Kristin Cashore's Federal Support For Vocational Education

Today’s economy demands a better educated workforce than ever before, and jobs in this new economy require more complex knowledge and skills than the jobs of the past. The California Department of Education and the California State Board of Education are pleased to present the California Career Technical Education Framework for California Public Schools, Grades Seven through Twelve. The California Career Technical Education Model Curriculum Standards, Grades Seven Through Twelve, adopted by the State Board of Education (SBE) in 2005, was designed to help achieve that goal by providing educators with rigorous, balanced standards reflecting both the essential knowledge needed to achieve a seamless transition to careers or postsecondary education or training and the specific skills required for each of the state’s 58 career pathways.

This report will provide the history of career technical education in the United States and relevance of legislative actions, laws, acts and policies beginning as early as the 18th century and continuing through current-day society. Chronologically documented, the primary focus is on the Carl D. Perkins Career Technical Education 2006, its origin, issues and effects of each amendment that led to important federal government legislations. For an understanding of the Carl D. Perkins Career and Technical Education 2006 Act, an introduction section will provide information on amended acts, laws, and policies that led to the present act and career technical education. Other sections will discuss time periods of local and national legislation changes in the Carl D. Perkins Act, how they affect the present and future of career and technical education. A brief conclusion of the entire research to include summary findings and references.

Many people do not have the money to attend and decide to work right out of high school. There are also internships that people can do in order to gain work experience or satisfy requirements for a qualification that give people a hands-on experience without having to go to college states Murray. Vocational Education is also available which is education that prepares people to work in a trade, in a craft, as a technician, or in support roles in professions such as engineering, accountancy, nursing, medicine, architecture, or law. Craft vocations are usually based on manual or practical activities and are traditionally non-academic but related to a specific trade or occupation.

People are told from a young age that the only way to lead a successful life is to go to college. Although there is no denying of the economic advantage post secondary learning can provide for a student, college isn’t necessarily the only available option. Options like trade school or vocational training are other reasonable choices. However, trade school is not seen as legitimate as a traditional four year college, and a trade school student is not seen as having a secure future. The majority of people fail to realize there are hundreds of well paying employment opportunities that do not require the time, money, and effort needed to get a college degree. Not only does the negative perception of trade school hurt the futures of students, it ultimately hurts the nation’s economy. In order to eliminate the stigma surrounding non traditional schools, students and parents should be exposed to trade schools and the benefits of pursuing a vocational career.

Career and Technical Education (CTE) or “vocational education” provides preparation and skill building for careers. Some high school students will enter the workforce without additional training, but many will receive secondary CTE professional certifications. The goal of CTE is to connect students with growing industries in the American economy and give them the skills and training required for long-term success. However, little is known about CTE. Therefore, students lack access to high-quality secondary CTE.

Moving forward, Smith-Hughes Act of 1917 commissioned federal revenue to create and support of secondary and postsecondary vocational training. Emphasis were placed on instruction in agriculture, home economics, and trades and industry. This act along with the demand for change and other outlets for education, open the doors for trades that prepared people for jobs. Legislation during this time contended that this was the best step moving forward to focus on skills to ensure people were workplace ready.

For the sake of a national technical education, the federal must develop the programs of study in consultation with the states and local programs, and each local receiving funding under the Act will be required to offer the relevant course of at least one program of study. To our belief, such a move will maximize the profitability of the labor workforce industry throughout the country.

Charles Murray is writing to The Wall Street Journal, which is a huge and very diverse audience to whom to present such a controversial argument. The point Murray is trying to make is that vocational schools are more effective and logical courses of action for young people entering the job market than is the conventional 4-year-university track. In championing the cause of vocational schools over college, Murray uses logos, appeals to authority, though his tone makes him come across as a little condescending. This may almost damage his argument overall. Murray’s argument is persuasive through his use of

The committee I found the most interesting is the committee of education and the workforce. The committee was founded on March 21,1812 and was a result of the aftermath of the Civil War and the growth of the American Industry(Education & the Workforce Committee). The chairman of the committee is republican John Kline of Minnesota and the Co representative is democrat Robert C. "Bobby" Scott of Virginia (Education & the Workforce Committee). The committee focus is on ensuring each child receive the proper tools and resources needed in order to be successful in life. Also, while focusing on the workforce of America providing equal job opportunity with proper skill training There are four subcommittees the first is early childhood, elementary, and secondary this focuses on the primary stage of education.

Steinberg wrote this essay because he has an understanding that earning a degree is no longer synonymous with higher earning and stability, ergo he is accepting that there is a need for alternatives that can equip people with the expertise needed in the work-force. Steinberg, neither persuades or discourages the reader from attending college, in this article he merely sheds light on the fact that most Americans are underemployed and overqualified for many of the careers in modern society and it will be beneficial for some to pay an affordable cost for a college alternative such as a vocational or technical school that will allow the financial gain that we are all in search of. One of the economist that Steinberg referenced is Professors Lerman of American University who spoke with appreciation for a program that the CVS pharmacy implemented where aspiring pharmacists worked as an apprentice and many moved on to become pharmacists themselves. I, like Professors Steinberg and Lerman, agree that if schools, government, and employers offered similar programs it would be beneficial to everyone involved; schools would have a higher enrollment rate, students would have direction and the needed skills to succeed, and employers would have quality employees who are excited and fulfilled by their

Students in the vocational and agricultural program received only basic literacy and mathematics instruction. The farmhands had little need for reading or math. The lack of education kept the farmhands in a state of ignorance, and helped solidify the social structures at Blue Hills, further indenturing the farmhands to a system that dictated every aspect of the living and working conditions. The vocational and agricultural program provided Blue Hills’ children with a broad insight into how all the activities on the estate contributed to the community, and allowed children to specialize in one or two areas of the operation. This created a flexible workforce with the skills necessary to work in any area of production.

“Vocational teachers do not ‘teach’ core skills. In advance of teaching any course or programme, the teaching team look at the curriculum and decide which elements provide opportunities for students to develop key/core skills”

There is a large group of students who by high school know what career they want outside of high school. These students deserve to have the opportunity to start learning skills needed for that career by bringing more vocational schools to states like Nevada where the graduation rate is so low. “The latest figures from the U.S. Bureau of Labor Statistics (BLS) show that about 68% of high school students attend college. That means over 30% graduate with neither academic nor job skills” (Wyman, "Why We Desperately Need To Bring Back

Career and Technical Education has played a large role throughout the history of the United States and Ohio specifically. The legal history of Career and Technical Education in the United States and the state of Ohio has a long history dating back to the 1800s. Career and Technical Education is also at the forefront in current legal news: a bill sitting in committee and a push for more Americans to study in Career and Technical Education-related fields. With Americans realizing that not everyone can or wants to attend college or university, Career and Technical Education is relevant and so is its long history in the United States and, more specifically, Ohio.

Bok tends to favor vocational majors more than liberal arts because he states that vocational majors are easier to find a job and earn money faster. College should give students more opportunities to build connections within one’s career and give one feedback about one’s work. “Preparing for a Career” makes the reader question about college and whether or not liberal art majors will benefit them in the future. Bok’s argument focuses heavily on how to improve the education system in order to help students in