If you want to find information on skills and educational attainment, the U.S. Department of Labor, Employment and Training Administration’s guide to the relevant sources will allow you to shed light on labor or skill shortages, skill mismatches, and skill deficiencies. Skimming for Skills provides links to surveys, reports and customized data tools, and includes more than three dozen sources.
Cross-posted from the U.S. Department of Education blog.
Students at the Biddeford Regional Center of Technology in Biddeford, Maine are excited about learning — and they’re eager to tell you why. They can also show you some pretty impressive proof that they’ve mastered the concepts they’ve studied.
Take, for example, the house they built as the capstone of one project.“It’s not just about wiring a house, it’s about the theory and science [of] what is actually happening in the wires. In my other classes, you don’t really get hands-on, you just do what’s in the book,” a senior at the Center recently explained to visitors from the U.S. Department of Education.
Part of my role as a Teaching Ambassador Fellow (TAF) is to help teachers and other educators around the country learn about the Department’s efforts to support world-class teaching and learning. But, it’s just as important for us to bring teacher, principal, and student perspectives back to policymakers in Washington. For both those reasons, I traveled to Biddeford.
Right now, there’s an important shift taking place in schools and districts across the United States: a shift away from vocational education, and toward career and technical education, or CTE. The narrow vocational training of our parents’ and grandparents’ day was often separated from the college preparatory curriculum, and geared to the needs of the industrial age. Today’s CTE programs are designed to meet the needs and opportunities of the global economy and the digital age, and prepare students for equal success in college and careers.
When change is this ambitious, it can take a while for old perceptions to catch up to new realities. CTE teachers and students in CTE courses often find themselves having to correct the belief that CTE courses are less rigorous than traditional “college prep” classes. The experiences of the students and teachers at Biddeford certainly debunked this myth.
Biddeford offers professionally certified programs in career fields like legal studies, architecture, early childhood education, and health sciences. The students told us they feel good about learning a combination of academic, technical and employability skills that will equip them for success in college and in the 21st century’s technology-rich, team-based, results-oriented professions.
The teachers we spoke with called the Center “a direct link to college.” They explained that participating in the Biddeford program helps students set their sights on postsecondary education, giving them confidence in their abilities and real-world opportunities to apply ideas. A health sciences teacher, for example, spoke proudly of Biddeford graduates who are now in medical school or have launched careers as pharmacists, physical therapists, and registered nurses.
The CTE students at this regional center attend their home school for half of the day. Then, they travel by bus to Biddeford, to spend the second half-day in courses directly related to a career pathway, including work-based learning and other activities that require them to think critically, put theory into practice, and serve as constructive team members. They graduate with a high school diploma and certification in their field. This allows them to go directly to work in high-demand jobs, or continue their education at a community or four-year college.
A senior electrical engineering student explained the extra value he’ll be able to provide to his employer, beyond a strong grasp of the scientific skills his field requires. That added value is leadership: something he’s been able to practice in his classes, and as a member of a student council that offers peer-to-peer outreach.
Secretary Duncan has said that “a career-ready student must have the knowledge and skills that employers need from day one. That means having critical thinking and problem-solving skills, an ability to synthesize information, solid communication skills, and the ability to work well on a team.”
As these learners discussed the house they’d built, it was clear that they’re engaged in something worlds away from the “voc ed” of a generation ago. They didn’t just pound nails into 2 x 4 planks. Instead, they applied a wide range of academic and technical skills – from architectural design principles, to safety rules, to the physics of wiring. They also exercised the key critical thinking and communication skills they’ll need to get ahead, no matter what professions they ultimately pursue.
As one student put it, “If communication isn’t happening, that’s a safety issue – and the project doesn’t get completed.” You can’t get much more real-world than that.
The students at Biddeford showed us what today’s career and technical education can look like: CTE that prepares 21st century learners for the demands of 21st century college and careers.
Kareen Borders is a 2012-2013 Full-Time Teaching Ambassador Fellows at the U.S. Department of Education.
Last week OVAE hosted several visitors from the 12 for Life program to learn more about their innovative education, training and employment program aimed at vulnerable youth in Carrollton, GA and Florence, AL. The program, which was developed by Southwire in 2007 to address the interrelated dropout and skills crises among youth in Georgia, targets many of the most vulnerable youth who are at the greatest risk of not completing high school.
Literacy Means Business was the title of a public dialogue hosted by the Literacy Council of Northern Virginia that focused on the role of the business community in career pathways and adult education and training. Johan Uvin, OVAE Deputy Assistant Secretary, shares, “The panel discussion addressed many important challenges and opportunities in both ESL and adult education policy and practice. Among the many takeaways was the opportunity that strong partnerships with businesses represent to address both the needs of adult learners and firms. Several examples were discussed from health care and other contexts that illustrated how improved skills of workers benefit employers, too.”
