As the number of young adults disconnected from the workforce continues to rise, the National Fund for Workforce Solutions Young Adult Initiatives aim to test and implement new strategies for targeting America’s young adults, ultimately seeking to develop a deeper understanding of how industry partnerships and employers most effectively engage young adults and to share this information so that employers and workforce development collaboratives across the country can access the potential of and invest in the millions of young adults across the nation.
Career and Technical Education
In order to ensure that students are adequately prepared for college and career and that the education they receive is well-aligned to the needs of the labor market, states and districts across the country are working to provide multiple educational pathways to better meet the needs of students, employers, and the economy as a whole.
Career and technical education (CTE) in Ohio has received a statewide renovation during the past two decades. The programs now integrate academics in a rigorous and relevant curriculum and focus on high-skill, high-demand career clusters and career pathways. CTE programs also partner with postsecondary institutions, offering students opportunities for dual enrollment so that they can graduate with college credits, a few steps closer to degrees or even employment. This report touches on the implementation of Ohio’s three-pronged CTE structure while spotlighting real student experiences.
To prepare all students for success in both postsecondary education and the workforce, the high school reform debate is increasingly focused on the role of career and technical education (CTE). Programs that merge CTE, rigorous academic coursework, and career exploration opportunities, while creating clear pathways through high school, college, and beyond, are gaining momentum.
On November 5, 2015 from 2:00 – 3:00 pm ET, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) and Achieve are co-hosting a webinar to highlight the recently released brief, “Building a Strong Relationship between Competency-Based Pathways and Career Technical Education.” This webinar will provide an overview of the many leverage points between Career Technical Education (CTE) and Competency-Based Pathways (CBP) to support states’ adoption and implementation o
With a revamped college and career focus that includes an emphasis on real-world learning, continuous improvement, and strong student-teacher relationships, vocational schools in Massachusetts have been experiencing tremendous success in preparing students for college and the workforce. This brief highlights several vocational schools in Massachusetts, exploring their programs and practices, to provide an inside look at what separates them from other vocational schools in the nation.
To be competitive in an increasingly global economy, students entering the workforce will need more than just academic knowledge to be successful. Employability skills are becoming a critical component of making students truly ready for success in the work place.
The hallmarks of career and technical education (CTE) and competency-based pathways (CBP) are remarkably similar; both approaches focus on learning in context, encourage self-directed student pathways with project-based learning opportunities, and value performance assessments that are themselves meaningful and positive learning experiences. In a CBP environment, students learn a set of skills and knowledge in a subject area before advancing to the next set—rather than moving on as part of a group whether or not they have learned the material.