Presentation on theme: "The Implications of CCTI for the Perkins Vocational Technical Education Act Hans Meeder, Deputy Assistant Secretary Office of Vocational and Adult Education."— Presentation transcript:
The Implications of CCTI for the Perkins Vocational Technical Education Act Hans Meeder, Deputy Assistant Secretary Office of Vocational and Adult Education United States Department of Education, March 2005
The Changing U.S. Workforce Unskilled60% Skilled20% Professional20% Skilled65% Unskilled15% Professional20% 1950 1997 National Summit on 21 st Century Skills for 21 st Century Jobs
Fastest Growing Jobs Require Some Education Beyond High School
Credentials Matter Returns to:MaleFemale 1 year of postsecondary CTE courses 8%--- Postsecondary CTE certificate --16% CTE associate degree30%47% Percentage Difference in Earnings Between Postsecondary CTE Students and High School Graduates (2000) NAVE 2004: Forthcoming
American Diploma Project “Successful preparation for both postsecondary education and employment requires learning the same rigorous English and mathematics content and skills. No longer do students planning to go to work after high school need a different and less rigorous curriculum than those planning to go to college.”
Disconnect Between Student Aspirations and High School Preparation Students Source: NCES, The Condition of Education, 2000, p. 151.
CTE High School Course Taking Source: National Assessment of Vocational Education, 2004
Challenges for Modern CTE All youth need a high level of core academic skills, regardless of their chosen educational and career path. Many high schools and traditional voc-ed are not currently designed to meet this objective Millions of adults currently in the workforce also need to strengthen and acquire new academic and technical skills. Connections between high schools, college and employers must be strengthened.
Perkins Reauthorization: Emerging Consensus Career Pathway Programs (“Model Sequence of Courses”) Partnerships between high schools and postsecondary institutions. Challenging academic core. Non-duplicative technical courses leading to degree or certificate. Career pathways that are in-demand and lead to economic self-sufficiency. At least one offered by each local grant recipient. Developed/approved with state coordination.
Perkins Reauthorization and Implementation: Role of CCTI CCTI sites will serve as models for new Career Pathways/Model Sequences. CCTI network can be a voice for rigorous academic and technical skill expectations in secondary and postsecondary. CCTI network can help states expedite development and approval of Career Pathways/Model Sequences. CCTI network can engage and help transform existing Tech Prep consortia to follow the rigorous Career Pathway criteria.
www.ed.gov/highschool www.ed.gov/communitycollege www.ed.gov/highschool www.ed.gov/communitycollege Hans Meeder, Deputy Assistant Secretary Office of Vocational and Adult Education United States Department of Education, March 2005