On April 19th, the U.S. Department of Education, in partnership with the U.S. Department of Labor, announced the availability of $474.5 million to create and expand innovative partnerships between community colleges and businesses to educate and train workers with the skills employers need. This is the third of four rounds of funding under the $2 billion Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program.
LINCS is hosting a webinar on Tuesday, April 16, 2013 at 2:00 p.m. EDT featuring the publication: Making Sense of Decoding and Spelling: An Adult Reading Course of Study. This research-based literacy intervention is geared toward adult educators who teach reading and writing and is designed to teach adult learners to decode and spell words accurately and fluently. Daryl Mellard, P.h.D., University of Kansas; and Charles A. MacArthur, Ph.D., University of Delaware, will host the webinar and discussion on LINCS (a continuing discussion will take place in the LINCS Community after the webinar ends). Please click here to join this event on Tuesday, April 16 at 2:00 p.m. EDT. Registration is not required.
When the Harvard Graduate School of Education released its February 2011 report, Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century, lead authors Dr. Ronald Ferguson and Dr. William (Bill) Symonds had no idea about the chord they would strike among our nation’s education, workforce development, and economic development leaders; business and industry leaders; researchers; national associations; philanthropic organizations; and even parents and students. The message of their report was straightforward: to address our nation’s high school graduation and “skills” gap, we must build multiple career pathways for youth and adults. We must move beyond the one-size-fits-all, or “four-year college immediately following high school for all,” approach to education. As Secretary of Education Arne Duncan aptly states, “we must move beyond the false dichotomy of preparing students for college or careers, and begin preparing every student for college and careers.”
Beneath the seemingly simple message and solution in the Pathways report, however, is an incredibly complex endeavor. Preparing all students for college and careers requires radical changes in the way we presently design, deliver, and assess teaching and learning. It requires commitment to providing every student with a rigorous core of academic, technical, and employability skills. It requires meaningful and sustained collaboration between academic and technical teachers, secondary teachers and postsecondary faculty, and educators and business leaders. It requires fundamental restructuring of the school day, changes in the delivery of career guidance and counseling, and an overhaul in how we prepare our nation’s teachers and faculty. It requires new methods for assessing and credentialing student learning, and evaluating the effectiveness of programs. It requires sweeping changes–at Federal, state, and local levels–in the policy and funding environment for education, workforce development, and economic development.
Despite many well-intentioned reform efforts that have come before, and incredible accomplishments in states and local communities across the country, radical change has generally eluded us. Part of the problem claims Dr. Ferguson, “is that we have to stop meeting and have a MOVEMENT!”
And, so, the Harvard folks convened, well, a meeting. But, this was no ordinary meeting. The two-day session held March 18-19, in Cambridge, MA, brought together the nation’s leading practitioners, researchers, business leaders, and students, for a “Direction-setting Conference.” The tone and context for the meeting was set by business leaders, including CEOs from Snap-On, Caterpillar, and Microsoft. The discussions centered not on the “problems” we face, but on the “solutions” we need. The highlight, as always, was the student panel that recounted the many exceptional programs they had experienced and that need to be brought to scale across our nation. To me, and likely for many others in attendance, it felt like the beginning of a movement, except that we already had a great running start!
The meeting caused me to reflect on work already underway in the Department, including our newly-launched Advancing CTE in State and Local Career Pathways initiative and our partnership with the Departments of Labor and Health and Human Services, and how well the Administration’s principles for alignment, collaboration, accountability, and innovation, were so echoed and reinforced.
Finally, as a parent of a soon-to-be six-year-old whose favorite movie is Dr. Seuss’ The Lorax, one word kept coming to my mind—”unless.” “Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.” In the coming weeks, the Harvard folks will issue the recommendations from the meeting.
Sharon Miller is the Director of the Division of Academic and Technical Education at OVAE
The Kansas City Federal Reserve Bank published an article entitled “The Vanishing Middle: Job Polarization and Workers’ Response to the Decline in Middle-Skill Jobs.” The article appears in their Economic Review, First Quarter 2013. The research explores the demand side, as well as the supply side, of the employment equation and provides insight into some industries and occupations in CTE career pathways.
You can find the publication on the Kansas City Federal Reserve site here.
Below is a summary from their site:
The Vanishing Middle: Job Polarization and Workers’ Response to the Decline in Middle-Skill Jobs
The share of middle-skill jobs in the United States has fallen sharply in the wake of advancing technology, the rise in outsourcing jobs overseas, and contractions in manufacturing. This shift of employment toward high- and low-skill jobs, known as “job polarization,” is not well understood.
Tuzemen and Willis analyze thirty years of data from the Current Population Survey and show that changes in job composition within industries have been the primary driver of job polarization, not shifts in employment away from industries such as manufacturing.
They also find that women have responded to the trend with increased educational attainment and a pronounced shift toward high-skill jobs, while men have shifted more evenly toward both high- and low-skill jobs.