) 77-82. Retrieved from http://scholar.lib.vt.edu/ejournals/JITE/v33n2/strom.html
Summary of ACTE's Recommendations for strengthening career and technical education through reauthorization of the Carl D. Perkins vocational and technical education act. (2004). Techniques: Connecting Education & Careers, 79(3), 10-11. http://web.ebscohost.com.ezproxy.net.ucf.edu/ehost/pdfviewer/pdfviewer?sid=01e29e4c-3b2a-4906-8d7e-5d13a7a04be1%40sessionmgr198&vid=7&hid=122
Holle, T. L. (2012). Effective and sustainable business and industry partnerships. Techniques: Connecting Education & Careers, 87(8), 20-24.
term effects of the act were not as helpful as many had planned it to
The university-statehouse-industrial complex has grown such that the traditional models of primary and secondary education have survived two or three decades beyond their practical use. With a public school system that segregates and discriminates based on, “college material or not?” (Brolin & Loyd, 1989) and a university system that places only one in five graduates in work in their field of major (cite), our educational system has passed its prime and is still training and educating for 20th century job markets that no longer exist. The way that we educate and what we educate for and why needs rethinking from the top down and needs to be more practical and pragmatic. Career and technical education (CTE) consisting of specialized, targeted, and focused vocational programs at all levels do more than just prepare a student for a real job – these programs have practical education and socialization value that conventional classrooms centered around a teacher’s monologue for many do not. Nowhere is the added value of such targeted programs more useful and valuable than in special classes, courses, and CTE training aimed at students with disabilities.
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...
Winterburn, P. "Learning to Trust. On the Treasure Coast, Tech Prep Proves a Trove for Educators Long Divided." Vocational Education Journal 70, no. 4 (April 1995): 28-29, 44.
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).
In Charles Murray’s essay entitled “Are Too Many People Going to College?”, he discusses the influx of Americans getting a college education. He addresses the topic of Liberal Arts education, and explains that not many people are ready for the rigorous challenges a liberal-arts degree offers. In addition, Murray explains that instead of a traditional degree more people should apply to technical schools. He believes that college should not be wide spread, and that it is only for those who can handle it. These viewpoints harshly contrast with Sanford J. Ungar’s views. Ungar believes college education should be widespread, because a liberal-arts degree is, in his opinion, a necessity. He argues that a liberal-arts college is the only place that
Encouragement is a common word throughout this paper. The best thing that can be done about the problem of dwindling enrollment in technical college is to encourage people considering this schooling. Encourage people to look into this type of education, because we do need more Blue Collar workers in our future. Encourage current or past students to talk about their experiences in tech schools with people who are confused about what they want to do in their life. Encourage them that this option is NOT for under achievers, but for over achievers.
There is no doubt that state policy to advance activities started under the federal grant will be a major factor in the sustainability of STW (Miller and Fleegler 2000). Already, some states have taken the initiative for bringing higher standards to education by offering incentives for business to participate in STW programs. In Colorado, for example, the General Assembly passed a law in 1997 giving businesses a 10 percent tax credit for participating in its School-to-Career program (Eslinger 1998). In Connecticut, efforts to sustain STW have involved the hiring of an STW coordinator whose main responsibility is to focus on community outreach (Cutshall 2001c).
The following outcome of Researching, Quoting, Paraphrasing, and Documenting sources were met in all three of the essays provided. At the beginning of the course, most of my sources came from Google. Throughout this course, I learned that I should use more academic sources for that come from databases such as Google Scholar and EBSCO. In the essay “Career and Technical Education,” all of my sources were from a database or a government website. These sources where important to illustrate the benefits and possible drawbacks of career and technical education programs. I considered things such as costs (lines_) and offered an example of how I felt career and technical education programs should be implemented based on other school examples that
Murray, Charles. ""What's Wrong with Vocational School?"." Practical Argument: A Text and Anthology. Ed. Laurie G. Kirszner and Stephen R. Mandell. Boston: Bedford/St. Martin's, 2011. 631-634. Print.
Murray, Charles. “What’s wrong with Vocational School?” Practical Argument. Ed. Lauren G. Kirszner and Stephen R. Mandell. Boston: Bedford/St. Martin’s, 2011. Pg. 632. Print.
2. Murry C. (2007) What’s wrong with vocational school?. In Kirszner L.G. & Mandall S.R. (Eds.), Practical argument (pp.676-679) Boston, MA: Bedford/St. Martin 's.
When analyzing contemporary issues in education, it is very important to ask why and how the issues arise. Some of these problems are obvious to the mass public, and some require a more in-depth analysis. One of the less obvious issues in education is the current philosophy in the classrooms. One may ask the questions, “Why is the philosophy of education important? And, why does it matter to me?” To put it simply, the philosophy imbedded in the goals of education and teaching methods in a classroom affects the students’ futures. This topic was chosen because the philosophy in schools is often overlooked as the absolute core of educational issues. Many students understandably struggle with sitting in a classroom, uninterested. In addition to the constant stress and pressure of having good grades, students often ask why the given curriculum must be learned.
As industry liaison at the School of EEE at NTU, I facilitate industry partnerships and promote entrepreneurship within the school. In the coming months, we will be launching an entrepreneurship ...