Career and Technical Education
TAWB Webinar provided by The Conover Company on December 9 addressing the need to assess and teach soft skills, how to give participants an opportunity to earn a soft skills credential, and the top soft skills employers are looking for.
As the COVID-19 pandemic continues to accelerate changes in the labor market, community and technical colleges are increasingly seen as essential institutions to provide workforce education. While two-year institutions have the reach, scale and infrastructure to deliver the upskilling that will be needed in years ahead, policymakers are challenged with a lack of data on workforce education. To address this information gap, Opportunity America, in collaboration with the Lumina Foundation and Amherst H. Wilder Foundation, recently published a report on noncredit and credit workforce education programs using survey responses from more than 600 public two-year institutions.
The Association for Career and Technical Education (ACTE) has developed a series of Sector Sheets which describe CTE’s role in growing the qualified workforce for vital industry sectors, including recent update to those for Construction and Architecture, Advanced Manufacturing and Energy. Share these advocacy tools with industry, education leaders, policymakers and the public to illustrate how CTE supports specific industries and prepares students for career success.
Across eight of the world’s largest economies, 107 million workers, 60-70% of those low-wage workers, will need to find a different occupation by 2030 due to disruptions caused by COVID-19, according to a new report from the McKinsey Global Institute. To combat these challenges, CTE and work-based learning opportunities, such as technical training, apprenticeships and credentialing, need to be greatly expanded to secondary students.
Over the past few years, ACTE has increased our focus on middle grades CTE in recognition of the growing importance of early career development. Today, Advance CTE and ACTE released Broadening the Path: Design Principles for Middle Grades CTE to support state and local leaders as they work to develop or strengthen middle grades CTE policies, programs and practices. Critically, this resource provides a theory of action for state and local leaders looking to design a new middle grades CTE program or policy or to reflect on and improve upon what is already in place.
The fifth brief in Advance CTE’s “Making Good on the Promise” series, this report examines ways that states can help more students complete their chosen career pathway. It explores three state strategies, including using data-driven support systems to meet learners’ needs; providing integrated support services to secure wellness, academic preparation and financial stability; and creating the enabling conditions for successful transitions.
Perkins V represents an important opportunity to expand opportunities for every student to explore, choose, and follow career and technical education programs of study and career pathways to earn credentials of value. As states and local communities embark on the development of new plans for CTE, the Office of Career, Technical and Adult Education (OCTAE) has developed a site that includes videos, resources, links, and media that can be useful tools for states and local recipients in “rethinking CTE” and arriving at bold goals under the newly-authorized Perkins V statute.
2018 Association for Career and Technical Education (ACTE) report on the benefits, and potential barriers, to having programs that allow students to explore career opportunities in middle school.
Fact sheet developed by the National Skills Coalition presents five options for improving cooperation between Career Technical Education (CTE) programs and workforce education systems authorized under the Workforce Innovation and Opportunity Act.
ACTE is launching a new series exploring in detail each of ACTE’s 12 elements of high-quality CTE with the first brief in the series, Defining Quality: Business and Community Partnerships.
The brief highlights an example from El Paso, Texas where local school district leaders have capitalized on opportunities under the Workforce Innovation and Opportunity Act (WIOA) to improve alignment between the adult education and CTE systems.
The following briefs and reports address such issues as work-based learning implementation, educational credentials and their value in the workplace, expanding apprenticeship, community college-employer engagement, the importance of non-cognitive skills and the connections between Advanced Placement and CTE.
The 2018 version of the framework is the culmination of research, several rounds of feedback and pilot testing. It is accompanied by a program self-evaluation instrument, which can be completed in print or using our new online evaluation form. If filled out online, users can receive automatically calculated scores, save and print their results, and be connected to the High-quality CTE Tools online library for areas identified as needing improvement.