Work And Concentrated Guideline ( Cte )

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.

For some students, the question of what to do after high school may be a burden to even contemplate as it approaches quicker and quicker. The pressure to continue another four (or more) years of education after high school can be overwhelming considering twelve years of schooling has already been completed; why go right back to school again? When’s break time? Some people are simply just not ready for college and they know it, or at least until after they have had a long break or have had some time to recollect themselves. Technically speaking college isn’t for everyone, nor is it necessarily needed for a career. Luckily today, there are many other options that potential career seeking beings can get a head start on such as community colleges and trade/vocational schools. These alternatives to a four year college are considered to be a good start on a job (and maybe even a career). The best benefits of these alternatives involve the cost of attending, the student environment, and the degrees offered.

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.

More often than not, young students are taught to believe that they must go to a prestigious university to obtain a Bachelor’s degree or higher in order to have a fulfilling and satisfying career. This may hold true for some people, but others do not need to follow this same path. For students who choose a career that isn’t considered conventional or isn’t high in pay, they tend to be looked down upon which pressures them into choosing career paths that they do not have a passion for, or the skill set to actually accomplish which makes college a waste of time and money. While everyone should be encouraged to get an education beyond high school, people should be encouraged to get the education that is relevant and proper for them to make sure they are getting their money’s worth.

Colleges are struggling to adapt to society’s changing requirements for adults entering the work force. John Fawell laments this change and states that humans intrinsically desire to learn more for the purpose of knowing more. However, the focus has shifted away from this and has become more career-oriented. This shift is not well supported in the current college system. The education system is aware of this change and some have modified their programs, but they are too narrow and a broad college education is lost. Even though it has become almost mandatory in society, a college degree does not prepare students for a real-world work environment and is not necessary for most occupations. Many, such as lawyers or doctors, do require further education and a system that instructs them while also training the majority of the workforce would be an improvement.

Bok states, “According to one survey, 60 percent of Arts and Sciences professors do not even think that preparing for a job is a particularly important goal for undergraduates” (Derek Bok, 36). Bok is quite puzzled since about three-fourths of new college students presume preparing for a job is the key component of attending college. According to Bok, Liberal arts professors believe that once they integrate some aspect of a vocational program students will become more concentrated on learning the competent skills necessitated by the jobs. Bok also provides background information on vocational program in which he states that, “Since the average length of time people stay in their first job has shrunk dramatically, more and more employers want their employees to “hit the ground running” without having to receive costly training before the company” (Derek Bok, 39). Students are already being pressured by employers to have these skills needed for the job perfected by the time they graduate so the companies won’t spend resources on training. With the pressures employers place on the arriving college students they feel as if they have to choose a career and prepare for it as

A big concern in todays’ world for graduating college students is being able to find a job right out of school. More times than not, there are many problems that occur when a student chooses a specific career path. In the short exert “Why Focusing Too Narrowly In College Could Backfire”, written by Peter Cappelli, he discusses in his opinion, as well as many others, the right path students should be taking. The lead way students should be following to secure they get a job in a field they will enjoy. Many students have trouble picking a college to go to let alone what major they want to focus on. Students are told to pick a major and start taking the classes for it as soon as possible without realizing they might not even enjoy that field of work. There are many struggles in college with picking the correct classes and

Unlike the other forty-two states, the state of Virginia has not opted into the Common Career and Technical Core; however, Virginia does have its on set of standards for CTE programs. The programs implemented are designed to prepare students for “productive futures while meeting the commonwealth’s need for well-trained and industry certified technical workers” (VDOE CTE). Much like other states’ CTE programs, Virginia actively partners with businesses to design and provide high quality, dynamic programs capable of meeting current, emerging and projected labor market needs (VDEO CTE). Currently, CTE programs serve more than 550,00 students in grades 6-12 who can take advantage of 16 different career clusters, of which include Agriculture, Food & Natural Resources, Architecture & Construction, Business & Management, Education & Training, Finance, Health Science, Information Technology, Marketing, and much more. (VDOE CTE). These different clusters help students to design a rigorous and relevant plan of study to advance their career goals. As a whole, clusters seek to:

