States are implementing a variety of initiatives and policies to assess and support students’ college and career readiness. To help state leaders and policymakers identify trends and learn about innovative approaches to this work, the College and Career Readiness and Success (CCRS) Center has updated the CCRS Center interactive state map with new and streamlined content. The map provides an easy-to-navigate snapshot of state college and career readiness policies, metrics, and initiatives across all states.
Career and Technical Education Standards
Last week, the National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) and NOCTI co-hosted a webinar, “Badging 101: The What, The Why & The How.” This webinar examined the concept of open badges and their potential in demonstrating – and validating – students’ skills, knowledge, and competencies. The presentation focused on the basics of badging and potential uses at the national, state, and local level.
While apprenticeships are offered throughout the nation, programs use different measures to indicate successful completion and mastery of the relevant skills learned. This Center for American Progress (CAP) policy brief outlines the benefits of apprenticeships, describes why current apprenticeships are not meeting student and employer needs, and advocates that to address this problem, apprenticeships must provide a portable, nationally recognized credential.
On May 22, 2014, the Department of Education’s Office of Career, Technical, and Adult Education (OCTAE) hosted a Webinar, “OCTAE Presents a Common Framework for Employability Skills” in order to unveil The Employability Skills Framework. The framework is an online collection of tools and resources designed to share strategies for integrating core employability skills into high-quality Career and Technical Education (CTE) programs at both the state and federal level.
This brief focuses on the role that career and technical education (CTE) teachers can play in ensuring college and career readiness (CCR) for all students. The authors introduce who CTE teachers are and how current policies support and integrate them into schools. The authors argue that these teachers are critical to meeting the needs of students who may wish to enter a career without obtaining a 4-year college degree or for those who wish to gain experience in a field before obtaining a higher degree.
The National Association of State Directors of Career Technical Education Consortium (NASDCTEc) recently undertook a large-scale research project to address the not-so-simple question of: how do states approach Career Technical Education (CTE) standards? With the increased attention given to CTE as a necessary strategy for engaging students, preparing our future workforce, and remaining competitive in a global economy, NASDCTEc believes it is important that stakeholders have a solid understanding of the system they are supporting.
Employability skills, such as critical thinking, technology use, and communication, are critical for success in the labor market. Many of these skills have been integrated into the Common Core State Standards and the Common Career Technical Core. Realizing the importance of developing employability skills across all sectors and levels of employment, the Office of Vocational and Adult Education (OVAE) at the U.S.