In the articles Experts Zero In on Nonacademic Skills Needed for Success and The Myth of the Tech-Savvy Student the authors both have a different view on how college and career readiness is defined. In Experts Zero In on Nonacademic Skills Needed for Success, the author Sarah D Sparks defines college readiness as not the educational value but the work ethic, teamwork, and perseverance when things get tough. In the article The Myth of the Tech-Savvy Student, the author Loyola University Maryland defines career readiness as knowledge about the online cultures that will be central in their lives. Different traits and knowledge have a handing in shaping someone for college and their careers.

CTE programs are defined by the Perkins ACT as a sequence of courses that provide students with rigorous and coherent content that is aligned with rigorous academic standards and relevant technical skills and knowledge to prepare students for further education in emerging and current professions. CTE programs should include competency-based applied learning that learning that enhances the academic knowledge, problem solving-skills, and employability skills. Many businesses have indicated that they believe that half of high school students are equipped with the most important workplace skills, critical thinking, problem-solving, and written and oral communication. A student that is work ready possesses the specific skills for a specific job that is described in the occupation description profile. The economy of today demands a workforce that is better educated because jobs in today 's economy require students to possess more complex skills and knowledge than those jobs of the past.

On the wake of the current economical crisis, career options seem bleak for college graduates who get stressed after spending large amounts of money on college to obtain a degree and discover that their efforts won’t lead them far, it’s especially a problem for the students who have taken loans to study in colleges. Such situations don’t bode well for students who wish to have a stable career which is why students have now rapidly begun taking up trade schools to help establish their career. Most of these colleges teach work specific skill sets to students and in most cases there’s a job waiting for the students at the end of studies.

Ever since I started to seriously think about my future, I had aspirations of getting a degree and becoming a professional. Specific careers have changed constantly, ranging from becoming a teacher to an engineer. As I got older, I began to assess my strengths and weaknesses as well as my likes and dislikes. I know a college education is essential in today’s economy and society. Doors are opened to those with college degrees and a better lifestyle is guaranteed. A college education is not only economically beneficial but intellectually as well, for it provides a unique learning experience as it caters to an individual’s interests

The school counselors, teachers, and district administrators are working together to address the college and career awareness goals with the counseling program at Open Air High School. The data reveals the students within the Career and Technical Education program, throughout the school, division, and state, who have passed the occupational competency assessments and earned credentials recognized by the National Occupational Competency Testing Institute (NOCTI) within the past three years. The data presented is descriptive statistics.

A study by Dougherty (2016) found that secondary CTE participants earned higher wages during and after participation, and were 10 percentage points more likely to be employed than non-participants a year after graduation. Dougherty suggested it should be a national priority to increase high-quality, labor-market aligned programs that are available and appealing to all students. In a study on the effects of concentrating (taking three or more CTE courses in a program of study), research found concentrators more likely to graduate from high school, more likely to be employed, and more likely to be enrolled in a two-year college. However, increased graduation requirements have limited the number of CTE courses offered at the secondary level (Drage, 2010). The real concern is whether students will be ready for college or a career, with the national average of 1.2 million annual student dropouts (Radcliffe & Bos, 2013). CTE needs an updated focus—one that will convince administrators to support CTE in the secondary curriculum and promote the teaching of soft skills (Drage,

This article focused on a study that was conducted with predominantly high school-aged adolescent females. They were taken to a nontraditional career fair and were surveyed on their Occupational Self-Efficacy (OSE) before and after the career fair. Each of the adolescent females rated the occupations based on how confident they were about completing the tasks required for that occupation. The results of the career fair and the impact it had on the female attendees stood out to me because it provided them with options to different occupations not dominated by just females, males as well. The article also mentioned that our goal as professional school counselors, we should broaden our students’ career